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Understanding the Use of 'Too'

Understanding the Use of 'Too'

Assessment

Interactive Video

English

5th - 6th Grade

Practice Problem

Hard

Created by

Richard Gonzalez

FREE Resource

In this lesson, Rajna explains the two primary uses of the word 'too'. The first use is to indicate excessiveness, such as 'too good' or 'too fast', where 'too' emphasizes the degree of the adjective. The second use is as a substitute for 'also', indicating addition, as in 'good too' or 'runs fast too'. Rajna provides examples to illustrate both uses, emphasizing the placement of 'too' in sentences to convey the correct meaning. The lesson concludes with a recap of these uses and encourages viewers to apply this understanding in their language use.

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21 questions

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1.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What is the main topic of the lesson introduced by Rajna?

The different uses of 'to'

The different uses of 'too'

The different uses of 'two'

The different uses of 'also'

2.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What does 'too' mean when used in the context 'The movie was too good'?

Barely

Excessively

Moderately

Slightly

3.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

In the sentence 'Jim runs too fast', what does 'too' imply?

Jim runs at a normal speed

Jim runs at a moderate pace

Jim runs excessively fast

Jim runs slowly

4.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What is the second use of 'too' as explained in the lesson?

To mean slightly

To mean very

To mean also

To mean excessively

5.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

In the sentence 'The previous sequel was good too', what does 'too' mean?

Barely

Also

Not at all

Excessively

6.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Where does 'too' usually appear in a sentence when it means 'also'?

Before the verb

At the end

In the middle

At the beginning

7.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which sentence correctly uses 'too' to mean 'also'?

The book was too interesting.

I am too tired to sleep.

She is too happy.

He likes pizza too.

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