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The document summarizes Francisco González's grammar class. It was divided into three steps: In step 1, the teacher discussed adverbs, explaining how they are formed and can be placed at the beginning, middle, or end of sentences. Examples of forming adverbs by adding "-ly" were provided. Step 2 continued with more examples of how to form adverbs from adjectives. In step 3, the teacher gave examples of adverbs in different positions within sentences and concluded by having the class watch a video explaining adverbs.
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The document describes activities adapted from an English textbook to promote inclusion of a student with dyslexia. Two activities were chosen and modified in content, process, and product.
The first activity on comparative adjectives was adapted to focus only on long adjectives, using visual aids and context. The student with dyslexia completes a chart with comparative forms orally or digitally.
The second activity on restaurant comparisons was adapted to an oral exercise using comfortable, expensive and modern. The student produces affirmative sentences with support and repetition to internalize the comparative structure. Visual aids and gestures reinforce meaning.
Schneider iannaci assignment unit 2_ special needs- pass
This document summarizes the adaptation of activities from an English textbook for a student with dyslexia. Two activities were chosen from the textbook and modified in content, process, and product to be more accessible for the student.
The first activity on comparative adjectives was simplified to focus only on long adjectives rather than multiple types. A visual context and examples were added. The student would complete a chart with comparative forms orally rather than a written exercise.
The second activity asking questions about restaurants was changed to an oral production of statements using the same long adjectives. Flashcards were added and the tutor would model the sentences first to support the student's independent use of comparatives.
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Congratulations, you finished the race! You did a great job spotting the singular and plural nouns. Thanks for playing and learning with me. See you next time for another grammar lesson!
Student: Thank you for teaching me about singular and plural nouns. I had fun learning and playing the game. See you next time!
Instructor: You're very welcome! I'm so glad you enjoyed learning about this important grammar topic. Drive safely on your way home and keep practicing identifying singular and plural nouns. Goodbye for now!
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The document describes activities adapted from an English textbook to promote inclusion of a student with dyslexia. Two activities were chosen and modified in content, process, and product.
The first activity on comparative adjectives was adapted to focus only on long adjectives, using visual aids and context. The student with dyslexia completes a chart with comparative forms orally or digitally.
The second activity on restaurant comparisons was adapted to an oral exercise using comfortable, expensive and modern. The student produces affirmative sentences with support and repetition to internalize the comparative structure. Visual aids and gestures reinforce meaning.
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Congratulations, you finished the race! You did a great job spotting the singular and plural nouns. Thanks for playing and learning with me. See you next time for another grammar lesson!
Student: Thank you for teaching me about singular and plural nouns. I had fun learning and playing the game. See you next time!
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This lesson teaches 1st grade students about phonemic awareness by having them add sounds to words to create new words. The teacher will review beginning sounds with words like "car", "dog", and "log". Then students will practice adding sounds like /b/, /k/, /h/, and /m/ to the word "at" to make words like "bat", "cat", "hat", and "mat". Students will then work in groups to draw pictures of words made by adding sounds to "an". Different activities are provided for various student needs and abilities.
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This document provides information about adverbs, including their definition, use, and formation. It states that adverbs modify verbs, adjectives, or other adverbs to express manner, place, time, degree or other circumstances. It describes the different types of adverbs such as time, place, degree, frequency, and manner. It also discusses how adverbs are typically formed by adding -ly, but some adjectives form adverbs irregularly or have double forms. The document is intended to teach students about the use and formation of adverbs in the English language.
ADVERBS DOCUMENT
This document provides information about adverbs including their definition, use, form and types. It discusses how adverbs modify verbs, adjectives and other adverbs to express manner, place, time or degree. It distinguishes between adjectives and adverbs and provides examples of each. The document also describes different types of adverbs such as adverbs of time, place, degree, manner and frequency. It discusses adverbial phrases and prepositional phrases. Finally, it covers how most adverbs are formed by adding -ly to adjectives and lists some irregular adverb forms.
Grammar adverb
This document provides information about adverbs - their use and formation. It defines adverbs as words that modify verbs, adjectives, other adverbs or entire phrases/clauses. The document discusses the different types of adverbs including manner, time, place, degree, frequency. It also explains how to form adverbs from adjectives by adding "-ly" or changing word endings like "-le" to "-ly" or "-y" to "-ily". Some adverbs are irregular and don't follow typical formation rules. In addition, phrases can act as adverbs.
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Class notes
- 1. UNIVERSIDAD NACIONAL DE CHIMBORAZO. FACULTAD DE CIENCIAS DE LA EDUCACIÓN HUMANAS Y TECNOLOGÍAS. LANGUAGE SCHOOL NAME: Francisco González COURSE: Sixth Semester DATE: 27-05-2015 GRAMMAR VI Time Details Step. 1 17:00-17:30 The first topic was Adverbs We talk about the adverbs and we realize that we can use an adverb at the beginning, in the middle or at the end of a sentence. The teacher explained how to form adverbs. Teacher providessome examples: - In most cases, an adverb is formed by adding -ly to an adjective: cheap> cheaply - If the adjective ends in -y, replace the y with i and add –ly: easy>easily. - If the adjective ends in -able, -ible, or -le, replace the - e with –y: probale > probably - If the adjective ends in -ic, add -ally. Exception: public -> publicly: basic > basically - Step. 2 17:30-19:30 The teachergave us some examplesofhow to form adverbs. Cheap Cheaply Probable probably Quick Quickly Terrible terribly Slow slowly Gentle gently Easy Easily Basic basically Angry Angrily Tragic tragically Happy Happily Economic economically Lucky luckily
- 2. UNIVERSIDAD NACIONAL DE CHIMBORAZO. FACULTAD DE CIENCIAS DE LA EDUCACIÓN HUMANAS Y TECNOLOGÍAS. LANGUAGE SCHOOL NAME: Francisco González COURSE: Sixth Semester DATE: 27-05-2015 GRAMMAR VI Step.3. 19:30- 21:00 The teacher gave us some examples of the different postions of advers At the beginning: frankly, I am fed up with you. At the middle: the child clearly wanted some ice cream. At the end: he loved her very much, obviously. Finally we saw a video that explained everything about the adverbs. https://www.youtube.com/watch?v=9PgFbTK2jUI