Page 42 - @ccess 1 - Teacher´s Book

Actividad 28
• Lea los ejemplos con los
alumnos y concéntrese en las
palabras en cursiva.
• Pregunte a sus alumnos qué
diferencias perciben en el
texto al agregar estos detalles.
• Proporcione varios ejemplos
para garantizar la comprensión.
• Aliente a los estudiantes a
enriquecer oralmente las
oraciones que produjeron en
la actividad anterior.
• Guíe una discusión sobre por
qué estas oraciones son más
atractivas que las otras.
Actividad 29
• Revise la primera oración
con los alumnos e intente
completarla con todas las
opciones provistas.
• Guíe la discusión y
pregúnteles por qué la
respuesta correcta es la
mejor para completar
la oración.
• Anímelos a respaldar sus
respuestas con evidencias,
tales como: usar la misma
palabra en otras oraciones, la
definición del diccionario y
nuevos argumentos sobre lo
que agrega a la oración.
• Recuerde. Lea esta sección con ellos y enfatice que los adverbios proporcionan una descripción
detallada de una parte de la historia.
• Bríndeles ejemplos del uso de diferentes adverbios en cada oración, para que estén al tanto
de las diferencias.
• Permita que usen el texto si necesitan verificar las respuestas.
42 Teacher´s Book / Practice 2
For our big book
28. Add details to the sentences from Activity 27 and include some actions
in the past.
• Look at the examples and write sentences in your notebook with the tale
you selected.
EXAMPLE
» A miller left his sons the few things he had for he was very poor.
Sentences:
The mill went to the first one, the donkey was left to the second,
and the cat went to the third.
The young man was not very pleased with what he got because he didn’t know
The young man was not very pleased with what he got because he didn’t know
» The young man was not very pleased with what he got because he didn’t know
how to take advantage of the cat. What could he do with a cat?
and promised to make him rich and find him good
and promised to make him rich and find him good
» The cat overheard his complaints and promised to make him rich and find him good
fortune. To accomplish this, he asked his master for a bag and a pair of boots.
fortune. To accomplish this, he asked his master for a bag and a pair of boots.
fortune. To accomplish this, he asked his master for a bag and a pair of boots.
29. Look at the fragments below and circle the adverb that best suits
erb that best suits
Look at the fr
cle the ad
v
agments belo
w and cir
the description.
The first/Another/The last time, he went and hid himself in a grain field. He Remember
1 again/once held his bag open and after/when a brace of partridges ran into it, Adverbs can be
a brace of partridges ran into it,
Adverbs he drew the strings, and caught them both. He presented these to the King, added to a verb
as he had done before/yesterday with the rabbit.
to modify its
meaning. Usually,
At this commotion, the King put his head out of the coach window, and an adverb tells
2 finding it was the cat who had so never/often/always entertained him so, how, in what
you when, where,
he commanded his guards to run immediately/slowly to assist the Marquis
of Carabas. While/Before/After they were helping the poor Marquis out of extent an action
manner or to what
the river, the cat came up to the coach and told the King that, while/before
his master was bathing, some rogues had come by and stolen his clothes. is performed.
Many adverbs end
3 "You see, sir," said the Marquis, "this is a meadow which always/never in –ly, particularly
fails to yield a plentiful harvest every/any year."
those that are
session 9 used to express
how an action
• Discuss the following: is performed.
Although many
a) Do the fragments change depending on the adverbs? adverbs end –ly,
b) Why do you think so? lots do not, e.g.,
fast, never, well,
very, most, least,
more, less, now, far
and there.
38 Studentʼs Book / Practice 2