Grammar in mind 2 teachers guide

Unit 1|Statements, Questions, & Imperatives
Gammar in Mind 2: Teacher’s Guide

Unit Objectives:
1. Students will learn about sentence types: statements (positives & negatives), questions, imperatives
2. Students will understand the meaning of new words and be able to use the words in grammatically correct sentences.
3. Students will learn major grammar skills and concepts and learn to apply them.

LESSON GUIDE
Discover
Discuss the picture with the students. Encourage brainstorming as to what they see in the picture and the types of things
the students can name. Model some answers (in grammatically correct sentences) for the students if necessary. Explain the
directions of the section. Make sure that the students have a clear understanding of what they are expected to do.
Complete the first question as a class to ensure that all students understand the exercise. Then have the students complete
the rest of the exercise on their own. When completed, go over the answers as a class by calling on individual students to
present their answers to the rest of the class. For further reinforcement offer the students other examples and more indepth explanation of the grammar skills being covered.
Extra Idea (optional):
Kaboom!: Type a list of sentences using the four sentence forms: interrogative, imperative, exclamatory and declarative.
Cut apart the sentences so that each one is on a separate slip of paper. Then fold all the papers and mix them in a basket.
Divide the class into two teams and, one at a time, have each student close his or her eyes and draw a slip of paper. The
student should read the sentence out loud, then identify what type of sentence it is. If he or she is correct, that team gets
one point. If the student is incorrect, say "Kaboom!" His team will then lose all its points and start again from zero. You
can also play another variation of this game by having a student draw the name of a type of sentence from the basket and
then create a sentence of that type. For example, if a student draws the word "declarative," that student would have to say
or write on the board a declarative sentence, such as "The cow jumped over the moon."

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

the unit. Take as much time as possible to ensure complete student understanding on the topics given. Encourage students
to ask questions as much as possible.


Guided Practice
This section will introduce students to application of the grammar topics covered in the “Notice and Say” section. Since it
will be the first time for many of the students to apply these skills, many of the exercises will have to be closely guided by
the teacher—answers should be modeled for the students as much as possible.
A) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
B) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
C) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
D) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
E) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
F) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students

are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
Extra Idea (optional):
Other Sentence Games: Play the command game. Have students take turns writing a command sentence on the board,
being sure to use correct punctuation, capitalization and spelling. If it is correct, the other students then have to do what
the command says. Continue until everyone has had a turn. Another option is to pair up students and have them conduct
interviews with each other and transcribe them into their notebooks. Beforehand, review the traditional words that are
used for questions: "who," "what," "where," "when," "why," "how" and "do."

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


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

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
Circle all the capital letters and end marks.

P7
A Circle the capital letters and periods.

B.
1. He is scared.
2. These are ballpoint pens.
3. It is noisy.
4. Some balloons are red.
5. They are flying kites.
6. There are some muffins in the basket.


P8
C. Make negative sentences.

1. Mice are not big animals.
2. I am not from Canada.
3. He doesn’t like chocolate cake.

F Read the sentences and make them imperatives.
1. Walk to school, Jim.
2. Don’t fly fast, birds.
3. Don’t be angry, Sally.
4. Don’t move around, Gale.

P9
A. Identify the sentences.

1. 1
2. 2
3. 1
4. 3,1
5. 3, 1
6. 2, 4
7. 4, 1
8. 4, 1

B. 1. hospital.
2. She
3. not.
4. sick.
5. is

Review
Positive: I am tired. He likes me.
Negatives :I’m not tired. He doesn’t like me.
Questions: Are you tired? Does he like you?
Imperatives: Be careful, Don’t move.


ANSWER KEY: WORKBOOK
Lesson 1
P2
3. We take a bus to school.
4. He is not an English teacher.
2. Are they tired?
1. Stand up.

A.1. I am not a doctor.
2. Vince doesn’t have any cups.
3. The birds don’t fly fast.
4. Children don’t move around.
5. Jake and Sue are not students.

P3
B.1. Is she quiet?
2. Do you walk to school?
3. Does Mike come home early?
4. Are Jenny and Tracy friends?

C.1. Don’t walk.
2. Be quiet.
3. Sit down.
4. Wash your hands.
5. Don’t run in the classroom.


D.1. They’re not from Canada.
2. Is Annie nice ?
3. Mice are big.
4. Their baby isn’t happy.
5. Is he scared ?


Unit 2|He is Strong.
Gammar in Mind 2: Teacher’s Guide

Unit Objectives:

1. Students will learn about the verb be: positive & negative.
2. Students will understand the meaning of new words and be able to use the words in grammatically correct sentences.
3. Students will learn major grammar skills and concepts and learn to apply them.

LESSON GUIDE
Discover
Discuss the picture with the students. Encourage brainstorming as to what they see in the picture and the types of things
the students can name. Model some answers (in grammatically correct sentences) for the students if necessary. Explain the
directions of the section. Make sure that the students have a clear understanding of what they are expected to do.
Complete the first question as a class to ensure that all students understand the exercise. Then have the students complete
the rest of the exercise on their own. When completed, go over the answers as a class by calling on individual students to
present their answers to the rest of the class. For further reinforcement offer the students other examples and more indepth explanation of the grammar skills being covered.
Extra Idea (optional):
"To Be" Negation Activities: "To be" negation can be tricky for students, especially when it comes to contractions -- why
doesn't "am not" contract to "amn't," and how does "will not be" contract to "won't"? Explain the various forms of
negative contractions for "to be" verbs, then practice by creating teams of two in your class--or practice with just you and
your student in a one-on-one setting. Take turns making positive statements: "This book is mine," "I am a student," "They
are taxi drivers." Play the contradiction game by having the other member of the team fire back with the negative form of
the statement.

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

Guided Practice
This section will introduce students to application of the grammar topics covered in the “Notice and Say” section. Since it

will be the first time for many of the students to apply these skills, many of the exercises will have to be closely guided by
the teacher—answers should be modeled for the students as much as possible.


A) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
B) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
Extra Idea (optional):
Simple Positive to Negative: The simplest activity for teaching negative sentences is to assign students a list of positive
sentences to be turned into negative sentences. The younger or more inexperienced in English the student, the less
complicated the sentence should be. Begin with simple present statements: "I watch TV" negates to "I do not watch TV."
Contractions can be taught simultaneously or at a later date. Include a variety of subjects and tenses so students gain
experience with past, present, and future negation -- have them negate variations on the same sentences to see the different
forms. Try "I clean my room," "I cleaned my room," "I will clean my room," "She cleans her room," and so on.

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

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

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


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

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
Circle the subjects and the verbs.
I, am
He, is
She, is
The elephant, is
We, are

They, are

P11
A Circle the correct words.
1. am
2. are
3. is
4. is
5. are
6. are
7. is
8. is

B. Circle the correct words.
1. am not
2. isn’t
3. isn’t


4. not
5. isn’t

P12
A. 1. isn’t
2. isn’t
3. aren’t
4. am
5. aren’t
6. aren’t
7. isn’t

8. isn’t

B.
1. He isn’t ugly.
2. She isn’t mean.
3. They aren’t students.
4. I’m not weak.
5. My dog isn’t small.
6. You aren’t bad.
7. Kelly isn’t boring.
8. We aren’t sad.

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

P13


1. He is nice. He isn’t mean.
2. The movie is interesting. It isn’t boring.
3. My grandfather is old. He isn’t young.
4. The rabbit is slow. It isn’t fast.
5. The weather is hot. It isn’t cold.
6. It is winter. It isn’t spring.

Review
I’m not short.
You aren’t heavy.
She isn’t young.
They aren’t ugly.

ANSWER KEY: WORKBOOK
P4
Lesson 2
I

am

I’m

-

You

are

You’re

You’

He

is

He’s

He isn’t

She

is

She’s

She isn’t

It

is

It’s

It isn’t

We

are

We’re

We aren’t

They

are

They’re

They aren’t

A.1. isn’t
2. aren’t
3. is
4. are
5. I’m
6. aren’t

P5
B.1. I’m not short.
2. The weather isn’t hot.
3. They aren’t mean.
4. The movie isn’t boring.
5. She isn’t pretty.


6. The rabbit isn’t fast.

C.1. I am, I’m not
2. It is, It isn’t
3. He is, He isn’t
4. It is, It isn’t

D.1. Jessica is a student.
2. We aren’t hungry.
3. My grandfather isn’t weak.
4. They aren’t nice.
5. I’m not sleepy and tired.


Unit 3|Are You a Police Officer?

Gammar in Mind 2: Teacher’s Guide

Unit Objectives:
1. Students will learn about the verb be: Yes/No questions.
2. Students will understand the meaning of new words and be able to use the words in grammatically correct sentences.
3. Students will learn major grammar skills and concepts and learn to apply them.

LESSON GUIDE
Discover
Discuss the picture with the students. Encourage brainstorming as to what they see in the picture and the types of things
the students can name. Model some answers (in grammatically correct sentences) for the students if necessary. Explain the
directions of the section. Make sure that the students have a clear understanding of what they are expected to do.
Complete the first question as a class to ensure that all students understand the exercise. Then have the students complete
the rest of the exercise on their own. When completed, go over the answers as a class by calling on individual students to
present their answers to the rest of the class. For further reinforcement offer the students other examples and more indepth explanation of the grammar skills being covered.
Extra Idea (optional):
No Yes No Game: In pairs, students ask yes/no questions, but they are not allowed to answer with yes or no. For example:
'Are you from this city?' 'I'm from this city.' 'Do you come here often?' 'I sometimes come here.' A very simple game, but
it can also be amusing to play.

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

Guided Practice
This section will introduce students to application of the grammar topics covered in the “Notice and Say” section. Since it

will be the first time for many of the students to apply these skills, many of the exercises will have to be closely guided by
the teacher—answers should be modeled for the students as much as possible.
A) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.


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

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

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

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


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
P14
Lesson 3

P15
A.
1. Are you
2. Is he
3. Is it
4. Isshe
5. Are they
6. Are you

picture: 3, 6, 2, 5, 1, 4

B. 1. Ye, he, is
2. No, she, isn’t
3. No, they, aren’t

P16
A. Change the sentences into questions.


1. Is he a teacher?
2. Is she a volleyball player?
3. Am I a cook?
4. Is your father is an engineer?
5. Is his mother a soldier?
6. Are we good friends?
7. Are they funny?
8. Is it a ladybug?

B. Answer the questions.
1. Yes, he is.
2. No, he isn’t.
3. No, he isn’t.
4. Yes, I am.

C. Correct the underlined words.
1. Are, am
2. Are, they
3. is, isn’t
4. he, is

P17
A. Look at the pictures. Ask and answer the questions.
1.
Q: Is he a nurse?
A: Yes, he is.
2.
Q: Is he a teacher?


A: No, he isn’t.
3.
Q: Is she a soldier?
A: Yes, she is .
4.
Q: Are they tennis players?
A: No, they aren’t.
5.
Q: Is he a police officer?
A: Yes, he is .
6.
Q: Are they doctors?
A: No, they aren’t.

Review
Make questions and answer them.
. Q: Am I a student? A: Yes, you are.
. Q: Are you a nurse? A: No, I’m not .
. Q: Is he a vet?

A: Yes, he is.

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


ANSWER KEY: WORKBOOK
P6
Lesson 3
Am

you are

you aren’t

Are

I am

I’m not

Is

he is

he isn’t

Are

they are

they aren’t

Is

it is

it isn’t

Are

you are

you aren’t

A.1. ① Are, Is he a singer?
2. ① Is, Are you students?
3. ③ am, Yes, she is.
4. ③ are, No, they aren’t
5. ③ aren’t, Yes, they are.
6. ③ isn’t, Yes, it is.

P7
B.1. Is he
2. No, I’m not.
3. Are they, they aren’t
4. A: No, they aren’t.

C.1. Is your mom a chairperson?

2. Are they taxi drivers?
3. Is it a mouse?
4. Yes, you are

D.1.
2.
3.


Unit 4|Those Are Puppies.
Gammar in Mind 2: Teacher’s Guide

Unit Objectives:
1. Students will learn about singular nouns & plural nouns.
2. Students will understand the meaning of new words and be able to use the words in grammatically correct sentences.
3. Students will learn major grammar skills and concepts and learn to apply them.

LESSON GUIDE
Discover
Discuss the picture with the students. Encourage brainstorming as to what they see in the picture and the types of things
the students can name. Model some answers (in grammatically correct sentences) for the students if necessary. Explain the
directions of the section. Make sure that the students have a clear understanding of what they are expected to do.
Complete the first question as a class to ensure that all students understand the exercise. Then have the students complete
the rest of the exercise on their own. When completed, go over the answers as a class by calling on individual students to
present their answers to the rest of the class. For further reinforcement offer the students other examples and more indepth explanation of the grammar skills being covered.
Extra Idea (optional):
Around the World: Flash card games help students with words. Write the singular and plural forms of several nouns on
the front and back of flash cards. If your class has been reviewing specific vocabulary, use these words; otherwise, choose
words of appropriate difficulty. Have your students sit in a circle. Choose one student to stand up behind the student to her
left. Show the two students the "singular" side of the first flash card. The first person to give the correct plural form of this

word moves on to the next student. The student who moves the most spots wins. The object of the game is to make it
"around the world" back to one's original seat. You can also show students the plural and ask for the singular form.

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

Guided Practice
This section will introduce students to application of the grammar topics covered in the “Notice and Say” section. Since it
will be the first time for many of the students to apply these skills, many of the exercises will have to be closely guided by
the teacher—answers should be modeled for the students as much as possible.