WordFlyers 5

ready-to-use
Year 7 Grammar lessons
Lesson series
No. 2

This series of five lessons shows how WordFlyers can be incorporated into a
teaching program. The focus of this series is on students building their confidence
in identifying and using adjectives, adverbs, and adverbial and adjectival
phrases in sentences. As they master these aspects of grammar, they will see
an improvement in their comprehension work and the quality of their writing.
The content is designed for 60 minute lessons; however, it does not take rollcall
or packing up into account, and teachers should adjust as necessary.

Included resources Year 7 WordFlyers units featuring the grammar focus

• WordFlyers website LESSON 1
• Lesson 1 worksheet:
Forming adjectives Grammar focus WordFlyers content:
• Adjectives 7.1.8 Alone, cold and 14 tomorrow
• Lesson 1 game sheet:
7.3.2 The colour of our town
Giddy-up!
7.3.5 Caution, Papou’s here!
• Lesson 1 worksheet:
Choosing adjectives LESSON 2
• Lesson 2 worksheet: Grammar focus WordFlyers content:
Defining adjectives and adjectival phrases 7.1.9 Hope and adventure in Finding
• Adjectives
• Lesson 2 game sheet: • Adjectival Nemo
Guess the tourist attraction phrases
• Lesson 2 homework sheet:
Finding adjectives LESSON 3
• Lesson 3 worksheet: Grammar focus WordFlyers content:
Comparative and superlative adjectives • Factual 7.2.12 Caught between two worlds
• Lesson 3 worksheet: adjectives 7.3.2 The colour of our town
Using adjectives to enhance a review • Comparative 7.3.8 Lunch on the run
adjectives
• Lesson 4 worksheets:
– Adding adverbs 1 • Superlative
adjectives
– Adding adverbs 2
• Lesson 5 worksheet: LESSON 4
Adding adverbs and adverbial phrases
Grammar focus WordFlyers content:
• Adverbs 7.1.13 The ultimate chocolate cupcake
7.3.1 Episode 126: Confronting the truth
Review Level 8 Selfies are dangerous

LESSON 5
Note: This series of lessons assumes students Grammar focus WordFlyers content:
have access to personal computers, laptops or 7.2.1 Ally’s big break
• Adverbs
tablets during class. 7.3.4 Who brings a bike to a ski run?
• Adverbial
phrases

1
Year 7 Grammar Lesson series No. 2 continued
LESSON 1
Focus
Parts of speech:
• Adjectives
What will students know and be able to do?
• Identify adjectives.
• Form adjectives using suffixes.
• Select appropriate adjectives to use in a text.
Main learning activities
Establish students’ prior knowledge:
Pose this question to the class: What is an adjective? Write
the definition on the whiteboard.
Teacher input: ICT practice and
• Revise the definition of a noun. (A word used to refer to a reinforcement
person, place, thing or idea.) Grammar 1
• Write the following sentence on the whiteboard and ask 7.1.8, 7.3.2
students to identify the adjective. If you want to improve and 7.3.5
your grammar quickly, you should pay careful attention
during lessons. (5 mins)
Individual activity (worksheet provided): See
✓
Forming adjectives. Students form adjectives by adding page
a suffix to a word. Work through the answers together. 7
(10 mins)
Class game (worksheets provided):
Giddy-up! Provide pairs of students with the worksheet. See
✓
page
One student reads the text and the other says ‘Giddy-up!’ 8
when they hear an adjective. (20 mins)
ICT practice and reinforcement:
Students complete Grammar 1 lessons from WordFlyers
content 7.1.8 Alone, cold and 14 tomorrow, 7.3.2 The colour
of our town and 7.3.5 Caution, Papou’s here! (15 mins)
Writing activity:
Students write a paragraph in their notebooks describing
the difficulty they encountered when trying to identify
adjectives using only their sense of hearing. After Class game worksheets (pp.8–10)
completing their paragraph, students review their work
and add three adjectives to describe their experience more
precisely. (10 mins)
Homework (worksheet provided): See
✓ Individual activity
Choosing adjectives worksheet page worksheet (p.7)
11
Assessment and resources
Formative: Class discussion
• Lesson 1 worksheet: Forming adjectives
• Lesson 1 worksheet: Giddy-up!
• Lesson 1 worksheet: Choosing adjectives
• Whiteboard and marker
• Write-in notebooks usually used for English
• Access to laptops, tablets or lab computers and
WordFlyers
Links Homework
Australian Curriculum: worksheet (p.11)
ACELA1536
ACELY1721

2
16x16 32x32
Year 7 Grammar Lesson series No. 2 continued
LESSON 2
Focus
Parts of speech:
• Adjectives
• Adjectival phrases
What will students know and be able to do?
• Identify adjectives.
• Identify adjectival phrases. ICT practice and reinforcement
• Think of adjectives and adjectival phrases relevant to Grammar 1 7.1.9
a topic.
Main learning activities
Individual activity (worksheet provided):
See
✓
Defining adjectives and adjectival phrases. Students page
define adjective, phrase and adjectival phrase and 13
answer questions on the worksheet. (10 mins)
Teacher input:
Define an adjective, phrase and adjectival phrase.
(5 mins)
Class game (teacher instructions provided):
Guess the tourist attraction. Three students guess the See
✓
page
tourist attraction by using adjectives called out by their 15 Individual
classmates as hints. (40 mins) activity
ICT practice and reinforcement: worksheet
Students complete Grammar 1 lessons from WordFlyers (p.13)
content 7.1.9 Hope and adventure in Finding Nemo.
(5 mins)
Homework (worksheet provided): See
✓
Finding adjectives worksheet page
16
Assessment and resources
Formative: Individual worksheet activity
• Lesson 2 worksheet: Defining adjectives and
adjectival phrases
• Lesson 2 worksheet: Finding adjectives
• Teacher instructions for Guess the tourist attraction
• Whiteboard and marker
Class game
• Stopwatch or clock to time rounds worksheet (p.15)
• Access to laptops, tablets or lab computers and
WordFlyers
Links
Australian Curriculum:
ACELA1536
ACELY1721
16x16 32x32

Homework
worksheet
(p.16)

3
Year 7 Grammar Lesson series No. 2 continued
LESSON 3
Focus
Parts of speech:
• Factual adjectives
• Comparative adjectives
• Superlative adjectives
What will students know and be able to do?
• Identify factual adjectives.
• Identify comparative adjectives.
• Identify superlative adjectives.
• Use multiple types of adjectives appropriately in short
texts.
ICT practice and
Main learning activities reinforcement
Grammar 1
Teacher input:
7.2.12 and 7.3.8
Define factual, comparative and superlative adjectives.
Explain when to use the adjectives and how they are
formed. (5 mins)
Individual activity (worksheet provided):
Comparative and superlative adjectives. Students sort See
✓
adjectives into their correct group and change adjectives page
18
into comparative and superlative forms. (15 mins)
ICT practice and reinforcement:
Students complete Grammar 1 lessons from WordFlyers
content 7.2.12 Caught between two worlds and 7.3.8 Lunch
on the run. (10 mins)
Writing activity (worksheet provided):
Using adjectives to enhance a review. Students add See
✓
page
factual and superlative adjectives to restaurant reviews. 20
(15 mins)
Class feedback exercise:
Students call out the adjectives they added to the
restaurant reviews. Write them on the board and make a
tally point each time a word is repeated. Note the most Individual activity
popular factual adjectives and the top five superlatives. worksheet (p.18)
Ask the class whether these words are commonly used in
product or food reviews. (15 mins)
Assessment and resources
• Lesson 3 worksheet: Comparative and superlative
adjectives
• Lesson 3 worksheet: Using adjectives to enhance a
review
• Whiteboard and marker
• Access to laptops, tablets or lab computers and
WordFlyers
Links
Australian Curriculum:
ACELA1536
ACELA1508
ACELA1763 Writing activity
16x16 32x32

worksheet (p.20)

4
Year 7 Grammar Lesson series No. 2 continued
LESSON 4
Focus
Parts of speech:
• Adverbs
What will students know and be able to do?
• Identify adverbs.
• Appropriately add adverbs to enhance short texts.
Main learning activities
Teacher input (teacher ideas sheet provided):
• What is an adverb? Ask students to define an adverb.
Students provide adverbs that could be used with verbs ICT practice and
in a list on the whiteboard. (10 mins) reinforcement
• Paired writing activity. Refer to Lesson 4: Identifying and Grammar 1 7.1.13,
using adverbs – teacher ideas. 7.3.1 and Review
ICT practice and reinforcement: Level 8
Students complete Grammar 1 lessons from WordFlyers
content 7.1.13 The ultimate chocolate cupcake, 7.3.1 Episode
126: Confronting the truth and Review Level 8 Selfies are
dangerous. (20 mins)
Paired writing activity (2 worksheets provided):
Students add adverbs to one of two texts. Choose
✓
See
page
the worksheet that best suits your student/s. Adding 22
adverbs 1 is easier than Adding adverbs 2. Each pair of
students completes one worksheet. Refer to Lesson 4:
Identifying and using adverbs – teacher ideas. (15 mins)
Speaking and listening activity:
Three pairs of students read their text from the paired
writing activity. One student slowly reads aloud their text
and stops before each adverb. Their partner reads only the
adverbs added to the text. Each pair reads a different text.
(15 mins)
Assessment and resources
Formative: ICT Grammar lessons
• Lesson 4 worksheet: Adding adverbs 1
• Lesson 4 worksheet: Adding adverbs 2
• Paired writing, speaking and listening activity
• Whiteboard and marker
• Access to laptops, tablets or lab computers and
WordFlyers
Links Paired writing activity
worksheets (pp.22, 24)
Australian Curriculum:
ACELA1536
ACELT1539
ACELY1804
ACELY1721 16x16 32x32

Teacher ideas
worksheet (p.26)

5
Year 7 Grammar Lesson series No. 2 continued
LESSON 5
Focus
Parts of speech:
• Adverbs
• Adverbial phrases
What will students know and be able to do?
• Identify adverbs and adverbial phrases.
• Change adverbs into adverbial phrases using
appropriate substitutions based on context.
Main learning activities
Teacher input:
• Define an adverb, phrase and adjectival phrase on the
board as revision.
ICT practice and reinforcement
• Students create a list of adverbial phrases to replace Grammar 1 7.2.1 and 7.3.4
adverbs on the whiteboard. This list builds on the adverb
examples from the Verb/Adverbs table in Lesson 4:
Identifying and using adverbs – teacher ideas. (15 mins)
Worksheet activity (worksheet provided): ✓
See
• Adding adverbs and adverbial phrases worksheet. page
(20 mins) 27

• Students swap worksheets with a neighbour and award

a mark for each correctly identified adverbial phrase.
(5 mins)
ICT practice and reinforcement:
Students complete the Grammar 1 lessons from WordFlyers
content 7.2.1 Ally’s big break and 7.3.4 Who brings a bike to
a ski run? (15 mins)
Assessment and resources
Formative: ICT task and worksheet activity
• Lesson 5 worksheet: Adding adverbs and adverbial
phrases
• Whiteboard and marker
• Coloured pens, pencils or markers (one per student)
• Access to laptops, tablets or lab computers and
WordFlyers
Links
Australian Curriculum:
ACELA1536 Worksheet activity
ACELY1726 worksheet (p.27)

16x16 32x32

6
Name: Lesson 1 Student

Forming adjectives
Adding a suffix to a word is one way to form an adjective.
Look at the suffixes and adjectives in the suffix bank.

Suffix bank

Suffix Adjectives
-al local, musical, practical Change these words into adjectives by adding
a suffix. Write the adjectives in the spaces
-ful helpful, colourful, mournful provided. Use the suffixes in the suffix bank
to help you.
-ical fanatical, comical, whimsical
1 lone
-less heartless, lifeless, harmless
2 youth
-ly cowardly, sickly, orderly
3 filth
-y sunny, rainy, dirty
4 like
-ary honorary, momentary,
dietary 5 wind

-ic poetic, scenic, tragic 6 wonder

-ish boyish, selfish, foolish 7 leaf

-like lifelike, childlike, catlike 8 year

-ous courageous, venomous, 9 sun

nervous
10 dream
-able drinkable, enjoyable

Definitions
Adjective: An adjective describes or modifies a noun.
An adjective gives more details about people, places,
events, objects, feelings and ideas. The adjectives are
in bold in these examples:
• The poet’s father was a teacher in a country school.
• J ulie ran fast, always managing to win when she
raced against her friend.
Suffix: A small group of letters added to the end of a
word to change its meaning or function. For example:
‘-ly’ can be added to glad to make gladly.

7 WordFlyers – Grammar lesson series no. 2 © Blake eLearning, 2016

Instructions Lesson 1 Teacher

Giddy-up!

This activity is a fun (and noisy) way to get students to listen for adjectives.
Encourage the readers to read the text slowly, to give their partners
a chance at spotting the adjectives.
1 Sort students into pairs.
2 Photocopy student sheets so the game is on both sides, distributing one
sheet per pair.
3 Ask one student from each pair to slowly read the text aloud from
WordFlyers content 7.1.8 Alone, cold and 14 tomorrow to their partner.
4 The partner must say ‘Giddy-up!’ each time they hear an adjective.
5 Whenever the partner says ‘Giddy-up!’, the reader should stop reading
and mark that word in the text. The partner should not be able to see
the text page.
6 After the reading, the reader should give the partner one point for every
marked word that is an adjective and write a score on the paper.
7 The 26 adjectives are in grey text on the student sheet. One point is
awarded for every correctly identified adjective. If the word identified is
not an adjective, the partner loses a point.
8 Students can swap roles, so the partner takes their turn, reading the
text from WordFlyers content 7.3.2 The colour of our town while the
other student spots the adjectives.

8 WordFlyers – Grammar lesson series no. 2 © Blake eLearning, 2016

Name: Lesson 1 Student

Giddy-up!
1 Read Alone, cold and 14 tomorrow slowly and clearly to your partner.
2 Your partner should say ‘Giddy-up!’ when they hear an adjective.
3 When your partner says ‘Giddy-up!’, stop reading and mark that word on the
sheet with a highlighter.
4 The 26 adjectives in this text are in grey text. Don’t let your partner see this
sheet as you read.

Alone, cold and 14 tomorrow

Some people spend their entire lives helping those in need. They say it never
gets easier. So many questions remain unanswered. Like, why does it happen to
a girl so young?
I can still see Miranda huddled in that filthy inner-city doorway. She was
shivering, hungry and completely alone. I remember her smudged face and the
raindrops hanging from her long eyelashes. She wore a crimson jacket without
buttons and the chilling wind went right through her tiny body.
She liked to talk and I think that’s what saved her in the end. “My parents
disappeared,” she said. “I blame myself. Maybe I was a difficult child?”
Miranda spent her fourteenth birthday lining up at the food van. No cake,
nothing sweet, just baked beans. The older homeless people looked out for her
and gave her hot drinks when they could afford to.
Slowly she began to smile again. “Tomorrow always comes. But that’s a good
thing now,” she would say. A new home, school and friends, a wonderful career
as a social worker.
That’s why I walk those same streets, even in my old age. I keep looking for
Miranda. I still carry her with me everywhere. Why? Because the buttons I sewed
on my fifteenth birthday have kept me warm ever since. Because she is me.

Scoring
1 Add up the number of adjectives correctly identified by your partner.
2 Add up the number of other words incorrectly identified as adjectives
and subtract one point off the total score for each of these.
3 Write your partner’s final score in the box. / 26
4 Convert the score to a percentage. Divide the score by 26 times 100.
5 Write the score correct to one decimal place in the box.
%

9 WordFlyers – Grammar lesson series no. 2 © Blake eLearning, 2016

Name: Lesson 1 Student

Giddy-up!
1 Read The colour of our
town slowly and clearly to
your partner. The colour of our town
2 Your partner should say Each summer our town was hammered by heat.
‘Giddy-up!’ when they hear Rooftops shimmered like the heads of nails.
an adjective. Redgums struggled alongside the dry lake,
3 When your partner says their arms waving to a sky bleached white.
‘Giddy-up!’, stop reading and
mark that word on the sheet Julie could slip through the brush and trees,
with a highlighter. skin a useful camouflage against dry leaves.
4 The 21 adjectives in this text The one-teacher school teacher’s only son,
are in grey text. Don’t let I’d trail behind her, a wavering white kite,
your partner see this sheet
ready to cut and run if the Thompson mirage
as you read.
haunting the horizon came cruising closer.
They’d burn wheelies if the cop car was gone
or lap the town’s four streets, looking for someone …

We called ourselves The Alien Twins, one too white,

one too black and bright. I counted months down
Scoring
from Dad’s three-year stint with a big, red cross.
1 Add up the number of
Julie waited among aunties and bottles for her Pop.
adjectives correctly identified
by your partner. She was smarter, faster, breaking each tape ahead
2 Add up the number of other of me
words incorrectly identified except opportunity. My future was booked at birth.
as adjectives and subtract
Hers: in our town? Black girl dux plus teacher’s pet
one point off the total score
for each of these. equals target.
Pop was her shield – but no use when he’d gone
3 Write your partner’s final
picking.
score in the box.
It takes three seconds to leave our town, clack clack
/ 21 clack
across Mainbridge, the lake spreadeagled, the sun
4 Convert the score to a pounding.
percentage. Divide the score We’d said our toothy first kiss goodbye, arms like
by 21 times 100. roos.
5 Write the score correct to one I dream of her running, chased by the cries of
decimal place in the box. cockatoos.

Ross Donlon
%

10 WordFlyers – Grammar lesson series no. 2 © Blake eLearning, 2016

Name: Lesson 1 Student

Choosing adjectives
1 Look at the following list of adjectives.
2 Decide which adjective is the best choice to describe the noun.
3 Write each adjective into its correct space in Caution, Papou’s here!
Top tip: Names of colours are adjectives.

Adjectives booming earlier epic gold grey heavy new special

Caution, Papou’s here!

“My lovely butterfly, where are you?” Papou shouts, crashing through the front door.
As he searches for me, I wonder: can you still love someone who makes you cringe?
“Found you! Why are you hiding behind the couch, Cassandra?”
What I want to say is, “Because you kiss me too much. You tell the same stories over
and over! And you’re just so old!”
However, something’s different today. He’s dressed in a fancy (1)
suit, wearing shiny (2) shoes, and his hair is slicked back. I also
notice a (3) medallion swaying from his neck.
“Hi Papou.” I want to ask about the medal, but if I do it’ll turn into an (4)
performance. He can’t resist showing off.
“Notice anything new?” he asks, doing a mannequin pose.
“No.”
“Your powers of observation are fading, Missy.”
I make a puffy ‘leave-me-alone’ face. I admit, it’s not very nice, ignoring him. I stay
behind the couch as Papou’s (5) voice fills the house.
Suddenly there’s a pause and a cork pops. Champagne?
“You earned it, Dad!” Mum says.
I can’t resist any longer, arriving just as their glasses clink.
They say you learn something new every day. Well, today I learnt that Papou had won a
very (6) medal for helping people who came back injured from
the war.
“You can keep it if you want,” he tells me.
It feels (7) around my neck.
“I won’t ever take it off.”
I’m embarrassed by my (8) thoughts about Papou. And then he
smiles and rubs my head – a fraction too hard.

11 WordFlyers – Grammar lesson series no. 2 © Blake eLearning, 2016

Answers Lesson 1 Teacher

Forming adjectives

Definitions
Adjective: An adjective describes or modifies a noun. An adjective gives
more details about people, places, events, objects, feelings and ideas. The
adjectives are in bold in these examples:
• The poet’s father was a teacher in a country school.
• J ulie ran fast, always managing to win when she raced against her friend.
Suffix: A small group of letters added to the end of a word to change its
meaning or function. For example: ‘-ly’ can be added to glad to make gladly.

Suffix bank Activity

1 lonely
Suffix Examples
2 youthful
-al local, musical, practical 3 filthy
-ful helpful, colourful, mournful 4 likeable
5 windy or windless
-ical fanatical, comical, whimsical 6 wonderful
-less heartless, lifeless, harmless 7 leafy or leafless
8 yearly
-ly cowardly, sickly, orderly 9 sunny or sunless
-y sunny, rainy, dirty 10 dreamy, dreamlike, dreamless

-ary honorary, momentary,

dietary

-ic poetic, scenic, tragic

-ish boyish, selfish, foolish

-like lifelike, childlike, catlike

-ous courageous, venomous,

nervous

-able drinkable, enjoyable

Choosing adjectives

WordFlyers 7.3.5 Caution, Papou’s here!

(1) grey (2) new (3) gold (4) epic (5) booming (6) special (7) heavy (8) earlier

12 WordFlyers – Grammar lesson series no. 2 © Blake eLearning, 2016

Name: Lesson 2 Student

Defining adjectives and adjectival phrases

1 Complete the following questions. Write the answers in the
spaces provided.
2 Hand in your worksheet when you’ve completed it. Listen as
your teacher defines the key terms – adjective, phrase and
adjectival phrase.

1 What is an adjective?

2 Write three adjectives that describe your personality.

3 What is a phrase?

4 What does logic tell you that an ‘adjectival phrase’ must be?

5 Write an adjectival phrase that describes your house.

6 Write a sentence describing your best friend that contains an adjectival phrase.

13 WordFlyers – Grammar lesson series no. 2 © Blake eLearning, 2016

Answers Lesson 2 Teacher

Defining adjectives and adjectival phrases

1 Distribute the worksheet and assign 10 minutes for its completion.

2 After collecting the worksheets, work through the following
definitions tested by the activity.
3 Answers for questions 1 to 6 will vary.

Definitions
Adjectival phrase: A phrase that gives more information about a noun.
This phrase does the same job as an adjective. For example: That story
was more interesting.; The girl with the cast on her leg sat near the back.
Adjective: A word that describes or modifies a noun. For example: the
small box; a sleepy child.
Phrase: A small number of words that comprise a unit of meaning.
For example: the green thumb; under the bridge; with a new hat.

14 WordFlyers – Grammar lesson series no. 2 © Blake eLearning, 2016

Instructions Lesson 2 Teacher

Guess the tourist attraction game

You can play this grammar game as a whole class. This game takes about 35 minutes
to complete.
1 Appoint a student to time each round. Place three chairs at the front of the room.
2 List the names of every class member on the Brad IIII IIII II Total points:
whiteboard, with space for a points tally next to each Natalia IIII II Total points:
name, as shown at the right. André III Total points:
3 Three students sit in front of the whiteboard, facing
the class. Above their heads, write a well-known tourist attraction on the whiteboard.
The guessing trio must not look at the whiteboard. Their task is to guess the tourist
attraction by using adjectives called out by their classmates as hints. If a student calls
out a multi-word adjectival phrase, they score double points. For example, adjectives
for Niagara Falls might include Canadian, American, white, wet, powerful, high,
dangerous, famous, wild and misty. There are no penalties for incorrect guesses of
the tourist attraction.
Round 1: At the start of round 1, each student calls out an adjective that describes the
tourist attraction. The student who called out the adjective gets a point if the word is an
adjective. If not, they lose a point. The trio can discuss what they think the answer is. If
they guess correctly, they each receive 10 points.
Rounds 2–10: The first trio rejoin the class and choose three people to take their places
for the next round. Choose a new tourist attraction and write it on the board. Continue
with more rounds until each student has had a turn at guessing the tourist attraction.
The top three highest scorers win a small prize each (at the teacher’s discretion).

Suggested tourist attractions

When choosing tourist attractions, ensure they are places that most students know
something about.
✈✈ Sydney Opera House, Uluru, the Devil’s ✈✈ Eiffel Tower, Disneyland Paris, The Louvre,
Marbles, Great Barrier Reef, Mount Notre Dame, French Riviera
Kosciuszko ✈✈ Brandenburg Gate, Neuschwanstein
✈✈ Angkor Wat, Phuket, Golden Buddha, Castle, Black Forest, Berlin Wall
Temple of Heaven, Siem Reap ✈✈ Colosseum, Leaning Tower of Pisa, Venice,
✈✈ Great Wall of China, Forbidden City, Pompeii, Mount Olympus
Tiananmen Square ✈✈ Statue of Liberty, White House, Hollywood
✈✈ Mount Fuji, Tokyo Tower sign, Disneyland (California), Las Vegas,
✈✈ Taj Mahal, Bollywood, River Ganges, Red Grand Canyon, Empire State Building,
Fort, Lotus Temple, Mount Everest Times Square, Pearl Harbor, Waikiki beach
✈✈ Victoria Falls, Kruger National Park, Mount ✈✈ Machu Picchu, Christ the Redeemer
Kilimanjaro, Cape of Good Hope Statue, Amazon River, Copacabana
✈✈ Red Square, the Kremlin, St Basil’s ✈✈ Great Pyramid, the Sphinx, Temple of
Cathedral, Winter Palace, Moscow Zoo Karnak, Valley of the Kings
✈✈ London Eye, Tower Bridge, Buckingham ✈✈ Dome of the Rock, Wailing Wall, Petra,
Palace, Big Ben, Stonehenge, Hyde Park the Dead Sea, Burj Khalifa, Burj al Arab

15 WordFlyers – Grammar lesson series no. 2 © Blake eLearning, 2016

Name: Lesson 2 Student

Finding adjectives
1 Read Hope and adventure in Finding Nemo.
2 Highlight or circle the adjectives.

Hope and adventure in Finding Nemo

This dazzling, delightful adventure is so much more than a
simple ‘kid’s movie’. In fact, you could say Finding Nemo has all
the qualities of a classic Shakespearean drama – only the stage
is an animated sea world where fish do all the talking and the
villains are a menacing barracuda and a small schoolgirl.
When Nemo, an overcurious, weak-finned clownfish, strays too
far from home during a ‘school’ field trip, his father, Marlin, must
go on a desperate search to find his son. Along the way, Marlin
is aided by Dory, a fearless blue tang with a hilarious case of
short‑term memory loss. As they swim to Sydney to free Nemo
from a dentist’s fishbowl, the courageous duo confronts danger
at every twist and turn.
Finding Nemo is a sparkling, uplifting aquatic fable with
universal appeal. It speaks to the heart of our own journey
through life: loss and sadness can be overcome with fresh hope
and adventure. Watching this movie, you may end up finding a
part of yourself you never knew was missing.

16 WordFlyers – Grammar lesson series no. 2 © Blake eLearning, 2016

Answers Lesson 2 Teacher

Finding adjectives

The adjectives are shown in grey text.

Hope and adventure in Finding Nemo

This dazzling, delightful adventure is so much more than a
simple ‘kid’s movie’. In fact, you could say Finding Nemo has all
the qualities of a classic Shakespearean drama – only the stage
is an animated sea world where fish do all the talking and the
villains are a menacing barracuda and a small schoolgirl.
When Nemo, an overcurious, weak-finned clownfish, strays too
far from home during a ‘school’ field trip, his father, Marlin, must
go on a desperate search to find his son. Along the way, Marlin
is aided by Dory, a fearless blue tang with a hilarious case of
short‑term memory loss. As they swim to Sydney to free Nemo
from a dentist’s fishbowl, the courageous duo confronts danger
at every twist and turn.
Finding Nemo is a sparkling, uplifting aquatic fable with
universal appeal. It speaks to the heart of our own journey
through life: loss and sadness can be overcome with fresh hope
and adventure. Watching this movie, you may end up finding a
part of yourself you never knew was missing.

17 WordFlyers – Grammar lesson series no. 2 © Blake eLearning, 2016

Name: Lesson 3 Student

Comparative and superlative adjectives

1 Look at the following list of adjectives and adjectival phrases. Write each one
into the correct category in the table.

✈✈ small ✈✈ scarier ✈✈ deadlier ✈✈ more exciting

✈✈ higher ✈✈ fastest ✈✈ simplest ✈✈ urban
✈✈ fast ✈✈ illegal ✈✈ most dangerous ✈✈ luckiest

Factual Comparative Superlative

2 Read Caught between two worlds. Four factual adjectives are highlighted.

Caught between two worlds

My quiet suburban life – the same daily routines and lack of thrills, the predictability of
it all, that’s what led me to BASE jump from the roof of the Sapphire Tower in Istanbul.
It wasn’t a “death wish”, as the media claimed. I was simply weary of the Earth’s gravity.
“B” is for Building. My previous experiences with Antennae, Span and Earth jumps had
hooked me. Now I was poised for an urban leap. For three or four glorious seconds
I plummeted at 150 km/h and the ground rushed at me, ever expanding. And I was
thinking … absolutely nothing, which is the goal of all extreme sports: to escape
consciousness. Then snap! You pull the parachute cord and the updraft slingshots you
backward. The inertia hits your chest like a ball of cement. Then you float, more free
and alive than ever, to your landing zone and escape, like a phantom in the night.

3 Write the factual adjectives in their comparative and superlative forms.

Factual Comparative Superlative

quiet

weary

glorious

free

18 WordFlyers – Grammar lesson series no. 2 © Blake eLearning, 2016

Answers Lesson 3 Teacher

Comparative and superlative adjectives

1
Factual Comparative Superlative
small higher fastest

fast scarier simplest

illegal deadlier most dangerous

urban more exciting luckiest

3
Factual Comparative Superlative
quiet quieter quietest

weary wearier weariest

glorious more glorious most glorious

free more free (or freer) most free (or freest)

Definitions
Factual adjective: A factual adjective describes something in an
objective way, giving information about characteristics that can be
observed, such as size, age, shape, colour, texture or quality. For
example: long rug, gold medal, large cheeseburger.
Comparative adjective: A comparative adjective compares two
people or things. Comparatives are formed by adding ‘-er’ to the
end of an adjective, or by placing the words more or less in front of
it. For example: a smaller car, a more interesting movie.
Superlative adjective: A superlative adjective compares one
person or thing with other members of a group to show they
have the characteristic to the highest level possible. Superlative
adjectives are formed by adding ‘-est’ to the end of the adjective,
or by placing the words most or least before it. For example: the
biggest dog, the most popular singer.

19 WordFlyers – Grammar lesson series no. 2 © Blake eLearning, 2016

Name: Lesson 3 Student

Using adjectives to enhance a review

1 Read these extracts from three restaurant reviews.
2 Write adjectives (including superlatives) in the spaces to change the reviews
from presenting a moderate opinion to a glowing recommendation.

Lunch on the run

Hansel’s Seafood Grotto

Most visitors come to the Grotto to try Hansel’s salt and pepper
calamari. As a one-time regular at the Grotto, I’m sure it is still Hansel’s best dish, but
for a change I decided to try the crab meat and lychee salad. I was
impressed! It may be only $8 a bowl, but Hansel doesn’t scrimp
on the crab, and the vinaigrette fuses the
flavours nicely.

Tumbleweeds
You don’t often see lassos, bridles and horseshoes being used in
interior decorating, but they certainly belong at Tumbleweeds. The
chefs of Tumbleweeds are famous for their homemade sauces
and their beef steaks. The barbecue sauce really was the
smokiest I’ve tasted anywhere, and perfectly suited the flavour
of my pan-fried hash browns.

Greystoke & Bliss

Those who prefer fine dining need look no further than Greystoke & Bliss, the oldest,
and still the most lavish establishment within Phoenix Arcade.
Culinary artist Greystoke’s latest creation – tea-smoked quail,
stuffed with figs and served on a nest of
shredded beet – was as succulent and flavoursome as it sounds. Dessert was a
meringue flambé, coated with a honey
glaze and sprinkled with saffron. This was likewise first rate.

20 WordFlyers – Grammar lesson series no. 2 © Blake eLearning, 2016

Answers Lesson 3 Teacher

Using adjectives to enhance a review

These are not the only possible answers. As this is a creative exercise,
student answers will vary.

Hansel’s Seafood Grotto

outstanding salt and pepper calamari
super impressed!
certainly doesn’t scrimp on
delicious vinaigrette
delightful flavours nicely

Tumbleweeds
authentic lassos
award-winning chefs
delectable homemade sauces
melt-in-your-mouth beef steaks
beguiling flavour
scrumptious pan-fried hash browns

Greystoke & Bliss

classiest and still the most lavish
culinary creation
juicy figs
tangy shredded beet
mouth-watering meringue flambé
delicate honey glaze
absolutely first rate

21 WordFlyers – Grammar lesson series no. 2 © Blake eLearning, 2016

Name: Lesson 4 Student

Adding adverbs 1
ith your partner, decide on the adverbs you are going to add to The ultimate
W
chocolate cupcake. Remember, adverbs describe actions. Think of some
descriptive words that can be applied to the world of cooking.
Top tip: Many adverbs end in ‘ly’, such as ‘directly’, ‘completely’ and ‘regularly’.

The ultimate chocolate cupcake

Says who: 50 of the world’s top bakers
Serves how many: A small country
Possible side-effects: A need to bounce up and down

Directions
1 Preheat your oven to 180 °C. Then line a large muffin pan with
8 paper cupcake liners. chop the dark chocolate into small
pieces, ensuring you don’t eat too many along the way.

2 Over a saucepan of simmering water, melt the chocolate into

a separate saucepan, which has been placed directly above the hot water. Stir
until all the pieces are completely melted, allowing it to cool for
five minutes afterwards.

3 Feeling confident? Good, but that doesn’t mean checking your

Facebook page. Concentrate! Your “real” friends are arriving in 30 minutes.

4 Now, ‘cream’ the butter and brown sugar into a bowl. Creaming
can be tricky. The butter should be soft before you start. Mix the butter and sugar
together until it becomes paste-like, before
beating in the cooled chocolate.

5 Next, combine the beaten egg with the vanilla extract and sour
cream. After this, sift the flour, cocoa and baking powder, plus a large pinch of salt into
the bowl. Continue beating until it becomes a consistent mixture.

6 Spoon the mixture into the cupcake liners – two-thirds full is

perfect. Place the tray into the oven and bake for 18–20 minutes, or until the cupcakes
have risen and are firm to touch. Leave to cool in a dark place.

7 consume while watching a movie, regularly pressing pause to

receive compliments on how amazing your baking skills are.

22 WordFlyers – Grammar lesson series no. 2 © Blake eLearning, 2016

Answers Lesson 4 Teacher

Adding adverbs 1

These are not the only possible answers. As this is a creative exercise,
student answers will vary.

The ultimate chocolate cupcake

Says who: 50 of the world’s top bakers
Serves how many: A small country
Possible side-effects: A need to bounce up and down enthusiastically

Directions
1 Preheat your oven to 180 °C. Then carefully line a large muffin pan with
8 paper cupcake liners. Roughly chop the dark chocolate into small pieces,
ensuring you don’t eat too many along the way.

2 Over a saucepan of simmering water, cautiously melt the chocolate into

a separate saucepan, which has been placed directly above the hot water. Stir
continuously until all the pieces are completely melted, allowing it to cool for
five minutes afterwards.

3 Feeling confident? Good, but that doesn’t mean eagerly checking your
Facebook page. Concentrate! Your “real” friends are arriving in 30 minutes.

4 Now, patiently ‘cream’ the butter and brown sugar into a bowl. Creaming can
be tricky. The butter should be soft before you start. Mix the butter and sugar
together slowly until it becomes paste-like, before evenly beating in the
cooled chocolate.

5 Next, combine the previously beaten egg with the vanilla extract and sour
cream. After this, sift the flour, cocoa and baking powder, plus a large pinch
of salt into the bowl. Continue gently beating until it becomes a consistent
mixture.

6 Spoon the mixture into the cupcake liners neatly – two-thirds full is perfect.
Place the tray into the oven and bake for 18–20 minutes, or until the cupcakes
have risen perfectly and are firm to touch. Leave to cool in a dark place.

7
Dreamily consume while watching a movie, regularly pressing pause to
receive compliments on how amazing your baking skills are.

23 WordFlyers – Grammar lesson series no. 2 © Blake eLearning, 2016

Name: Lesson 4 Student

Adding adverbs 2
With your partner, decide on the adverbs you would like to add to this extract from
Episode 126: Confronting the truth. Remember, adverbs describe actions. Think of
some descriptive words that can be applied to this dramatic and emotive scene.
Top tip: Many adverbs end in ‘ly’, such as ‘quietly’.

Episode 126: Confronting the truth

CAROLYN is making herself a drink in the kitchen when
the doorbell rings . Irritated, she takes a large sip from the
glass. As the bell rings again, Carolyn moves to the door.
CAROLYN: (sotto voce) Whatever you’re selling, I’m not interested.
She opens the door to reveal JESSIE.
JESSIE: Hello Carolyn.
CAROLYN: Jessie.
JESSIE: Do you have a few minutes?
CAROLYN glances over her shoulder to check what she has
left out on the kitchen bench.
CAROLYN: I was just in the middle of something.
JESSIE: Y
eah, I can see that. Sorry. I should’ve called. I’m only here
because it’s important.
CAROLYN considers this .
CAROLYN: Come in.
CAROLYN steps out of the way so JESSIE can enter.
JESSIE: There’s no easy way to say this –
CAROLYN: It’s the cancer, isn’t it?
JESSIE nods .
JESSIE: I t’s come back. I need a bone marrow transplant. The doctor
says a family member is my best bet for compatibility.
CAROLYN sinks back in her chair .
CAROLYN: I see.
JESSIE: So, I’m here to ask you if you’d be willing to take the test.
CAROLYN: What, to see if we’re compatible?
JESSIE shrugs .
JESSIE: Y
ou may not have been the best mother in the world but you’re
the only family I have left.
CAROLYN: Am I?
JESSIE – taken aback.
JESSIE: That’s what you’ve always told me.

24 WordFlyers – Grammar lesson series no. 2 © Blake eLearning, 2016

Answers Lesson 4 Teacher

Adding adverbs 2

These are not the only possible answers. As this is a creative exercise,
student answers will vary.

Episode 126: Confronting the truth

CAROLYN is cheerfully making herself a drink in the kitchen when the doorbell
rings loudly. Irritated, she takes a large sip from the glass. As the bell rings again,
Carolyn reluctantly moves to the door.
CAROLYN: (sotto voce) Whatever you’re selling, I’m not interested.
She angrily opens the door to reveal JESSIE.
JESSIE: Hello Carolyn.
CAROLYN: Jessie.
JESSIE: Do you have a few minutes?
CAROLYN guiltily glances over her shoulder to check what she has
absentmindedly left out on the kitchen bench.
CAROLYN: I was just in the middle of something.
JESSIE: Y
eah, I can see that. Sorry. I should’ve called. I’m only here
because it’s important.
CAROLYN considers this thoughtfully.
CAROLYN: Come in.
CAROLYN slowly steps out of the way so JESSIE can enter.
JESSIE: There’s no easy way to say this –
CAROLYN: It’s the cancer, isn’t it?
JESSIE nods rapidly.
JESSIE: I t’s come back. I need a bone marrow transplant. The doctor
says a family member is my best bet for compatibility.
CAROLYN sinks back in her chair wearily.
CAROLYN: I see.
JESSIE: So, I’m here to ask you if you’d be willing to take the test.
CAROLYN: What, to see if we’re compatible?
JESSIE shrugs nervously.
JESSIE: Y
ou may not have been the best mother in the world but you’re
the only family I have left.
CAROLYN: Am I?
JESSIE – surprisingly taken aback.
JESSIE: That’s what you’ve always told me.

25 WordFlyers – Grammar lesson series no. 2 © Blake eLearning, 2016

Teacher ideas Lesson 4 Teacher

Identifying and using adverbs

1 Ask students to define an adverb. Refer to the definition below.

Definition
Adverb: A single word or expression that adds detail to a
verb, an adjective, another adverb or a whole sentence.
For example: He painted beautifully.; She walked very slowly.;
They are really happy.; Surprisingly, I enjoyed the party.

2 Write the following sentence on the whiteboard and ask students to identify
one adjective and one adverb.
I f you want to improve your grammar quickly, you should pay careful attention
during lessons.

3 Copy the table onto the board Verb Adverbs

(including the examples) and ask
singing e.g. loudly
students to volunteer more adverbs
that might describe the actions in the flying e.g. swiftly
table. Write the adverbs yourself on
the whiteboard, or ask students to staring e.g. openly
write their own suggestions.
eating e.g. politely
Paired writing activity hiding e.g. furtively
Organise the class into pairs. Distribute
Adding adverbs 1 worksheet to one-third thrashing e.g. violently
of the pairs, Adding adverbs 2 worksheet
studying e.g. half-heartedly
to the next third and Adding adverbs
3 to the last third. If your class has working e.g. diligently
15 pairs, you should have five pairs doing
each worksheet. Assign the students sleeping e.g. restfully
15 minutes to complete the activity.
talking e.g. secretively
Paired speaking and listening activity
Call for three pairs of volunteers (one pair who completed Adding adverbs 1, one
who did Adding adverbs 2 and one who did Adding adverbs 3). One student from
the first pair reads the text aloud slowly. The partner should interject with the
adverbs on their worksheet. Repeat for the other two worksheets.
Note: The worksheets are differentiated in order from lowest to highest level
of difficulty.

26 WordFlyers – Grammar lesson series no. 2 © Blake eLearning, 2016

Name: Lesson 5 Student

Adding adverbs and adverbial phrases

1 Adverbs and adverbial phrases make stories more interesting. Add adverbs
and adverbial phrases to Ally’s big break to describe how, when or where
something happened. Spaces have been provided for you.

Ally’s big break

‘You look lovely’, said Mum , as I climbed into the passenger seat. I
sighed and leaned back and her compliment slid off my itchy fairy
costume like drops of rain off an umbrella.
Today I had missed a chance to realise my dream. The agent called my mum this morning
while I was getting ready for a six-year-old fairy party. Donna, my absolute bestie, had
begged me to fill in for her. I said yes, but that was before I knew I
had missed a spot on Young Talent Time.
We arrived at the address Donna had given me. Mum squeezed my
hand . ‘Your time will come, Ally. I looked at her face full of certainty
and I wanted to believe her words. ‘Thanks Mum’, I said as I hugged
her goodbye.

2 Add adverbs and adverbial phrases to Who brings a bike to a ski run?, but this time,
don’t repeat any of the adverbs or adverbial phrases you used in Ally’s big break.

Who brings a bike to a ski run?

The ride up seemed to take forever. We’d been waiting for this
all week. As soon as the chairlift dropped us onto the hard-packed snow we started
racing each other down.
I can beat anyone on skis or a board, but Tamar is fast, because
she’s been riding a ski-bike as long as me. “Hurry up!” she shouted to me, laughing
, but she knew I was pulling ahead.
We swooped between a family skiing down the run, and they stopped
to watch us fly past. A heartbeat later they were far behind.
By now, the trees standing on either side of us were a dark blur. I
swerved the bike from side to side to keep my speed under control.
The words of the instructor during my first ski-bike lesson came back to me.
grip the saddle with your knees. Keep your feet up during a turn.
Learn to trust the skis .
Learn to trust the skis. That’s always the hardest part. I relaxed my
white-knuckled grip on the handlebars and focused on moving smoothly with the motion of
the bike.

27 WordFlyers – Grammar lesson series no. 2 © Blake eLearning, 2016

Answers Lesson 5 Teacher

Adding adverbs and adverbial phrases

These are not the only possible answers. As this is a creative exercise,
student answers will vary.

Ally’s big break

‘You look lovely’, said Mum tenderly, as I climbed into the passenger seat. I sighed deeply
and leaned back and her compliment slid off my itchy fairy costume like drops of rain off an
umbrella.
Today I had missed a chance to realise my dream. The agent called my mum this morning
while I was getting ready for a six-year-old fairy party. Donna, my absolute bestie, had
desperately begged me to fill in for her. I said yes, but that was before I knew I had missed a
spot on Young Talent Time.
We arrived quickly at the address Donna had given me. Mum squeezed my hand
affectionately. ‘Your time will come, Ally. I looked at her face full of certainty and I wanted to
believe her words. ‘Thanks Mum’, I said as I gratefully hugged her goodbye.

Who brings a bike to a ski run?

The ride up seemed to take forever. We’d been patiently waiting for this all week. As soon as
the chairlift dropped us onto the hard-packed snow we started excitedly racing each
other down.
I can easily beat anyone on skis or a board, but Tamar is fast, because she’s been riding a
ski-bike as long as me. “Hurry up!” she shouted to me, laughing loudly, but she knew I was
rapidly pulling ahead.
We swooped silently between a family skiing down the run, and they stopped to watch us fly
past. A heartbeat later they were far behind.
By now, the trees standing on either side of us were a dark blur. I hastily swerved the bike
from side to side to keep my speed under control.
The words of the instructor during my first ski-bike lesson came back to me. Always grip the
saddle with your knees. Keep your feet up during a turn. Learn to trust the skis
unquestionably.
Learn to trust the skis. That’s always the hardest part. I somehow relaxed my white-knuckled
grip on the handlebars and focused on moving smoothly with the motion of the bike.

28 WordFlyers – Grammar lesson series no. 2 © Blake eLearning, 2016

Teacher ideas Lesson 5 Teacher

Adverbial phrases

List of adverbial phrases

Verb Adverbs
Ask students to help you create a
whiteboard list of adverbial phrases to singing will sing loudly
replace adverbs in the table. This list
builds upon the adverb examples from flying flew swiftly
Lesson 4 Identifying and using adverbs
– teacher ideas. staring staring openly
Emphasise to students the fact that the eating ate politely
tenses of the verbs have been changed
to reflect past, present and future. hiding hiding furtively
(15 mins)
thrashing thrashed violently

studying studies half-heartedly

working will work diligently

sleeping sleeping restfully

talking talk secretively

Worksheet ‘Adding adverbs and adverbial phrases’

Distribute printed copies of the worksheet. Give students time to complete the
worksheet (15 mins). Ask students to swap worksheets with a neighbour and award
a mark for each correct adverb and adverbial phrase. Ask them to add up the score
and write it on the sheet before handing it back to its owner. (5 mins)

Definitions
Adverb: A single word or expression that adds detail to a verb, an adjective, another
adverb or a whole sentence. For example: He painted beautifully.; She walked very
slowly.; They are really happy.; Surprisingly, I enjoyed the party.
Adverbial phrase: A phrase that adds extra detail about what is going on in a clause or
sentence. For example: They came too late to do any good.; She sang at the concert.

29 WordFlyers – Grammar lesson series no. 2 © Blake eLearning, 2016