Adverbs are words that give extra information about verbs, adjectives, or other adverbs. Two of the most common types are adverbs of manner — which tell us how something is done — and adverbs of frequency — which tell us how often. Students use these every day without realising it, and helping them name and control these words builds real confidence. This lesson gives you a simple, clear framework you can use in any classroom, with any level of resources.
Before you start — think honestly about your own teaching and experience.
Look at the examples. Answer each question before reading the explanation — this is how your students will learn too.
Look at the three sentences. What changes each time a new word is added? What extra information do the new words give us? Which word does 'quietly' tell us more about? Which word does 'very' tell us more about?
Each addition gives more information. 'Quietly' modifies the verb 'spoke' — it tells us how the speaking happened. 'Very' modifies 'quietly' — it tells us the degree of quietness. This shows that adverbs do not only modify verbs; they can also modify other adverbs. The word being modified is called the 'head' word.
Look at the manner adverbs. How were most of them formed? Is there a pattern? Now look at the frequency adverbs. What do they all have in common in terms of meaning? Can you put the frequency adverbs in order from most frequent to least frequent?
Most manner adverbs are formed by adding -ly to an adjective (quiet → quietly, careful → carefully). However, some common ones are irregular: 'well' comes from 'good', and 'fast' and 'hard' stay the same (they are flat adverbs). Frequency adverbs form a scale: always (100%) → usually → often → sometimes → rarely → never (0%). This scale is very useful to teach explicitly.
Why is the last sentence marked wrong? Where do manner adverbs usually go? Where do frequency adverbs usually go? Are the rules the same for both types?
Manner adverbs are flexible — they can go before the verb or at the end of the sentence, but NOT between the verb and its object. Frequency adverbs go before the main verb but after the verb 'be' ('She is always late'). They do not normally go at the end. These different position rules are a major source of student error and worth spending time on.
| Tense / Form | Use / Meaning | Example | Key time words |
|---|---|---|---|
| Type | What it tells us | Common examples | Typical position |
| Manner | How an action is done | quietly, carefully, well, fast, hard | After verb or at end of sentence |
| Frequency | How often something happens | always, usually, often, sometimes, never | Before main verb; after 'be' |
One important trap: 'hardly' and 'hard' are completely different words. 'Hard' means with effort or force. 'Hardly' means almost not at all. Students who write 'He worked hardly' have said the opposite of what they meant. Similarly, 'lately' means recently, not at a late time — 'He arrived lately' sounds strange; 'He has been tired lately' is correct. These near-pairs are worth flagging explicitly in class. Another distinction worth noting: adverbs of degree (very, quite, extremely) often appear alongside manner adverbs ('She spoke very quietly') — students sometimes omit the degree adverb and lose important nuance.
Ask yourself: • Does the word tell you HOW something is done? → Manner adverb (probably ends in -ly) • Does the word tell you HOW OFTEN something happens? → Frequency adverb (place before main verb) • Is the word 'fast', 'hard', or 'well'? → These are already adverbs — do NOT add -ly • Does 'be' appear in the sentence? → Frequency adverb goes AFTER 'be', not before
Choose the correct adverb to complete each sentence. Think carefully about both the meaning and the position.
Each sentence contains one mistake. Find it, write the correct sentence, and explain why it was wrong.
Use this sequence directly in class — guided discovery, no textbook needed. Tap each step to mark it done.
STEP 1 — Notice it (5 min): Say two sentences aloud: 'The child answered.' and 'The child answered quietly.' Ask: what changed? What new information did the second sentence give? Take 3–4 student suggestions, then say: the word that added that information is an adverb. Do the same with 'She always arrives early.' Ask what the adverb tells us this time — manner or frequency?
STEP 2 — Build the scale (5 min): Draw a line on the board (or just describe it verbally). Write 'always' at one end and 'never' at the other. Ask students to call out where the other frequency words go: usually, often, sometimes, rarely. This physical scale makes the meaning of each word clear and memorable.
STEP 3 — Spot the error (5 min): Write four sentences on the board with common errors (use examples from the Common Errors section). Ask students to work in pairs for 2 minutes to find the mistakes, then share answers as a class. Don't correct immediately — let students explain their reasoning first.
STEP 4 — Make your own (5 min): Give each student a topic (their school day, their journey to school, their morning routine). Ask them to say or write three sentences about it, each using a different adverb. Students share with a partner, who checks: is it a manner adverb or a frequency adverb? Is it in the right position?
STEP 5 — Consolidate (5 min): Ask the class: what is the one rule they must remember about frequency adverbs? (Before the main verb, after 'be'.) What are the three adverbs that do NOT take -ly? (fast, hard, well.) Write these on the board for students to copy into their notes. End by asking one student to explain the difference between 'hard' and 'hardly' in their own words.
Use directly in class — copy, adapt, or read aloud. No printing needed.
For each strategy, choose the option that best describes where you are now.
Your feedback helps other teachers and helps us improve TeachAnyClass.