Grammar in mind 3 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| Verbs, Adjectives, & Nouns

Gammar in Mind 3: Teacher’s Guide

Unit Objectives:

1 Students will learn about content words: verbs, adjectives, 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):

Sentence partners: Give each of your students a word Give some students subject nouns, others should get verbs, and some should get adjectives (more advanced classes can have adverbs, prepositions, etc.) Then have your students go about the classroom and find at least two other students that they can make a sentence with When everyone has found a sentence to be a part of, read the sentences to the class, and then do it all over again!

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):

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

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

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

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

Lesson 1

√ color the tree

√ paint the stocking

√ cut the paper

A.1 He has a big mouth

2 You have blue eyes

3 They have short pencils

4 We see a fast train

5 She has a small dog

B.1 I have a brown desk

2 They see a scary snake

3 He draws two ladybugs

4 We eat big hamburgers

5 She sees a long train

C Look, tall, tree

has, green, leaves

Look, squirrels, tree

Look, birds, sky

wind, blows, flowers, bloom

paint blue snowmanmake long dollsee round windowopen two deskhave big river

I have a big desk e.g I open the big window

I see a long river I paint a blue desk

Review

cook delicious food

has blue bird

look heavy bag

ANSWER KEY: WORKBOOK

1 This is a √train - This is a long train

2 Amy has a √doll - Amy has a pretty doll

3 I have a √bag - I have a big bag

4 Tom is a √boy - Tom is a tall boy

5 They like the √dog - They like the small dog

6 He has a √cat - He has a cute cat

7 We have √dogs - We have four dogs

1 She cleans the big house

2 Mark has small eyes

3 You like the funny cat

4 I have a pretty doll

5 My sister has long hair

Unit 2| She Studies English with Me.

Gammar in Mind 3: Teacher’s Guide

Unit Objectives:

1 Students will learn about the simple present: positive

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):

Reverse Jeopardy: Read a short story or article as a class Draw a Jeopardy chart on the board Have each student pick a question from the chart Sample questions might include "What does Joe do at 7 in the morning?" and "What does Shirley like more than school?" The student answers the question using the present simple tense For example, the answers to the sample questions could be "Joe eats breakfast at 7 in the morning" and "Shirley likes movies more than school." You might need more than one chart of questions, depending on the size of your class

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):

Funny Pictures: Show your students a funny photograph or cartoon and ask them to describe what the person in the picture is doing For example, show students a picture of person wearing a gorilla suit and dancing in the street Students might answer, "He wears a gorilla suit and dances in the street," or "He acts like an ape and blocks traffic." Depending on the pictures, students might come up with some surprisingly creative descriptions

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 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

Explain the directions to the students thoroughly After they have fully understood what the exercise requires have them

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

3 cries 7 studies math

4 has dinner 8 does homework

5 does his homework

6 goes to school in the morning

watches goesteaches does

ANSWER KEY: WORKBOOK

P4

Lesson 2

wash washescook cooksstudy studieswatch watches

go goes

do doeshave haseat eatscry cries

1 gets up at six o’clock

1 plays → I play tennis every morning

2 have → Harry has many books

3 go → Sally goes to the hospital

4 fly → The airplane flies in the sky

5 watch → My mother watches soap operas

6 do → Ann does her homework

D

gets, goes,reads, loves, brush, comes

Unit 3| She Doesn’t Go to School.

Gammar in Mind 3: Teacher’s Guide

Unit Objectives:

1 Students will learn about the simple present: 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):

Ask and Tell: Have the class sit in a circle Ask each student to write down a question that can be answered in the present simple tense, such as "What is the first thing you do each morning?" To begin the game, have a student flip a coin If it lands heads up, the student has to answer his own question If it lands tails up, the student to the left of the student who flipped the coin must answer the question Continue around the circle until every student has had a chance to flip the coin and either answer his own question or have another student answer it

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 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

Explain the directions to the students thoroughly After they have fully understood what the exercise requires have them

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

A.1 They don’t drive to work

2 Judy doesn’t have a dog

3 He doesn’t study English

5 We don’t play on the jungle gym

6 My brother doesn’t brush his teeth every morning

7 You don’t fight with your brother all the time

A.1 He doesn’t have gloves

He doesn’t play baseball

2 He doesn’t have scissors

He doesn’t make a kite

3 He doesn’t have a jump rope

He doesn’t jump rope

Review

I don’t play badminton

You don’t watch TV

He doesn’t come home late

She doesn’t read the newspaper

They don’t play at the playground

We don’t study Spanish

ANSWER KEY: WORKBOOK

P6

Lesson 3

don’t eat doesn’t washdon’t have doesn’t cookdon’t go doesn’t studydon’t brush doesn’t watchdon’t get doesn’t godon’t do doesn’t have

1 She doesn’t drive a car every day

2 We don’t like vanilla ice cream

3 He doesn’t jump into the pool

4 Daisy doesn’t ride a bike

5 They don’t play tennis

C

1 She doesn’t watch movies

2 We don’t do to school

3 Terry doesn’t want milk

4 Calvin doesn’t play games

5 They don’t like math

D

1 Helen watches TV Luck doesn’t watch TV

2 Luke makes spaghetti Helen doesn’t make spaghetti

3 Helen studies English Luke doesn’t study English

4 Luke finishes school at 3:00 Helen doesn’t finish school at 3:00

5 Helen plays computer games Luke doesn’t play computer games

Unit 4| Does He Read the Newspaper?

Gammar in Mind 3: Teacher’s Guide

Unit Objectives:

4 Students will learn about the simple present: Yes/No questions

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

6 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

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):

Listening for Mistakes: Make up a story on the spot (or read something you have at hand) Tell students that they will hear

a few grammatical errors during the story Ask them to raise their hand when they hear an error made and correct the

errors Intentionally introduce errors into the story, but read the story as if the errors were perfectly correct

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 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

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

A.1 Do you take a shower at night?

2 Does he watch TV in the evening?

3 Does Cindy play the piano every day?

4 Do we walk to school together?

5 Does she go to bed late at night?

B.1 No, I don’t

2 No, she doesn’t

3 Yes, they do

4 No, he doesn’t

2 Q: works → work A: we → they

3 Q: Do → Does A: don’t → doesn’t

4 Q: has → have A: Yes(doesn’t) → No(does)

P21

A

1 Does he read a book? No, he doesn’t He reads the newspaper

2 Does she wash her hands? No, she doesn’t She brushes her teeth

3 Do you get up early? Yes, I do

4 Do you have breakfast? Yes, I do

5 Does he take a bath? No, he doesn’t

6 Do they walk to school? Yes, they do

Review

Q: Do you speak French? A: I do

Q: Do they love soccer? A: they don’t

Q: Do we go hiking on Sundays? A: you do

Q: Does he collect robots? A: he doesn’t

Q: Does she take trumpet lessons? A:she does

ANSWER KEY: WORKBOOK

P8

Lesson4

1 Do you play tennis? Yes, I do No, I don’t

2 Do I like teddy bears? Yes, you do No, you don’t

3 Does Mike speak English? Yes, he does No, he doesn’t

4 Does he drink milk? Yes, he does No, he doesn’t

5 Does she walk to school? Yes, she does No, she doesn’t

6 Do we have English class today? Yes, you do No, you don’t

7 Do they live here? Yes, they do No, they don’t

8 Does it cry every night? Yes, it does No, it doesn’t

A

1 Q: listens → Does he listen to music?

A: she → Yes, he does

2 Q: Does → Do you read the newspaper?

A: you → No, I don’t

3 Q: swimming → Do they swim in the pool?

A:doesn’t → No, they don’t

4 Q: Are → Do you eat spicy food?

A: doesn’t → Yes, I do

B

1 Q: Does A: Yes, he, does

2 Q: Does A: No, she, doesn’t

3 Q: Do A: Yes, they, do

4 Q: Do A: Yes, I, do

C

1 Do you like doughnuts?

2 Does he live in Sydney?

3 Does Julie have a brother?

4 Do they need more time?

5 Does Tom play the guitar?

D

1 Does she play tennis?

2 Do they like music?

3 Does Bill speak French?

4 Do you drink coffee?

5 Does he go to school?

6 Does the plane fly in the sky?

Unit 5| What Does He Have?

Gammar in Mind 3: Teacher’s Guide

Unit Objectives:

1 Students will learn about question words: what

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):

What does he/she want me to do?: One or more students whisper an instruction to another student Other students in the class must guess what they want the student to do by asking "Does Marta want you to dance and sing?" etc

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):

What's in my bag?: Put a variety of objects into a bag (which the students cannot see into) Students must guess: "Is there's

a pencil " The student/teacher holding the bag must answer, "Yes, there is." "No, there isn't." If this becomes difficult students can be allowed to feel the inside of the bag without looking They must then make guesses: "There's a

potato/pencil etc."

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 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

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

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

ANSWER KEY: STUDENT BOOK

P24

LESSON5

has, wants, have, wants, has, want

P25

2 Q: What, do A: You need a pencil

3 Q: What, do A: You watch puppet shows

4 Q: What, does A: She has some bread

5 Q: What, does A: He drinks tea

6 Q: What, do A: They like steak

A.1 What do you want?

2 What does she watch?

3 What does he have?

4 What do they play?

5 What does she like?

B.1 Q: does A: He, likes

2 Q: does A: She, wants

1 What does Julie want? She wants an MP3 player

2 What does Steve want? He wants a laptop(computer)

3 What does Kirk want? He wants an electronic dictionary

4 What does Brian want? He wants roller skates

B

Review

Q: What, do A: I, want Q: What, do A: They, have Q: What, do A: You, like Q: What, do A: You, watch Q: What, does A: He, needs Q: What, does A: She, eats Q: What, does A: It, drinks

ANSWER KEY: WORKBOOK

P10

Lesson 5

Whatdo you want? Iwant a new computer.Whatdoes he have? Hehassome muffins.Whatdoes she like? Shelikes yogurt.Whatdoes it want? Itwants milk

Whatdo they have? Theyhave soccer balls.Whatdo we like? Welike games

2 He wants the book

3 She studies math

4 They have pets

C

1 What does he make?

2 What do they see?

3 What do you drink?

4 What does Maria have?

5 What does she like?

6 What do we eat for lunch?

3 Q: does → What do they drink?

A: drinks → They drink lemon tea

4 Q: does → What do Sue and July study? A:studies → They study photography

E

1 I want some sandwiches

2 He likes games(computer games)

3 She drinks milk

Unit 6| We Have Candy.

Gammar in Mind 3: Teacher’s Guide

Unit Objectives:

1 Students will learn about nouns & articles

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):

Sentence partners: Give each of your students a word Give some students subject nouns, others should get verbs, and some should get adjectives (more advanced classes can have adverbs, prepositions, etc.) Then have your students go about the classroom and find at least two other students that they can make a sentence with When everyone has found a sentence to be a part of, read the sentences to the class, and then do it all over again!

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