Grammar in mind 3 teachers guide

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Unit 1|Verbs, Adjectives, & Nouns Gammar in Mind 3: Teacher’s Guide Unit Objectives: Students will learn about content words: verbs, adjectives, nouns Students will understand the meaning of new words and be able to use the words in grammatically correct sentences Students will learn major grammar skills and concepts and learn to apply them LESSON GUIDE Discover Discuss the picture with the students Encourage brainstorming as to what they see in the picture and the types of things the students can name Model some answers (in grammatically correct sentences) for the students if necessary Explain the directions of the section Make sure that the students have a clear understanding of what they are expected to Complete the first question as a class to ensure that all students understand the exercise Then have the students complete the rest of the exercise on their own When completed, go over the answers as a class by calling on individual students to present their answers to the rest of the class For further reinforcement offer the students other examples and more indepth explanation of the grammar skills being covered Extra Idea (optional): 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 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 Workbook Review Go over the chart with the students Briefly review and explain the topics covered Encourage the students to ask questions about the topics covered to ensure complete students understanding of the material at hand After you are sure that all the students understand the concepts being covered in this unit, explain the directions of the exercise and have them complete the exercise You may have to model the first question as a guide for the students When all the students are finished, go over the answers as a class Practice A) Explain the directions to the students thoroughly After they have fully understood what the exercise requires have them complete the exercise You may have to model the first question as a guide for the students When all the students are finished, go over the answers as a class For students who have incorrect answers reinforce the subject at hand by explaining exactly what their mistake was B) Explain the directions to the students thoroughly After they have fully understood what the exercise requires have them complete the exercise You may have to model the first question as a guide for the students When all the students are finished, go over the answers as a class For students who have incorrect answers reinforce the subject at hand by explaining exactly what their mistake was C) Explain the directions to the students thoroughly After they have fully understood what the exercise requires have them complete the exercise You may have to model the first question as a guide for the students When all the students are finished, go over the answers as a class For students who have incorrect answers reinforce the subject at hand by explaining exactly what their mistake was D) Explain the directions to the students thoroughly After they have fully understood what the exercise requires have them complete the exercise You may have to model the first question as a guide for the students When all the students are finished, go over the answers as a class For students who have incorrect answers reinforce the subject at hand by explaining exactly what their mistake was ANSWER KEY: STUDENT BOOK Lesson √ color the tree √ paint the stocking √ cut the paper √ make snowmen P7 A.1 blue big round small two sweet B.1 paints colors cut makes take P8 A.1 He has a big mouth You have blue eyes They have short pencils We see a fast train She has a small dog B.1 I have a brown desk They see a scary snake He draws two ladybugs We eat big hamburgers She sees a long train C Look, tall, tree has, green, leaves Look, squirrels, tree Look, birds, sky wind, blows, flowers, bloom lovely, day Look, tall, tree, has, green, leaves, Look, squirrels, tree, Look, birds, sky, wind, blows, flowers, bloom, lovely, day P9 Verbs Adjectives Nouns paint blue snowman make long doll see round window open two desk have 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 Verbs Adjectives Nouns cook delicious food has blue bird look heavy bag ANSWER KEY: WORKBOOK Lesson P2 have white desk make small notebook eat big house go round pencil A This is a √train - This is a long train Amy has a √doll - Amy has a pretty doll I have a √bag - I have a big bag Tom is a √boy - Tom is a tall boy They like the √dog - They like the small dog He has a √cat - He has a cute cat We have √dogs - We have four dogs P3 B see, sky has, bells eats, apple have, eraser draws, trees C Verbs Adjectives has two has long eats big are round is pink D She cleans the big house Mark has small eyes You like the funny cat I have a pretty doll My sister has long hair Unit 2|She Studies English with Me Gammar in Mind 3: Teacher’s Guide Unit Objectives: Students will learn about the simple present: positive Students will understand the meaning of new words and be able to use the words in grammatically correct sentences Students will learn major grammar skills and concepts and learn to apply them LESSON GUIDE Discover Discuss the picture with the students Encourage brainstorming as to what they see in the picture and the types of things the students can name Model some answers (in grammatically correct sentences) for the students if necessary Explain the directions of the section Make sure that the students have a clear understanding of what they are expected to Complete the first question as a class to ensure that all students understand the exercise Then have the students complete the rest of the exercise on their own When completed, go over the answers as a class by calling on individual students to present their answers to the rest of the class For further reinforcement offer the students other examples and more indepth explanation of the grammar skills being covered Extra Idea (optional): 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 at 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 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 complete the exercise You may have to model the first question as a guide for the students When all the students are Review Test 1|Unit ~ Unit Grammar in Mind 3: Teacher’s Guide Review Test Objectives: To review previously learned material To enhance and gauge student understanding of the material covered To serve as supplementary material for the lessons covered REVIEW GUIDE Explain the purpose of reviewing previous material and topics Then have the students fill in the top portion of the Review Test (Date, Name, Class, Score) A) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on B) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on C) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on D) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on E) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on F) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on ANSWER KEY: P22 Review Test A.1 big(A) book(N) blue(A) bird(N) square(A) watch(N) book(N) heavy(A) sky(N) grey(A) shoes(N) expensive(A) B.1 brushes his teeth every morning teaches music at school flies a kite with his sister takes violin lessons C.1 ③ watches ② don’t ③ doesn’t ② Do ③ Does P23 D.1 Q: Does she listen to pop music? Q: Do we play tennis on Sundays? N: Alex doesn’t study English Q: Do they drive to work? N: I don’t go to school with my friends Q: Does he brush his teeth after meals? N: Jenny doesn’t have math homework E.1 ②, cries ①, doesn’t ②, like ②, have F.1 Yes, I Yes, she does No, they don’t Yes, he does Review Test 2|Unit ~ Unit Grammar in Mind 3: Teacher’s Guide Review Test Objectives: To review previously learned material To enhance and gauge student understanding of the material covered To serve as supplementary material for the lessons covered REVIEW GUIDE Explain the purpose of reviewing previous material and topics Then have the students fill in the top portion of the Review Test (Date, Name, Class, Score) A) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on B) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on C) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on D) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on E) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on F) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on ANSWER KEY: P40 Review test A A An Plural Form Noncount Nouns a book, a ball an egg, boots, caps bread, cheese, juice, an elephant, an orange, an ant, an umbrella B.1 Q: does A: She, wants Q: A:They, have Q: does A:He, likes C.1 The egg is small There is flour in the store There aren’t many people here There is so much sugar in the jar There isn’t any candy in the box milk, water P41 D.1 There aren’t any magazines on the table much juice is in the bottle Are there any flowers in the vase? There isn’t any candy in the jar E.1 any→ some waters→ water some→ any Is → Are F.1 He has some robots and toys No, there isn’t Yes, there are Review Test 3|Unit ~ Unit 12 Grammar in Mind 3: Teacher’s Guide Review Test Objectives: To review previously learned material To enhance and gauge student understanding of the material covered To serve as supplementary material for the lessons covered REVIEW GUIDE Explain the purpose of reviewing previous material and topics Then have the students fill in the top portion of the Review Test (Date, Name, Class, Score) A) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on B) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on C) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on D) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on E) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on F) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on G) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on ANSWER KEY: P58 Review Test A.1 always usually often sometimes never B.1 ③ has ① not ② drink ③ writing ③ never C playing writing running swimming sitting P59 D.1 She √ eats apples - She sometimes eats apples Ashley is √ reading a book - Ashley is not reading a book I √ swim in the pool - I usually swim in the pool You are √ sitting on the chair - You are not sitting on the chair E.1 – a – c – b – e – d F.1 does→My mom is cooking dinner right now is eat →She is eating some fruit in the kitchen does→What are you doing now? G.1 Yes, she does I’m playing baseball No, they’re having a snowball fight Review Test 4|Unit 13 ~ Unit 16 Grammar in Mind 3: Teacher’s Guide Review Test Objectives: 10 To review previously learned material 11 To enhance and gauge student understanding of the material covered 12 To serve as supplementary material for the lessons covered REVIEW GUIDE Explain the purpose of reviewing previous material and topics Then have the students fill in the top portion of the Review Test (Date, Name, Class, Score) A) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on B) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on C) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on D) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on E) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on F) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on ANSWER KEY: P76 Review test A.1 He got up early I took a bus to school She cried a lot We lived in Paris He wasn’t happy I wasn’t your friend B.1 He wasn’t happy last week She didn’t go to school yesterday They didn’t get up early I didn’t try a marathon C.1 Did he teach English at high school? Did they ride bikes at the playground? Did Jessy give Sally flowers? P77 D.1 came ate have drink E.1 wasn’t→ weren’t got→ get rode→ ride has→ had Were →Was F.1 No, they weren’t 2.No, he didn’t 3.No, I didn’t Review Test 5|Unit 17 ~ Unit 20 Grammar in Mind 3: Teacher’s Guide Review Test Objectives: 13 To review previously learned material 14 To enhance and gauge student understanding of the material covered 15 To serve as supplementary material for the lessons covered REVIEW GUIDE Explain the purpose of reviewing previous material and topics Then have the students fill in the top portion of the Review Test (Date, Name, Class, Score) A) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on B) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on C) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on D) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on E) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on F) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on G) For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, have them complete the exercises Make sure all the students have completed this section before moving on ANSWER KEY: P94 Review Test A.1 shorter, than hotter, than bigger, than easier, than the, most, delicious the, best B.1 b c d a C.1 He won’t get up late tomorrow It won’t rain heavily We won’t sing well Maria won’t drive to work quickly She won’t come home early P95 D.1 happily slowly carefully loudly happily E.1 cheaper, than cheaper, than the, cheapest F.1 went, saw are, fastest fast, faster ... Luke finishes school at 3: 00 Helen doesn’t finish school at 3: 00 Helen plays computer games Luke doesn’t play computer games Unit 4|Does He Read the Newspaper? Gammar in Mind 3: Teacher’s Guide. .. 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. .. 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
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