Grammarifics Lesson 9, The Case of the Hidden Adverbs

Lesson 9: The Case of the Hidden Adverbs

• Detecting Hidden Adverbs
• What Adverbs Tell Us
• How Adjectives and Adverbs Differ

Objectives

• to increase the ability to identify adverbs of time, place, and manner

• to develop the ability to differentiate between adverbs and adjectives

Summary

"The Case of the Hidden Adverbs" uses a mystery theme to help students "detect" adverbs. The note at the top of the first activity page contains dot patterns which, when connected, spell out the three questions that are answered by the adverbs "when," "where," and "how:' The student then looks for hidden adverbs in a word-search puzzle and writes them in the appropriate blanks under the puzzle.

The exercise on page 2 is worked in two steps. The student first underlines the adverb found in each sentence, then indicates if it is an adverb of time, place, or manner by writing it on a line under the correct heading at the bottom of the page.

The last activity page contains an exercise which gives practice in differentiating between adverbs and adjectives. Working with sets of sentences, the student locates the adjective in the first sentence, and writes it in adverbial form in the second sentence.

INTRODUCTION

The Grammarifics program is a multimedia series of 12 lessons designed to supplement and individualize language instruction for students in grades 4 through 6, and for those at ages 12 to adult in need of remedial help. Each lesson in the program consists of audio media and three reproducible activity sheets. The audio combines expert instruction in grammar and usage with themes that are relevant to the interests of students in the intermediate grades. Central to the program is the development of the students' communication skills. This is accomplished through analysis of sentence structure, information of generalizations concerning English usage, and the application of those generalizations in exercises which stimulate students' interest.

The program concentrates on nouns, pronouns, verbs, adverbs, and adjectives. Many important sub-skills related to these parts of speech are also presented. Each audio-directed lesson begins with a lively introduction focusing on a theme which should be familiar to most students. Special effects and dialogue are often used to heighten students' interest in the material to be learned. The narrators then guide the students through written exercises on the activity sheets. Found on many of the activity sheets is a block of content material. The narrator helps the students analyze the content material, draw valid conclusions, and apply the content to the exercises presented on the activity sheets.

Every effort has been made to make all elements of the program enjoyable and meaningful. All lessons are self-directing and self-correcting. This allows students to work through the lessons at an independent rate and to evaluate their performances privately. The narrators give complete instructions for doing the exercises on the activity sheets. Games, puzzles, secret messages, codes, newspaper ads, and lively illustrations are just a few of the techniques used to create interest in the lessons. Two lessons are devoted to each part of speech covered in the program. The parts of speech may be studied in any order, depending upon the preparation of the individual student. The audio, which deals with each part of speech, however, should be used in sequence. Lessons 11 and 12, "Putting It All Together—Parts I and II," contain a complete review of the concepts presented in the first 10 lessons of Grammarifics. These lessons should be used after the student has worked through the first 10 lessons of the program.

USING THE PROGRAM

The Audio

The audio lessons in Grammarifics employ a variety of motivational techniques which are designed to capture and hold the interest of students. Each audio begins with music, special audio effects, or a short vignette played out by characters. The students are then carefully guided through the entire lesson by professional narrators who use a friendly, positive approach to language instruction. Timed pauses are programmed into the audio to allow the students to complete brief responses on the activity sheets. However, when more than a few seconds are needed to complete a response or to read over specific material, an electronic tone built into the audio signals the students to stop the player. Students should be reminded that they may stop the audio whenever additional response time is needed, or replay any material they may wish to hear. The use of headsets is recommended to avoid distracting other students in the classroom and to reinforce the interaction between student and narrator. The running time of the audio averages approximately 20 minutes. The average working time of each lesson is about 30 minutes. It should be remembered that this time is only an approximation. Since the student stops and starts the audio several 'times during the course of each lesson to read material or to complete exercises, the actual time needed will depend on the student's working speed.

The Activity Sheets

Three illustrated activity sheets are used in each lesson of the program. All activities are completed by the student as the audio presentation progresses. The responses for these activities are checked and corrected by the student through answers given by the narrators. The activity sheets offer a variety of skill-building games and enjoyable written activities to increase the student's understanding of parts of speech. All exercises are closely correlated with the audio instructions.

The Teacher's Guide

This guide contains individual summaries of the 12 lessons in the program. Each summary lists the skills objectives of the lesson, a description of each written activity, and reproductions of all student activities with answers overprinted. Included in the final pages of this guide are several creative follow-up activities which may be used with small groups of students to reinforce the skills taught in the program.