ra6eq xouex p3 92ue1s1a:0T woud 2b38@ S1A2-92-190 2 ‘Assignment Two Assignment Two, Module 5 Now that you have worked your way through the Module 5 material, complete this section of the assignment. The purpose of this part ofthis assignment is to help you consolidate the information about grammar that you have learned in Module 5, but you may also want to look at other modules when doing these exercises. Remember to follow examples from this course gui which may differ from those in some other resources for the course. Please write or print on these pages in pen, making sure that your answers are] [clearly legible. J |fyou have trouble with any questions, go back to your Course Notes, or to your readings, and review the point, If you stil have difficulty, get in touch with your tutor/marker, 1. Clauses a. In the following paragraph, underline independent clauses—which could be Part or all of a sentence—once. Underline dependent clauses twice. larks: 3) ea eN W Ahmed has been nt for six months. Before he started ue university, he worked at a store. He = the work, (byt it wasn’t his career. ©. In the following paragraph, find an example of a sentende’in which a clause is. used as each of the following (1-6). Copy each example sentence under the correct heading (1-6) and underline the clause. (Marks: 5) : Ca What Ahmed wants fo do for a career isn’t clear yet. His first priority is where ‘he wants to live. When his roommate moved, he had a problem. The apartment that he had rented for two years was suddenly too expensive. His friend Ling thinks that he should find a cheaper apartment. TESL 39 ~ English Gremmar and Phonelogy 81-4 £200/2000d 698-1 “WOU 90760 GL -9Z-OL2962Y beD! 2604 xouex p3 a0ueysta:aT Wows BP:8B StO2-92-190 Assigament Two (1) SUBJECT waned _Almed warts to clo fora caceer jsril clear get @) OBJECT ‘ a (8) COMPLEMENT oe vis Nest priority fs where ne wants fo five (4) ADVERBIAL eee when Wis de moved, he Wad a pelolemn . wae (6) part of a noun phrase Ter apartment that be West centved Sor two S was suddenly tuo expensive 2. Adverbs and ADVERBIALS: a. Inthe sentence below underline the adverb that functions as an ADVERBIAL. once. Underline the adverb that doesn’t function as an ADVERBIAL twice. (Marks: 1) (oo (™ quiokly adapted to the yory difficult job. - oe b. Underline the prepositional phrases in the sentences below and indicate whether each is used as an ADVERBIAL or as a postmodifier in a noun phrase. : (Marks: 3) 9. The cat in the box is mine. x postmotifier . al 1. She was bor on a farm a eral + 2, My friend.with 10 cats raised her. postmadifier L 3. In. most of his farm buildings you can find sleeping cat adverto a u E TESL 33 - English Grammer and Phonology 8GI-J €200/r000d 698-1 -WO'YS 90760 SL .-92-012S62 Spm:e6ed xouax p3 90ue4s1q:0T iWov4 8b:89 Sta2-92-190 4 Assignment Two ©. Add the following types of ABVERBIALS to the sentences below. Write the whole new sentence and underline the ADVERBIAL that you added. op Remember that ADVERBIALS can have various positions ina sentence. You OU. may need to add more than just the ADVERBIAL itself to the sentence, but you should underline only the ADVERBIAL. (Marks: 4) 2.9. [add an.adjunct] Buddhism and Islam are popular, Buddhism and Islam are popular in Southeast Asia. (1) [add a disjunct) They 9/6 also popular in other parts of the world. Naturally, they are also Poplar ia other ports of we world. (2) [add a conjunct] Buddhism and Islam are popular in Southeast Asia. Buddhism and slam fA popstar in Southeast Asta, butYrot in South America. (3) [add an adjunct] / have read a /ot about this region. “ . A Tne read a lot aloonk this region recently (4) [add a subjunct] / like learning about other countries. doout other countries 5 realy (Xe earning ; etool TESL 33 ~ English Grammar and Phonology 851-4 £200/S000d 8SE-1 WOYS 90760 SI -92-OL28628 99a 19604 wouax p3 20ueysta:aT wos abs “w, st@2-92-190 pot 4 iy Assignment Two 3. Various Points a. Correct the errors in following sentences, x (Marks> 3) (1) What to do abdut the problem. Z) that Cto do about the pedlem? 6 (2) Saba works Jess careful than Ra Sein (does). bee Jalen works less careCully then 2a Sein. (3) every morning brush my teeth. Brera, moreiaey, ruin my teeth rll ». Write a sentence below with a.nonrestrictive relative clause. Make the — Sentence relevant for an ESL/EFL class. Underline the relative clause. (Marks: 7 Vlad, whe sits rn the front row of Class, | | has a younger aster. \ End of questions for Module 5. ‘TESL 33 English Grammar and Phonology 8G1-4 £200/9000d 858-1 -WOYS S060 GL -92-OL296-4 LOB! 26 xouax pz eouey strat swous Bb:8@ STae-92-190 oe 6 Assignment Two Assignment Two, Module 6 Now that you have worked your way through the Module 6 material, complete this ‘section of the assignment. The purpose of this part of this assignment is to help you consolidate the information about grammar that you have learned in Module 6, but you may also want to look at other modules when doing these exercises. Remember to follow examples from this course guide, which may differ from those in some other ‘esources for the course. Please write or print on these pages in pen, making sure that your answers are clearly legible. if you have trouble with any questions, go back to your Course Notes, or to your readings, and review the point. If you still have difficulty, get i touch with your tutorimarker. 1. Sentences Classified by Function (Marks: 3) Beside the following sentences write whether they are declarative, interrogative, imperative or exclamatory. a. Do your homework. ora tye b. already did it declarative a ©. Are you lying to me? Latecroga tive, 2. Sentences Classified by Number and Type of Clauses (Marks: 2) 600P |dentify which types of sentences (simple, compound, complex or compound- if complex) are below and indicate how you know which typas they are a. hope that you'll do your homework soon. = Thea berKince isa Complex, senteace. St Kenting & Subject and verly , there fore Addlitienally, the pronoun “that” aignhise noua Clause and js Functioning aa a direct oojecd Ths Down Clause Ts headed eee ere rg Thao senknce ''s 4 compound senvence- can got your fires partys” and ” gou Fave yesh four homework pirat,” ane boll indepeat sentences. (Becmvat? bey are jarred hy a Comma and a coordinating " sean potknel. 4 ‘TESL 89 — English Grammar and Phonol 831-4 €200/L000d 698-1 -WOYS 90760 SL -92-OLX62 EpgIe6ed mouax p3 soueysta:ar Hweu4 @b:80_ $1@2-92-190 Assignment Two nm @ co 3. Question Formation and Negation (Marks: 8) Gb a. Use terminology from Module 6 to describe how the following questions were formed, - (1) Do you have a bus pass? i % io an example of “to jaberitre D. “de + subject you) 4 base Sorm Chu) + object Ca bus pass). Tro om Wyre of yet /na guration formodin. (2) Are bus passes expensive? fee, the mad ee vo a fom af “b be” (reared) Os one wes ‘aver bieg 16 Poom tha guesrien. Q Therelre, the Host verb and the subject Switch spots in the sentence to form % question From & declaretive Serica (se, Bus passes are eparsve (8) Bus passes are convenient, aren't they? oa & question ts an erample of « tag. Te second verb & chesen based CE rhe Rist verb; here, thyy ace the same. The 2 ways,” ie chccen 40 place “bus pastes". tasty, the spajemeat 18 set te en ftimati gt Merporesiy Ye verb ch the bsg as nggedve. b. Use terminology from Module 6 to deséfibe how the following sentences were made negative. (1) My sister never takes the bus, a& ve word Gre. ‘never") is added to the sentence. jo qrelte The fool dive (2) She doesnt like to walk either. te he ad 7 oo there is 0 vent liey ver / the verb BO floes” is acted . Neste , tee-operaer, nat", ig adched, &, he the Yo Me Ofweaitoy reastemmowenasrocenr MPG 8GI-J $200/8000d 698-1 “WOU 90°60 SL 82-01xouax p3 aoueystq:aT nwo4J 6b?B@ ST@2-92-190 4 . — 4. SVOCA 5, a, Make up five original simple (sentence type) sentences according to these pattems. Insert slashes between the sentence olements, as in the example. Make sentences that are relevant for an ESL/EFL class. (Marks: 5) Pattern Sentence eg. SVOA e.g. He 7cut/ the vegelables / quickly avy 7G) t 2nv0: Hannah / needs 7 a. pen J l SVvOi Yy are swe / apve / ene / a pereil fee Ih our olass,/ students /reeel / books. ie students Jace / well beharedt + a ©. Divide the following 10 sentences into SVOCA using slashes. Remember to think about the difference between independent clauses and dependent clauses. ‘Watch for clauses, infinitive phrases or gerund phrases that function as S, V, 0, Cord, oF as part FS UOTE SER — SS gooe NOTE: You should review “infinitive phrases" and "gerund phrases” in Module 5 under "Phrases often confused with clauses”. (Marks: 10) Cat /0, | Pattern of Grammatical Y Functions 7 1. Growing flowersfisher hobby. ; Svc iz, 2, Shefalvays/piantsfianias and astersfn her window box | sAvOjA uv 3. Hag/shefivenfyowAny seeds? ee V/sfvJOr/04 4. Sho/onioyeivinghnemf trend 9/v/08/en 5. Flowersfhat grow every yeat a ) SHYC Y| gerund phrase; ‘TESL 39 ~ English Grammar and Phonology falls what she enjoys 841-4 £200/6000d 698-1 “WOUS 90760 91-92-01reed xou9x py 90ueystq:aT iwo44 6b:80 sTa2-92-190 infinitive phrase; 7) Fells what you try 6. Annuels/afe/plants that need to be tonphicyoech year. | sy WO 7. Every year \feyfeianyfrore perenn ) Assignment Two vo 8. Itan gofexpensive/f you always buy annuals 71 sve A be 9. Plants that can survive with infrequent watering&refne easiest to grow, "| 10. wiyWroupianté gardenfthis year? LL | vsvoA [7 End of questions for Module 6. TESL 38 - English Grammar and Phonology 841-4 £200/0L00d 6S8-1 WON4 80260 SL 92-0129624 Tra196ed xouax pg 80ueys1a:ar twotd 6:89 S1@2-92-190 10 Assignment Two Assignment Two, Module 7 Now that you have worked your way through the Module 7 material, complete this section of the assignment. The purpose of this part of this assignment is to help you Consolidate the information about grammar that you have learned in Module 7, but you May also want to look at other modules when doing these exercises. Remember to follow examples from this course guide, which may differ from those in some other resources for the course. [Please write or print on these pages in pen, making sure that your answers are] Y clearly legible. "| VER iy you have trouble with any questions, go back to your Course Notes, or to your G00 readings, and review the point, If you still have difficulty, get in touch with yo tutor/marker. Grammar and Discourse larks: 15) Review pages 7-6 to 7-15 in the course guide for the sections on "Grammatical Cohesion” and “Context”. Then read through this authentic text and select examples of grammatical cohesion. There may not ise marker. Remember to consider the 5 types of grammatical connectors (used fo make connections between clauses and sentences) on page 7-6. Underline one or two examples of each grammatical connector (including anaphoric, calaphoric and exophoric reference) in the text. Make reference to the verse # when you expiain your examples briefly. You may (UW 0 list the “characteristics of dis« ” on a separate piece of paper if necessary. Text Exodus 20:1-17 Characteristics of Discourse ty | 1 Then God gave the people all these Context: - BilNcal passage, ancient instructions; times; ben commandnrents | | 2"1am the LORD your God, who rescued | Sound "tn Gnaiceranity 5 Rocmali v | you from the land of Egypt, the place of | and dectarabwe and Ingeraty | your slavery. senbences. 3 "You must not have any other god but me, 4 "You must not make for yourself an idol of any kind of an image of anything io. the heavens or on the earth arin the sea. 5 You musi not.bow down to them or worship them, for, the LORD your God, am a jealous God who Will not tolerate your affection for any other gods. | lay the. x ‘sins of the parents upon their children; the |L%4)“he rested” C1!) groneun re entire family is affected—even children in Fem He previous santence! the third and fourth generations of those | arto precte\/t.) “the LORDS C2)fthe arbicte “jy pita telect me, 6 But! lavish unfaling ove | tx used as a resuit af common Knouieggl, {ora thousand generations on those Who | renragere: (for 1, te feed” (5) love me and obay my commands. ~ é bebore the Nour's stated - TESL 33 - English Grammar and Phonology 0 ee Ce) refers to tamer apde’ diselaced SG1-4 £200/LL00d 696-1 WOU 90760 91-82-0121p:26e4 xouax pg 92ue1s1q:0T wows Gb!8Q. st@2-92-190 Assignment Two “ Text_ Exodus 20:1-17 Characteristigs0f Discourse 7 "You must not misuse the name ofthe | 2 esy Fe LORD your God. The LORD will nt let Shoe ee (2) Sim yes a0) unpunished if you misuse his AtGerkion toc any aye ee 8 "Remember to observe the Sabbath day | $aeassinne Reperitton a by keeping jt holy. 9 You have six days (6,9) Enon repent each week Tor your ordinary work,10 but €2,8,%10, WR | Sores We the seventh day is a Sabbath day of rest : : dedicated to the LORD your God. On that | 48) Lexi Onotns’ - day no one in your household may do any Yiroow daum} “wertintp”, andl “; ‘work. This includes you, your sons and chon" (33 neers tO hums” acting / daughters, your male and fernala ae "y servants, your livestock, and any foreigners living among you.11 For in six days the LORD made the heavens, the races nots (BH, 59), 3, HIT 1 earth, the sea, and everything in th Bame Senkace ovartel shows -but.on the seventh day he rested. That is : Aree grater. wepe tion - why the LORD blessed the Sabbath day Woe KX, » 7 and set it apart as holy. Velen the _” Ul). This seotene 42 "Honor your father and mother. Then i Pepetitiena— cepebbins phrase you will live a long, full life in the land the . Wenes, .LORD-your God is giving you. 13 “You must not murder. 14 "You must not commit adultery. 48 "You must not steal. *oaYau ms sty falsely against Arrow conroast toy Sua. He alternated your Tr. of having a restiydey carver than 17 "You must not covet your neighbor's on og 7 house. You must not covet your SR Werkeng. day on “Sundaes neighbor's wife, male or female servant, ox or donkey, or anything else that belongs to your neighbor.” End of questions for Module 7. ‘TESL 33 English Grammar and Phonology 9G1-4 €200/ZL00d 69-1 -WOUS 90260 SL .-82-01296-4 £10: 28% xouax p3 39ueys1q:aT twos @S18@ Stue-se-I90 PF Assignment Two, Teaching Activity Choose a grammar point from Module 6, 6 or 7. You will use this in a communicative teaching activity. os Grammar Point: _Ad/ver} — 40 od her ve ugpus Ate J ay ‘STUDENT DESCRIPTION (Marks: 6) | Canadian Language AL2- AL. (eFR) Benchmark Level - CLB {or equivalence) Lent 1-2 Cove) i ni x - 0, Sroimeteen, | SePltd eleling pore Leswep| S00) EAL, or ESD context? L)tstlen. context. - Teenagers (HH14 peans fd. (eg., adult) Ch id gendi Fey Odes | Ting. and Cine size and goer flan 80d; bogs aa, Students’ first SuyAhpeah Fa Hive Spent» gre language(s) Fx ainian , Liev names oe eoew, lance for speak numerous Opican languages. Long-term purpose(s) for - ae studying English Ccadephe j attaining a GED. ‘TESL 23 — English Grammar and Phonology 8G1-4 Z00/SLO0d 698-1 “WOU 40°60 Gt -92-OL96=Y bIOIa6ed xouax p3 aoueystq:ar twos asta eer Aidveros (Marks: 10) Deseription of Grammar Point (using TESL 33's terminology and an example) Rage Fail (Rode 5 nol): Averbs are © eb ob Aapetch that give additional inte mabion aloouk verb, adjective, angther adv adnct prachuse, 7 fe od 2 fe i ote part of a noua brace, They oun also eXpcess acee Objective for activity (What will you accor Maden Wil Wie Bach, cous lind wordo, od adeng Shan Ah) he. hasd- Stand onto Background Knowledge (e.g., vocabulary and structures students will need to know before the activity) il Rave mea learnt Séazonak Ctoeleed \vitES related te saSzo)e The. Bewwe iessen included x,"Eb 15 never BO"C in kh Psurmmnen & “Semebimes “L wear Shorts fn dune > PRESENTATION Teaching the grammar point (How and what will you say? Note: Saying that you will, for example, "Discuss non-count, nouns as a class,” equals 0 marks. Use terminology th4t is appropriate for your learners.) (Continue your “Presentation? on an additional pagé of paper.) mzup werk Cor *Beil tack) will be Encourage Students’ to ust dents One eee, ES Aad You wate today’ Caplan are adverbs. they ine how go wettt that wo, whey Glasto 4 erg. The verte here ui to con? Oak Stine te sare urak ae ag qood fo get 81-4 §Z00/pLO0d 638-1 TESL 33 - English Grammar and Phonology gtudta ctwely iva i vig awa Stadeils will Ces atin Candas and propel’ a : BO Reeguenegh priect the, veoms ane ag / s102-92-190 @ Prampic “rest ware paiedly. * agrees 8, ee Lemporarts of whe Cisse api assess the Ko ote # Verbs oF frequenty winile relatias te seasens/ueatior. Stadanj mud provinis wncietinding of wnpk an adjectit iS. learned bs atee vnductlod whet “eppot'te’mebne ale coy ¥ res i ev bile projec oe. any ” fet -WOYd 40760 G1 .-92-0LA96-Y GTOT88eg Kouex pg eoueysta:aT woud @S:8 st@e-92-190 4 Assignment Two Activity: (Marks: 25) Submit a copy of the activity you will use, here. include your own clear, progressive directions for this activity that will be easy for another EAL teacher to follow. Include all bibliographic data for your source. Explain how this activity is both communicative and relevant to your described student needs, student ages and language level. You may attach two additional pages to the assignment when doing this “Activity” section. You may add more pages to include handouts, etc. Note: If you are unable to separate the “Presentation” section and the “Activity” section, please indicate this, and your instructor will allocate the marks accordingly. You don’t have to write an entire lesson plan, but you should include how you will introduce the activity (connecting it to what they've Previously studied) and evaluate the students when they do it, as well as very briefly mentioning what you might do for follow-up or assign for homework. You may write some parts of your teaching activity section answers on regular paper (not on the green sheets). You may type these parts if you want to. TESL 39 ~ English Grammar and Phonology 851-4 £Z00/SL00d 66-1 -WOUd £060 SL -32-0L262 91D: 86d xouax pa 20ueystq:0T woud S380 STa2-92-190 ‘Activity 1: Free-Write > Ge uu of thei ‘Adverbs of frequency guide (projected): v1 (Explain the meaning of each adverb by stating the adjective and explain how the suffix -ly was added, Explain that many adverbs are created from an adjective.) ie 2 ey ould a 2 in SGI-4 £200/9100d 698-1 -WOYS 8060 G1 92-01A860 LID80eg xousx p3 20ers tq:a1 iwov4 1S:8 St2-S2-190 + Lesson plan notes continued: Activity 2: Examples ipper level stuffents may receive an additional anchor chart that lists the missing, subsections: to what extent, how much, and how long. Next, write examples of each form of adverb: J etho~ Agjecine SOT PAR] Sob A SAGE Cy Siow Slow) ‘Dance ‘quickly ‘Quick °F (Difticalt eS Look ‘Clearly Clear Poe [Pottrery ‘Ask Steraly_ ‘Stem et Quietly Talk Toudly Loud ‘Nice ‘Nicely Dra Horribiy Homible Calm ‘Cally ‘et Crazy Proud Proudly ‘Stand Shyly ‘Shy y Ask students if they can think of any for you to act out. > ? 600 Review the adjective and adverb endings, Note that a ending ustally turns into an -ily ending, but there that there are exceptions to the rule. fla Activity 4; Speaking Activity Hand out cards (1-3 per student) that state: 1. @ sentence that includes an adverb; 2. a picture eting the first sentence; and 3. a question regarding an action. The questions on each card relates to a sentence and action that is stated on a different card. Start the students off by reading one question and thei( Rave them Tisten to each other as they connect the cards, stent each other as they connect he Additionally, you may want to write one word on the back of each card to create a secret ‘Message lp mtivate siden. UA/ den from: https teachers oduoVEREE- Adjectives and Teashingldens-5234] the - EES, 831-4 8200/L100d 698-1 ~ “WOYS 80260 GI'.-92-OLxowax py 20uersta:ar eak vigaals ave soupy wey £$:80 STee-se-190 wuery heey Life We energetically go skaing inthe winter. RR How long do We go to the pool for? We are atthe pool all day. How often do you eat ice cream? [Feat ice cream sometines How do you drink hot chocolate? ‘We drink hot chocolate joyfully How often do you plant flowers? plant flowers yearly. Trake leaves hastily “ e How do you build a snowman? We lovingly build @ snownian. How do you make a snow angel? 8GI-4 €200/8L00d 6SE-L How do you walk in the rin’? We walk initably ia the rain How do the leaves fall fom the trees? -WO'S 80260 SL -92-0l e296-4 GTOe8RG xouay p3 a0ueystq:ar rwouj £5288 Sta2-92-190 ‘The leaves fall slowly. o How do you display your carved pumpkin (jack-o-lanterny? 1 jump in a puddle excitedly, How do you search for Easter eggs? \ Hoow do you dress on Halloween? hf Activity 8: Writing Activity —(, ¢, “Pactice ei Advertos > Hand out cloze worksheet and have students work in paits. This may be given for homework if , time does npt allow for its completion ee For additional practices, students can play their own charades. Have students pi ‘one verb; each from a hat, Students act out the charade, one adverb and httos://wmw.teacherspaytea /Product/Adverl-Acting-Grammar-Charades- (Activity) Handout References: hitos://www.teacherspayteachers.com/Product/Adverb-Anchor-Chart-289372 (anchor chart) bitis://www.teacherspayteachers.com/Product/Practice-with-Adverts-670762 (fil:in-the-blank) 8G1-4 €Z00/6L00d 698-1 -WOYS 01760 GL .-92-01296-4 02D: 98% xovax pa 20ueystq:aT nwe4y $S180 $1B2-92-190 analysis: Le ‘While presenting a new topic itis important to connect to students’Séckground knowledge. As students learn language it is beneficial for them to learn thematically }ffat is being exposed to language through one themed ona case itis seasons. In a previous lesson, syudpntshad learnt adverbs of ‘trequéncy while learning Weather and seasons. Focusing on the meaning of these adverbs, and not why ar adverbs allows student to connect words and mearing without worrying about the rules of (the language. Then, taking the pre-learnt adverbs of frequency, thé teacher Is able to extend the @’ knowledge to adverbs in general. Again, adverbs are ronveed through samples nthe sc; doing so allows students to connect tothe attained understanding ofthe theme while (7a) ifying their understanding of the themed vocabulary words and concepts. This concept applies for nay aos wel : na? tee! Allowing students to start the lesson with a free-write connects the concept to thei iv@s and feelings. Students may choose to write about anythipg‘ thei ives or about something that interests ‘hem, Then, they must consider their intentiqns 46f writing what they did. The concept is more abstract, butWith the projected images and es terest ‘should begin to see the differences the b numerous @dverbs, Additionally, students are able to relate to the theme of seasons as everyone has & experienced some form of this phenomenon, Those who have pof experienced winter yet will gain rRUE/, knowledge and understanding of what is to come, Le E @ In she first activity students are writing, reading, speaking, and listening, This holistic activity aids (Cattention and readiness for the rest ofthe lesson. The NexE activities require students to be ing and listening; they are actively taking in new information and formulating new id Gonnections. The students continue onto guided speaking practice in Activity 4 and freer writing practice in Activity 5. These tasks allow students to be well on their way to free practice and havhyg a practical and independent use of the language. ee) As these students have lower proficiency skills, this crucial component of speech needs to be learnt promptly. Students are going to be expected to write academically in thelr other classes; to do so, they will need an understanding of transition words, expanding ideas, and adding detalls—each of these concepts are related to adverbs, Sad pate at The fo, 8G1-4 £200/0200d 696-1 -WOYS LL?60 GL.-€2-OLSES Teg:e6eg xouex pa aueystq:ar wou4 pS:80 STee-92-190 * Teits When (time) hn fa carey yesterday 5 ne a" there near soon First suddenny second i rerwinere any anywhere, somewhere, Most adverbs The adverb tells have -ly at the how, where, how often, and end. An adverb is used to describe words and give more information about the verb. Adverbs help make your writing more interesting. Tes How Often Tes How Action is Done * daicy briefly Lovduy neaty aLways Sometimes SLOWLY carefuLLy worthy hardy easiy ayickLy WeerLy arvivaLy ! emyaLy nemtuy hourey 851-4 €Z00/1Z00d 698-L “WOHS 11760 SL .-92-OL“S624 BeDIB0ed xouex p3 aoueistqiar nwo4s bS!8@ ST@2-92-190 makes sense in the sentence. Directions: Read the sentences below. Fill in each blank with an adverb that (yy Example: She walked quickly (how) down the street yesterday (when). 1. (when) when | was leaving my house, my dog sprinted (how) out the door. Iran after her yelling {how). | looked (where) for her for a long time before | heard her barking (how) across the street. | called her name and she ran (how) towards me. (when) I will be more careful leaving my house. 2. (when) | went over to my friend Hannah's house for a sleepover. As | walked inside her house, her dog jumped on me (how). We walked (how) into the kitchen for a snack. | gave her dog part of my snack which he chewed (how). 8GI-4 £200/2200d 698-1 -WOUS L260 SL .-92-Oleed FeDII6ed xodox p3 204Ue751q:0T swouj 45:8 ST@2-92-190 ee 3. I went out to dinner with my dad (when). It was a nice night so we decided to sit (where). The waiter took our order (how). We ate our dinner (how) and talked (how) about school and spring break. ~ porela answer Caskmeakecnid ‘uf, gees e -Metlfy) kate cowle BGl-4 €Z00/eZ00d B9E-L “WOU ZL60 GL _-92-0LMarker's Comments Wat dene, Mitt Unversity or [Taxa SASKATCHEWAN aa ah Submission Form cuss Nome JE secton XOL eee ween KE Och 26, 2018 Student Number Please fil out and attach this form to allassignments sent by mall or fax. This wil be the mang label uses to retum your assignment or examination to you, All assignments received by mail or fax ail be retured by frst class mal ‘f sending by mail, use the pre-addressed envelopes supplied to you. Or fax to: Fax: 306-966-5245 nape Vry good < Ft S42) VERY “Coop Faxed Assignments Only: Numba: of pages {inciucing Submission Form) Phone Number i ) ‘Submit all copies if sending by mail, Use one copy as your cover page i sending by fax The white ny ib sa : reumodte you wth your assgnmect: Whe Copy ~ SIucet Ylow Cony instr Pak Co Centre for Continuing and Distance Education on mi sera tt a mie A osm HOYT wll ABEA0| soe DEM Cainphafl Me C8 wun oy PE, Vee aba lary DBIPY,296-4 BADi26eG Koudax p3 90ue)81q:aT wey Lb:8@ St@2-92-100 TESL 33 — English Grammar and Phonology Assignment Two: Modules 5 to 7 ‘Submit your assignment (o your tutor/marker by rrall or fax. ‘See the “Information Sheet” for the date on which you must submit your assignment and the addreas and fax number to which you can send tt, You should refer to Canadian Language Benchmarks (CLB) in the teaching activity section of the assignment. Look for “CLB 2000 Companion Tables” at www.language.ca. Marks by Section: Module § 20 Module 6 28 Module 7 15 Teaching Activity 40 Total: “Foo Assignment Two is worth 20% of your final grade, 891-4 €200/Z000d 6S6-1 ~WOYS $0760 SL .-92-OL