This is a Self-Learning Module (SLM) for Grade 5 English, Quarter 1, Module 4, Lesson 4: Composing Clear and Coherent Sentences Using Adverbs of Intensity and Frequency. It is part of DepEd’s Alternative Delivery Mode (ADM) and was written for learners studying at home, with help from a parent, facilitator, or teacher. After the lesson, learners can tell how often something happens and how strongly something is felt or done, and write clear sentences that use these adverbs.
What learners will learn
The module says it will help learners describe actions and ideas more vividly in their writing. Learners will be able to:
- define and describe adverbs of frequency and intensity
- identify adverbs of frequency and intensity in a sentence
- compose clear and coherent sentences using appropriate grammatical structures: adverbs of intensity and frequency
What adverbs are
An adverb describes, or modifies, a verb, an adjective, or another adverb. Adverbs answer questions such as how, when, where, and to what extent. Many adverbs end in -ly, such as gracefully, beautifully, frequently, seriously, and quietly.
The module focuses on two types of adverbs. A quick test helps tell them apart. Does the adverb tell how often something happens, or how much something is felt or done?
Adverbs of intensity
Adverbs of intensity tell to what extent something exists or is done. They show how strong or weak, or how high or low, something is. They usually come before the verb, adjective, or adverb they modify, though there are exceptions.
Common examples: very, quite, too, absolutely, extremely, so.
Examples from the module:
- You are working too diligently.
- The water was extremely cold.
- The movie was quite fascinating.
- The group just left.
- He has almost finished his assignment.
Adverbs of frequency
Adverbs of frequency tell how often an action is done. They are usually placed before the verb, because they describe how often the action in the verb happens.
Common examples: always, frequently, occasionally, sometimes, never, often, seldom, usually.
Examples from the module:
- Lastikman always wears his mask on every mission.
- Ben and Emma often go out for lunch together.
- During rainy days, Jade sometimes comes to school wearing her raincoat.
- Nick and Nadia rarely see each other because of the pandemic.
Both types in one passage
In the “Thoughtful parents” activity, learners fill in a description of good parents. The answers use both types:
| Adverb of frequency | Adverb of intensity |
|---|---|
| always think about their children’s future | are very attentive |
| never forget | don’t let the baby eat too much |
| kids sometimes need to play |
Parts of the module and activities
| Part | What learners do |
|---|---|
| What I Know (pretest) | Arrange jumbled words into sentences, find the hidden adverb in each sentence, and label each one as frequency or intensity |
| What’s In | Review adverbs from earlier lessons and label underlined adverbs as frequency or intensity |
| What’s New | Complete the “Thoughtful parents” sentences using words from bubbles |
| What Is It | Read the discussion of both adverb types with examples |
| What’s More | Choose the right adverb from two choices to complete 10 sentences |
| What I Have Learned | Read a short summary aloud |
| What I Can Do | Answer questions using adverbs from a word box, then label each one |
| Assessment | Answer questions with a given type of adverb, and put words in order to form sentences |
| Additional Activities | Write sentences describing your siblings (intensity) and how often you do activities with your pet (frequency) |
The module ends with an answer key for each activity and test. Answers to the Additional Activities may vary.
How to use this module
- Learners: Start with the pretest in What I Know to check what you already know. Then go through the parts in order. Write all answers on a separate sheet of paper or in your notebook, not on the module. Check your work with the answer key only after you finish, and be honest when you use it.
- Parents and facilitators: Help your child read the directions carefully before each task. Ask them to explain whether each adverb tells “how often” or “how much.”
- Teachers: The Assessment and Additional Activities show whether learners can write their own sentences with each type of adverb. The answer key covers every activity except the open-ended Additional Activities.
If learners have questions or find a task hard, the module tells them to ask their teacher or facilitator.
Frequently asked questions
What grade and quarter is this English module for?
It is for Grade 5 English, Quarter 1. It is Module 4, Lesson 4, made under DepEd’s Alternative Delivery Mode.
What is the difference between an adverb of frequency and an adverb of intensity?
An adverb of frequency tells how often an action is done, such as always, usually, or never. An adverb of intensity tells to what extent something exists or is done, such as very, too, or extremely.
Where are adverbs of frequency usually placed in a sentence?
They are usually placed before the verb, as in Alena never watches scary movies. Adverbs of intensity usually come before the word they modify, as in The water was extremely cold.
Does the module have an answer key?
Yes. The answer key covers the pretest, the practice activities, and the assessment. Answers to the Additional Activities may vary.
Full text of the module
The text below is a transcription of the PDF above, as printed.
English Quarter 1 – Module 4 Lesson 4: Composing Clear and Coherent Sentences Using Adverbs of Intensity and Frequency
5
English
Quarter 1 – Module 4 Lesson 4: Composing Clear and Coherent Sentences Using Adverbs of Intensity and Frequency
[illustration: students reading and writing outdoors and at a table, a woman teacher, a globe, and a child reading by a lamp]
CO_Q1_ENGLISH5_Module4_Lesson4
English – Grade 5 Alternative Delivery Mode Quarter 1 – Module 4, Lesson 4: Composing Clear and Coherent Sentences Using Adverbs of Intensity and Frequency First Edition, 2020
Republic Act 8293, Section 176 states that no copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (e.g., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer: Nelia Panis Fuentes Editors: Dean Ric M. Endriano, Rustum D. Geonzon, Karen R. Verzosa, and Jessica C. Macaranas Reviewers: Reymarc Jonvil F. Dacallos, Jessica C. Macaranas, Maria Celeste L. Vincoy, and Davy T. Vacal Illustrator: Jonalyn U. Abalele Layout Artists: Janssen Louel C. Dabuet and Gibson C. Gayda
Management Team: Ramir B. Uytico Arnulfo M. Balane Rosemarie M. Guino Joy B. Bihag Ryan R. Tiu Dean Ric M. Endriano Teodorico C. Peliño Jr. Carmela R. Tamayo Moises D. Labian Jr. Antonio F. Caveiro Josefina F. Dacallos Faustino M. Tobes Rustum D. Geonzon
Printed in the Philippines by ________________________
Department of Education – Region VIII
Office Address: Government Center, Candahug, Palo, Leyte
Telefax: 053-832-2997 E-mail Address: region8@deped.gov.ph
5
English
Quarter 1 – Module 4 Lesson 4: Composing Clear and Coherent Sentences Using Adverbs of Intensity and Frequency
Introductory Message
This Self-Learning Module (SLM) has been created so that you can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pretests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the posttest to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests, and read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.
Good luck and happy learning!
What I Need to Know
This lesson will help expand your knowledge on adverbs which, in turn, can enable you to be more vivid when describing actions and ideas in your writing.
In this module, you will learn to:
- define and describe adverbs of frequency and intensity;
- identify adverbs of frequency and intensity in a sentence; and
- compose clear and coherent sentences using appropriate grammatical structures: adverbs of intensity and frequency.
[illustration: a bullseye target with an arrow]
What I Know
Activity 1
Directions: Create a sentence using the following random words. You can add some words to make meaningful sentences. Observe proper punctuations. Write your answers in your answer sheet or activity notebook.
- THANK/ ALWAYS /GOD / I
- SLOWLY/TURTLES/VERY/MOVE
- RISES/THE/EVERYDAY/SUN
- FIESTA/WE/ANNUALLY/OUR/CELEBRATE
- SCARY/ ALENA/ WATCHES / NEVER/ MOVIES
Activity 2
Directions: Find the hidden single-word adverb in each sentence. Once found, write it in your notebook.
- Playing under the sun always makes children happy.
- They seldom go out with friends.
- The dog barked repeatedly.
- They almost won the championship game in basketball.
- The nurse regularly checks the condition of the patient.
Activity 3
Directions: Look at the adverbs you found in Activity 2. Identify each as adverb of frequency or adverb of intensity.
[illustration: a pencil icon beside the heading “What I Know”]
Lesson 4: Composing Clear and Coherent Sentences Using Adverbs of Intensity and Frequency
What’s In
In the previous lessons, you have encountered adverbs or words that describe adjectives, verbs, and other adverbs. You may remember that many adverbs end with -ly such as gracefully, beautifully, frequently, seriously, and quietly to name a few. Because of this, you can immediately identify them when you see them in these examples:
The restaurant serves food daily. The barangay captain repeatedly announced the impending lockdown. Our parents care about us deeply.
Take note also of the meaning of each word. Does the adverb talk about “how often” something happens or “how much” something is felt or done?
Now, using this basic knowledge on adverbs, try the next activity.
Directions: Read the following sentences. Tell if the underlined adverb in each sentence has something to do with frequency (how often something happens) or intensity (how strong or weak, high or low something exists). Write your answers in a notebook.
- We need to work every day.
- The drone flew extremely close to the ground.
- My friend usually calls me “Tisoy.”
- Unable to leave the house due to the lockdown, Jack felt exceedingly bored and restless.
- I was terribly hungry, so I ate four eggs, six slices of bread, two pieces of chicken wings, a plate of pasta, and a gallon of ice cream.
[transcriber’s note: the adverbs that are underlined in the original (every day, extremely, usually, exceedingly, terribly) are printed here without underlining]
[illustration: a puzzle-piece icon beside the heading “What’s In”]
What’s New
Directions: Using the correct words inside the bubbles, complete the sentence parts that describe good parents. Write your answers in your answer sheet.
[illustration: a woman cooking at a stove with a pan and a bowl on a table; six word bubbles around her read: never, very, always, quickly, too, sometimes]
Thoughtful parents…
(1) are also _____________ attentive parents. (2) _____________ think about their children’s future. (3) make sure that the baby doesn’t eat _____________much. (4) _____________ forget. (5) know that kids _____________ need to play.
[illustration: a sprouting-plant icon beside the heading “What’s New”]
What Is It
Adverbs describe or modify a verb, an adjective or another adverb. Adverbs are words that answer questions like how, when, where and to what extent.
In this module, we shall focus on two types of adverbs: adverbs of frequency and adverbs of intensity.
A. Adverbs of Intensity
Adverbs of intensity are adverbs that tell “to what extent” something exists or is done. Usually, adverbs of intensity are written before the verb, adjective, or adverb that they modify although there are some exceptions. The words “very,” “quite,” “too,” “absolutely,” “extremely,” and “so” are examples of adverbs of intensity.
Examples:
- You are working too diligently. (more diligent)
- The water was extremely cold. (the cold is unbearable)
- The movie was quite fascinating. (completely interesting)
- The group just left. (they left very recently)
- He has almost finished his assignment. (about to finish)
B. Adverbs of Frequency
Adverbs of frequency tell “how often” an action is done. The most commonly used adverbs of frequency are: always, frequently, occasionally, sometimes, never, often, seldom, and usually. Adverbs of frequency are usually placed before a verb since they describe the frequency of the act or event stated in the verb.
Examples:
- Lastikman always wears his mask on every mission.
- Mary usually picks her up at the bus terminal.
- Ben and Emma often go out for lunch together.
- During rainy days, Jade sometimes comes to school wearing her raincoat.
- Nick and Nadia rarely see each other because of the pandemic.
If we go back to your answers in the activity on the “thoughtful parents,” you will notice that the answers consisted of both adverbs of frequency (always think, never forget, and sometimes need) and adverbs of intensity (very attentive and too much).
What’s More
Directions: Fill in the blanks with appropriate adverbs to make the sentence correct and complete. Write your answers in your notebook.
- Today is (very, much) _____ colder than yesterday.
- Electric cars (never, sometimes) use gasoline.
- The Philippines is (much, very) _____ rich in natural resources.
- Liza Soberano’s looks are (quite, often) _____ stunning.
- My brother and I (usually, extremely) _____ play basketball in the afternoon.
- Typhoons (absolutely, often) _____ form in the Pacific.
- Sander is a (completely, highly) _____ skilled computer technician.
- I (seldom, sometimes) _____ eat shrimp due to my allergy.
- The concert was (wildly, absolutely) _____ wonderful.
- People are (too, only) afraid to go out nowadays.
What I Have Learned
Here is a summary of what you have learned today. Read each sentence aloud and try to remember these general ideas.
- Adverbs are words that describe adjectives, verbs, and other adverbs.
- There are many types of adverbs including adverbs of frequency and adverbs of intensity.
- Adverbs of frequency are adverbs that tell how often something happens.
- Adverbs of intensity are adverbs that tell about the degree of an action or condition.
What I Can Do
Activity 1
Directions: Complete the answer to the question in each number by adding the correct adverb hidden among the choices inside the box. You can only use the adverb once, so make sure that you match the correct adverb with the sentence. Write the adverb in your notebook.
exactly enough very monthly extremely too frequently never every day
- How would you describe the North Pole?
The North Pole is _____ cold. - How often should we wash our hands to prevent getting sick with COVID-19?
We should wash our hands _____. - How often should children take a bath?
Children should take a bath_____. - How do you best describe a cheetah?
A cheetah can run _____fast. - What can you say about a test asking you to count from 1 to 10?
Counting 1 to 10 is _____ easy.
Activity 2
Directions: Go back and look at your answers for Activity 1. This time tell if the adverb you wrote is an adverb of frequency or an adverb of intensity. Do this also in your notebook.
- _____ 4. _____
- _____ 5. _____
Assessment
Activity 1
Directions: Write an answer in response to each question. Each sentence must contain an adverb of frequency or an adverb of intensity.
How often should people wear mask if they want to go out during a pandemic?
People should _____ mask.
(adverb of frequency)What will you say to a friend if you can’t reach a fruit high above the ground.
Please get a ladder. It’s _____ to reach.
(adverb of intensity)What will you tell others if you can’t carry a sack of rice because of its weight?
Sorry, I can’t carry the sack of rice. It’s _____ for me.
(adverb of intensity)Do you eat exotic food like insects and frogs?
No, I _____.
(adverb of frequency)How easy is it to do adding one-digit numbers?
_____ one-digit numbers.
(adverb of intensity)
Activity 2
Directions: Put the words in the correct order to make a sentence. Write the sentences in your notebook.
- frequently, brownouts, happen
- feel, incredibly, great, I
- never, room, messy, we, leave, should, our
- arm, Alita’s, broken, completely, was
- pray, us, silently, let
Additional Activities
Directions: Write three sentences using in response to the questions. Use the specific type of adverb indicated in the item. Do this in your notebook.
[illustration: a boy, a girl and a woman standing together, the woman waving]
A. How would you describe your siblings? (Adverb of Intensity)
[illustration: a girl kneeling beside two cats, one playing with a ball]
B. How often do you do some activities with your pet? (Adverb of Frequency)
Answer Key
[transcriber’s note: the answer key on this page is printed upside down; the text below is given in reading order after turning the page upright]
What’s In
- Frequency
- Intensity
- Frequency
- Intensity
- Intensity
What’s New
- very
- always
- too
- never
- sometimes
What’s More
- much
- never
- very
- quite
- usually
- often
- highly
- seldom
- absolutely
- too
What I Know
Activity 1
- I always thank God or I thank God always.
- Turtles move very slowly.
- The sun rises every day.
- We celebrate our fiesta annually.
- Alena never watches scary movies.
Activity 2
- always
- seldom
- repeatedly
- almost
- regularly
Activity 3
- adverb of frequency
- adverb of frequency
- adverb of frequency
- adverb of intensity
- adverb of frequency
Assessment
Activity 1
- People should always wear mask.
- It’s too high to reach.
- It’s too heavy for me.
- No, I never eat insects and frogs.
- It is very easy to add one-digit numbers.
Activity 2
- Brownouts happen frequently or Brownouts frequently happen.
- I feel incredibly great.
- We should never leave our room messy.
- Alita’s arm was completely broken.
- Let us pray silently.
What I Can Do
Activity 1
- extremely
- frequently
- everyday
- very
- too
Activity 2
- adverb of intensity
- adverb of frequency
- adverb of frequency
- adverb of intensity
- adverb of intensity [?]
[transcriber’s note: the last item is printed as “1.” and may be a misprint for “5.”]
Additional Activities
(Answers may vary)
References
“Adverb,” Wikipedia, The Free Encyclopedia, May 29, 2020 https://en.wikipedia.org/wiki/Adverb
[transcriber’s note: the URL wraps across two lines in the original; the break after “https://” is a line wrap]
Gayol, Victor. “Frequency Adverbs and Household Chores,” LIVEWORKSHEETS, Accessed May 29, 2020
For inquiries or feedback, please write or call:
Department of Education –Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph* blr.lrpd@deped.gov.ph
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