my first grammar teacher's manual 1
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Nouns and PronounsUnit 1
Alphabet and NumbersLesson1
7
This unit one discusses some basic rules of the
English language. These rules will be referred to
throughout the book, and students may want to
use this unit in the future for personal review.
This lesson discusses the English alphabet and
numbers. Students will learn English capital and
lowercase letters as well as English consonants
and vowels.
Warm UpGreet your students.
Tell them your name and something you like.
T: My name is Miss Jones, and I like blue.
Have individual students recall the information about
the person before them and introduce themselves with
something they like. Allow them to help one another.
S1: Youre Miss Jones (pointing to the teacher), and
you like blue. Im Tommy, and I like peanut butter.
S2: Youre Miss Jones (pointing to the teacher), and
you like blue. Youre Tommy (pointing to Tommy),
and you like peanut butter. Im Lily, and I like
dogs.
Continue until each student has a chance to introduce
themselves, then try to recite the list as a group.
1. Look and Learn
A Capital Letters and Small Letters
Have students look at the chart on page 6.
Remind students that each letter can be written in two
different ways.
Read through the chart together asking students if they
can tell you the names of the items in the pictures.
Write both the capital and lowercase form of a letter on
the board and ask students to give you the name ofsomething that starts with that letter. Allow students
plenty of time to respond and accept any response
starting with that letter.
B Consonants and Vowels
Have students look at the chart on page 7.
Tell students that there are five special letters in the
alphabet. Tell them that at least one of these letters will
be in almost every word that they can think of and that
these letters are called vowels.Write the vowels on the board.
Ask students one by one to call out a word they know.
Write this word on the board and circle the vowels.
Allow each student a chance to provide a word.
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C Numbers
Ask students how high they can count.
Have students play a counting game.
Tell students, Lets pretend were going on a picnic.
What should we bring? Have each student add
something for the trip using the next number in
sequence.
T: (Ill bring) one blanket
S1: (Ill bring) one blanket, and two sandwiches.
S2: (Ill bring) one blanket, two sandwiches, and three
apples.
See how high your students can count without
forgetting parts of the list.
Help students make the plural forms of the words for
now.
2. Look and PracticeUse the following exercises to solidify the lesson while
having fun with the students.
A Count and circle.
Ask students to turn to page 8.
Have students look at the picture for this exercise and
talk about what you see.
Read the questions together and allow the students
time to count the items in the picture.
When all students are done counting, ask them as a
group to tell you the answers to how many items they
saw in the picture.Count the items together after the students have given
their answers.
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B Color the vowels.Have students look at the pictures and read the words.
Instead of circling the letters, have students color the
boxes that contain vowels.
Write the words on the board. Ask students to circle thevowels on the board.
C Look and match.Ask students to turn to page 9.
Have students match the capital and small letter by
drawing a line between the correct pair.
Check your answers together.
D Circle the vowels.Read each of the words together with your students.
Give students some time to identify and circle the
vowels in each word.
Write each word on the board. Ask students to circle the
vowels on the board.
E Circle the consonants.Read each of the words together with your students.
Give students some time to identify and circle the
consonants in each word.Write each word on the board. Ask students to circle the
consonants on the board.
Wrap UpHave students form a circle.
Ask the first student in the rotation if they can say a
word that begins with the letter A.
The following students should provide words following
in alphabetical sequence.
S1: ant
S2: blue
S3: cat
Pay attention to the words students use to make sure
they keep alphabetical order.
HomeworkWorkbook 1: pages 6-8
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Answer Key : Workbook 1 | Unit 1 Lesson 1
r f
two
three
four
five
seven
six
eight
nine
ten
k
l o
t u
v m
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Nouns and PronounsUnit 1
a/an + NounLesson 2
1
This lesson discusses the indefinite articles,
a and an, and their uses with common nouns.
Students will practice using the articles correctly
with singular nouns.
1. Link and ReviewUse the provided cumulative quiz as a review to assess
students understanding.
Have students open their books to page 10.
Read the directions and have students do the example
problem together.
Set a time limit and let students finish the quiz on their
own.
Pair up students. Have them change their books with
their partners and check the answers together.
The chart at the bottom of the page shows which lesson
each of the questions has been taken from. Use the
chart to quickly determine which lessons would benefit
the students in review. Take the time to readdress this
material to assure students understanding.
Warm UpStudents take turns providing a word that begins with
the sequential letters of the alphabet. They should try toremember all the words that other students have said.
S1: ant
S2: ant, bus
S3: ant, bus, cat
See how far through the alphabet your students can go
without forgetting a word.
K k G g N n
I i U u S s
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2. Look and LearnAsk your students if they remember the difference
between vowels and consonants. Briefly review this
with them.
Have students open their books to page 11 and look atthe chart for this activity.
Explain that articles are used to tell how many of
something is being discussed. When we only have one
of something, we need to use the article, a or an.
Tell the students that the article, a is used for nouns
that begin with a consonant, while an is used for
nouns that begin with a vowel.
Read through the chart with the students.
Answer any questions they may have.
3. Look and Say
A NounsHave students look at the pictures for this activity.
Explain that nouns are the names of people, places and
things.
Read the words with the students.
Extension Ask students if they can think of any other
words that might be nouns.
king lake
zebra school
dog queen
octopusbeach
apple
a cat
a boy
a pen
a fish
an apple
an egg
an umbrella
an igloo
an octopus
cap
pen boy
park
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B a/anAsk students to look at the pictures for this activity. Ask
them if they recognize the pictures they see.
Remind students that the article a is used for nouns
that begin with a consonant, while an is used fornouns that begin with a vowel.
Read the words together.
Extension Put students into two groups. Have group 1
say a noun and group 2 add an appropriate article in
front of the noun as they repeat it. Have them take turns.
G1:house
G2:ahouse / elephant
G1:anelephant
4. Look and PracticeUse the following exercises to solidify the lesson while
having fun with the students.
A Match and write.Ask students to turn to page 12.
Remind them that nouns can be people, animals, places,and things.
Have students match the pictures with the correct
category. Tell them to use the word boxes at the bottom
of the activity to help them.
Ask students to write the word for each picture in the
space provided.
Check student work by writing the four category titles on
the board. Ask students which nouns go under each
title.
B Circle the correct word.Have students open their books to page 13.
Ask the students if they remember when to use the
article a and when to use an.
If needed, briefly remind them of when each is used.
Give students time to complete the activity.
Ask individual students to read their answers one at a
time. Gently correct mistakes and remind them of their
lesson on consonants and vowels.
C Choose and write.Direct the students attention to the box of nouns at the
bottom of this activity.
Ask students to write the words that would require the
article a under the correct column. Have them write
the words that would require an on the corresponding
column.
Write the columns on the board. Give individual
students a word and have them write it under the
correct heading on the board. Repeat until all ten nouns
are correctly written.
Wrap UpHave students point to different items around the room.
Ask them if they know the names for the items.
Ask them which article, a or an, would be needed
for that item.
Repeat so that each student has a chance to participate.
HomeworkWorkbook 1: pages 9~11
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a
a
an
an
an
a
a
aa
a a
an apple
Answer Key : Workbook 1 | Unit 1 Lesson 2
an
an egg
a pen
an igloo
a hat
an umbrella
a cat
an octopus
a girl
a a
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Nouns and PronounsUnit 1
Noun + ~s/~esLesson 3
15
This lesson discusses how to pluralize some of
the nouns. Students will learn to determine
correct plural suffixes, s and es for different
nouns.
1. Link and ReviewUse the provided cumulative quiz as a review to assess
students understanding.
Have students open their books to page 14.
Read the directions and have students do the example
problem together.
Set a time limit and let students finish the quiz on their
own.
Pair up students. Have them change their books with
their partners and check the answers together.
The chart at the bottom of the page shows which lesson
each of the questions has been taken from. Use the
chart to quickly determine which lessons would benefit
the students in review. Take the time to readdress this
material to assure students understanding.
Warm UpWrite several of the nouns from the last lesson on the
board; for example, fish, hat, apple, pen, egg, igloo,
king, octopus, zebra, and umbrella. Be sure to leave
space in front of each word.
Provide at least one word for each student.
Read the words with the students.
Ask individual students to write the correct article, a
or an, in front of each word.
a an
an a
an a
a
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kings
girls
lions
cats
eggs
watches
boxes
dishes
foxes
dishes
igloos
apples
watches
two watches three igloos
two dishesfour boxes twelve eggs
pandas
eggs
boxes
rings
buses
2. Look and LearnHave students open their books to page 15 and look at
the chart for this activity.
Explain that to make a noun plural, one must add an
ending to the word. Usually we add an s, butsometimes we use the es ending.
Explain that when the noun ends in s, ch, sh, or
x, we need to use the es ending.
Have students read the chart aloud.
3. Look and SayAsk students to look at the pictures and read the words.
This can be done individually or as a group.
Have students cover the words and say the lines aloud
while looking only at the pictures.
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4. Look and PracticeUse the following exercises to solidify the lesson while
having fun with the students.
A Circle the pictures and write the words.Have students open their books to page 16.
Discuss the example of two buses together.
Ask students to find and circle the same pictures and
count them.
Have them write the plural form of the word in the
correct column, next to the correct number.
Ask students to share their answers and count together.
B Write the correct word.Ask students to turn to page 17.
Remind your students that some words require an s
and others an es to make them plural.
Have students write the correct plural form of the words
in the blanks provided.
Read through the answers together and correct any
mistakes.
C Look and write.Ask students to look at the pictures on page 17.
Point to the first picture of books and count them aloud
with your students.
Explain to students that they need to write both the
number and the plural form of the noun.
Have students count the items in the other pictures and
write the number and plural form of the noun.
Read your answers together.
Wrap UpHave students play a counting game.
Tell students, Lets pretend were at the zoo. What do
we see? Have each student add animals using the next
number in sequence.
T: I see one elephant
S1: I see one elephant, and two dogs.
S2: I see one elephant, two dogs, and three
monkeys.
See how high your students can count without
forgetting parts of the list.
If students dont know the names of the animals they
want to say, have them act like the animal. Have all the
students try to guess. Help them to use the correct
word.
HomeworkWorkbook 1: pages 12~14
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watches
dogs
boxes
buses
tigers
queens
hats
dishes
boxes
foxes
apples
cats
pandas
kings
foxes
three igloos
five dishes
six lions
four foxes
Answer Key : Workbook 1 | Unit 1 Lesson 3
lionsthree foxesthree
dishes
a panda
a dish
a book
a hat
an octopus
an igloo
an umbrella
an apple
fourhatsfivebusestwoeggsfour
bedstwo
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Nouns and PronounsUnit 1
PronounsLesson 4
19
This lesson discusses subject pronouns.
Pronouns are short words that take the place of
nouns. Students will learn that personal pronouns
must correspond to the correct gender and the
number of nouns they indicate.
1. Link and ReviewUse the provided cumulative quiz as a review to assess
students understanding.
Have students open their books to page 18.
Read the directions and have students do the example
problem together.
Set a time limit and let students finish the quiz on their
own.
Pair up students. Have them change their books with
their partners and check the answers together.
The chart at the bottom of the page shows which lesson
each of the questions has been taken from. Use the
chart to quickly determine which lessons would benefit
the students in review. Take the time to readdress this
material to assure students understanding.
Warm UpHave students take out items from their backpacks and
pencil cases. Have them look at all the items on the
table.
Hold up one of the items and begin a dialogue.
T: What is this?
Ss: (Its) an eraser.
T: How many are on the table?
Ss: (There are) seven erasers.
Repeat with other items on the table and items around
the room.
watches dogs
boxesboys
a an
aan a
buses
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she
she
They
He
He
They
He
You
It
We
It
It
I
They
2. Look and LearnRead with students and explain that pronouns are short
words that take the place of nouns.
Give students an example using a student in the room.
T: I could say, S1 is sitting at the table, but I could
also say, Sheis sitting at the table.
Have students turn to page 19. Read through the chart
together as they point to an appropriate person or
people.
3. Look and SayLook at the pictures for this activity and talk about what
you see.
Explain that different pronouns are used at different
times. Use the pictures to explain further.Have students cover the sentences and say the lines
together using only the pictures.
He
She
They
It
He
They
She
ten antsants five cats
one lion two boxes
one umbrella
two buses one igloo
six watches one zebra
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4. Look and PracticeUse the following exercises to solidify the lesson while
having fun with the students.
A Write the correct pronoun under thepicture.
Have students look at the pictures for this activity on
page 20.
Using the pictures and the pronouns provided, have
students write the correct pronoun under each picture.
Read through the activity together and check for
understanding.
B Match and write.Ask students to turn to page 21.
For this activity, have students match the different
columns and write the pronoun in the blank provided.
Have students read their sentences one at a time. This
can be done individually or as a group.
Check for understanding.
C Lets have fun!
Ask students to turn to page 22 and look at the picture.Use this activity to wrap up Unit 1 as well as this lesson.
Many individual pictures are hidden within the larger
picture.
Together with students, find the pictures that are given
as examples in the chart on page 21.
Ask your students how many pictures they can find.
When they think they have found all of the pictures,
have them write the number and noun next to the
picture on page 21 in the space provided.
Read the chart on page 21 and count on page 22together.
Variation To make this activity more fun and
challenging, you can set a time limit and have them find
as many pictures as possible.
HomeworkWorkbook 1: pages 15~17
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He She
He
It
They
She
They
We You
IWe YouTheyIt They
a cat
a book
She It
HeThey
buses boxes bears
It
an egg
a girl
an octopus
Answer Key : Workbook 1 | Unit 1 Lesson 4
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Be-Verbs ... am/are/isUnit 2
Pronoun + BeLesson 1
23
This unit discusses the different sentence
structures using the be-verbs, am, are and
is.
This lesson introduces present affirmative
sentences with be-verbs and pronouns. Student
will learn that the subject pronouns and be-verbs
must agree in number.
1. Link and ReviewUse the provided cumulative quiz as a review to assess
students understanding.
Have students open their books to page 24.
Read the directions and have students do the example
problem together.
Set a time limit and let students finish the quiz on their
own.
Pair up students. Have them change their books with
their partners and check the answers together.
The chart at the bottom of the page shows which lesson
each of the questions has been taken from. Use the
chart to quickly determine which lessons would benefit
the students in review. Take the time to readdress this
material to assure students understanding.
Warm UpGreet your students.
Divide the class into two groups.
Ask them to take turns and say the plural forms of nouns
that you provide.
T: watch
G1:watches
T: banana
G2:bananas
eggs boxes
buses
It They
SheTheyHe
a an
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She is a queen .
It is an igloo .
She is a doctor .
They are buses .
They are doctors .
2. Look and LearnWrite am, are, and is on the board and draw a
circle around them. Hold up your right hand and say, I.
Hold up your left hand and say a teacher.
Tell the students that you need a word between thewords in your hands to make the sentence flow better.
Have students pick the correct be-verb, am, from
inside the circle.
Do a few more sentences with pronouns such as, we,
you, and she.
Have students open their books to page 25.
Read the sentences together in the chart.
Explain to students I/you/he/she/it refers to one person
(animal, thing or place), and we/you/they refers to more
than one person (animal, thing or place).Also explain to students that the pronouns I and we
are called first person, you and you are called second
person, and he/she/it and they are called third person.
3. Look and SayAsk students to look at the pictures and read the
sentences. Do this individually or as a group.
Have students cover the sentences and say the lines
aloud while looking only at the pictures.
He
Hes
is
They
Theyre
are It
Its
is
They
Theyre
are
I
Im
am are
Youre
are
Were
are
Youre
It
Its
is
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4. Look and PracticeUse the following exercises to solidify the lesson while
having fun with the students.
A Match.Have students open their books to page 26.
Have students match the different pronouns to the
appropriate forms of the verb to be by drawing lines.
Have students work individually and check their work
together.
B Complete the sentence.Show students how to complete the sentences using the
correct form of the be-verb.
Have individual students share their finished sentences
by reading them aloud or writing them on the board.
C Look and write.Have students open their books to page 27.
Have students look at the box, and show them how the
pronouns and be-verbs can be shortened into
contractions.
For each picture, have the students first write thepronoun and be-verb as separate words. Then have
them write the shortened form by using a contraction.
Help the students and check the answers together.
Wrap UpHave a student point to a thing or person in the
classroom, and the other students say what that thing or
person is.
S1: (Pointing to windows)
Ss: They are windows.
S2: (Pointing to the teacher)
Ss: He is a teacher.
HomeworkWorkbook 1: pages 18~20
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He is a singer.
They are lions.
Theyre
YoureIts
Im
Were
Hes
She is a girl.
It is a jacket.
is an
a amare
is lionsdishes
am areare
are watchesare
Answer Key : Workbook 1 | Unit 2 Lesson 1
You are a cook.
We are dancers.
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Be-Verbs ... am/are/isUnit 2
Pronoun + Be + NotLesson 2
27
This lesson introduces negative sentences
with be-verbs and pronouns. Students will learn
that the word, not must come after the be-verb
to make a negative statement.
1. Link and ReviewUse the provided cumulative quiz as a review to assess
students understanding.
Have students open their books to page 28.
Read the directions and have students do the example
problem together.
Set a time limit and let students finish the quiz on their
own.
Pair up students. Have them exchange their books with
their partners and check the answers together.
The chart at the bottom of the page shows which lesson
each of the questions has been taken from. Use the
chart to quickly determine which lessons would benefit
the students in review. Take the time to readdress this
material to assure students understanding.
Warm UpGreet your students.
Write on one half of the board the pronouns I, you
and she. On the other half of the board, write the
verbs is, am and are.
Have students make sentences using each pronoun and
the correct be-verb. The teacher may begin by modeling
the format.
is am
are are
a
watches singers
an socks
is
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You arent
She isnt
They arent
It isnt
are not
arent
is not
isnt
are not
arent
am not
Im
2. Look and LearnOn one side of the board write the pronoun and verb
combinations, I am, You are and He is. With space
in between, write on the other side of the board a
dinosaur. a puppy. and a bike. Read the sentencesaloud to the students and ask them if they think the
sentences are true.
T: I am a dinosaur. Is that true? Am I a dinosaur?
Ss: No!
Explain to the students that a sentence using a be-verb
needs a single word to make the negative form. Write
the word not in the space on the board. Repeat the
process for the remaining two sentences on the board.
Have students open their books to page 29. Read the
sentences together in the chart.
Remind students that using the word not means that
the subject is not what is being described.
3. Look and SayHave students look at the pictures and read the
sentences. This can be done individually or as a group.
Have students cover the sentences and say the lines
aloud while looking only at the pictures.
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4. Look and PracticeUse the following exercises to solidify the lesson while
having fun with the students.
A Match.Have students open their books to page 30.
Have students complete the negative be-verb sentences
by drawing a line to connect the correct words. Be sure
to check that students match the pronoun with the
correct be-verb.
Discuss the students work and correct any mistakes
they may have made.
B Read and write.Remind students of the previous lesson on contractions
introduced on page 27. Briefly review the process of
changing a pronoun and be-verb to its shortened form.
Explain that for the be-verbs is and are a contraction
can be made with the word not.
Have students look at the chart on page 31.
Assist students as they work through the activity.
Check the answers as a group.
C Look and write.This activity provides additional practice with the use of
contractions.
For each picture, students first complete the sentence
with the correct be-verb and use of the word not.
Students then complete the second sentence with the
shortened form of the words as a contraction.
Assist the students through this activity.
Discuss the students work and correct any mistakes
they may have made.
Wrap UpPoint to an object or person in the classroom. Make a
false statement about that person or item. Repeat
several times. Have fun and laugh with the students.
T: (Pointing to the windows)
They are bananas.
S1: No. They are not bananas. They are windows.
S2: (Pointing to a student)
She is a teacher.
S3: No. She is not a teacher. She is a student.
HomeworkWorkbook 1: pages 21~23
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isnt
isnt
arent
an ant
a cat
two books
two buses
is
isnt
are aream not
isntare
Answer Key : Workbook 1 | Unit 2 Lesson 2
5 3 2 1 4Im not a singer.
5 3 1 4 2You arent a doctor.
3 1 2 5 4We are not nurses.
You arent
They arent
She isnt
It isnt
Im not
We arent
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Be-Verbs ... am/are/isUnit 2
Am/Are/Is...?Lesson 3
3
This lesson introduces how to use be-verbs to
form yes/no questions. Students will practice
making yes/no questions and answering them
correctly.
1. Link and ReviewUse the provided cumulative quiz as a review to assess
students understanding.
Have students open their books to page 32.
Read the directions and have students do the example
problem together.
Set a time limit and let students finish the quiz on their
own.
Pair up students. Have them exchange their books with
their partners and check the answers together.
The chart at the bottom of the page shows which lesson
each of the questions has been taken from. Use the
chart to quickly determine which lessons would benefit
the students in review. Take the time to readdress this
material to assure students understanding.
Warm UpGreet your students.
Write on one side of the board I and on the other side
with space in between a teacher. Ask students to
provide the missing word am to complete the
sentence.
Write on one side of the board I and on the other with
space in between an octopus. Ask students to provide
the missing words am not to complete the sentence.
Repeat with sentences of your own.
a is
am are tents
dishes
am not
are not
is not
are not
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2. Look and LearnBegin by writing the sentence You are a student. on
the board. Read the sentence aloud with the students.
Underneath the first sentence, write the sentence Are
you a student? Read the sentence aloud with thestudents while raising your hands in a questioning
manner.
Read the two sentences in succession paying careful
attention to your intonation. Make your voice firm and
defining, while reading You are a student. While
reading Are you a student? raise your voice in the
form of a question and hold your hands in a questioning
manner.
Have students open their books to page 33.
Read through the chart together.Explain that to make a question, the be-verb must be
moved to the front of the pronoun.
Have the students ask some questions of their own.
3. Look and SayPut students into two groups.
Ask students to look at the pictures. Have one group
read the question and the other the answer. Then switch
their roles.When students become familiar with the questions and
answers, pair them up. Have them cover the sentences
and ask each other the questions while looking only at
the pictures.
Is
Are
Is
Are
Is
Is
Are
Am
Are
Is
She
Are
Im not
Are you
Yes am
you
isnt
4 2 1 3
3 2 4 1 5
5 1 4 3 2
3 1 4 2
4 2 3 5 1
2 1 4 3
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4. Look and PracticeUse the following exercises to solidify the lesson while
having fun with the students.
A Number and circle the correct answer.Ask students to turn to page 34. Have them organize the
words in the scrambled sentence by writing numbers in
the space provided in the order the words should be
read.
By looking at the pictures, students should be able to
answer the unscrambled questions by circling the
correct response.
Discuss the students work and correct any mistakes
they may have made.
B Read and writeAm, Is orAre.Ask students to turn to page 35. Students will need to
rely on the previous lessons to pair the provided
pronouns with the correct be-verb.
Help students if they have difficulties.
Discuss the students work and correct any mistakes
they may have made.
C Look and write.Have students fill in the blanks according to the
information given in the pictures.
When checking students work, put students into two
groups and have one group ask the question and the
other answer.
Discuss the students work and correct any mistakes
they may have made.
Wrap UpDivide students into pairs.
Have students take turns asking questions using the
format discussed in todays lesson. They can invent their
own, or use questions they remember from the dayslesson.
Ask students a few questions of your own.
Be sure that they are responding correctly.
Homework Workbook 1: pages 24~26
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Is he is
Arethey arent
Is it is
Are they are
Are we are
Are I am
AreIm not
Isshe isnt
Arethey arent
Yes he is Yes it is
No they arent
ostriches an
isisnt arent
areis
No we arent No Im not
Answer Key : Workbook 1 | Unit 2 Lesson 3
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Be-Verbs ... am/are/isUnit 2
What + Be...?Lesson 4
35
This lesson discusses how to make information
questions with a question word, what, and be-
verbs. Students will practice asking and
answering these questions.
1. Link and ReviewUse the provided cumulative quiz as a review to assess
students understanding.
Have students open their books to page 36.
Read the directions and have students do the example
problem together.
Set a time limit and let students finish the quiz on their
own.
Pair up students. Have them exchange their books with
their partners and check the answers together.
The chart at the bottom of the page shows which lesson
each of the questions has been taken from. Use the
chart to quickly determine which lessons would benefit
the students in review. Take the time to readdress this
material to assure students understanding.
Warm UpHave students take turns asking yes/no questions.
Begin by asking the first student a question. Thatstudent would answer and then ask the next student in
order a question.
T: Are you a student?
S1: Yes I am. Is he an artist?
S2: No, he isnt. Are you a singer?
Continue until the last student asks a question of the
teacher.
Are
Is
Am
Are
an
is
isnt arent
are
foxes
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2. Look and LearnDraw a picture of a house on the board.
Ask the following questions and allow for student
response.
T: Is it a bus?
Ss: No, it isnt
T: Is it a dog?
Ss: No, it isnt
T: What is it?
Ask students to look at the chart on page 37.
Have them read the chart aloud.
Explain that what is a question word that asks about
things.
Point back to the drawing on the board and ask again,
What is it? Allow students to answer.
3. Look and SayPut students into two groups.
Ask students to look at the pictures. Have one group
read the question and the other the answer. Then switch
their roles.When students become familiar with the questions and
answers, pair them up. Have them cover the sentences
and ask each other while looking only at the pictures.
It is
It is
They are
They are
What is it What are they
TheyIt is an are buses
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4. Look and PracticeUse the following exercises to solidify the lesson while
having fun with the students.
A Circle the correct question and answer.Ask students to turn to page 38. Using the pictures as a
guide, have students select the correct question and
answer from the options provided.
When checking students work, put students into two
groups and have one group ask the question and the
other answer.
Discuss any questions or mistakes the students may
have.
B Match and write.Ask students to turn to page 39. Students decide from
the pictures which question is correct. They draw a line
from the question to the picture and then to the correct
answer, filling in the missing words with the correct
pronoun and be-verb.
Discuss the students work and correct any mistakes
they may have made.
C Look and write.Have students use the pictures to fill in the missing
words.
Discuss the students work and correct any mistakes
they may have made.
D Lets have fun!Ask students to turn to page 40 and look at the picture.
Use this activity to wrap up Unit 2 as well as this lesson.
Students will find fun pictures as they go through the
maze making correct sentences.Allow students to have fun as they review the concepts
covered in this unit.
Set a time limit. Ask students to find as many sentences
as possible within the time given.
Read through the sentences together.
Answer Key
1. I am an artist.
2. You are a dog.
3. She is not a singer.
4. He isnt a painter.
5. What is it? It is an apple.
6. We are not singers.
7. What are they? They are books.
8. Are you a student? No, Im not.
9. Is it a cat? Yes, it is.
HomeworkWorkbook 1: pages 27~29
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What is it What are they
1 3 2 4
3 2 4 1
What is it?Its
What is it?Its
3 1 4 2
What are they?Theyre
3 2 1 4
What are they?They are
3 4 2 1
What is it?
Its an octopus.
Theyre hats.
Its a frog.
It isIt is
What are they
Theyre
What is it
Its
What are they
Theyre
They are
Answer Key : Workbook 1 | Unit 2 Lesson 4
are
arent
boxes
is
am not
an
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This/That and These/ThoseUnit 3
This/ThatLesson 1
39
This unit discusses demonstrative pronouns in
English. Students will learn that demonstrative
pronouns stand for people, places, things or
objects that must be pointed to.
This lesson discusses uses of the
demonstrative pronouns this and that.
Students will practice using these pronouns
appropriately.
1. Link and ReviewUse the provided cumulative quiz as a review to assess
students understanding.
Have students open their books to page 42.
Read the directions and have students do the example
problem together.
Set a time limit and let students finish the quiz on their
own.
Pair up students. Have them change their books with
their partners and check the answers together.
The chart at the bottom of the page shows which lesson
each of the questions has been taken from. Use the
chart to quickly determine which lessons would benefit
the students in review. Take the time to readdress this
material to assure students understanding.
Warm UpDivide students into pairs. Have students take turns
asking and answering questions using the word what.
Ask one student to point to an item in the room and ask
What is it?
The next student should respond with the answer and
ask a what question of his or her own.
What are they
What is it
What is it
dishes
is
isnt
arent
Is
Are
What are they
3
1
1
1
1
1
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2. Look and LearnHave students look at the chart for this activity on page
43.
Explain that depending upon the distance from the
speaker, a sentence will require a specificdemonstrative pronoun.
Read the chart together.
Demonstrate by standing next to the board. Point to it
and say, This is the board. Walk to the far side of the
room and point to the board again. This time say, That
is the board. Repeat with a few other items in the
room.
Explain and demonstrate that questions can be formed
using these demonstrative pronouns as well.
3. Look and SayUse the pictures in this activity to further demonstrate
the uses of the different demonstrative pronouns being
discussed.
Read through the activity with the students.Have students cover the sentences and say the lines
aloud using only the pictures as a prompt.
This That
This This
Is this
it is
Is that
it isnt
Is this
it is
Is that
it isnt
it isnt
Is that
That
2 1 5 4 3
Yes, it is.
4 5 3 1 2
No, it isnt.
2 3 4 5 1
Yes, it is.
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4. Look and PracticeUse the following exercises to solidify the lesson while
having fun with the students.
A Read and draw.Ask students to turn to page 44. Have them read the
sentences and look at the pictures.
Look at the sample question together and notice how
the fingers are positioned. The pronoun this has a
finger pictured close to the ant, while the pronoun
that has a finger pictured far away from the bird.
Ask students to draw their own pictures in the
remaining boxes based on whether the demonstrative
pronoun, this or that is used.Check answers by having students show and discuss
their drawings.
B Number and write the answer.After looking at the jumbled words, students are asked
to reorganize the scrambled sentences.
In the space provided under each word, have students
write numbers in the order of how the sentence should
read.
Using the pictures as a guide, have students answer thequestions.
When checking students work, put students into two
groups and have one group ask the question and the
other answer. Write the questions on the board as
students read them.
C Look and write This or That.Ask students to turn to page 45.
Using the pictures as a guide, have students fill in the
blanks using the correct demonstrative pronouns.
Read through the answers together or individually.
D Look and write.Using the pictures as a guide, have students complete
the questions and answers for this activity.
Encourage students to look back into the lesson if they
need help.Divide students into two groups.
Have one group read the question and the other the
answer. Then have them switch roles.
Wrap UpDivide students into pairs.
Have them take turns asking and answering questions
about their classroom using the demonstrative pronouns
this and that.
Travel among your students to listen and make sure they
are using the demonstrative pronouns correctly.
HomeworkWorkbook 1: pages 30~32
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that
this
this
that
it isnt
it is
it isnt
it is
This is an egg.
This is a frog.This is a nest.
This is a bus.
That is a gorilla.
That is a hat.That is a pen.
That is a school.
That
This
That
That
Answer Key : Workbook 1 | Unit 3 Lesson 1
are they
Is she
is it
Are they
That an
This
foxes This is
Thatisnt
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This/That and These/ThoseUnit 3
These/ThoseLesson 2
43
This lesson discusses the plural forms of the
demonstrative pronouns, these and those,
and their correct use. Students will practice using
the plural demonstrative pronouns correctly.
1. Link and ReviewUse the provided cumulative quiz as a review to assess
students understanding.
Have students open their books to page 46.
Read the directions and have students do the example
problem together.
Set a time limit and let students finish the quiz on their
own.
Pair up students. Have them change their books with
their partners and check the answers together.
The chart at the bottom of the page shows which lesson
each of the questions has been taken from. Use the
chart to quickly determine which lessons would benefit
the students in review. Take the time to readdress this
material to assure students understanding.
Warm UpDivide students into pairs.
Have students ask and answer questions about the
items in their classroom using the demonstrative
pronouns this and that.
S1: (holding up a pencil case)
What is this?
S2: It is a pencil case.
(pointing to the board)
What is that?
S1: It is the board.
Give students a few minutes to practice in this manner.
are
Is she
is it
are an
isnt
boxes
This That That
they
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2. Look and LearnRemind students that different demonstrative pronouns
are used for the different location of items.
Review this idea by holding one pencil in your hand. Say,
This is a pencil.Put the pencil on the nearest table or desk and walk
away from it. Point back at it and say, That is a pencil.
Return to the position of the first pencil and add two
others to your hand. Hold up the three pencils saying,
These are pencils. Stress the new demonstrative
pronoun and the s at the end of pencils.
Put these pencils on the nearest table or desk and walk
away from them. Point back at them saying, Those are
pencils. Again, stress the new demonstrative pronoun
and the s on the end of pencils.Have students look at the chart for this activity on page
47. Read through the chart together explaining that
questions can be made as in the last lesson.
3. Look and SayUse the pictures in this activity to further demonstrate
the uses of the different demonstrative pronouns being
discussed.
Read through the activity with the students.Have students cover the sentences and say the lines
aloud using only the pictures as a prompt.
This is these are
These
These
Are those
they arent
Are these
they are
Are these
they are
Those
These are these are
These are these are
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4. Look and PracticeUse the following exercises to solidify the lesson while
having fun with the students.
A Point and say.Ask students to turn to page 48. This exercise is to help
students recognize when the different demonstrative
pronouns are to be used.
Have students look at the pictures in this activity. As
they read the words under each picture, have them point
to their corresponding body part.
>> Write This is or These are.Using This is or These are, have students fill in
the blanks in the exercise below the pictures.
Have students read their finished sentences aloud either
individually or as a group. Check for understanding.
B Look and circle.Using the pictures as a guide, have students select and
circle the correct demonstrative pronouns and be-verbs.
Have students read their finished sentences aloud either
individually or as a group. Check for understanding.
C Look and write These or Those.Ask students to turn to page 49.
Using the pictures as a guide, have students select and
write the correct demonstrative pronouns and be-verbs.
Have students read their finished sentences aloud either
individually or as a group. Check for understanding.
D Look and write.Using the pictures as a guide, have students complete
the sentences.
When checking the answers, divide students into two
groups. Have them take turns asking and answering thequestions aloud. Check for understanding.
Extension Put students in pairs. Have them cover the
sentences and ask each other using only the pictures as
a guide.
Wrap UpDivide students into pairs.
Have them take turns asking and answering questions
about their classroom using the demonstrative pronouns
this, that, these, and those.
Travel among your students to listen and make sure they
are using the demonstrative pronouns correctly.
HomeworkWorkbook 1: pages 33~35
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Is he
are they
is it
they are
Im not
Those
These
That
Answer Key : Workbook 1 | Unit 3 Lesson 2
That is a robot.
That is a flower.
Those are benches.
Those are trees.
This is a vase.
These are cats.
These are boxes.
they are they are
Are those
they arent
Are those
they arent
Are these
That
This
These
Those
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This/That and These/ThoseUnit 3
Using My/Your/Her/HisLesson 3
47
This lesson discusses the possessive
adjectives, my, your, our, her, his, its,
and their. Students will learn that possessive
adjectives come before nouns and show
ownership.
1. Link and ReviewUse the provided cumulative quiz as a review to assess
students understanding.
Have students open their books to page 50.
Read the directions and have students do the example
problem together.
Set a time limit and let students finish the quiz on their
own.
Pair up students. Have them change their books with
their partners and check the answers together.
The chart at the bottom of the page shows which lesson
each of the questions has been taken from. Use the
chart to quickly determine which lessons would benefit
the students in review. Take the time to readdress this
material to assure students understanding.
Warm UpDivide students into pairs.
Have students ask and answer questions about theitems in their classroom using the demonstrative
pronouns this, that, these, and those.
S1: (holding up his eraser)
What is this?
S2: It is an eraser.
(pointing to the windows)
What are those?
S1: They are windows...
Give students a few minutes to practice in this manner.
are they
is it
Are we
they arent
she isnt
Those This
These That Those
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its his
her
your my our
their car his balls
2. Look and LearnHold up your book and say, This is my book.
Point to a students pencil and say to that student, This
is your pencil. Addressing the rest of the class say,
This is her pencil.Ask students to turn to page 51 and read the chart for
this exercise together.
Explain that each pronoun has its own possessive
adjective.
3. Look and SayUse the pictures to see how the different possessive
adjectives are used.
Read through the activity with your students and answer
any questions that may come up.
Have students cover the words and recite the sentences
under the pictures.
4. Look and PracticeUse the following exercises to solidify the lesson while
having fun with the students.
A Look, choose and write.Ask students to turn to page 52.
Have students use the pictures as a guide to select the
correct word to complete the sentences.
Have students read their finished sentences aloud either
individually or as a group. Check for understanding.
B Look and write.Using the pictures as a guide, have students complete
the sentences.
Have students read their finished sentences aloud either
individually or as a group. Check for understanding.
C Lets Have Fun!Ask students to turn to pages 53 and 54.
Read the comics together and check for students
understanding.
Use this activity to wrap up Unit 3 as well as this lesson.
HomeworkWorkbook 1: pages 36~38
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Answer Key : Workbook 1 | Unit 3 Lesson 3
your
its
their his
her itsour
That is its house.
Those are their umbrellas.
These are our cups.
This is her pen.
your
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This/That and These/ThoseUnit 3
Progress Test 1Lesson 4
This lesson presents a progress test which can
be used to assess students understanding and
mastery of the lessons learned so far. There are
fifty questions on the test and each is worth two
points.
Progress Test 1Have students open their books to page 55.
Read through all the directions together with your
students and explain the example questions.
After making sure that students understand the
directions, give them a time limit and allow them to
work on the test on their own.
Pair up students. Have them change their books with
their partners and check the answers together.
HomeworkWorkbook 1: pages 39~41
a
an
a
an
an
tigers
apples
boxes
alligators
umbrellas
Im
arent
Hes
isnt
Theyre
arent
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For Your InformationThe chart provided tells from which lesson each of the
progress test questions was taken. If students have had
difficulty understanding any of the lessons that have
been taught, their test performance should reflect this.Use the chart to determine which lessons should be
reviewed with the students.
Make sure that students understand the prior material
before moving on to next lessons.
her their
This that Those
Hes a teacher.
She is a doctor. That is a school. These are hats.
They are students.
is
am
singer
they
her
arent
Is
It is a
They are
They are
Its a
Its an
They are
Its a
2
3
4
4
3
2
1
U1 - L2
U1 - L2
U1 - L2
U1 - L2
U1 - L2
U1 - L3
U1 - L3
U1 - L3
U1 - L3
U1 - L3
U2 - L1
U2 - L2
U2 - L1
U2 - L2
U2 - L1
U2 - L2
U2 - L2
U2 - L3
U1 - L1
U1 - L4
U2 - L3
U2 - L4
U3 - L1
U3 - L3
U1 - L1
U2 - L2
U3 - L3
U3 - L3
U3 - L1
U3 - L1
U3 - L2
U2 - L1
U2 - L1
U2 - L1
U3 - L1
U3 - L2
U2 - L4
U2 - L1
U1 - L2
U3 - L2
U3 - L3
U2 - L2
U2 - L3
U2 - L1
U2 - L1
U2 - L1
U2 - L1
U2 - L4
U2 - L4
U2 - L4
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
*U - Unit, L - Lesson
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They They
It You I
He They She
is it
it is
They are
are they
a melon
a book
a cup
a jacket
an ant
an umbrella
an elephant
an apple
bats
eggshands
nuts
dishes
boxeswatches
benches
Answer Key : Workbook 1 | Unit 3 Lesson 4
This is a lamp.
That is a nest.
These are apples.
This is a ring.
my
his her
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More on Be-VerbsUnit 4
a/an/the + NounLesson 1
53
This unit introduces the definite article the,
prepositions, and adjectives. Students will learn
how to modify nouns and give details as to where
things are.
This lesson discusses the differences between
the indefinite articles, a/an and the definite
article, the. Students will learn to determine
which articles to use depending on the situation.
1. Link and ReviewUse the provided cumulative quiz as a review to assess
students understanding.
Have students open their books to page 60.
Read the directions and have students do the example
problem together.
Set a time limit and let students finish the quiz on their
own.
Pair up students. Have them change their books with
their partners and check the answers together.
The chart at the bottom of the page shows which lesson
each of the questions has been taken from. Use the
chart to quickly determine which lessons would benefit
the students in review. Take the time to readdress this
material to assure students understanding.
Warm UpPut students into two groups. Have group 1 say a noun
and group 2 add an appropriate article in front of the
noun as they repeat it. Have them take turns.
G1:house
G2:ahouse / elephant
G1:anelephant
are they
Is it
they arent
we
their
her
his
That Those These
arent
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a
a
the
the
a
an
the an the
thean a the
the
the
an theorange moon
the a a
the
the the
a a
an The
an The
sun desk star
2. Look and LearnRemind students that the articles a and an are used
when referring to one object.
Tell them that now we will be introducing another
article that is used a little differently. Explain that thearticle the is used when something is specific or one
of a kind.
Ask students to turn to page 61 and read the chart
together.
3. Look and SayLook at the pictures and read through the sentences
together.
In the first four pictures, help students to recognize that
the article a or an is used to refer to one thing,while the article the is referring to a specific thing.
The second three pictures explain that the article the
is used because there is only one specific item pictured.
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4. Look and PracticeUse the following exercises to solidify the lesson while
having fun with the students.
A Look and complete the sentence(s) with a,an or the.
Ask students to turn to page 62.
Using the pictures and words as a guide, have students
select the appropriate article to complete the sentences.
Notice that the first pictures show one item requiring
the article a or an, while the second larger picture
refers to specific items requiring the article, the.
B Write a, an or the.Have students write the correct article in the blank
provided for each picture.
C Look, choose and write.Ask students to turn to page 63.
Using the pictures as a guide, determine the correct
article and noun to complete the sentences.
Have students use the vocabulary box below to help
them.
D Look and write a, an or the.Have students complete the sentences by filling in the
blanks with the correct articles.
Use the pictures for help.
Wrap UpThroughout this activity, the teacher should be sure to
emphasize the articles used while speaking.
Play a game by pretending to work in an imaginary pet
shop.
T: I have animaginary pet shop. Would you like to
see theanimals? Here I have ahamster. (holding
out your hand) Over there I have adog. (pointing to
one side of the room) There I have acat. (pointing
to the other side of the room) And back there I
have an elephant. They all cost animaginary
dollar. S1, would you like to buy ananimal?
S1: I want to buy an elephant.
T: I only have one. Would you like it?
S1: Yes
T: She wants the elephant.
Divide the students into pairs and allow them to pretend
together.
Check to see that they use the articles correctly.
HomeworkWorkbook 1: pages 42~44
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an
the
the
It is the earth. Its an ant.
Its the sea. It is an octopus. Its a bed.
a The
a
The
Answer Key : Workbook 1 | Unit 4 Lesson 1
the
an
the
a
amarent Is it
What areThis Those
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More on Be-VerbsUnit 4
Be + Preposition + NounLesson 2
57
This lesson discusses how to properly use be-
verbs with prepositions of place. Students will
learn the meanings of different prepositions and
practice using them in sentences.
1. Link and ReviewUse the provided cumulative quiz as a review to assess
students understanding.
Have students open their books to page 64.
Read the directions and have students do the example
problem together.
Set a time limit and let students finish the quiz on their
own.
Pair up students. Have them change their books with
their partners and check the answers together.
The chart at the bottom of the page shows which lesson
each of the questions has been taken from. Use the
chart to quickly determine which lessons would benefit
the students in review. Take the time to readdress this
material to assure students understanding.
Note: Before class, place an eraser in your pocket to use
as an example in activity 2.
Warm UpDraw a picture of the moon on the board. Ask students
to guess what it is.
Ask until a student says, themoon.
Allow that student to draw a picture on the board. Have
students guess until the correct article is used.
Allow each student a turn.
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in
the girl.in the house.
the boy. the snake.Hes on the tent. Its under the leaf.
the frogs.They are on the igloo.
the ants.under the bag.
3
on 1 in 2 on 6
under 4
under
on
on
in
under the table
it isnt in the cup
it isnt under the chair
2. Look and LearnAnnounce to the class that you have an eraser inyour
pocket. Take the eraser out and place it on the desk.
Explain that now it is onthe desk. Pick up the eraser
and hold it under the desk. Tell them that now the eraseris underthe desk.
Give the eraser to a student and have him/her place it
in, on or under an object. Encourage the other students
to say where the eraser is.
Ask students to turn to page 65 and look at the chart for
this activity.
Look at the pictures and read the sentences together.
3. Look and SayHave students look at the picture together.
Read together the first sentence, Look at the bear.
Ask students to find the bear in the picture and point to
it.Ask them where the bear is. Have students answer as
the response is written.
Continue in this way through the other provided
sentences.
Ask students to talk more about the picture.
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4. Look and PracticeUse the following exercises to solidify the lesson while
having fun with the students.
A Choose a preposition and a number.Draw and write.
Ask students to turn to page 66.
Have students choose a letter of an animal or a person
from the first column, a preposition, and a number of an
item from the second column.
Students put these words together to create a sentence.
Have students draw a picture for the sentence that they
create.
Extension Have students act out as they read the
sentences they created.
B Look and write the correct preposition.Ask students to turn to page 67.
Have students use the picture to determine the correct
preposition to fill in the blank.
Read through the answers together and correct any
mistakes.
C Look and write.Use the pictures to answer the questions and fill in the
blanks.
When checking students work, put students into two
groups. Have one group read the question and the other
read the answer.
Wrap UpHave students move to various positions around the
room. Be sure students do not put themselves or any
classroom equipment in danger.
Ask one of your students to say where another islocated. Have them take turns until everyone has been
located.
T: S1, where is S2?
S1: He is under the table. S2, where is S3?
S2: She is in the closet. S3, where is ?
HomeworkWorkbook 1: pages 45~47
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They are on the rug.
Its on the melon.
Hes in the igloo.
They are in the basket.
She underon the horse
under the jacketit isnt
in the glassit isnt
They in
He on
They under
Answer Key : Workbook 1 | Unit 4 Lesson 2
are
the
they
they are
Are
Those These
a
The
is on his her
are in is under
you
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More on Be-VerbsUnit 4
Be + Adjective + NounLesson 3
6
This lesson discusses how to describe nouns
with adjectives. Adjectives describing color, shape
and size are introduced. Students will learn how
to correctly use these adjectives in sentences.
1. Link and ReviewUse the provided cumulative quiz as a review to assess
students understanding.
Have students open their books to page 68.
Read the directions and have students do the example
problem together.
Set a time limit and let students finish the quiz on their
own.
Pair up students. Have them change their books with
their partners and check the answers together.
The chart at the bottom of the page shows which lesson
each of the questions has been taken from. Use the
chart to quickly determine which lessons would benefit
the students in review. Take the time to readdress this
material to assure students understanding.
Warm UpWrite in, on and under on the board.
Divide students into pairs. Have students ask each other
quick questions based upon the location of items in the
room.
S1: Where is the clock?
S2: Its on the wall. Where is your book?
S1: Its in my backpack. Where is ?
Challenge students to find items in all three locations.
the
the
are they
Is she
These That
inhis
under on
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long
short
the long
round
square
the round
orange
green
the green
bigsmall
the small
round
square
the round
big
small
the big
They are big dogs.
It is a square plate.
They are short pencils.
2. Look and LearnAsk students if they have a favorite toy. Ask them
questions about it. Encourage them to use adjectives.
T: Whats your favorite toy, S1?
S1: I have a motorcycle.
T: What color is your motorcycle?
S1: Red
T: Really!? Its a red motorcycle.
Ask students to turn to page 69 and look at the pictures
and sentences for this activity.
Explain that adjectives are words that describe color,
shape and size.
Ask students if they know any other adjectives.
3. Look and SayHave students look at the pictures for this activity and
read the sentences together.
Divide the students into pairs.
Ask them to cover the sentences while one asks the
question, What is it? or What are they? and the
other answers with the response from memory.
they No they arent
Yes it is Yes it isYes they are
are shortsocks
arent
red caps
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4. Look and PracticeUse the following exercises to solidify the lesson while
having fun with the students.
A Circle and write.Ask students to turn to page 70.
Using the pictures as a guide, fill in the blanks with the
correct adjective.
Have students decide which of the two items they like
better and circle the picture. Then, have students
complete the last sentence.
Taking turns, have each student read their answers.
B Write the sentence in the right order.Draw the picture.
Ask students to turn to page 71.
Have students rearrange the jumbled words to create a
sentence that uses an adjective.
Students write that sentence in the space provided.
Ask students to draw a picture of what the sentence
describes.
C Look and write.Using the pictures as a guide, students complete the
questions and answers.
Put students into two groups. Have one group read the
question and the other answer. Have them take turns as
you check for understanding.
Wrap UpPoint to an object in the classroom and say a sentence
using an incorrect adjective. Get a student to correct
your mistake.
Then ask the student to point to a different item andrepeat the same procedure.
T: (pointing to a blue backpack)
Its a red backpack.
S1: No, its a blue backpack.
(pointing to a long pencil)
Its a short pencil.
S2: Its a long pencil.
Continue until each student has had a turn.
Do not worry if a student says a sentence using a
correct adjective. If that happens, the next student cansimply agree with her/him and continue with the game.
HomeworkWorkbook 1: pages 48~50
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it isnt
tall
it isnt
round
Yes
B
D
A
It is a long mop.
It is a big fish.
They are small ants.
it is Yes it is Yes they are
Answer Key : Workbook 1 | Unit 4 Lesson 3
is it
my
They her
is it the
That
Those
in
on under
big
round
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More on Be-VerbsUnit 4
Noun/Pronoun + BeLesson 4
65
This lesson students will learn how to form
noun phrases using articles or possessive
adjectives. They will also learn the
interchangeable roles of nouns and pronouns.
1. Link and ReviewUse the provided cumulative quiz as a review to assess
students understanding.
Have students open their books to page 72.
Read the directions and have students do the example
problem together.
Set a time limit and let students finish the quiz on their
own.
Pair up students. Have them change their books with
their partners and check the answers together.
The chart at the bottom of the page shows which lesson
each of the questions has been taken from. Use the
chart to quickly determine which lessons would benefit
the students in review. Take the time to readdress this
material to assure students understanding.
Warm UpBegin by pointing to an item in the room. Ask students,
What is it?Encourage students to provide at least three adjectives
to describe the item.
Repeat until students are able to provide a few
adjectives about the various items.
Divide students into small groups and have them ask
and answer in this way on their own.
your round
short big
This These
The
under is it
in
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are
The under
The mouse is
The dog on
The cat on
The turtles on
The
The under
The is under
rabbit onis
is
2. Look and LearnHold up a pencil in your left hand and say, It is in my
left hand.
Hold up a book in right hand and say, It is in my right
hand.Ask students, What is in my left hand? Encourage
students to say, The pencil is in your left hand.
Ask students, What is in my right hand? Encourage
students to say, The book is in your right hand.
Ask students to turn to page 73.
Look at the pictures and read the chart together. Point
out the interchangeable roles of nouns and pronouns in
the sentences.
3. Look and SayHave students look at the pictures and read the
sentences together for this activity. Draw students
attentions to the nouns and pronouns used as subjects.
Pointing toward the first picture, ask students, Who isin the room? Accept the answers provided.
Have students cover the sentences and read through the
activity relying on the pictures and their memory to
recite the sentences.
The rabbit under
The apples in the tree
The frogs on the turtle
The snakes on the tent
they arent
They are on the bed.
it isnt
Its in the bed.
it isnt
Its under the bed.
*Answers may vary.
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4. Look and PracticeUse the following exercises to solidify the lesson while
having fun with the students.
A Look and write.Using the picture on page 74 as a guide, have students
fill in the blanks with the correct words.
Be sure students select the correct noun from the list
provided and remember to use the correct be-verb and
preposition.
Either alone or as a group, have students read their
sentences aloud and check for understanding.
B Choose and write. Draw the picture.Have students look at the background picture on page
75 and talk about it. Point to the turtle and ask them
where it is.
Encourage students to choose the animals or things
from the word box and draw them in different places in
the big picture.
Have students write the sentences according to their
drawing.
Ask for volunteers to share their pictures as they read
their sentences.
C Look and write.Using the pictures as a guide, have students answer the
questions below by filling in the blanks.
Either in pairs or as two groups, have one party read the
questions and the other read the answer. Have them
take turns and check for understanding.
D Lets have fun!Ask students to turn to page 76 and play the board
game. Use this activity to wrap up Unit 4 as well as this
lesson.
Divide students into pairs and lend them each a coin.Students take turns tossing the coin. When the head
shows up, they can move their counter two spaces
forward. When the tail shows up, they can move their
counter one space forward.
As they move their counters around the board, have the
students complete the sentences by filling in blanks
with correct words.
Move among students to help them.
HomeworkWorkbook 1: pages 51~53
The bee
the
round
square
on in black
red
long
short
The ducks The dog
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The cups underYes it is
they arent
are on the box
it isnt
is on the turtle
The insect on
The octopus on
The girl in
Answer Key : Workbook 1 | Unit 4 Lesson 4
a
the
Those
The
The Thepens dog
onbananas
her
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Have/HasUnit 5
Have/HasLesson 1
69
This unit introduces the verb, have, and its
third person singular form, has. It also reviews
possessive adjectives in connection with the
verbs, have and has.
This lesson introduces affirmative statements
with verbs, have and has. Students will
practice making sentences using correct form of
the verb, have.
1. Link and ReviewUse the provided cumulative quiz as a review to assess
students understanding.
Have students open their books to page 78.
Read the directions and have students do the example
problem together.
Set a time limit and let students finish the quiz on their
own.
Pair up students. Have them change their books with
their partners and check the answers together.
The chart at the bottom of the page shows which lesson
each of the questions has been taken from. Use the
chart to quickly determine which lessons would benefit
the students in review. Take the time to readdress this
material to assure students understanding.Warm UpDivide the class into pairs.
Have students play a guessing game by trying to say
what their partner is thinking.
The first student will choose an item and give a clue to
his/her partner by saying a sentence using a pronoun.
The second student will try and guess by changing the
pronoun to a noun.
S1: It is white.
S2: The table is white.
S1: Nope. It is round.
S2: The clock is round.
S1: Yes!
This
Those
her
the
in
yellow
long
The clock
The rabbits
The cat
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has
It
It
They
He
They
She
She has
has It has
has It has
have I have
have I have
have We have
have They have
2. Look and LearnHold up your book so that the class can see it. Tell them,
I havea book putting emphasis on the word have.
Point to a male student and say, He has a book. Point
to a female student and say She hasa book.Point back to yourself and say again, I havea book.
Point back to your student and say He hasa book. Ask
students if they hear the difference.
Have students turn to page 79 and look at the chart for
this activity.
Explain that has is used when the subject is a singular
noun or he/she/it.
3. Look and SayHave students look at the picture for this activity.
Ask them to find the portions of the pictures that show
what the sentences below the picture describe.
Read through the sentences together and have students
point to the places in the picture that correspond to
each.
Ask students if they can make any other sentences from
what they see in the picture. Ask volunteers to share.
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4. Look and PracticeUse the following exercises to solidify the lesson while
having fun with the students.
A Match and write.Ask students to turn to page 80.
Using the pictures as a guide, have students write the
appropriate pronoun in the blank in the first column of
this activity.
Have students draw a line to match the pronoun to the
correct form of the verb have in the middle column.
Students should then select an adjective and noun from
the final column to complete the sentence.
Ask students to act out as they read the complete
sentences.
B Circle and check Yes or No.Read the example sentence together.
Ask students to read the sentences to themselves and
select the correct form of the verb have by circling it.
Then have students determine whether the sentence is
true or false by checking the box for yes or no.
Take turns reading and answering the sentencesindividually.
C Look and write.Have students look at the picture on page 81.
Read the example sentence together and point to the
girl with long brown hair wearing the black boots.
Ask students to determine the correct pronoun and form
of the verb have and write them in the blanks.
Either individually or as a group, have students read the
finished sentences while locating the sections of thepicture described.
Wrap UpDivide students into pairs.
Have students talk about the items they have in their
backpacks.
After they have talked about all the things they have,
ask them to talk about the items their partners have.
Finally, ask them to tell their partners about the items
other students in the class have.
Walk among your students listening for the correct
usage of the verb have.
HomeworkWorkbook 1: pages 54~56
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It has
They haveShe has
I
a bike
a car
has a compter
has an MP3 player
has long hair
friends have comic books
teacher has a pet
have We have
Answer Key : Workbook 1 | Unit 5 Lesson 1
have
The Thefrogs cat
have
has
*Answers may vary.
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Have/HasUnit 5
Dont/Doesnt + HaveLesson 2
73
This lesson describes how to make negative
statements with the verb, have. Students will
learn the uses of the negative contraction forms,
dont + have and doesnt + have.
1. Link and ReviewUse the provided cumulative quiz as a review to assess
students understanding.
Have students open their books to page 82.
Read the directions and have students do the example
problem together.
Set a time limit and let students finish the quiz on their
own.
Pair up students. Have them change their books with
their partners and check the answers together.
The chart at the bottom of the page shows which lesson
each of the questions has been taken from. Use the
chart to quickly determine which lessons would benefit
the students in review. Take the time to readdress this
material to assure students understanding.
Warm UpHave each student take an item out of his/her backpack
and place it on the desk.
Go around the room asking students what they have.
They should respond with the sentence I have
______.
After each student has had a chance to speak, ask
him/her what item his/her neighbor has. Students
should respond with the sentence, He/She has
_____.
Those
our
the
on
square
The cake
The boxes
has
have
have
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doesnt have
dont have
The clock doesnt have hands.
The plate doesnt have food.
The buses dont have windows.
dont have
2. Look and LearnHold up your pencil and tell the class, I have a pencil.
Put down the pencil and look at your empty hands and
say, I dont have a pen.
Ask your students about the things they have. Encouragethem to use complete sentences.
T: S1, do you have an eraser?
S1: Yes, I have an eraser.
T: Do you have an alligator?
S1: No, I dont have an alligator.
Have students open their books to page 83 and look at
the chart for this activity.
Read through the chart together and explain that dont
is a contraction of do and not and doesnt is a
contraction of does and not.
3. Look and SayHave students look at the pictures for this activity.
Students will notice that something in the pictures is
missing. Ask them what is missing from each picture as
you read the sentences together.Have students cover the pictures and say the lines
together using only the pictures and their memory.
dont have have
havedont have
*Answers may vary.
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4. Look and PracticeUse the following exercises to solidify the lesson while
having fun with the students.
A Look and compare. Circle the correct verb. Look at the pictures on page 84 and read the names of
items used on a camping trip together.
Have students look at the pictures of the girl and the
twins getting ready to go camping. Talk a little about the
pictures together.
Have students read the sentences below and choose the
correct verb to complete it.
Either individually or as a group, read the sentences
together while ch