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Some dogs aren't ready to meet new people, so don't assume that a dog that is out for its walk wants to be petted. The owner can also offer advice on how to best engage the dog if it is friendly. Don't run or move quickly toward a dog. Never approach or pet a dog that is nursing her puppies. A flat hand will keep you safe and show the dog that you aren't a threat. Extend your hand but don't touch the dog until it's ready. If the dog is open to you petting it, then it will come to you. Keep your hand extended so that the dog can smell you and decide if it wants you to pet it. If you are afraid, don't reach out to the dog. Dogs can sense your emotions and might get scared. A friendly dog will perk his ears and lower his head. A dog that tilts his ears back, growls, or cowers does not want to be petted, so slowly back away. If the dog shows that it's okay with you, gently pet it. Pet the dog only on his head or upper back. Lightly pet the dog in his safe spots, avoiding his belly, tails, ears, and feet. If you know that there are a lot of dogs where you like to walk, consider carrying treats, such as a milk bone. Giving the dog a small treat can make you instant friends. Ask the dog's owner before giving it a treat. The dog may be on a special diet or may have already had treats.

summary: Ask the dog's owner before you approach. Keep your hand flat with your fingers together. Wait for the dog to come to you. Watch the dog's behavior. Give the dog a treat.

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Together as a class, come up with a list of at least 10 simple nouns paired with verbs representing a possible action. Then, ask your students to create possible sentences using the noun/verb pairings along with an adverb. Write these sentence options up on the board for all to see. For example, for a pairing of rabbit/hop, a sentence might look like, "A rabbit hops hurriedly." This is an exercise that is suitable for all levels. For beginner students, start out the list with a few examples that they can mirror. You should get a number of different sentence suggestions for each pairing. That is part of the exercise. It shows how adverbs of manner can define a sentence. For example, for a pairing of dog/bark, a sentence might look like, "A dog barks loudly." Or, "A dog barks excitedly." Ask your students to create a list of adverbs that end with "-wards." Then, get them to construct sentences using this directional adverbs and write these up on the board. It's helpful if you have students create sentences that show actions that follow these adverbs and those that do not work with these adverbs. For example, a student might say, "A shooting star falls downwards." If a student tries to use the word "towards," you'll need to explain that that is a preposition. Because this exercise requires a wide-ranging vocabulary, it is better suited for moderate- or advanced-level students. " Go from student to student asking each of them a question starting with, "How long?" One of the rules of this game is that each student must answer this question starting with the adverb of time "for." Then, they state a particular length of time. To mix it up, ask questions from both the past and present. For example, you might ask, "How long have you been in school?" Your students could answer, "For 5 years." This is great exercise for beginner students, as it eases them into an understanding of adverb importance. Start at one corner of your classroom and slowly walk around the room. Ask your students to be quiet during this time. Then, go to the board and write, "The teacher walked," in large letters. Ask your students to tell you how, when, and where you walked. Record their responses on the board. Go through and circle the adverbs. They'll find that they just provided a number of adverbs very quickly. All levels of students can benefit from this teaching exercise. Get your students to come up with a list of adjectives. Then, work your way down the list as a class. Look for adverbs that can be transformed into adverbs by adding "-ly" on to the end. For example, your students might transform the word "loud" into "loudly."

summary: Create a noun/action manner list with your students. Work on adverbs of place via sentence construction. Practice time adverbs by asking "How long? Play a walk-around adverb game. Ask students to transform adjectives into adverbs.

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This phrase is a polite command that translates to "sleep well." Use it primarily with children, family, and close friends. Conjugate the verb dormir depending on the person you're addressing. Tu: "Que duermas bien." Usted: "Que duerma bien." Vosotros: "Que durmais bien." Ustedes: "Que duerman bien." Particularly if you're telling someone to "sleep well" and intend it more as an instruction (for example to a child), this phrase is appropriate. Tu: "Duerme bien!" Usted: "Duerma bien!" Ustedes: "Duerman bien!" This phrase is used to mean "sweet dreams," although the literal translation is something like "that you might have sweet dreams." This phrase typically is only used for children occasionally for younger siblings or significant others. Since the phrase is only used familiarly, you only need the familiar conjugations of the verb tener. Use tengas if you're addressing one person, and tengais if you're addressing several people. You also can shorten the phrase and simply say "dulces suenos," or "sweet dreams." This phrase, typically only used with children, means "dream with the little angels." This phrase uses the verb sonar ("to dream"), which is conjugated irregularly. However, since it's only used for children, the familiar conjugations are the only ones you need to know: suenes (singular) and soneis" (plural). You can also say this in the command form: "Suena con los angelitos."
summary: Say "que duermas bien" (kay doo-EHR-mahs bee-EHN). Use the command "duerme bien" (doo-EHR-may bee-EHN). Wish someone "Que tengas dulces suenos" (kay tehn-GAHS dool-SAYS soo-EHN-yohs). Try "que suenes con los angelitos" (kay soo-EHN-yehs cohn lohs ahn-jay-LEE-tohs).