My First Grammar Teacher's Manual 1

8/10/2019 My First Grammar Teacher's Manual 1

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Teachers Manual


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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


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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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



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


an

an egg

a pen

an igloo

a hat

an umbrella

a cat

an octopus

a girl

a a


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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.





problem together.


own.








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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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.



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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


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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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.





problem together.


own.








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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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.



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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



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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.





problem together.


own.









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.


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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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.



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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


You are a cook.

We are dancers.


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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.





problem together.


own.

Pair up students. Have them exchange their books with








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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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.


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.


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.



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isnt

isnt

arent

an ant

a cat

two books

two buses

is

isnt

are aream not

isntare


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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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.





problem together.


own.









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.


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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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.


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.


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.


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



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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.





problem together.


own.








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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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.



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.


they may have made.

C Look and write.Have students use the pictures to fill in the missing

words.


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.



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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


are

arent

boxes

is

am not

an


39/98

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.





problem together.


own.








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


40/98

40

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.


41/98

4



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.



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.


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.



42/98

42

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


are they

Is she

is it

Are they

That an

This

foxes This is

Thatisnt


43/98


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.





problem together.


own.








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


44/98

44

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


45/98

45



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.



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.



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.


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.



46/98

46

Is he

are they

is it

they are

Im not

Those

These

That


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


47/98


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.





problem together.


own.








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


48/98

48

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.



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.



B Look and write.Using the pictures as a guide, have students complete

the sentences.



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.



49/98

49


your

its

their his

her itsour

That is its house.

Those are their umbrellas.

These are our cups.

This is her pen.

your


50/98

50


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.




a

an

a

an

an

tigers

apples

boxes

alligators

umbrellas

Im

arent

Hes

isnt

Theyre

arent


51/98

5

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


52/98

52

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


This is a lamp.

That is a nest.

These are apples.

This is a ring.

my

his her


53/98

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.





problem together.


own.








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


54/98

54

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.


55/98

55



A Look and complete the sentence(s) with a,an or the.


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.



56/98

56

an

the

the

It is the earth. Its an ant.

Its the sea. It is an octopus. Its a bed.

a The

a

The


the

an

the

a

amarent Is it

What areThis Those


57/98


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.





problem together.


own.








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.


58/98

58

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.


59/98

59



A Choose a preposition and a number.Draw and write.


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.


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 ?



60/98

60

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


are

the

they

they are

Are

Those These

a

The

is on his her

are in is under

you


61/98


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.





problem together.


own.








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


62/98

62

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


63/98

63



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.


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.



64/98

64

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


is it

my

They her

is it the

That

Those

in

on under

big

round


65/98


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.





problem together.


own.








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


66/98

66

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.


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.


67/98

67



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.


The bee

the

round

square

on in black

red

long

short

The ducks The dog


68/98

68

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


a

the

Those

The

The Thepens dog

onbananas

her


69/98

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.





problem together.


own.







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


70/98

70

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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7



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.


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.



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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


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.





problem together.


own.








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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74

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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75



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

Documents

My First Grammar Teacher's Manual 1