Grammar in mind 2 teachers guide

For students who have incorrect answers reinforce the subject at hand by explaining exactly what their mistake was.. For students who have incorrect answers reinforce the subject at hand

Unit 1| Statements, Questions, & Imperatives

Gammar in Mind 2: Teacher’s Guide

Unit Objectives:

1 Students will learn about sentence types: statements (positives & negatives), questions, imperatives

2 Students will understand the meaning of new words and be able to use the words in grammatically correct sentences

3 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 do 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 in-depth 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 do 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

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

4 Some balloons are red

5 They are flying kites

6 There are some muffins in the basket

P8

C Make negative sentences

1 Mice are not big animals

2 I am not from Canada

3 He doesn’t like chocolate cake

F Read the sentences and make them imperatives

1 Walk to school, Jim

2 Don’t fly fast, birds

3 Don’t be angry, Sally

4 Don’t move around, Gale

P9

A Identify the sentences

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 1

P2

3 We take a bus to school

4 He is not an English teacher

2 Are they tired?

1 Stand up

A.1 I am not a doctor

2 Vince doesn’t have any cups

3 The birds don’t fly fast

4 Children don’t move around

5 Jake and Sue are not students

P3

B.1 Is she quiet?

2 Do you walk to school?

3 Does Mike come home early?

4 Are Jenny and Tracy friends?

C.1 Don’t walk

2 Be quiet

3 Sit down

4 Wash your hands

5 Don’t run in the classroom

D.1 They’re not from Canada

2 Is Annie nice ?

3 Mice are big

4 Their baby isn’t happy

5 Is he scared ?

Unit 2| He is Strong.

Gammar in Mind 2: Teacher’s Guide

Unit Objectives:

1 Students will learn about the verb be: positive & negative

2 Students will understand the meaning of new words and be able to use the words in grammatically correct sentences

3 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 do 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 in-depth 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 do 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

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

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

2 She isn’t mean

3 They aren’t students

4 I’m not weak

5 My dog isn’t small

6 You aren’t bad

7 Kelly isn’t boring

8 We aren’t sad

C is, is, isn’t, She’s, those, They aren’t(They are not)

P13

1 He is nice He isn’t mean

2 The movie is interesting It isn’t boring

3 My grandfather is old He isn’t young

4 The rabbit is slow It isn’t fast

5 The weather is hot It isn’t cold

6 It is winter It isn’t spring

Review

I’m not short

You aren’t heavy

She isn’t young

They aren’t ugly

ANSWER KEY: WORKBOOK

B.1 I’m not short

2 The weather isn’t hot

3 They aren’t mean

4 The movie isn’t boring

5 She isn’t pretty

6 The rabbit isn’t fast

C.1 I am, I’m not

3 My grandfather isn’t weak

4 They aren’t nice

5 I’m not sleepy and tired

Unit 3| Are You a Police Officer?

Gammar in Mind 2: Teacher’s Guide

Unit Objectives:

1 Students will learn about the verb be: Yes/No questions

2 Students will understand the meaning of new words and be able to use the words in grammatically correct sentences

3 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 do 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 in-depth explanation of the grammar skills being covered

Extra Idea (optional):

No Yes No Game: In pairs, students ask yes/no questions, but they are not allowed to answer with yes or no For example: 'Are you from this city?' 'I'm from this city.' 'Do you come here often?' 'I sometimes come here.' A very simple game, but

it can also be amusing to play

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):

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

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

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

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

2 No, she, isn’t

3 No, they, aren’t

P16

A Change the sentences into questions

1 Is he a teacher?

2 Is she a volleyball player?

3 Am I a cook?

4 Is your father is an engineer?

5 Is his mother a soldier?

6 Are we good friends?

7 Are they funny?

Q: Are they tennis players?

A: No, they aren’t

5

Q: Is he a police officer?

A: Yes, he is

6

Q: Are they doctors?

A: No, they aren’t

Review

Make questions and answer them

Q: Am I a student? A: Yes, you are Q: Are you a nurse? A: No, I’m not Q: Is he a vet? A: Yes, he is

Q: Are we friends? A: No, you/we aren’t

ANSWER KEY: WORKBOOK

P6

Lesson 3

A.1 ① Are, Is he a singer?

2 ① Is, Are you students?

3 ③ am, Yes, she is

4 ③ are, No, they aren’t

5 ③ aren’t, Yes, they are

6 ③ isn’t, Yes, it is

P7

B.1 Is he

2 No, I’m not

3 Are they, they aren’t

4 A: No, they aren’t

C.1 Is your mom a chairperson?

2 Are they taxi drivers?

Unit 4| Those Are Puppies.

Gammar in Mind 2: Teacher’s Guide

Unit Objectives:

1 Students will learn about singular nouns & plural nouns

2 Students will understand the meaning of new words and be able to use the words in grammatically correct sentences

3 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 do 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 in-depth explanation of the grammar skills being covered

Extra Idea (optional):

Around the World: Flash card games help students with words Write the singular and plural forms of several nouns on the front and back of flash cards If your class has been reviewing specific vocabulary, use these words; otherwise, choose words of appropriate difficulty Have your students sit in a circle Choose one student to stand up behind the student to her left Show the two students the "singular" side of the first flash card The first person to give the correct plural form of this word moves on to the next student The student who moves the most spots wins The object of the game is to make it

"around the world" back to one's original seat You can also show students the plural and ask for the singular form

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):

Relay Races: Relay races require both teamwork and grammatical understanding Put students on teams of three to five, and give the first student from each team a "baton," which could be anything, such as a book or a pencil At the other end

of the room, set up a station with a puzzle or an exercise for each player to solve This could be on a computer or on paper, and it could involve matching, word scrambles, translating from singular to plural, or finding all the singular or plural nouns in a paragraph To play, one student runs to the station, solves the first puzzle and races back, handing off the baton

to the next player, who solves the next puzzle The first team to solve all the puzzles correctly wins

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

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

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

P20

A Write the correct plural forms

1 These are cats

2 These are igloos

3 These are boxes

4 Are these tomatoes ?

5 Are those puppies ?

6 Are those geese ?

7 Are those sheep ?

8 Those aren’t feet

9 These aren’t dishes

10 These aren’t mice

B Change the sentences into singular forms

These are kittens in the box

On the table, I can see mice and balls

B Those are cups

These are flowers

These are fish

Review

Rewrite the sentences using the plural forms

These are cats

These are eggs

These are igloos

These are boxes

Those are buses

Those are tomatoes

Those are peaches

Those are puppies

These aren’t geese

These aren’t teeth

These aren’t feet

These aren’t women

Those aren’t mice

They aren’t children

Those aren’t sheep

Those aren’t fish

ANSWER KEY: WORKBOOK

A 1 These are, These are boxes

2 a goose, That is a goose

3 babies, Those are babies

4 This is, This is a fish

5 Those are, Those are igloos

6 mice, These are mice

7 isn’t a goose

C.1 These are buses

2 Those are tomatoes

3 This is a child

4 Those are women

5 That is an egg

6 These are boxes

D.1 Are these, cherries

2 Are these, sunflowers

3 Are those, tomatoes

4 Are those, sheep

Unit 5| I Have Some Juice.

Gammar in Mind 2: Teacher’s Guide

Unit Objectives:

1 Students will learn about count nouns & noncount nouns

2 Students will understand the meaning of new words and be able to use the words in grammatically correct sentences

3 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 do 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 in-depth explanation of the grammar skills being covered

Extra Idea (optional):

Wally's World: The teacher writes some phrases on the blackboard "In Wally's World, there is " and a blank Next, "In Wally's World, there is no " and a blank She then writes the same thing, replacing "is" with "are." She then has students quickly read the sentences, adding their own nouns This will teach the students which nouns are count nouns and which are non-count nouns For example, if the student says, "In Wally's World, there is a cat," then says, "In Wally's World, there are a cat," the teacher would correct the student, saying, "In Wally's World, there are cats." The teacher explains that this is a count noun

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):

Shopping List Game: This game gets students to get used to using count and non-count nouns correctly The students and the teacher get in a circle The teacher begins with, "I'm going to the store to buy some " and says an item Then she says,

"What did you buy at the store?" to the student to her right The student then says the same sentence, but changes the noun The teacher corrects the student if he makes a mistake For example, if he says, "I'm going to the store to buy some apple," the teacher would explain that apple, in this instance, is a count noun and correct him to say, "some apples." The exercise

is continued around the circle

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

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

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

P26

A Fill in the blanks with the correct forms

1 I have some apples

2 He has some water

3 There are some boxes

4 She has some watermelon

5 They have some cheese

6 You have some meat

7 Mia and Jim have some plums

8 Derek has some sandwiches

9 Susan has some sugar

B Correct the underlined words

C Fill in the blanks with a, an, or some

A green monster is cooking It has a carrot, some potatoes, and some meat It has some cheese, some butter, and some

bread That’s right It is making delicious soup

P27

A

1 two hamburgers

2 some sandwiches

3 some juice

4 some potato chips

5 hamburgers, sandwiches, juice, potato chips

Review

Count nouns – potato, sandwich, onion

Noncount nouns –water, milk, cheese, bread, juice

ANSWER KEY: WORKBOOK