grammar in focus 1 tb

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Unit 1| Subjects, Predicates Gammar in Focus 1: Teacher’s G uide

Unit Objectives:1. Students will learn about subjects and predicates.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

The opening text with captivating illustrations enables students to start the lesson in a meaningful real-life context.Colored words and carefully considered questions help students discover the key grammar structures on their own.

Extra Idea (optional):

Word Scramble: Create a set of cards with a mix of nouns and verbs. Spread out the words on a table or the floor. Make achart on the chalkboard or a bulletin board that has categories for subject and predicate. Each student can take turns

picking a word and categorizing it correctly, or you can call out a category and have the student find an appropriate word.The class can build on the activity by composing sentences from the posted words.

Noti ce and Pr actice 1

Clear explanations and examples with easy to-understand charts present grammar forms, meaning, and use of grammar.This controlled exercise reinforces students’ understanding through targeted grammar practice.

A) Explain the directions to the students thoroughly. First have the students complete the exercise on their own. When thestudents are all finished call on individual students to say what the consonants are for each question. You may also havethe students answer as a whole.



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 studentsare finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand byexplaining exactly what their mistake was.

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


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Ex panded Practi ce

A variety of grammar exercises encourage students to become more confident with grammar. Authentic exercises fosterunderstanding and appropriate, fluent use of grammar structures.

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

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


Become an Editor: Find a news article that suits your class' reading level. Rewrite some of the sentences using incorrectsubject-predicate agreement. Challenge your students to become "newspaper editors" and find the mistakes. Build onthese skills by diagramming the correct sentences as a group. Lower-level students can practice just identifying subjectnouns and predicate verbs correctly, while more advanced classes can identify complementary words such as adjectivesand adverbs, and whether they accompany the subject or predicate of the sentence.

Revise, Wr it e & Say

Revise, Write, and Say offers students rich opportunities to apply newly learned grammar to writing and speakingactivities. Along with previous grammar practice, this guided writing activity successfully expands students’ learningexperience step by step.

Revise

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

Write

Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have themcomplete 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 byexplaining exactly what their mistake was.

Say

For this exercise, have students apply personal information to the topics being covered in the unit. Explain the directionsto 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


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answers as a class. For students who have incorrect answers reinforce the subject at hand by explaining exactly what theirmistake was.

M ake Your Own Grammar M ap

This exercise is an opportunity to gauge student understanding of the unit topics being covered. It also serves as anopportunity for the students to directly apply the skills and topics covered in the unit on their own. Explain the directionsto 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 theanswers as a class. For students who have incorrect answers reinforce the subject at hand by explaining exactly what theirmistake was.

Workbook

Grammar Practice

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


Dictation

Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have themcomplete the exercise. Then play the recording for the class. You may have to play the recording more than oncedepending on class levels. When all the students are finished, go over the answers as a class. For students who haveincorrect answers reinforce the subject at hand by explaining exactly what their mistake was.

Listen and Speak

Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have themcomplete the exercise. Then play the recording for the class. You may have to play the recording more than oncedepending on class levels. Encourage the students to take notes in the space provided. When all the students are finished,call on individual students to complete the speaking portion of the exercise.


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ANSWER KEY: STUDENT BOOK


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ANSWER KEY: WORKBOOK


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Unit 2| Subjects, Verbs, Objects Gammar in Focus 1: Teacher’s G uide

Unit Objectives:1. Students will learn about subjects, verbs, objects.

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



Memory Activity: Having students perform a memory activity is another way to improve your students' subject and verbskills. Create a set of memory cards, listing an assortment of subjects and verbs individually on index cards or papersquares. Turn all of the papers face down and have students take turn flipping over two squares at a time. If a studentdiscovers a subject and verb that agree, such as "The cat" and "runs," he keeps the card, before letting the next student turntwo cards over. If the child uncovers two subjects, two verbs or a subject and verb that do not agree, like "The boy" and"play," he must turn the cards over and let the next child have a turn. The child with the most cards at the end of the gameis the winner.








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explaining exactly what their mistake was.

Ex panded Practi ce





Speed Drills: Have students race against the clock to match up agreeing subjects and verbs in an agreement speed drill.Speed drills will improve a student's ability to recognize verbs and subjects automatically. Before starting the drill, createa worksheet for students to complete, with several activities where they must match subjects in one column to verbs inanother. For example, the words "a flower" and "two flowers" might be listed under each other in the subject column and"grow" and "grows" in the verb column. Students must draw a line connecting the correct subject and verb in a set amountof time. The student to correctly match the most subjects and verbs or the student who completes the entire activity most

quickly is the game's winner.



Revise



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Say

For this exercise, have students apply personal information to the topics being covered in the unit. Explain the directionsto 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 theanswers as a class. For students who have incorrect answers reinforce the subject at hand by explaining exactly what theirmistake was.


This exercise is an opportunity to gauge student understanding of the unit topics being covered. It also serves as anopportunity for the students to directly apply the skills and topics covered in the unit on their own. Explain the directionsto 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 theanswers as a class. For students who have incorrect answers reinforce the subject at hand by explaining exactly what theirmistake was.

Workbook

Grammar Practice



Dictation


Listen and Speak



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Unit 3| Nouns, Articles Gammar in Focus 1: Teacher’s G uide

Unit Objectives:1. Students will learn about nouns, articles.


LESSON GUIDE

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Noun Naming Game: This noun game only requires letter tiles. You can use commercially produced letter tiles, Scrabble pieces or your own letter tiles made from small squares of poster board. The letter tiles go in a bucket or bowl. All of thestudents stand up, either at their desks or in a circle at the front of the room. A letter is drawn and the students must namea noun that starts with that letter one at a time. You can give specifics for the type of noun such as a person, place, thing,

proper noun or common noun. A student is out if she cannot think of a noun that fits the requirements, says a word thatisn't a noun or repeats a word that was already used for that round. A student who is out sits down for the rest of the game.Start at different points in the circle each time so the same people aren't always at the end when it's more difficult to thinkof words that haven't been used.








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Noun Town: Noun Town is a fictional location that helps students identify whether or not a word is a noun. Each student

draws a picture of a person, place and a thing. The pictures are colored and cut out. All of the noun pictures are glued ontoa large piece of butcher paper to represent Noun Town. The picture becomes a reference for the students. If they're unsureif a word is a noun, they ask themselves if it could go in Noun Town.



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Unit 4| Plural Nouns Gammar in Focus 1: Teacher’s G uide

Unit Objectives:1. Students will learn about plural nouns.


LESSON GUIDE

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Plural Noun Spelling Bee: Line students up in two lines parallel to each other so that each student has a partner standingdirectly across from them. The first student must name a singular noun that starts with the letter "A" and write it down onthe board. The accompanying students must spell the plural form of the noun on the board. If they are correct they canremain standing. The next student names a noun that starts with "B" and the pair repeats the same process as the first twostudents. Go through the entire alphabet. The pair that is standing last wins the plural noun spelling bee.






Clear explanations and examples with easy to-understand charts present grammar forms, meaning, and use of grammar.This control led exercise reinforces students’ understanding through targeted grammar practice.



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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 studentsare finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand byexplaining exactly what their mistake was.


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 threeor four and have them spread their set of flashcards face down on the table. Each student takes a turn turning over twocards 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'tmatch, the cards are turned back over and the next student takes her turn. The game is over when all the cards have beenmatched up. The student with the most matches wins the game.



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Unit 5| Adjectives Gammar in Focus 1: Teacher’s G uide

Unit Objectives:1. Students will learn about adjectives.


LESSON GUIDE

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Name the Item Game: Print out pictures of different items that have definite distinguishing features; colors, shapes or size,for example. Spread out the pictures and explain to pupils that you're going to describe an item and they should select the

picture of the item you're talking about; explain that the describing words you are using are called adjectives. State a fewdescriptive words that relate to a particular item. For example, if you're describing an orange, you might say, "It's orangeand round." Provide a description to one pupil at a time. If the pupil can identify the correct item, she takes the picture; ifshe can't, the next pupil tries to identify the object. The pupil with the most pictures wins the game.









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




Sensory Adjectives: With this activity, pupils use their sense of touch to describe how different items feel. Place items thathave different textures inside individual bags -- sandpaper, cotton and satin, for example. Invite pupils to place their handsinside the bags and feel the objects. Encourage them to describe how the items feel. Explain to them that the words theyare using are called adjectives. Ask if they can guess what the items are based how they feel.



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Unit 6| Pronouns Gammar in Focus 1: Teacher’s G uide

Unit Objectives:1. Students will learn about pronouns.


LESSON GUIDE

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Pronoun Bingo: For a fun take on pronouns, students can play pronoun bingo. They create their own bingo cards using pronouns in place of numbers. The teacher (or a student) draws nouns out of a bag, and the students -- if they have thecorrect pronoun on their card -- mark it off. This is a fun way to cap off a lesson on pronouns.




B) Explain the directions to the students thoroughly. First have the students complete the exercise on their own. When thestudents are all finished call on individual students to say what the consonants are for each question. You may also havethe students answer as a whole.





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Ex panded Practi ce




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


Pronoun Hunt: Students search the classroom for words, gathering only those that are pronouns. To prepare for this game,write words on index cards. Write one word on each card, including words of all parts of speech. Make sure to include awide array of pronouns. Hide the cards around the room.

Divide the students into four teams. Tell students that you have hidden words around the room, and they need to hunt for pronouns. Instruct students only to pick up pronouns, telling them that they will lose a point for any non-pronoun theycollect. Allow students to race about the room searching for pronouns. Give them four to five minutes to complete theirhunt. At the end of the game, count up all of the pronouns collected by each team, taking points away for any non-

pronoun words gathered in error.




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Listen and Speak



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Unit7| The Verb Be Gammar in Focus 1: Teacher’s G uide

Unit Objectives:1. Students will learn about the verb be.


LESSON GUIDE

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Tic Tac Toe Grammar: For this fun grammar activity, you can either draw a giant tic tac toe board on your blackboard ormake some in advance. In each square of the grid, you need to put a sentence with a blank where the verb must be. If yourstudents can fill in the blank with a verb of the proper tense, then they get an X. The trick with this game is that theteacher must check the answers as the game goes on (which can be a problem when you have a large group of studentsdivided into pairs.) You can also use this tic tac toe method to practice other parts of grammar, as well. You can have yourstudents put the given sentence in past tense, finish a sentence correctly, etc.









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Clear explanations and examples with easy to-understand charts present grammar forms, meaning, and use of grammar.This controlled exercise reinforc es students’ understanding through targeted grammar practice.


Ex panded Practi ce



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




Listening for Mistakes: Make up a story on the spot (or read something you have at hand). Tell students that they will heara few grammatical errors during the story. Ask them to raise their hand when they hear an error made and correct theerrors. Intentionally introduce errors into the story, but read the story as if the errors were perfectly correct.



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Clear explanations and examples with easy to-understand charts present grammar forms, meaning, and use of grammar.This controlle d exercise reinforces students’ understanding through targeted grammar practice.



Ex panded Practi ce






Ask and Tell: Have the class sit in a circle. Ask each student to write down a question that can be answered in the present

simple tense, such as "What is the first thing you do each morning?" To begin the game, have a student flip a coin. If itlands heads up, the student has to answer his own question. If it lands tails up, the student to the left of the student whoflipped the coin must answer the question. Continue around the circle until every student has had a chance to flip the coinand either answer his own question or have another student answer it.



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Unit 9| Simple Present 2 Gammar in Focus 1: Teacher’s G uide

Unit Objectives:1. Students will learn about simple present 2.


LESSON GUIDE

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




B) Explain the directions to the students thoroughly. First have the students complete the exercise on their own. When thestudents are all finished call on individual students to say what the consonants are for each question. You may also havethe students answer as a whole.





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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. Studentsmight answer, "He wears a gorilla suit and dances in the street," or "He acts like an ape and blocks traffic." Depending onthe pictures, students might come up with some surprisingly creative descriptions.



Revise

Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have themcomplete the exercise. You may have to model the first question as a guide for the students. When all the students arefinished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by


Write


Say

For this exercise, have students apply personal information to the topics being covered in the unit. 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 theanswers as a class. For students who have incorrect answers reinforce the subject at hand by explaining exactly what theirmistake was.


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Workbook

Grammar Practice


B) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires havethem 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 byexplaining exactly what their mistake was.

Dictation


Listen and Speak



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Unit 10| Present Progressive 1 Gammar in Focus 1: Teacher’s G uide

Unit Objectives:1. Students will learn about present progressive 1.


LESSON GUIDE

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Model Sentences: Use overheads of simple activities such as sleeping, eating, walking, etc. Present the model dialoguewith sentence frames: "What is she doing? She is _____ing." As you display each picture, ask students the first questionand have them respond as a class, monitoring correctness. Then go around the room to have students practice verbally,asking and answering the questions. Next, have students work in partners to practice speaking and writing these sentences.








Clear explanations and examples with easy to-understand charts present grammar forms, meaning, and use of grammar.This controlled exercise reinforces students’ understanding th rough targeted grammar practice.


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Ex panded Practi ce

A variety of grammar exercises encourage students to become more confident with grammar. Authentic exercises foster

understanding and appropriate, fluent use of grammar structures.A) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires havethem complete the exercise. You may have to model the first question as a guide for the students. When all the studentsare finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand byexplaining exactly what their mistake was.



Dramatizations: Act out activities for the class and have them describe what you are doing; for example, mimic combingyour hair and have them respond, "You are combing your hair." Have students continue this work in partners. After 10minutes, ask volunteers to dramatize situations for the entire class.



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Workbook

Grammar Practice


B) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires havethem 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 byexplaining exactly what their mistake was.

Dictation

Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have themcomplete the exercise. Then play the recording for the class. You may have to play the recording more than oncedepending on class levels. When all the students are finished, go over the answers as a class. For students who haveincorr

grammar in focus 1 tb

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