1 / 18

The ADVERB

The ADVERB. BY UZMA MINHAJ. ACTION PLAN. WHAT ARE ACTION PLANS?

denzel
Download Presentation

The ADVERB

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The ADVERB BY UZMA MINHAJ

  2. ACTION PLAN WHAT ARE ACTION PLANS? ACTION PLANS HELP TEACHERS MAKE SIGNIFICANT CHANGES IN THEIR INSTRUCTION BY ASKING THEM TO IDENTIFY THE CHANGES THEY WANT TO MAKE AND TO DESCRIBE HOW THEY WANT TO GO ABOUT MAKING THOSE CHANGES. EFFECTIVE ACTION PLANS ALSO INCLUDE TASKS TO BE ACCOMPLISHED IN CHRONOLOGICAL ORDER.

  3. WHY ARE ACTION PLANS NEEDED? RESEARCH INDICATES THAT ACTION PLANS SERVE THREE PURPOSES IN MAKING CHANGES HAPPEN.

  4. 1. ACTION PLANS FORCE TEACHERS TO DECLARE WHAT THEY ARE TRYING TO ACCOMPLISH. RESEARCH SHOWS THAT PEOPLE ARE MORE LIKELY TO MAKE SIGNIFICANT CHANGES IF THEY HAVE SPECIFIC, CONCRETE GOALS. BY PUTTING A GOAL IN WRITING, THEY MAKE A COMMITMENT TO AN IDEA, AND BY SHARING THAT GOAL WIITH OTHERS, THEY MAKE THEMSELVES ACCOUNTABLE FOR ACHIEVING IT.

  5. 2. ACTION PLANS ANTICIPATE PROBLEMS AND IDENTIFY RESOURCES. WHILE TEACHING, IT IS OFTEN DIFFICULT TO TAKE THE TIME NECESSARY TO SOLVE PROBLEMS USING NEW KNOWLEDGE AND MUCH EASIER TO GO BACK TO FAMILIAR METHODS. BY PREDICTING POTENTIAL CHALLENGES, TEACHERS CAN BE PROACTIVE AND CREATE SUPPORT SYSTEMS THAT WILL HELP THEM WHEN THEY NEED IT.

  6. 3. LISTING THE STEPS OF A PROCESS OF CHANGE CAN MOTIVATE TEACHERS TO CONTINUE AS THEY CHECK OF BOTH SMALL AND GREAT ACCOMPLISHMENTS. NOTHING MOTIVATES LIKE SUCCESS, AND THE FEELING OF ACCOMPLISHMENT PEOPLE GET FROM SMALL VICTORIES CAN INSPIRE THEM TO CONTINUE IN THE FACE OF CHALLENGES.

  7. HOW ARE ACTION PLANS MADE? MAKE SURE THAT WHEN WE DEVELOP ACTION PLANS, IT MATCHES WITH OUR TEACHING AND LEARNING STYLES. REMEMBER THAT WHENEVER ACTION PLANS DESIGN IT KEEPS THE TASKS AS SPECIFIC AND CONCRETE AS POSSIBLE SO ACCOMPLISHMENTS CAN BE ASSESSED OBJECTIVELY.

  8. WHAT ARE ADVERBS? AN ADVERB IS A WORD WHICH MODIFIES THE MEANING OF A VERB, AN ADJECTIVE OR ANOTHER ADVERB. FOR EXAMPLE: SADIA RUNS QUICKLY. THIS IS A VERYSWEET MANGO. ALI READS QUITE CLEARLY.

  9. INSTRUCTIONAL LESSON PLAN.

  10. KINDS OF ADVERBS. ADVERBS OF TIME (WHICH SHOW WHEN) ADVERBS OF FREQUENCY(WHICH SHOW HOW OFTEN) ADVERBS OF PLACE(WHICH SHOW WHERE) ADVERBS OF MANNER( WHICH SHOW HOW OR IN WHAT MANNER) ADVERBS OF DEGREE OR QUANTITY(WHICH SHOW HOW MUCH) ADVERBS OF AFFIRMATION AND NEGATION ADVERBS OF REASON

  11. ADVERBS OF TIME. ADVERBS OF TIME ARE THOSE ADVERBS WHICH EXPRESS TIME LIKE WHEN. FOR EXAMPLE: I HAVE HEARD THIS BEFORE. HE COMES HERE DAILY.

  12. Adverbs of frequency. ADVERBS OF FREQUENCY ARE THOSE ADVERBS WHICH SHOW HOW OFTEN. FOR EXAMPLE: I HAVE TOLD YOU TWICE. HE OFTEN MAKES MISTAKES.

  13. ADVERBS OF PLACE. ADVERBS OF PLACE ARE THOSE ADVERBS WHICH SHOW WHERE. FOR EXAMPLE: THE LITTLE LAMP FOLLOWED MARY EVERYWHERE. THE HORSE GALLOPED AWAY.

  14. ADVERBS OF MANNER. ADVERBS OF MANNER ARE THOSE ADVERBS WHICH SHOW HOW OR INWHAT MANNER.FOR EXAMPLE: THIS STORY IS WELL WRITTEN. SLOWLY AND SADLY WE LAID HIM DOWN.

  15. ADVERBS OF DEGREE OR QUANTITY. ADVERBS OF DEGREE OR QUANTITY ARE THOSE ADVERBS WHICH SHOW HOWMUCH OR IN WHAT DEGREE OR TO WHAT EXTENT. FOR EXAMPLE: SHE SINGS PRETTY WELL. HE WAS TOO CARELESS.

  16. ADVERBS OF AFFIRMATION AND NEGATION. ADVERBS OF AFFIRMATION ARE THOSE ADVERBS WHICH SHOW CONFIRMATIO. FOR EXAMPLE: SURELY YOU ARE MISTAKEN. I DO NOT KNOW HIM.

  17. ADVERBS OF REASON. THESE ADVERBS ARE THOSE ADVERBS WHICH SHOW ANY REASAON. FOR EXAMPLE: HE THEREFORE LEFT SCHOOL.

  18. COMPARISON OF ADVERBS. SOME ADVERBS, LIKE ADJECTIVES, HAVE THREE DEGREES OF COMPARISONS. SUCH ADVERBS ARE GENERALLY COMPARED LIKE ADJECTIVES. IF THE ADVERB IS OF ONE SYLLABLE, WE FORM THE COMPARATIVE BY ENDING –ER, AND THE SUPERLATIVE BY ADDING –EST, TO THE POSITIVE; AS, FAST, FASTER, FASTEST. HENRY RAN FAST. (POSITIVE) JOHN RAN FASTER. (COMPARATIVE) PETER RAN FASTEST OF ALL. (SUPERLATIVE)

More Related