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Part 3. Grammar. Adverbials
Part 3. Grammar. Adverbials
Description
This activity introduces participants to the wide range of kinds of words and phrases which
are adverbials. Participants’ understanding of adverbials is checked, and they brainstorm,
recognise and categorise different adverbials. There is also a sample TKT: KAL task.
Procedure
1. Start by asking participants in pairs to brainstorm at least 5 adverbs. One or two
participants can then help you to write the brainstormed adverbs onto the board or
flipchart. This allows you and them to check their understanding. Explain that you are
going to look at adverbials in this session.
2. Give out Participant’s Worksheet 1 Exercise 1. Participants work in pairs to decide
which of the words/phrases in the box are adverbials. Don’t give any information
about what adverbials are at this stage. Feed back with the whole group (see Key
below). Establish that not all adverbs end in ‘ly’!
3. Pairs now look at Exercise 2 and decide which definition/s of an adverbial is/are
correct. Feed back (see Key below). Point out that although all these definitions are
correct, (b) and (c) are more helpful than (a). You could ask participants for examples
as you go through the definitions.
4. Refer participants back to the adverbs they brainstormed in Step 1. Pairs now have
one minute to brainstorm more adverbs (not adverbials). They then categorise the
adverbs according to the groups in the table in Exercise 3. They should add
examples of categories where none were suggested in the brainstorming. Feed back
by joining pairs into fours and monitor, supplying examples where necessary (see
Key below).
5. Give out Participant’s Worksheet 2. Participants work individually to underline the
adverbials in the text. Then they compare their answers with a partner, and together
decide which category each adverbial belongs to. Feed back with the whole group
(see Key below).
© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
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© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
The rubric says’ can be’ adverbials’ because whether something is an adverbial or not can
depend on its function in a sentence e.g. Every week is a bit too often v He goes to see him
every week.
Exercise 2
An adverb is a single word; an adverbial is a single word or more, including phrases and
clauses. They have the same function.
a) and b) are correct definitions. c) is incomplete as it does not refer to adverbials that
contain more than one word.
Exercise 3
Possible answers:
Categories Examples
Manner Carefully, slowly
Frequency Always; often
Time Now, tomorrow
Place Here, there
Relative time Already, recently, soon
Degree Extremely, rather, very
Quantity A lot, a little
Focussing Even, also, only, particularly
Attitude markers Apparently, unfortunately
(from Parrot M., 2000, Grammar for English Language Teachers, CUP, slightly adapted)
© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
Exercise 2
Look at these words again and decide what the difference is between an adverb and an
adverbial.
Are these correct definitions of an adverbial?
a. any word, phrase or clause that functions like an adverb (Cambridge Grammar
of English (CUP) p.539)
b. ‘indicates the time, place, manner, degree, frequency, duration, viewpoint etc.
of an event, action or process’ (Cambridge Grammar of English (CUP) p.539)
c. a word which describes or gives more information about a verb, adjective,
adverb or phrase (Cambridge Advanced Learners’ Dictionary (CUP 2005) p.19)
Exercise 3
Put the adverbs into the correct category below. Supply at least two examples for any
category not covered by the adverbs you listed.
Categories Examples
Manner
Frequency
Time
Place
Relative time
Degree
Quantity
Focussing
Attitude markers
© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
Find and underline the adverbs in this narrative of a tennis match. Which of the
categories on Participant’s Worksheet 1 do they belong to?
Both men have played better but the tension was there from the start yesterday as they
traded early breaks. Nadal was striking the ball the more sweetly and every time he got
the chance he pummelled the Federer backhand with viciously top-spun forehands of the
kind only he can hit. A backhand in the net gave Nadal a second break to lead 4-3 and,
though Federer had four chances to break back at 5-4, Nadal held on to take the opening
set.
When Nadal broke in the opening game of the second set, it looked as if he would run
away with it but Federer became more aggressive and broke back immediately. Nadal
unleashed four brilliant backhands to break again on his way to a 4-2 lead but a resilient
and improving Federer broke back to level at 4-4, with his drop shot increasingly effective.
Twice Nadal held serve to stay in the set and, though Federer led 4-2 in the tiebreak,
Nadal would not be bowed and won four straight points to lead 6-4.
Federer saved one match point with a brilliant forehand winner but Nadal snatched victory
when a horrible bounce off the line took the ball beyond the racket of the Swiss.
(Rafael Nadal beats Roger Federer to win Madrid Masters; The Guardian, Monday 17 May 2010)
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A teacher is doing a quiz to check his own knowledge of types of adverbs in preparation for
teaching them to a class.
For questions 1-7, match the adverbs as used in the sentences with the types of adverbs
listed A-H.
There is one extra option which you do not need to use.
Types of adverbs
A. Manner
B. Frequency
C. Place
D. Relative time
E. Degree
F. Quantity
G. Focussing
H. Attitude markers
Sentences
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Every effort has been made to identify the copyright owners for material used, but it is not always
possible to identify the source or contact the copyright holders. In such cases, Cambridge ESOL
would welcome information from the copyright owners.
© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo