Grammar in mind 1 teachers guide

Unit 1|The Alphabet, Words, & Sentences Gammar in Mind 1: Teacher’s Guide Unit Objectives: Students will learn about the alphabet, words, & sentences Students will understand the meaning of new words and be able to use the words in grammatically correct sentences Students will learn major grammar skills and concepts and learn to apply them LESSON GUIDE Discover Discuss the picture with the students Encourage brainstorming as to what they see in the picture and the types of things the students can name Model some answers (in grammatically correct sentences) for the students if necessary Explain the directions of the section Make sure that the students have a clear understanding of what they are expected to Complete the first question as a class to ensure that all students understand the exercise Then have the students complete the rest of the exercise on their own When completed, go over the answers as a class by calling on individual students to present their answers to the rest of the class For further reinforcement offer the students other examples and more indepth explanation of the grammar skills being covered Extra Idea (optional): Hangman: Think of a word from the unit’s key words and phrases and write dashes onto the board which correspond to the number of letters in the word Students then have to call out letters, with too many wrong answers leading to the completion of the gallows The game can be made harder by spelling out phrases or even full sentences rather than single words Notice and Practice This section is key in helping students gain awareness of the grammar topics they are about to be introduced to Make sure to thoroughly explain the differences between consonants and vowels Offer the students examples of what consonants and vowels are and their differences For practice, have the students write their full names in English and have them count the number of consonants and vowels in their names A) Explain the directions to the students thoroughly, then proceed to say the following: Circle the letter “F” Circle the letter “D” Circle the letter “A” When all the students are finished, go over the answers as a class B) Explain the directions to the students thoroughly, then proceed to call out random letters from the alphabet Try to mix in both consonants and vowels When all the students are finished, go over the answers as a class C) Explain the directions to the students thoroughly After they have fully understood what the exercise requires have them complete the exercise You may have to model the first question as a guide for the students When all the students are finished, go over the answers as a class For students who have incorrect answers reinforce the subject at hand by explaining exactly what their mistake was D) Explain the directions to the students thoroughly First have the students complete the exercise on their own When the students are all finished call on individual students to say what the consonants are for each question You may also have the students answer as a whole E) Explain the directions to the students thoroughly First have the students complete the exercise on their own When the students are all finished call on individual students to say what the vowels are for each question You may also have the students answer as a whole Extra Idea (optional): Tic Tac Toe Grammar: For this fun grammar activity, you can either draw a giant tic tac toe board on your blackboard or make some in advance In each square of the grid, you need to put a sentence with a blank where the verb must be If your students can fill in the blank with a verb of the proper tense, then they get an X The trick with this game is that the teacher must check the answers as the game goes on (which can be a problem when you have a large group of students divided into pairs.) You can also use this tic tac toe method to practice other parts of grammar, as well You can have your students put the given sentence in past tense, finish a sentence correctly, etc Notice and Practice Words and Sentences Go over the chart with the students Explain the meaning of the “words” being presented thoroughly and offer specific examples when needed Then go on to the “sentences” portion of the chart Thoroughly explain the correct order and usage of the words given in a sentence Then show the students the necessary punctuation to complete those sentences *Thoroughly go over the definition of a sentence given at the bottom of the chart Make sure that all the students completely understand what a sentence is and the important elements of a sentence When you have finished explaining the chart to the students, have the students make their own sentences using the “words” given You may have the students work in pairs or simply work individually and have them present their sentences to the rest of the class by writing their sentences on the board Make sure to thoroughly correct any grammatical errors A) Explain the directions to the students thoroughly After they have fully understood what the exercise requires have them complete the exercise You may have to model the first question as a guide for the students When all the students are finished, go over the answers as a class For students who have incorrect answers reinforce the subject at hand by explaining exactly what their mistake was B) Explain the directions to the students thoroughly After they have fully understood what the exercise requires have them complete the exercise You may have to model the first question as a guide for the students When all the students are finished, go over the answers as a class For students who have incorrect answers reinforce the subject at hand by explaining exactly what their mistake was Expanded Practice A) Explain the directions to the students thoroughly After they have fully understood what the exercise requires have them complete the exercise You may have to model the first question as a guide for the students When all the students are finished, go over the answers as a class For students who have incorrect answers reinforce the subject at hand by explaining exactly what their mistake was B) Explain the directions to the students thoroughly After they have fully understood what the exercise requires have them complete the exercise You may have to model the first question as a guide for the students When all the students are finished, go over the answers as a class For students who have incorrect answers reinforce the subject at hand by explaining exactly what their mistake was C) Explain the directions to the students thoroughly After they have fully understood what the exercise requires have them complete the exercise You may have to model the first question as a guide for the students When all the students are finished, go over the answers as a class For students who have incorrect answers reinforce the subject at hand by explaining exactly what their mistake was Make sure to carefully go over the punctuation with the students as well Review Explain the directions to the students thoroughly After they have fully understood what the exercise requires have them complete the exercise You may have to model the first question as a guide for the students When all the students are finished, go over the answers as a class For students who have incorrect answers reinforce the subject at hand by explaining exactly what their mistake was Extra Idea (optional): Sentence Auctions: This grammar activity is slightly more advanced Divide your class into groups and tell them what auctions are and how they work Then allot each group a certain amount of "money" or points and tell them that they want to bid only on correct sentences You then auction off sentences, both correct and incorrect ones Whichever group ends up with the most correct sentences wins Workbook Review Go over the chart with the students Briefly review and explain the topics covered Encourage the students to ask questions about the topics covered to ensure complete students understanding of the material at hand After you are sure that all the students understand the concepts being covered in this unit, explain the directions of the exercise and have them complete the exercise You may have to model the first question as a guide for the students When all the students are finished, go over the answers as a class Practice A) Explain the directions to the students thoroughly After they have fully understood what the exercise requires have them complete the exercise You may have to model the first question as a guide for the students When all the students are finished, go over the answers as a class For students who have incorrect answers reinforce the subject at hand by explaining exactly what their mistake was B) Explain the directions to the students thoroughly After they have fully understood what the exercise requires have them complete the exercise You may have to model the first question as a guide for the students When all the students are finished, go over the answers as a class For students who have incorrect answers reinforce the subject at hand by explaining exactly what their mistake was C) Explain the directions to the students thoroughly After they have fully understood what the exercise requires have them complete the exercise You may have to model the first question as a guide for the students When all the students are finished, go over the answers as a class For students who have incorrect answers reinforce the subject at hand by explaining exactly what their mistake was D) Explain the directions to the students thoroughly After they have fully understood what the exercise requires have them complete the exercise You may have to model the first question as a guide for the students When all the students are finished, go over the answers as a class For students who have incorrect answers reinforce the subject at hand by explaining exactly what their mistake was ANSWER KEY: STUDENT BOOK Lesson P6 *Write the letters B, e, d, d, o, o, r, l, s, e, e, p *Write the words Bed, door, I, sleep P7 C.1 No Yes No Yes D.1 f, s, h c, k t, r, s p, p, p, y E.1 i a P8 A.1 three three four three four B.1 S, D, ? W, ! S, L, ! P9 A.1 four, fast four, walk six,, runner five study B.1 cake pan kite pretty C.1 He is fast I go home I love you! Review - consonants : c, b - vowels : a, e - words : teacher, friend, I, am, a, boy - I am a boy ANSWER KEY: WORKBOOK Lesson P2 A.1 r, t, s, w, z, l, v, x, p, h, d, k 2.u, e, i, o, a B.1 Words Sentences 7 4 C.1 fast ant study fish D.1 We study English She is happy He likes pizza I am fast Are they doctors? Unit 2|It’s an Elephant Gammar in Mind 1: Teacher’s Guide Unit Objectives: Students will learn about nouns and articles (a, an) Students will understand the meaning of new words and be able to use the words in grammatically correct sentences Students will learn major grammar skills and concepts and learn to apply them LESSON GUIDE Discover Discuss the picture with the students Encourage brainstorming as to what they see in the picture and the types of things the students can name Model some answers (in grammatically correct sentences) for the students if necessary Explain the directions of the section Make sure that the students have a clear understanding of what they are expected to Complete the first question as a class to ensure that all students understand the exercise Then have the students complete the rest of the exercise on their own When completed, go over the answers as a class by calling on individual students to present their answers to the rest of the class For further reinforcement offer the students other examples and more indepth explanation of the grammar skills being covered Extra Idea (optional): Noun Hot Potato: Through repetitive practice in an entertaining learning game, students become adept at quickly noting the difference between the two types of nouns and can move on to learning singular and plural noun tense Play a game of "Hot Potato" with inflatable balls and noun strips Purchase small beach balls and label each one with a noun strip or write directly onto the ball with a permanent marker If you opt to label the balls with masking tape you can change the labels easily to mix in new noun terms or use the balls for other educational games Divide the class into two groups and have then gather in a single file line on either side of the room You will stand at the head of the line and toss a ball with either a proper or common noun label into the air Set a timer for 30 seconds and shout the word on the ball as you toss it to the students Students will pass the ball back and forth until the timer goes off The goal is to keep as many proper noun balls as possible to win the game Notice and Say This section is key in helping students gain awareness of the grammar topics they are about to be introduced to Make sure to thoroughly explain the grammar topics being introduced Have students repeat after you or read the examples in the chart Offer the students examples of how to apply the grammar topics and encourage student questions This part of the unit is extremely important, as it describes and defines the key grammatical topic that will be covered in the unit Take as much time as possible to ensure complete student understanding on the topics given Encourage students to ask questions as much as possible Guided Practice This section will introduce students to application of the grammar topics covered in the “Notice and Say” section Since it will be the first time for many of the students to apply these skills, many of the exercises will have to be closely guided by the teacher—answers should be modeled for the students as much as possible A) Explain the directions to the students thoroughly After they have fully understood what the exercise requires have them complete the exercise You may have to model the first question as a guide for the students When all the students are finished, go over the answers as a class For students who have incorrect answers reinforce the subject at hand by explaining exactly what their mistake was B) Explain the directions to the students thoroughly After they have fully understood what the exercise requires have them complete the exercise You may have to model the first question as a guide for the students When all the students are finished, go over the answers as a class For students who have incorrect answers reinforce the subject at hand by explaining exactly what their mistake was Extra Idea (optional): Noun Dunk: Teach students how to play "Noun Dunk" and learn to quickly recognize the difference between common and proper nouns Purchase an indoor basketball rim and net set with a suction cup or door hanger backing You can purchase extra rubber or foam balls to play the game Assign a proper or common noun to each ball with either a permanent marker or masking tape label Place one dozen balls in a basket and set a timer for one minute Each student will get a turn at shooting baskets Students earn a point for each proper noun basket and lose a point for each common noun attempt You can vary how points are scored to foster quick recognition skills Expanded Practice This section will offer the opportunity for students to apply what they have learned on their own For slower classes, sample answer modeling may be required Explain all of the directions thoroughly and have the students complete the exercises A) Explain the directions to the students thoroughly After they have fully understood what the exercise requires have them complete the exercise You may have to model the first question as a guide for the students When all the students are finished, go over the answers as a class For students who have incorrect answers reinforce the subject at hand by explaining exactly what their mistake was B) Explain the directions to the students thoroughly After they have fully understood what the exercise requires have them complete the exercise You may have to model the first question as a guide for the students When all the students are finished, go over the answers as a class For students who have incorrect answers reinforce the subject at hand by explaining exactly what their mistake was C) Explain the directions to the students thoroughly After they have fully understood what the exercise requires have them complete the exercise You may have to model the first question as a guide for the students When all the students are finished, go over the answers as a class For students who have incorrect answers reinforce the subject at hand by explaining exactly what their mistake was Write and Say A) Explain the directions to the students thoroughly After they have fully understood what the exercise requires have them complete the exercise by writing their answers down—or you may have them write their answers on the board You may have to model the first question as a guide for the students When all the students are finished, go over the answers as a class Check all student answers for spelling errors For students who have incorrect answers reinforce the subject at hand by explaining exactly what their mistake was Review Test 1|Unit ~ Unit Grammar in Mind 1: Teacher’s Guide Review Test Objectives: To review previously learned material To enhance and gauge student understanding of the material covered To serve as supplementary material for the lessons covered REVIEW GUIDE Explain the purpose of reviewing previous material and topics Then have the students fill in the top portion of the Review Test (Date, Name, Class, Score) A) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on B) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on C) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on D) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on E) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on F) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on ANSWER KEY: P22 Review Test A.1 a i a, e e, e, a B.1 It is a book He is a boy These are libraries C.1 a an an an a an D.1 lilies boxes trees teeth toothbrushes children E.1 watches babies mice foxes fish F.1 It is a violin Is it an umbrella? It is a cat There are two butterflies Do you have a hat? These are two feet Review Test 2|Unit ~ Unit Grammar in Mind 1: Teacher’s Guide Review Test Objectives: To review previously learned material To enhance and gauge student understanding of the material covered To serve as supplementary material for the lessons covered REVIEW GUIDE Explain the purpose of reviewing previous material and topics Then have the students fill in the top portion of the Review Test (Date, Name, Class, Score) A) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on B) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on C) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on D) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on E) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on ANSWER KEY: Review Test2 A.1 is are are aren’t isn’t isn’t B.1 Is, she, scared? Are, they, alligators? Who, are, you Who, is, he Who, are, we C.1 I’m, not Are, they is she he, is You, are Who, are, I, am D.1 isn’t is 3 aren’t they are E.1 They’re my parents am not a nurse Who, He’s a singer They’re bakers is, he, He’s You’re Is, he, He, is Review Test 3|Unit ~ Unit 12 Grammar in Mind 1: Teacher’s Guide Review Test Objectives: To review previously learned material To enhance and gauge student understanding of the material covered To serve as supplementary material for the lessons covered REVIEW GUIDE Explain the purpose of reviewing previous material and topics Then have the students fill in the top portion of the Review Test (Date, Name, Class, Score) A) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on B) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on C) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on D) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on E) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on F) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on ANSWER KEY: Review Test A.1 Those are windows These aren’t keys Those aren’t notebooks B.1 a small bird round dishes a square camera blue toys C.1 his their your our her D.1 What’s, It’s are, They’re What’s, It’s What, are, They’re E.1 They are green melons Those are round toys Those are her glasses What is this?, It’s an orange What are these?, They are pears F.1 Those, are big, melons her are, those Review Test 4|Unit 13 ~ Unit 16 Grammar in Mind 1: Teacher’s Guide Review Test Objectives: 10 To review previously learned material 11 To enhance and gauge student understanding of the material covered 12 To serve as supplementary material for the lessons covered REVIEW GUIDE Explain the purpose of reviewing previous material and topics Then have the students fill in the top portion of the Review Test (Date, Name, Class, Score) A) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on B) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on C) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on D) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on E) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on ANSWER KEY: Review Test A.1 in front of next to behind on under B.1 I don’t like ice cream He doesn’t like sausages It doesn’t have a bone You don’t have a net She doesn’t have a bike C.1 Do, they Does, he she, does No, you they, D.1 ① Do ③ likes ② have ③ have ① Does ③ E.1 under the box wants hamburgers don’t have a net Does she have a mat Review Test 5|Unit 17 ~ Unit 20 Grammar in Mind 1: Teacher’s Guide Review Test Objectives: 13 To review previously learned material 14 To enhance and gauge student understanding of the material covered 15 To serve as supplementary material for the lessons covered REVIEW GUIDE Explain the purpose of reviewing previous material and topics Then have the students fill in the top portion of the Review Test (Date, Name, Class, Score) A) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on B) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on C) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on D) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on E) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on ANSWER KEY: Review Test A.1 2 3 B.1 He can’t play soccer Gorillas can’t climb trees Don’t walk around Don’t move Don’t stop C.1 want What What Can he, can Can D.1 Tigers can’t read Don’t run Be quiet! What does Gary have? He has a new car Can the boys write? Yes, they can write E.1 What does he want wants a big robot can’t Can, climb/ it can’t Don’t walk around me What does he have He has a clock ... A .1 baby mice fly flies babies tooth teeth a B O X X O O O O O X 10 X 11 X 12 O C .1 babies children libraries feet butterflies fish teeth lilies Unit 5|I Am Tom Gammar in Mind 1: Teacher’s Guide. .. mouse, an iguana, a trumpet, a violin P 11 A .1 rabbit, egg mouse, trumpet elephant, violin child, school B .1 a a a an an an P12 A .1 a an an a an a an an an 10 a B .1 a book an ostrich a boy a bird... Say This section is key in helping students gain awareness of the grammar topics they are about to be introduced to Make sure to thoroughly explain the grammar topics being introduced Have students