Adverbs

Contents
1. What are adverbs?
2. Types of adverbs
3. Forming adverbs
4. Adverbs or Adjectives?
5. Adverbs or Prepositions?
6. Adverbials
7. Position of adverbs in the sentence
8. Consolidation

Key

References

1. What are adverbs?

An adverb is an open-class word which gives more information about another part of
speech (which one?)

In order to complete the definition, do the following task.

1.1. Which parts of speech can adverbs modify? Tick the correct lines. Key

__ Nouns
__ Pronouns
__ Verbs
__ Adjectives
__ Adverbs
__ Numerals

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2. Types of adverbs
Adverbs fall into a few types depending on what kind of information they contribute.

Different sources provide different classifications of adverbs. These are the most
commonly recognised types.

2.1. Classify the adverbs according to their type and function Key

Time Frequency Place Manner Degree Linking /

Discourse

When? How often? Where? How? How much? Connect clauses

Lately Somewhat
A bit
Nearby Soon
Accurately
Never Still
Afterwards
Now There
Almost
Occasionally Therefore
Already
Outside Thoughtfully
Anyway
Perfectly Today
Consequently
Quickly Tomorrow
Early
Quite Too
Easily
Rather Totally
Enough
Sideways Upstairs
Finally
So Very
Highly
Sometimes Yet
However

3. Forming adverbs
3.1. Which part of speech are adverbs of manner formed from? Key

_______________________________________________

3.2. Name the most typical suffix to form adverbs of manner. Key

_______________________________________________

3.3. Name at least 5 adverbs of manner which do not follow the pattern in 3.2. Key

1. _________________
2. _________________
3. _________________
4. _________________
5. _________________

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 3.4. Explain the difference in the meaning and use of the following adverbs. Key

1. hard vs hardly
2. late vs lately
3. high vs highly

4. Adverbs or Adjectives?
Adverbs are commonly confused with adjectives. The use of adjectives and adverbs in
English may or may not follow the learner’s L1. Do the tasks below to work out the rules.

4.1. Comment on the form and meaning of the bold parts given in the sentences. Key

a. The cake smells good.

Kate smelled it carefully before drinking it.

b. The dress looks very expensive.

If you look closely, you will realise the difference.

4.2. Look at the bold parts and comment on their functions in the sentences. Key

a. Why are you so angry this morning?

So, what time does the lesson start?

b. Her parents didn’t want her to get married, but she did it anyway.
A: Bob thinks that Kelly has been cheating on him.
B: Would you like some more coffee?
A: That would be great. Anyway, Bob is going to hire a private investigator to
track her…..

5. Adverbs or Prepositions?
Adverbial particles are a constituent part of phrasal verbs, which are often mixed up with
prepositional verbs. How can we distinguish between an adverbial particle and a
preposition?

5.1. Look at the examples below and work out the rule. Key

1. I ran down the road. preposition

Please sit down. adverbial particle

2. Something is climbing up my leg. preposition

She hasn’t got up yet. adverbial particle

3. He’s in his office. preposition

You can come in. adverbial particle

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6. Adverbials
Adverbials are phrases or clauses that perform the same functions as adverbs. Three
common categories of adverbial are prepositional phrases, noun phrases, infinitive
phrases and subordinate clauses.

Here are some examples of adverbial phrases:

1. They were sitting in silence.
2. I’ll do it in a minute.
3. Opera is when a guy gets stabbed in the back and, instead of bleeding, he sings. (Ed
Gardner)
4. He plays up to impress his classmates.

… and adverbial clauses:

1. After the game has finished, the king and pawn go into the same box. (Italian Proverb)
2. As soon as you trust yourself, you will know how to live. (Writer Johann Wolfgang von
Goethe)
3. I am not afraid of the pen, the scaffold, or the sword. I will tell the truth wherever I
please. (Lobbyist Mother Jones)
4. He acts like it is a joke.

Adverbials generally fall into the same categories as one-word adverbs, but they have
three additional categories:

1. Adverbials of reason (explaining why something happened): often represented by

infinitive phrase and clauses:
● He went to the island to find gold.

● He plays up to impress his classmates.

● We tell ourselves stories in order to live. (Author Joan Didion)

● Since you are like no other being ever created since the beginning of time, you
are incomparable. (Journalist Brenda Ueland)

2. Adverbials of condition: clauses introduced by if, then, unless etc.

● If the facts don't fit the theory, change the facts. (Physicist Albert Einstein)

● If the English language made any sense, a catastrophe would be an apostrophe

with fur. (Author Doug Larson)

3. Adverbials of concession: clauses introduced by although, even though, while, even

if etc.
● Although golf was originally restricted to wealthy, overweight Protestants,
today it's open to anybody who owns hideous clothing. (Author Dave Barry)
● A loud voice cannot compete with a clear voice, even if it's a whisper. (Author
Barry Neil Kaufman)

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7. Position of adverbs in the sentence
7.1. Look at the example sentences and work out rules for each type regarding the position of
the adverb in the sentence. Key

Manner

1. She ate quickly.

2. She quickly ate her dinner and ran out.

Place

3. Can you come over here?

4. Outside, there was a small pond.

Time

5. I’m flying to Edinburgh tomorrow.

6. Today, I’m going to clean the house.

Frequency

7. We often have friends to stay.

8. He’s often late for school.
9. I could never swim fast.
10. I’ve never seen anything like that before.
11. We don’t see them very often.

Degree

12. I really like those pink flowers.

13. We quite enjoyed the film.
14. We go to Ireland a lot.
15. I’d just like to change things a bit.

Linking / Discourse

16. Personally, I’d rather not go out.

17. This must, frankly, be the craziest idea anyone has ever had.
18. Unfortunately, I forgot my swimming costume so I had to sit on
the side and watch.
19. They missed the bus, apparently.

In case a sentence has more than one adverb, one should be careful with ordering them,
since misplaced adverbs can lead to ambiguity.

7.2. Look at the sentences below and decide whether adverbial phrases and clauses have been
placed correctly. Work out the rule. Key
1. By accident, he poked the little girl with his finger in the eye.
By accident, he poked the little girl in the eye with his finger.

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 2. I heard that my roommate intended to throw a surprise party for me while I
was outside her bedroom window.
While I was outside her bedroom window, I heard that my roommate
intended to throw a surprise party for me.
3. After the wedding, Ian told us at his stag party that he would start behaving
like a responsible adult.
Ian told us at his stag party that he would start behaving like a responsible
adult after the wedding.

8. Consolidation
8.1. Find as many adverbs and adverbials in the sentences below as you can. Key

1. The old lady ran to the oven and opened the door. Up jumped the Gingerbread
Boy. He hopped down onto the floor, ran across the kitchen, out of the door,
across the garden, through the gate, and down the road as fast as his gingerbread
legs could carry him.
2. The little Gingerbread Boy ran faster than ever. Soon he came to a field full of
mowers. When the mowers saw how fine he looked, they called: “Wait a bit! Wait
a bit, little Gingerbread Boy! Gingerbread boys are made to eat.” But the
Gingerbread Boy laughed harder than ever and ran on like the wind.
3. She quickly defended her position, nervously adding that ladybirds usually eat
plant lice. However, when inadvertently introduced to Europe, the Asian ones
ferociously attacked European ladybirds.
4. English Central is well-known to teachers and students around the world.
Partially funded by Google, the website enables students to view and hear videos
with subtitles, repeat what is said, and the software then "grades" pronunciation
accuracy. Though many activities require paid registration, many others are
available for free. The videos are engaging, the immediate feedback is helpful and
generally accurate, and the ability to make mistakes with nobody knowing other
than the software makes it a safe way for ELLs to develop confidence.

6
Key

1.1. Which parts of speech can adverbs modify? Tick the correct lines. Back to task
🗹 Nouns (the room upstairs)
🗹 Pronouns (almost everyone)
🗹 Verbs (walk slowly)
🗹 Adjectives (very happy)
🗹 Adverbs (extremely quickly)
🗹 Numerals (almost 50)

2.1. Classify the adverbs according to their type and function. Back to task

Time Frequency Place Manner Degree Linking /

Discourse

When? How often? Where? How? How much? Connect clauses

Afterwards Never Nearby Accurately A bit Anyway

Already Occasionally Outside Easily Almost Consequently
Early Sometimes Sideways Quickly Enough Finally
Lately There Thoughtfully Highly However
Now Upstairs Perfectly So
Soon Quite Therefore
Still Rather
Today So
Tomorrow Somewhat
Yet Too
Totally
Very

3.1. Which part of speech are adverbs of manner formed from? Back to task

adjective

3.2. Name the most typical suffix to form adverbs of manner. Back to task

-ly

3.3. Name at least 5 adverbs of manner which do not follow the pattern in 3.2. Back to task

fast, hard, wrong, straight, tight, early, high

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3.4. Explain the difference in the meaning and use of the following adverbs. Back to task

Hard Hardly
Adverb of manner Adverb of degree
with a lot of physical or mental effort only just; almost not

Late Lately
Adverb of time Adverb of time
near the end of a period of time; after the planned, recently, not long ago
expected, usual, or necessary time

High Highly
Adverb of place Adverb of degree
at or to a large distance from the ground very, to a large degree, or at a high level

4.1. Comment on the form and meaning of the bold parts given in the sentences. Back to task
● When we have copular verbs such as be, seem, become, get, grow, look, smell, taste, they describe the
state of people or things and they are complemented by an adjective. Therefore, ‘the cake smells good’
is complemented with an adjective. However, some of these verbs can be used to denote actions, so the
second sentence required an adverb ( Kate smelled it carefully).

The cake smells good. (It tells us about the cake)

Kate smelled it carefully before drinking it. (action of smelling)
● The same rule is applied for the following examples.

The dress looks very expensive. (It tells us about the dress)
If you look closely, you will realise the difference. (action of looking)

4.2. Comment on the form and meaning of the bold parts given in the sentences. Back to task
● Because of their flexibility in meaning and grammar, adverbs can also be used as discourse markers.
● Discourse markers organise longer pieces of conversation or text. They can mark the openings or
closings of conversations, changes in topics, and other functions connected with organising a
conversation or text. Therefore, while using them you can take different functions into consideration.
a. Why are you so angry this morning? (followed by an adjective, so is used as an adverb
here)
So, what time does the lesson start? ( a way of starting a new sentence, discourse
marker)
b. Her parents didn’t want her to get married, but she did it anyway. (Here it is used to
contrast situations mentioned before. It is an adverb. She married him in spite of the
fact that her parents didn’t want him.)
A: Bob thinks that Kelly has been cheating on him. ( main topic)
B: Would you like some more coffee?
A: That would be great. Anyway, Bob is going to hire a private investigator to track her…..
(anyway is used to bring conversation back to the main topic)

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5.1. Look at the examples below and work out the rule. Back to task

Adverbs do not take an object.

7.1. Look at the example sentences and work out rules for each case regarding the position of the adverb
in the sentence. Back to task

Type Example Position

Manner 1. She ate quickly. ● usually after the main verb

2. She quickly ate her dinner and ran ● before the main verb if the adverb
out. is not the most important part of the
clause or if the object is very long.

Place 3. Can you come over here? ● usually at the end of the sentence
4. Outside, there was a small pond. ● can be at the beginning of the
sentence, especially in writing

Time 5. I’m flying to Edinburgh tomorrow. ● usually at the end of the sentence
6. Today, I’m going to clean the house. ● can be at the beginning if we want
to emphasise the adverb

Frequency 7. We often have friends to stay. ● before the predicate if the predicate
8. He’s often late for school. is expressed by any verb other than
9. I could never swim fast. be
10. I’ve never seen anything like that ● after the predicate if it is the verb
before. be
11. We don’t see them very often. ● in compound verbal predicates -
between the auxiliary verb and the
main verb
● at the end of the sentence if
modified by another adverb

Degree 12. I really like those pink flowers. ● really, very, quite usually go before
13. We quite enjoyed the film. the main verb
14. We go to Ireland a lot. ● a lot and a bit usually goat the end
15. I’d just like to change things a bit. of the sentence

Linking / 16. Personally, I’d rather not go out. ● outside the clause, often at the
Discourse 17. This must, frankly, be the craziest beginning
idea anyone has ever had. ● may be at the end of the sentence in
18. Unfortunately, I forgot my informal speech
swimming costume so I had to sit on
the side and watch.
19. They missed the bus, apparently.

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7.2. Look at the sentences below and decide whether adverbial phrases and clauses have been placed
correctly. Work out the rule. Back to task

It is important that you place the modifying phrase or clause as close as possible to the word
or words it modifies
4. By accident, he poked the little girl with his finger in the eye. 👎
By accident, he poked the little girl in the eye with his finger. 👍
5. I heard that my roommate intended to throw a surprise party for me while I was outside her
bedroom window. 👎
While I was outside her bedroom window, I heard that my roommate intended to throw a
surprise party for me. 👍
6. After the wedding, Ian told us at his stag party that he would start behaving like a responsible
adult. 👎
Ian told us at his stag party that he would start behaving like a responsible adult after the
wedding. 👍
8.1. Find as many adverbs and adverbials in the sentences below as you can. Back to task
1. The old lady ran to the oven and opened the door. Up jumped the Gingerbread Boy. He
hopped down onto the floor, ran across the kitchen, out of the door, across the garden,
through the gate, and down the road as fast as his gingerbread legs could carry him.
2. The little Gingerbread Boy ran faster than ever. Soon he came to a field full of mowers.
When the mowers saw how fine he looked, they called: “Wait a bit! Wait a bit, little
Gingerbread Boy! Gingerbread boys are made to eat.” But the Gingerbread Boy laughed
harder than ever and ran on like the wind.
3. She quickly defended her position, nervously adding that ladybirds usually eat plant lice.
However, when inadvertently introduced to Europe, the Asian ones ferociously attacked
European ladybirds.
4. English Central is well-known to teachers and students around the world. Partially funded
by Google, the website enables students to view and hear videos with subtitles, repeat what
is said, and the software then "grades" pronunciation accuracy. Though many activities
require paid registration, many others are available for free. The videos are engaging, the
immediate feedback is helpful and generally accurate, and the ability to make mistakes with
nobody knowing other than the software makes it a safe way for ELLs to develop
confidence.

10
References
● Examples sentences for adverbials are taken from Grammar Monster, a wonderful
website with interactive exercises https://www.grammar-monster.com/lessons/adverbs.htm
● For more information on position of adverbs in the sentence visit Cambridge Dictionary
Online
https://dictionary.cambridge.org/grammar/british-grammar/adverbs-and-adverb-phrases-position
or read Practical English Usage by M. Swan, Subchapter 196.
● For more information on adverbs functioning as linkers and discourse markers, please
see Cambridge Grammar of English by R. Crater and M. McCarthy, Chapters 242-249.
● For more information on confusing cases of adverbs and adjectives, see Practical English
Usage by M. Swan, Subchapter 194.

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