Grammar in mind 1 teachers guide

Unit 1|The Alphabet, Words, & Sentences
Gammar in Mind 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about the alphabet, words, & sentences.
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 indepth explanation of the grammar skills being covered.
Extra Idea (optional):
Hangman: Think of a word from the unit’s key words and phrases and write dashes onto the board which correspond to
the number of letters in the word. Students then have to call out letters, with too many wrong answers leading to the
completion of the gallows. The game can be made harder by spelling out phrases or even full sentences rather than single
words.

Notice and Practice
This section is key in helping students gain awareness of the grammar topics they are about to be introduced to. Make sure
to thoroughly explain the differences between consonants and vowels. Offer the students examples of what consonants
and vowels are and their differences.
For practice, have the students write their full names in English and have them count the number of consonants and
vowels in their names.
A) Explain the directions to the students thoroughly, then proceed to say the following:
1. Circle the letter “F”.
2. Circle the letter “D”.

3. Circle the letter “A”
When all the students are finished, go over the answers as a class.


B) Explain the directions to the students thoroughly, then proceed to call out 3 random letters from the alphabet. Try to
mix in both consonants and vowels. When all the students are finished, go over the answers as a class.
C) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
D) Explain the directions to the students thoroughly. First have the students complete the exercise on their own. When the
students are all finished call on individual students to say what the consonants are for each question. You may also have
the students answer as a whole.
E) Explain the directions to the students thoroughly. First have the students complete the exercise on their own. When the
students are all finished call on individual students to say what the vowels are for each question. You may also have the
students answer as a whole.
Extra Idea (optional):
Tic Tac Toe Grammar: For this fun grammar activity, you can either draw a giant tic tac toe board on your blackboard or
make some in advance. In each square of the grid, you need to put a sentence with a blank where the verb must be. If your
students can fill in the blank with a verb of the proper tense, then they get an X. The trick with this game is that the
teacher must check the answers as the game goes on (which can be a problem when you have a large group of students
divided into pairs.) You can also use this tic tac toe method to practice other parts of grammar, as well. You can have your
students put the given sentence in past tense, finish a sentence correctly, etc.

Notice and Practice
Words and Sentences
Go over the chart with the students. Explain the meaning of the “words” being presented thoroughly and offer specific
examples when needed. Then go on to the “sentences” portion of the chart. Thoroughly explain the correct order and
usage of the words given in a sentence. Then show the students the necessary punctuation to complete those sentences.
*Thoroughly go over the definition of a sentence given at the bottom of the chart. Make sure that all the students

completely understand what a sentence is and the important elements of a sentence.
When you have finished explaining the chart to the students, have the students make their own sentences using the “words”
given. You may have the students work in pairs or simply work individually and have them present their sentences to the
rest of the class by writing their sentences on the board. Make sure to thoroughly correct any grammatical errors.
A) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
B) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.

Expanded Practice
A) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students


are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
B) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
C) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was. Make sure to carefully go over the punctuation with the students as well.
Review
Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have them

complete the exercise. You may have to model the first question as a guide for the students. When all the students are
finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
Extra Idea (optional):
Sentence Auctions: This grammar activity is slightly more advanced. Divide your class into groups and tell them what
auctions are and how they work. Then allot each group a certain amount of "money" or points and tell them that they want
to bid only on correct sentences. You then auction off sentences, both correct and incorrect ones. Whichever group ends
up with the most correct sentences wins.

Workbook
Review
Go over the chart with the students. Briefly review and explain the topics covered. Encourage the students to ask
questions about the topics covered to ensure complete students understanding of the material at hand.
After you are sure that all the students understand the concepts being covered in this unit, explain the directions of the
exercise and have them complete the exercise. You may have to model the first question as a guide for the students. When
all the students are finished, go over the answers as a class.
Practice
A) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
B) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
C) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.

D) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.


ANSWER KEY: STUDENT BOOK
Lesson 1
P6
*Write the letters. B, e, d, d, o, o, r, l, s, e, e, p
*Write the words. Bed, door, I, sleep

P7
C.1. No
2. Yes
3. No
4. Yes

D.1. f, s, h
2. c, k
3. t, r, s
4. p, p, p, y

E.1. i
2. a

P8
A.1. three
2. three

3. four
4. three
5. four


B.1. S, .
2. D, ?
3. W, !
4. S, .
5. L, !

P9
A.1. four, fast
2. four, walk
3. six,, runner
4. five study

B.1 cake
2. pan
3. kite
4. pretty

C.1. He is fast.
2. I go home.
3. I love you!

Review
-

consonants : c, b

-

vowels : a, e

-

words : teacher, friend, I, am, a, boy

-

I am a boy.


ANSWER KEY: WORKBOOK
Lesson 1
P2

A.1. r, t, s, w, z, l, v, x, p, h, d, k
2.u, e, i, o, a

B.1.
Words

Sentences

7

2

4

1

3

1

7

2

7

2

4

1

4

1

C.1. fast
2. ant


3. study
4. fish

D.1. We study English.
2. She is happy.
3. He likes pizza.
4. I am fast.
5. Are they doctors?


Unit 2|It’s an Elephant
Gammar in Mind 1: Teacher’s Guide

Unit Objectives:
4. Students will learn about nouns and articles (a, an).
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 indepth explanation of the grammar skills being covered.
Extra Idea (optional):
Noun Hot Potato: Through repetitive practice in an entertaining learning game, students become adept at quickly noting
the difference between the two types of nouns and can move on to learning singular and plural noun tense. Play a game of
"Hot Potato" with inflatable balls and noun strips. Purchase small beach balls and label each one with a noun strip or write
directly onto the ball with a permanent marker. If you opt to label the balls with masking tape you can change the labels
easily to mix in new noun terms or use the balls for other educational games. Divide the class into two groups and have

then gather in a single file line on either side of the room. You will stand at the head of the line and toss a ball with either
a proper or common noun label into the air. Set a timer for 30 seconds and shout the word on the ball as you toss it to the
students. Students will pass the ball back and forth until the timer goes off. The goal is to keep as many proper noun balls
as possible to win the game..

Notice and Say
This section is key in helping students gain awareness of the grammar topics they are about to be introduced to. Make sure
to thoroughly explain the grammar topics being introduced. Have students repeat after you or read the examples in the
chart. Offer the students examples of how to apply the grammar topics and encourage student questions.
This part of the unit is extremely important, as it describes and defines the key grammatical topic that will be covered in
the unit. Take as much time as possible to ensure complete student understanding on the topics given. Encourage students
to ask questions as much as possible.


Guided Practice
This section will introduce students to application of the grammar topics covered in the “Notice and Say” section. Since it
will be the first time for many of the students to apply these skills, many of the exercises will have to be closely guided by
the teacher—answers should be modeled for the students as much as possible.
A) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
B) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
Extra Idea (optional):
Noun Dunk: Teach students how to play "Noun Dunk" and learn to quickly recognize the difference between common and
proper nouns. Purchase an indoor basketball rim and net set with a suction cup or door hanger backing. You can purchase
extra rubber or foam balls to play the game. Assign a proper or common noun to each ball with either a permanent marker

or masking tape label. Place one dozen balls in a basket and set a timer for one minute. Each student will get a turn at
shooting baskets. Students earn a point for each proper noun basket and lose a point for each common noun attempt. You
can vary how points are scored to foster quick recognition skills.

Expanded Practice
This section will offer the opportunity for students to apply what they have learned on their own. For slower classes,
sample answer modeling may be required. Explain all of the directions thoroughly and have the students complete the
exercises.
A) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
B) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
C) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.

Write and Say
A) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise by writing their answers down—or you may have them write their answers on the board. You
may have to model the first question as a guide for the students. When all the students are finished, go over the answers as
a class. Check all student answers for spelling errors. For students who have incorrect answers reinforce the subject at
hand by explaining exactly what their mistake was.


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.

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 2
P10
* Check the words you see.
An elephant, an umbrella, a mouse, an iguana, a trumpet, a violin

P11
A.1. rabbit, egg
2. mouse, trumpet
3. elephant, violin
4. child, school

B.1. a
2. a
3. a
4. an
5. an
6. an


P12
A.1. a
2. an
3. an
4. a

5. an
6. a
7. an
8. an
9. an
10. a

B.1. a book
2. an ostrich
3. a boy
4. a bird
5. an umbrella
6. an artist
7. a school

C. a, a, a, a, an, a, an

P13
A. an ostrich, a mouse, a violin, an umbrella, a toy car, and a game player

Review
- an

a

a

a

a

an

a

an

a


ANSWER KEY: WORKBOOK
Lesson 2
P4
Review
1. a fox
2. an island
3. a boy
4. an artist
5. an ostrich
6. a flute
7. a school
8. a magician

A.1. an elephant 3
2. a rabbit 1
3. a trumpet 4
4. an umbrella 2
5. an artist 5
6. a piano 6

B.1. It is an egg.
2. He is a child.
3. It is an apple.
4. It is an iguana.
5. It is a violin.
6. This is a puppy.

C.1. an2. a
3. a4. an


5. a

D.1. a flute
2. an island
3. a mouse
4. an ant


Unit 3|There Are Five Cats.
Gammar in Mind 1: Teacher’s Guide

Unit Objectives:
7. Students will learn about regular plural nouns.
8. Students will understand the meaning of new words and be able to use the words in grammatically correct sentences.
9. 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 indepth explanation of the grammar skills being covered.
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.

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):
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.

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.

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.


ANSWER KEY: STUDENT BOOK
Lesson 3
* Count and circle the correct words.
2 cats
3 foxes
2 frogs
5 ants
3 watches

P15
A.1. 1-b
2-a
3-d
4-c
5-e

B.1. two cats
2. two frogs
3. three watches
4. five ants

5. three foxes

P16
A.1. two cats
2. ten benches
3. three dishes
4. five islands
5. nine giraffes
6. fourteen iguanas


B.1. eggs
2. boxes
3. benches
4. buses
5. ants

C. cats, cats, cats, foxes, foxes

P17
A. five eggs, two boxes, two foxes, three hamburgers, three watches, two toothbrushes

Review
- cats

toothbrushes

ants

foxes

trees

buses

frogs

watches


ANSWER KEY: WORKBOOK
Lesson 3
P6
Review
1. five cats
2. three watches
3. four foxes
4. ten trees

A.

B.1. a. a tent

b. three tents

2. a. a bench

b. twelve benches

3. a. a bus

b. six buses

4. a. a dish

b. four dishes

5. a. a fox

b. ten foxes

6. a. an egg

b. nine eggs

7. a. an eraser

b. eleven erasers

8. a. a book

b. eight books

C.1. There are apples.
2. There are alligators.


3. There are dishes.
4. There are trees.
5. There are chairs

6. There are dresses.


Unit 4|There Are Two Mice.
Gammar in Mind 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about regular plural nouns with consonant + y endings & irregular 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 indepth explanation of the grammar skills being covered.
Extra Idea (optional):
Plural Noun Spelling Bee: Line students up in two lines parallel to each other so that each student has a partner standing
directly across from them. The first student must name a singular noun that starts with the letter "A" and write it down on
the board. The accompanying students must spell the plural form of the noun on the board. If they are correct they can
remain standing. The next student names a noun that starts with "B" and the pair repeats the same process as the first two
students. Go through the entire alphabet. The pair that is standing last wins the plural noun spelling bee.

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):
Plural Noun Memory Game: Create a few sets of flashcards for a plural-noun game of "memory." Flashcards will have
pairs -- one with a plural noun and one with the singular form of the word. Split students into small groups of about three
or four and have them spread their set of flashcards face down on the table. Each student takes a turn turning over two
cards to try to find a plural noun and its singular match. If the cards match, the student keeps them in his pile. If they don't
match, the cards are turned back over and the next student takes her turn. The game is over when all the cards have been
matched up. The student with the most matches wins the game.

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.

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.