Mastering Adverbs of Time

Mastering Adverbs of Time

Doel van de les

At the end of the lesson, you will be able to correctly place adverbs of time. (bijwoord van tijd)

What do you already know about adverbs of time?

What are Adverbs of Time?

Adverbs of time tell us when an action happened or will happen.

Common Adverbs of Time

Some common adverbs of time include: now, then, soon, later, recently.

Placing Adverbs of Time

Adverbs of time usually come at the beginning or end of a sentence.

Beginning of a Sentence

When an adverb of time is placed at the beginning of a sentence, it is followed by a comma.

Examples: Beginning of a Sentence

Yesterday, I went to the park.

In the morning, I like to have a cup of coffee.

End of a Sentence

When an adverb of time is placed at the end of a sentence, it is not followed by a comma.

Examples: End of a Sentence

I will go to the party later.

She arrived at the office on time.

Practice Exercise 1

Rewrite the following sentences by placing the adverb of time at the correct position:

1. He will arrive soon.

2. We went to the beach yesterday.

Practice Exercise 2

Complete the following sentences with the appropriate adverb of time:

1. I will call you _____ morning.

2. She has been studying ______.

Review

Adverbs of time tell us when an action happens. They can be placed at the beginning or end of a sentence.

Summary

Adverbs of time: now, then, soon, later, recently.

Placement: beginning (comma) or end (no comma) of a sentence.

Quiz Time!

Test your knowledge with a quick quiz on adverbs of time.

Additional Resources

Here are some additional resources for further practice and learning:

- Worksheet: Adverbs of Time
- Online interactive exercises

Q&A Session

Answer any questions the students may have and provide clarifications if needed.

Conclusion

Congratulations! You have mastered adverbs of time and their placement.

Write down 3 things you learned in this lesson.

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

Write down 2 things you want to know more about.

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.

Ask 1 question about something you haven't quite understood yet.

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.