Grammar in mind 2 teachers guide

Unit 1|Statements, Questions, & Imperatives Gammar in Mind 2: Teacher’s Guide Unit Objectives: Students will learn about sentence types: statements (positives & negatives), questions, imperatives 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): Kaboom!: Type a list of sentences using the four sentence forms: interrogative, imperative, exclamatory and declarative Cut apart the sentences so that each one is on a separate slip of paper Then fold all the papers and mix them in a basket Divide the class into two teams and, one at a time, have each student close his or her eyes and draw a slip of paper The student should read the sentence out loud, then identify what type of sentence it is If he or she is correct, that team gets one point If the student is incorrect, say "Kaboom!" His team will then lose all its points and start again from zero You can also play another variation of this game by having a student draw the name of a type of sentence from the basket and then create a sentence of that type For example, if a student draws the word "declarative," that student would have to say or write on the board a declarative sentence, such as "The cow jumped over the moon." 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 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 E) 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 F) 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): Other Sentence Games: Play the command game Have students take turns writing a command sentence on the board, being sure to use correct punctuation, capitalization and spelling If it is correct, the other students then have to what the command says Continue until everyone has had a turn Another option is to pair up students and have them conduct interviews with each other and transcribe them into their notebooks Beforehand, review the traditional words that are used for questions: "who," "what," "where," "when," "why," "how" and "do." 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 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 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 Circle all the capital letters and end marks P7 A Circle the capital letters and periods B He is scared These are ballpoint pens It is noisy Some balloons are red They are flying kites There are some muffins in the basket P8 C Make negative sentences Mice are not big animals I am not from Canada He doesn’t like chocolate cake F Read the sentences and make them imperatives Walk to school, Jim Don’t fly fast, birds Don’t be angry, Sally Don’t move around, Gale P9 A Identify the sentences 1 2 3,1 3, 2, 4, 4, B hospital She not sick is Review Positive: I am tired He likes me Negatives :I’m not tired He doesn’t like me Questions: Are you tired? Does he like you? Imperatives: Be careful, Don’t move ANSWER KEY: WORKBOOK Lesson P2 We take a bus to school He is not an English teacher Are they tired? Stand up A.1 I am not a doctor Vince doesn’t have any cups The birds don’t fly fast Children don’t move around Jake and Sue are not students P3 B.1 Is she quiet? Do you walk to school? Does Mike come home early? Are Jenny and Tracy friends? C.1 Don’t walk Be quiet Sit down Wash your hands Don’t run in the classroom D.1 They’re not from Canada Is Annie nice ? Mice are big Their baby isn’t happy Is he scared ? Unit 2|He is Strong Gammar in Mind 2: Teacher’s Guide Unit Objectives: Students will learn about the verb be: positive & negative 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): "To Be" Negation Activities: "To be" negation can be tricky for students, especially when it comes to contractions why doesn't "am not" contract to "amn't," and how does "will not be" contract to "won't"? Explain the various forms of negative contractions for "to be" verbs, then practice by creating teams of two in your class or practice with just you and your student in a one-on-one setting Take turns making positive statements: "This book is mine," "I am a student," "They are taxi drivers." Play the contradiction game by having the other member of the team fire back with the negative form of the statement 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): Simple Positive to Negative: The simplest activity for teaching negative sentences is to assign students a list of positive sentences to be turned into negative sentences The younger or more inexperienced in English the student, the less complicated the sentence should be Begin with simple present statements: "I watch TV" negates to "I not watch TV." Contractions can be taught simultaneously or at a later date Include a variety of subjects and tenses so students gain experience with past, present, and future negation have them negate variations on the same sentences to see the different forms Try "I clean my room," "I cleaned my room," "I will clean my room," "She cleans her room," and so on 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 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 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 Review Test 1|Unit ~ Unit Grammar in Mind 2: 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: P22 Review Test A Write the sentences under the correct categories Positive: You’re quiet Negative: The turtle isn’t slow Question: Is your father a cook? Imperative: Go home B Are, you they, are I, am Is, he Is, it C 1Those are aren’t isn’t Are D No, they aren’t Are they kittens? No, they aren’t Are they babies? E I, am, I’m, not She, is, She, isn’t Is, it It, isn’t students Review Test 2|Unit ~ Unit Grammar in Mind 2: 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: P40 Review Test A A, the a, The any, some some, any an, the B Make the sentences negative Brandon doesn’t have any bread There isn’t any/a museum in town There aren’t any banks near my school There aren’t any parks in my village I don’t have any chocolate C Complete the sentences or dialogs 1.Q:Is there some bread on the table? A: No, there isn’t 2.Q: Are there any bookstores near here? A:Yes, there are 3.Q:Is there a hospital near here? A: No, there isn’t 4.Q: Is there a zoo near here? A:Yes, there is Q: Are there any libraries? A: No, there aren’t Q: Are there any schools in this town? A: Yes, there are There are some schools p41 D Correct the underlined words an any some aren’t is, isn’t E Complete the sentences There are some buses It’s a kangaroo The kangaroo has (some) balls The balls are small They have some soda They don’t have any hamburgers There is a library There isn’t a school Review Test 3|Unit ~ Unit 12 Grammar in Mind 2: 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: P58 Review Test A his, his her, hers their, theirs my, mine our, ours B Jack reads comic books He sleeps on the lawn chair Tom plays basketball The cat eats fish C Whose, They’re Whose, are, Jenny’s Whose, It’s Whose, sweater, his Whose, They’re Whose, are, They’re hers D than 2 thinner 3 likes your It’s E Whose, Sam’s are, these, They’re his more beautiful than listens bigger than Review Test 4|Unit 13 ~ Unit 16 Grammar in Mind 2: 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: P76 Review Test A in at in on on B She doesn’t like ballet Does he take a trip to Europe? My dogs don’t get up early Do they wash the dishes? We don’t want any fruit C Does, doesn’t, goes have/want/like, don’t, have/want/like play, plays at in, on(a) P77 D ③ in ② like ② doesn’t ③ does ② on E has, have doesn’t, reads Do, on gets up at Review Test 5|Unit 17 ~ Unit 20 Grammar in Mind 2: 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: P94 Review Test A is hitting are riding is writing is swimming is sleeping B Change the sentences into negative statements(N) or questions(Q) He is taking a shower -> N: He isn’t taking a shower The child is walking now -> Q: Is the child walking now? I am talking to you -> N: I’m not talking to you She is playing volleyball -> Q: Is she playing volleyball? You are taking pictures now -> You aren’t taking pictures now C Complete the dialogs 1.Q: Can we go home now? A: No, you can’t We are taking a class right now 2.Q:Can you play the tuba? A:Yes, I can I can play the cymbals as well 3.Q: Are you watching TV now? A: No, I’m not I’m doing my homework 4.Q: Is the cat playing with the ball? A: No, it isn’t playing with the ball Q: Can I borrow your pencil? A: Yes, you can But you can’t borrow my books P95 D ② riding ② taking ③ is ② use ② having E are studying is buying Are, making a snowman, they, aren’t Can, Yes Can, borrow, can’t ... 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... 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... Gammar in Mind 2: Teacher’s Guide Unit Objectives: Students will learn about singular nouns & plural nouns Students will understand the meaning of new words and be able to use the words in grammatically