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Grammar in Mind 1 TB

The document outlines a lesson plan for teaching students about the alphabet, words, and sentences. It includes objectives to learn the concepts and apply grammar skills. The plan guides teachers through discovery activities, exercises on consonants and vowels, identifying words and sentences, expanded practice, review, and a workbook. Teachers are instructed to thoroughly explain each concept and activity, check answers as a class, and reinforce areas of difficulty.

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0% found this document useful (0 votes)

81 views

Grammar in Mind 1 TB

Uploaded by

OMRARO

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Unit 1|The Alphabet, Words, & Sentences

Gammar in Mind 1: Teachers Guide

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

Notice and Practice

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

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

Notice and Practice

Words and Sentences
Go over the chart with the students. Explain the meaning of the words being presented thoroughly and offer specific
examples when needed. Then go on to the sentences portion of the chart. Thoroughly explain the correct order and
usage of the words given in a sentence. Then show the students the necessary punctuation to complete those sentences.
*Thoroughly go over the definition of a sentence given at the bottom of the chart. Make sure that all the students
completely understand what a sentence is and the important elements of a sentence.
When you have finished explaining the chart to the students, have the students make their own sentences using the words
given. You may have the students work in pairs or simply work individually and have them present their sentences to the
rest of the class by writing their sentences on the board. Make sure to thoroughly correct any grammatical errors.
A) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
B) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.

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

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

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

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

ANSWER KEY: STUDENT BOOK

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

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

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

E.1. i
2. a

P8
A.1. three
2. three
3. four
4. three
5. four

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

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

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

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

Review
-

consonants : c, b

vowels : a, e

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

I am a boy.

ANSWER KEY: WORKBOOK

Lesson 1
P2

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

B.1.
Words

Sentences

C.1. fast
2. ant

3. study
4. fish

D.1. We study English.

2. She is happy.
3. He likes pizza.
4. I am fast.
5. Are they doctors?

Unit 2|Its an Elephant

Gammar in Mind 1: Teachers Guide

Unit Objectives:
4. Students will learn about nouns and articles (a, an).
5. Students will understand the meaning of new words and be able to use the words in grammatically correct sentences.
6. Students will learn major grammar skills and concepts and learn to apply them.

LESSON GUIDE
Discover
Discuss the picture with the students. Encourage brainstorming as to what they see in the picture and the types of things
the students can name. Model some answers (in grammatically correct sentences) for the students if necessary. Explain the
directions of the section. Make sure that the students have a clear understanding of what they are expected to do.
Complete the first question as a class to ensure that all students understand the exercise. Then have the students complete
the rest of the exercise on their own. When completed, go over the answers as a class by calling on individual students to
present their answers to the rest of the class. For further reinforcement offer the students other examples and more indepth explanation of the grammar skills being covered.
Extra Idea (optional):
Noun Hot Potato: Through repetitive practice in an entertaining learning game, students become adept at quickly noting
the difference between the two types of nouns and can move on to learning singular and plural noun tense. Play a game of
"Hot Potato" with inflatable balls and noun strips. Purchase small beach balls and label each one with a noun strip or write
directly onto the ball with a permanent marker. If you opt to label the balls with masking tape you can change the labels
easily to mix in new noun terms or use the balls for other educational games. Divide the class into two groups and have
then gather in a single file line on either side of the room. You will stand at the head of the line and toss a ball with either
a proper or common noun label into the air. Set a timer for 30 seconds and shout the word on the ball as you toss it to the
students. Students will pass the ball back and forth until the timer goes off. The goal is to keep as many proper noun balls
as possible to win the game..

Notice and Say

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

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

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

Write and Say

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

ANSWER KEY: STUDENT BOOK

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

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

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

P12
A.1. a
2. an
3. an
4. a
5. an
6. a
7. an
8. an
9. an
10. a

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

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

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

Review
- an

ANSWER KEY: WORKBOOK

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

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

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

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

5. a

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

Unit 3|There Are Five Cats.

Gammar in Mind 1: Teachers Guide

Unit Objectives:
7. Students will learn about regular plural nouns.
8. Students will understand the meaning of new words and be able to use the words in grammatically correct sentences.
9. Students will learn major grammar skills and concepts and learn to apply them.

LESSON GUIDE
Discover
Discuss the picture with the students. Encourage brainstorming as to what they see in the picture and the types of things
the students can name. Model some answers (in grammatically correct sentences) for the students if necessary. Explain the
directions of the section. Make sure that the students have a clear understanding of what they are expected to do.
Complete the first question as a class to ensure that all students understand the exercise. Then have the students complete
the rest of the exercise on their own. When completed, go over the answers as a class by calling on individual students to
present their answers to the rest of the class. For further reinforcement offer the students other examples and more indepth explanation of the grammar skills being covered.
Extra Idea (optional):
Shopping List Game: This game gets students to get used to using count and non-count nouns correctly. The students and
the teacher get in a circle. The teacher begins with, "I'm going to the store to buy some --" and says an item. Then she says,
"What did you buy at the store?" to the student to her right. The student then says the same sentence, but changes the noun.
The teacher corrects the student if he makes a mistake. For example, if he says, "I'm going to the store to buy some apple,"
the teacher would explain that apple, in this instance, is a count noun and correct him to say, "some apples." The exercise
is continued around the circle.

Notice and Say

A) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
B) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
Extra Idea (optional):
Wally's World: The teacher writes some phrases on the blackboard. "In Wally's World, there is --" and a blank. Next, "In
Wally's World, there is no --" and a blank. She then writes the same thing, replacing "is" with "are." She then has students
quickly read the sentences, adding their own nouns. This will teach the students which nouns are count nouns and which
are non-count nouns. For example, if the student says, "In Wally's World, there is a cat," then says, "In Wally's World,
there are a cat," the teacher would correct the student, saying, "In Wally's World, there are cats." The teacher explains that
this is a count noun.

Write and Say

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

ANSWER KEY: STUDENT BOOK

Lesson 3
* Count and circle the correct words.
2 cats
3 foxes
2 frogs
5 ants
3 watches

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

B.1. two cats

2. two frogs
3. three watches
4. five ants
5. three foxes

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

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

C. cats, cats, cats, foxes, foxes

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

Review
- cats

toothbrushes

ants

foxes

trees

buses

frogs

watches

ANSWER KEY: WORKBOOK

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

B.1. a. a tent

b. three tents

2. a. a bench

b. twelve benches

3. a. a bus

b. six buses

4. a. a dish

b. four dishes

5. a. a fox

b. ten foxes

6. a. an egg

b. nine eggs

7. a. an eraser

b. eleven erasers

8. a. a book

b. eight books

C.1. There are apples.

2. There are alligators.

3. There are dishes.

4. There are trees.
5. There are chairs
6. There are dresses.

Unit 4|There Are Two Mice.

Gammar in Mind 1: Teachers Guide

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

LESSON GUIDE
Discover
Discuss the picture with the students. Encourage brainstorming as to what they see in the picture and the types of things
the students can name. Model some answers (in grammatically correct sentences) for the students if necessary. Explain the
directions of the section. Make sure that the students have a clear understanding of what they are expected to do.
Complete the first question as a class to ensure that all students understand the exercise. Then have the students complete
the rest of the exercise on their own. When completed, go over the answers as a class by calling on individual students to
present their answers to the rest of the class. For further reinforcement offer the students other examples and more indepth explanation of the grammar skills being covered.
Extra Idea (optional):
Plural Noun Spelling Bee: Line students up in two lines parallel to each other so that each student has a partner standing
directly across from them. The first student must name a singular noun that starts with the letter "A" and write it down on
the board. The accompanying students must spell the plural form of the noun on the board. If they are correct they can
remain standing. The next student names a noun that starts with "B" and the pair repeats the same process as the first two
students. Go through the entire alphabet. The pair that is standing last wins the plural noun spelling bee.

Notice and Say

Write and Say

Review

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

ANSWER KEY: STUDENT BOOK

Lesson 4
* Count and circle the correct words.
five fish
two children
nineteen teeth
three mice
two babies

P19
A.

B.1. three mice

2. five fish
3. two children
4. two babies

P20
A.1. butterflies

2. babies
3. feet
4. children
5. teeth
6. libraries
7. mice
8. flies
9. fish

B.1. lilies
2. teeth
3. children
4. babies
5. mice

C. butterflies, lilies, fish, mice

P21
A .two snakes, three butterflies, three fish, two cats, an ant, two mice

Review
- babies

mice

lilies

libraries

teeth

feet

butterflies

flies

fish

children

ANSWER KEY: WORKBOOK

Lesson 4
P8
Review
plural

plural

two babies

six teeth

three lilies

five children

four flies

two feet

two libraries

ten fish

Practice
A.1. baby
2. mice
3. fly
4. flies
5. babies
6. tooth
7. teeth
8. a

B.
1. O
2. X
3. X
4. O
5. O
6. O
7. O

8. O
9. X
10. X
11. X
12. O

C.1. babies
2. children
3. libraries
4. feet
5. butterflies
6. fish
7. teeth
8. lilies

Unit 5|I Am Tom.

Gammar in Mind 1: Teachers Guide

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

LESSON GUIDE
Discover
Discuss the picture with the students. Encourage brainstorming as to what they see in the picture and the types of things
the students can name. Model some answers (in grammatically correct sentences) for the students if necessary. Explain the
directions of the section. Make sure that the students have a clear understanding of what they are expected to do.
Complete the first question as a class to ensure that all students understand the exercise. Then have the students complete
the rest of the exercise on their own. When completed, go over the answers as a class by calling on individual students to
present their answers to the rest of the class. For further reinforcement offer the students other examples and more indepth explanation of the grammar skills being covered.
Extra Idea (optional):
Subject Pronoun Race: Challenge your learners to think fast by arranging a subject pronoun race. Write out an assortment
of pronouns that could be used to replace nouns in the subject position within sentences. For example, the pronoun "he"
could replace the subject "John" in the sentence "John went to the market." On separate index cards, write out sentences
containing subjects that these pronouns could replace. Jumble up the subject and the pronoun cards. Ask students to race
to pair them properly. To make it more competitive, offer a prize to the student who can complete the task first.

Notice and Say

are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
B) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
Extra Idea (optional):
Object Pronoun Picture Matching: Give your visual learners the chance to build their pronoun skills by engaging them in a
picture matching game. To prepare for this activity, print out an array of pictures that could take the object's place in a
sentence. For example, you could print out a picture of a teddy bear, which could take the object place in a sentence such
as, "Peter brought his teddy bear to the store." Divide the pictures evenly into two piles and divide your students into two
teams. Give each team one of the stacks of pictures along with some tape. Ask the teams to work among themselves to
place the pictures on the chalkboard and, next to each, write a sentence in which the item pictured is in the object space.
After they have completed this task and checked their answers with you, ask them to cross out the object words and
replace them with pronouns. Reward the team that completes the task first.

Write and Say

ANSWER KEY: STUDENT BOOK

Lesson 5
*Write he, she, or it.
He
She
It
It
He
She

P25
A.

B.1. He, is

2. She, is
3. It, is
4. They, are

P26
A.1 am
2. are
3. is
4. is
5. is
6. are
7. is
8. are
9. are
10. is

B. It, am, I, are, You, We

C.1. I am a doctor.
2. He is a taxi driver.
3. Sally is a student.
4. You are a cook.
5. They are doctors.
6. We are nurses.
7. It is a house.

P27
A.1. He is my father.

2. They are cats.

3. It is a spider.
4. It is an ambulance.
5. He is a police officer.
6. She is my mother.

Review
- he

She

are

They

are

ANSWER KEY: WORKBOOK

Lesson 5
P10
Review

are

10.

Practice
A. 1-b-e
2-c-h
3-a-f
4-d-g

B.1. I
2. It
3. He
4. They

C.1. I, am

2. We, are
3. It, is
4. She, is
5. You, are
6. They, are
7. You, are
8. They, are

D.1. You are Ted.

2. It is a spider.
3. We are friends. (They are friends.)
4. She is a police officer. (You are a police officer.)
5. They are houses.

Unit 6|He Isnt a Cook.

Gammar in Mind 1: Teachers Guide

Unit Objectives:
10.
Students will learn about the verb be: negative & contractions.
11.
Students will understand the meaning of new words and be able to use the words in grammatically correct sentences.
12.
Students will learn major grammar skills and concepts and learn to apply them.

LESSON GUIDE
Discover
Discuss the picture with the students. Encourage brainstorming as to what they see in the picture and the types of things
the students can name. Model some answers (in grammatically correct sentences) for the students if necessary. Explain the
directions of the section. Make sure that the students have a clear understanding of what they are expected to do.
Complete the first question as a class to ensure that all students understand the exercise. Then have the students complete
the rest of the exercise on their own. When completed, go over the answers as a class by calling on individual students to
present their answers to the rest of the class. For further reinforcement offer the students other examples and more indepth explanation of the grammar skills being covered.
Extra Idea (optional):
Simple Positive to Negative: The simplest activity for teaching negative sentences is to assign students a list of positive
sentences to be turned into negative sentences. The younger or more inexperienced in English the student, the less
complicated the sentence should be. Begin with simple present statements: "I watch TV" negates to "I do not watch TV."
Contractions can be taught simultaneously or at a later date. Include a variety of subjects and tenses so students gain
experience with past, present, and future negation -- have them negate variations on the same sentences to see the different
forms. Try "I clean my room," "I cleaned my room," "I will clean my room," "She cleans her room," and so on.

Notice and Say

A) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
B) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
Extra Idea (optional):
"To Be" Negation Activities: "To be" negation can be tricky for students, especially when it comes to contractions -- why
doesn't "am not" contract to "amn't," and how does "will not be" contract to "won't"? Explain the various forms of
negative contractions for "to be" verbs, then practice by creating teams of two in your class--or practice with just you and
your student in a one-on-one setting. Take turns making positive statements: "This book is mine," "I am a student," "They
are taxi drivers." Play the contradiction game by having the other member of the team fire back with the negative form of
the statement.

Write and Say

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

ANSWER KEY: STUDENT BOOK

Lesson 6
*Look at the shadows and check the boxes.
- a dentist
A taxi driver
A singer
A cook
A police officer
A fire fighter

P29
A.1. am not
2. are not
3. is not
4. is not
5. are not
6. are not

B.1. Hes
2. Shes
3. Theyre
4. Were
5. Im
6. Youre
7. Its
8. He isnt
9. She isnt
10. They arent
11. We arent

*12. Im not
13. You arent
14. It isnt

P30
A.1. Im, not
2. You, arent
3. He, isnt
4. She, isnt
5. They arent
6. We, arent
7. It, isnt

B.1. Im not
2. arent
3. isnt
4. arent
5. Shes
6. Theyre
7. Its

C. isnt, isnt, arent, are

P31
1. She isnt a fire fighter. Shes a police officer.
2. He isnt a pilot. Hes a fire fighter.
3. They arent dancers. Theyre pilots
4. He isnt a dentist. Hes a singer.
5. She isnt a police officer. Shes a doctor.

Review
- Im

*Im not

Youre

You arent

Were

We arent

Theyre

They arent

Its

It isnt

Hes

He isnt

Shes

She isnt

ANSWER KEY: WORKBOOK

Lesson 6
P12
Review
Contractions with Subjects

Contractions with Not

Youre

arent

Hes

isnt

Shes

isnt

Its

isnt

Theyre

arent

Were

arent

Practice
A.1. am, not, Im
2. arent, Theyre
3. isnt, Shes
4. arent, Were

B.1. Im, not, an engineer

2. She, isnt, a vet
3. We, arent, firefighters
4. He, isnt, a police officer.

C.1. You, are, not

arent
2. She, is, not
isnt
3. It, is, not
isnt
4. We, are, not
arent
5. They, are, not
arent
6. I, am, not
Im not

Unit 7|Is It a Cat?

Gammar in Mind 1: Teachers Guide

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

Notice and Say

B) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
Extra Idea (optional):
What's in my bag?: Put a variety of objects into a bag (which the students cannot see into). Students must guess: "Is there's
a pencil.." The student/teacher holding the bag must answer, "Yes, there is." "No, there isn't." If this becomes difficult
students can be allowed to feel the inside of the bag without looking. They must then make guesses: "There's a
potato/pencil etc."

Write and Say

Workbook

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

ANSWER KEY: STUDENT BOOK

Lesson 7
*Find and check the boxes.
V Its an alligator.
V Its a clock.
V Hes a vet.
V Theyre birds.
V Theyre fish.

P33
A . 1-c
2-b
3-a
4-d
5-f
6-e

B.1. Is, it
2. Are, they
3. Is he
4. Is he

P34
A.1. Are they vets?
2. Are you happy?
3. Is he a pirate?
4. Is she a dentist?
5. Is it scary?
6. Am I sad?

B.1. he, is
2. I, am
3. they, arent
4. it isnt
5. you, are
6. she, isnt

C. Is, he, he isnt

Is, he, he, is
Is, it, it, is
Is, it, it, isnt
Is, it

P35
1. Q : Is, he

A : No, he isnt.

2. Q : Is, she

A : Yes, she is.

3. Q : Are, they

A : Yes, they are.

4. Q : Is, it

A : Yes, it is

Review
Q: Am I pretty?

A: you, are

Q: Are you sleepy?

A: I, am

Q: Are we full?

A: *you(we), are

Q: Are they dentist?

A: they, arent

Q: Is he a pirate?

A: he, isnt

Q: Is she a driver?

A: she, is

Q: Is it scary?

A: it, isnt

ANSWER KEY: WORKBOOK

Lesson 7
P14
Review
Questions

Yes

Are, you

Im not
arent

Am I
Is he

is
isnt

Is she
Is it

is
arent

Are they
Are we
Are you

Practice
A.1.
2.
3.
4.
5.
6.

B.
1. Are you full?
Yes, we are.

are
arent

2. Is it a bird?
No, it isnt
3. Are you angry?
No, Im not.
4. Are they hippos?
Yes, they are.

C.1. Are
Yes, I, am, Im sleepy
2. Is
No, she, isnt, Shes a vet.
3. Are
No, they arent, therere pilots.
4. Is
No, he, isnt, Hes scared.

Unit8|Who Are You?

Gammar in Mind 1: Teachers Guide

Unit Objectives:
13.
Students will learn about question words: Who.
14.
Students will understand the meaning of new words and be able to use the words in grammatically correct sentences.
15.
Students will learn major grammar skills and concepts and learn to apply them.

LESSON GUIDE
Discover
Discuss the picture with the students. Encourage brainstorming as to what they see in the picture and the types of things
the students can name. Model some answers (in grammatically correct sentences) for the students if necessary. Explain the
directions of the section. Make sure that the students have a clear understanding of what they are expected to do.
Complete the first question as a class to ensure that all students understand the exercise. Then have the students complete
the rest of the exercise on their own. When completed, go over the answers as a class by calling on individual students to
present their answers to the rest of the class. For further reinforcement offer the students other examples and more indepth explanation of the grammar skills being covered.
Extra Idea (optional):
Tic Tac Toe Grammar: For this fun grammar activity, you can either draw a giant tic tac toe board on your blackboard or
make some in advance. In each square of the grid, you need to put a sentence with a blank where the verb must be. If your
students can fill in the blank with a verb of the proper tense, then they get an X. The trick with this game is that the
teacher must check the answers as the game goes on (which can be a problem when you have a large group of students
divided into pairs.) You can also use this tic tac toe method to practice other parts of grammar, as well. You can have your
students put the given sentence in past tense, finish a sentence correctly, etc.

Notice and Say

Write and Say

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

ANSWER KEY: STUDENT BOOK

Lesson 8
*Write he, she, or they.
He
He
They
She
She

P37
A.

B.1. Hes, Hes

2. Shes, Shes
3. Were, Were
4. Im, Im

P38
A.1. Who, is, Hes
2. Who, is, Shes
3. Who, are, Theyre
4. Who, are, Im
5. Who, am, Youre
6. Who, are, Youre/Were

B.1. Q: Who is he?

A: He is a shoemaker.
2. Q: Who are you?
A: Im a baker.
3. Q: Who am I?
A: You are Jane.

C.1. Who, are, you

2. Hes, Hes
3. Who, is, she
4. Who, are, Theyre

P39
Review
1. Who, is, He is an engineer.
2. Who, is, Hes a teacher.
3. Who, is, Shes a police officer.
4. Who, are, Im a baker.
5. Who, am, Youre a vet.

6. Who, are, Theyre fire fighters.

Review
- are, you
- Theyre
- are, you, Were
- Hes
- is, she
- Hes

ANSWER KEY: WORKBOOK

Lesson 8
P16
Review
1.
2.
3.
4.
5.

I am
He is
They are
It is
You are

Practice
A.
is, she A : Shes my sister
am, I A: Youre Linda.
are, they A: Theyre our grandparents.

1.
2.
3.

B.1. Theyre
2. Youre
3. Im
4. Shes
5. Were
6. Its

C.1. Who is he?

He is my father.
2. Who are they?
They are pianists.
3. Who is she?
Shes a pilot.

D.1. Who are you?

Im a dentist.
2. Who is she?
Shes a singer.

Unit 9|This Is a Pencil.

Gammar in Mind 1: Teachers Guide

Unit Objectives:
16.
Students will learn about demonstrative adjectives.
17.
Students will understand the meaning of new words and be able to use the words in grammatically correct sentences.
18.
Students will learn major grammar skills and concepts and learn to apply them.

Notice and Say

B) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
Extra Idea (optional):
Adjective Descriptions: Divide the class into teams and write a noun on the board. Sound a buzzer and have students write
as many words as they can to describe the noun. You can either assign a winner based on whoever writes the most (correct)
adjectives, or assign points based on how many adjectives students write down, then play for a few more rounds and add
up the total amount of points at the end of the game.

Write and Say

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

ANSWER KEY: STUDENT BOOK

Lesson 9
*Write N for near, F for far from the girl.
N
N
F
F
F
N

P43
A.1. That
2. This
3. This is
4. These
5. Those
6. Those

B.1. This, is
2. Those, are
3. That, is
4. These, are
5. This, is

P44
A.1. This is a book.
2. That is a stapler.

3. These are book bags.

4. Those are kites.
5. This isnt a pen.
6. These arent dinosaurs.
7. That isnt an island.
8. Those arent rulers.

B.1. This is a cellphone.

2. Those are erasers.
3. This is a map.
4. That is not a window.
5. These are not book bags.
6. That is a stapler.

C.1. This, is
2. This, is
3. These, are
4. That, is
5. Those, are

P45
A.1. This is a bed.
2. These are game players.
3. This is a sled.
4. That is a computer.
5. Those are robots.
6. That is a sofa.
7. Those are chairs.

8. That is a desk.

Review
- This is a bottle.

This isnt a key.

That is a bottle.

That isnt a key.

These are bottles.

These arent keys.

Those are bottles.

Those arent keys.

ANSWER KEY: WORKBOOK

Lesson 9
P18
Review
1.
2.
3.
4.
5.
6.

This isnt a pen.

These arent pens.
That isnt an iguana.
Those arent chairs.
This isnt a window.
These arent bottles.

Practice
A.1. This, is, isnt
2.That, is, isnt
3.Those, are, arent
4. These, are, arent

B.1. a book
2. That
3. a balloon
4. pens
5. an eraser

C.1. That, Thats a rainbow.

2. This, This isnt a key.
3. These, These are pencils.
4. Those, Those are erasers.

Unit 10|Its a Big Bird.

Gammar in Mind 1: Teachers Guide

Unit Objectives:
19.
Students will learn about adjectives (size, color, shape).
20.
Students will understand the meaning of new words and be able to use the words in grammatically correct sentences.
21.
Students will learn major grammar skills and concepts and learn to apply them.

Notice and Say

Write and Say

ANSWER KEY: STUDENT BOOK

Lesson 10
*Write the words: bench, stool, window, bed, table, lamp.
bench
bed
table, stool
stool
window

P47
A.1. blue, long
2. green, big
3. square, small

B.1. round
2. pink
3. square
4. long

P48
A.1. big, ship
2. small
3. square, stool
4. round
5. orange
6. purple

B.1. Its a blue pencil.

2. These are round tables.
3. They are red caps.
4. This is a long tail.
5. Those are big balloons.

C. yellow
round
small
brown

P49
A.1. Its a big watch.
2. Its a small pencil.
3. Its a square camera.
4. Theyre blue toy cars.
5. They are round yo-yos.

Review
- big, toy
- yellow, mangoes
- round, watch
- small, beavers
- blue, bird
- red, umbrellas.

ANSWER KEY: WORKBOOK

Lesson 10
P20
Review
1.
2.

yellow, yellow
big, big

Practice
A.1. It is red. The eraser is red.
2. It is round. The cake is round.
3. They are green. The sneakers are green.
4. Its long. The fish is long.

B.1. small
2. green
3. round
4. Theyre, blue

C.1. round, a round ball

2. square, a square table.
3. pink, a pink balloon
4. red, red mangoes
5. small, a small beach
6. long, long bananas

Unit 11|This Is My T-Shirt.

Gammar in Mind 1: Teachers Guide

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

LESSON GUIDE
Discover
Discuss the picture with the students. Encourage brainstorming as to what they see in the picture and the types of things
the students can name. Model some answers (in grammatically correct sentences) for the students if necessary. Explain the
directions of the section. Make sure that the students have a clear understanding of what they are expected to do.
Complete the first question as a class to ensure that all students understand the exercise. Then have the students complete
the rest of the exercise on their own. When completed, go over the answers as a class by calling on individual students to
present their answers to the rest of the class. For further reinforcement offer the students other examples and more indepth explanation of the grammar skills being covered.
Extra Idea (optional):
Taboo: Prepare some "Taboo" cards. Each card will have a target adjective at the top and four related taboo words. For
example, if the target adjective is "funny," the taboo words might be "joke," "laugh," "comedy" and "humor." Divide the
class into teams, and move two desks to the front of the class facing the other students. Each round, one student from each
team will sit in the desks. One student will try to elicit the target word from her team while the other student monitors to
ensures his competitor doesn't use the taboo words. If a team is able to guess the word before one minute passes, that team
gets a point.

Notice and Say

A) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
B) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
Extra Idea (optional):
Concentration: Select ten adjectives and ten nouns the adjectives clearly describe. Example pairs include "noisy/marching
band," "breathtaking/ocean" and "distant/stars." For smaller groups, the game can be played with cards -- simply make
cards with the words (you can use pictures for the nouns to practice even more vocabulary), shuffle them and lay them out
on a table. Students take turns flipping cards. When they come up with a matching pair, they get to keep the cards, which
signify one point. For bigger classes, the game can be played on the marker board. Assign each word a location in a
numbered grid on a sheet of paper, and draw the grid on the board. When a student picks a box, write the word on the
board. Erase it after if there is no match.

Write and Say

ANSWER KEY: STUDENT BOOK

Lesson 11
*Write the names or pronouns.
Sam/he
I
Sally / she
Grandmother / she
Tom and Jane / they
My dog and I / we

A.1. my
2. your
3. her
4. his
5. her
6. our

B.1. his
2. her
3. their
4. our

P52
A.1. my, My backpack
2. your, Your, cap
3. his, His, notebook
4. her, Her socks

5. their, Their, game player

6. our, Our, gloves
7. its, its feathers

B.1. his, her

2. your, my
3. my, your
4. their, their

C. Our, big, His, small, Her, ugly, Their, pretty.

P53
A.1. This is his shirt.
2. These are his sneakers.
3. These are his watches.
4. Those are their caps.
5. That is her doll.
6. Those are his puppies.

Review
- my shoes

their jeans

Your socks

our T-shirts

His sneakers

its feather

Her hat

our cap

ANSWER KEY: WORKBOOK

Lesson 11
P22
Review
Possessive Adjectives

Sentences

This is my room.

your

This is your backpack.

his

This is his cap.

her

This is her T-shirt.

their

These are their sneakers.

our

These are our dresses.

its

This is its ball.

Practice
A.

B.
1. my

2. her
3. his
4. their

C.1. her, his

2. our, their
3. your, his
4. their, my

Unit 12|What Is This?

Gammar in Mind 1: Teachers Guide

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

Notice and Say

B) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
Extra Idea (optional):
What's in my bag?: Put a variety of objects into a bag (which the students cannot see into). Students must guess: "Is there's
a pencil.." The student/teacher holding the bag must answer, "Yes, there is." "No, there isn't." If this becomes difficult
students can be allowed to feel the inside of the bag without looking. They must then make guesses: "There's a
potato/pencil etc."

Write and Say

ANSWER KEY: STUDENT BOOK

Lesson 12
*Write this, that, these, or those.
That
These
That
These
This
Those

P55
A.1. this, It
2. these, They
3. your name, My name
4. her name, Her name

B.1. What, is, is

2. What, are, are
3. What, is, is
4. What, are, are

P56
A.1. What is this? , Its a pear
2. What are these?, They are mangoes.
3. What is your name?, My name is Maggie.
4. What is his name?, His name is John.

B.1. Whats this?

2. What are these?
3. What is that?
4. What are those?
5. Whats her name?
6. Whats his name?

C. is
It is
Whats
It is
is that

P57
Question

Answer

What are those?

They are cucumbers.

What is that?

Thats an onion.

What are those?

Theyre carrots.

What is this?

Its a robot

What is this?

Its a doll.

Whats his name?

His name is Jamie.

Review
- Whats

Its a mango.

Whats

Its an orange.

Whats

My name is Sally.

Whats

His name is Dan.

ANSWER KEY: WORKBOOK

Lesson 12
P24
Review
Questions

Answers

What, is

Its, a

What, are

They, are

What, are

They, are

Practice
A.1. Its
2. are these
3. Theyre
4. is that
5. What is
6. What are

B.1. Its an MP3 player.

2. They are pencils.
3. Thats a hat
4. Theyre glasses.

C.1. What is this?, Its

2. What are these?, Theyre
3. What are those?, Theyre
4. Whats that?, Its

D.1. What is that?, Its a watermelon.

2. What are those?, Theyre apples.
3. What are these?, Theyre eagles.

Unit 13|An Apple Is in the Box.

Gammar in Mind 1: Teachers Guide

Unit Objectives:
22.
Students will learn about prepositions of place.
23.
Students will understand the meaning of new words and be able to use the words in grammatically correct sentences.
24.
Students will learn major grammar skills and concepts and learn to apply them.

LESSON GUIDE
Discover
Discuss the picture with the students. Encourage brainstorming as to what they see in the picture and the types of things
the students can name. Model some answers (in grammatically correct sentences) for the students if necessary. Explain the
directions of the section. Make sure that the students have a clear understanding of what they are expected to do.
Complete the first question as a class to ensure that all students understand the exercise. Then have the students complete
the rest of the exercise on their own. When completed, go over the answers as a class by calling on individual students to
present their answers to the rest of the class. For further reinforcement offer the students other examples and more indepth explanation of the grammar skills being covered.
Extra Idea (optional):
Prepositions Game: Prepare a text that contains prepositions. Take out the propositions and print them on a separate sheet,
then cut this sheet so that each preposition is on a piece of paper, then put all of them in an envelope . Divide the class into
groups and give each group an envelope. Tell the students that you are going to read a text and whenever you raise your
hand they should bring a suitable preposition and put it on your desk and that the fastest team would get points. Read the
text with each groups' order and cancel a point for each mistake. Finally read the text with correct prepositions.

Notice and Say

Write and Say

Review

ANSWER KEY: STUDENT BOOK

Lesson 13
*Fill in the blanks: the desk, the chair, the backpack, the book.
on the desk
behind the chair
next to the desk
under the book
in the backpack

P61
A.1. b.
2. a
3. e
4. d
5. c
6. f

B.1. on
2. under
3. in
4. behind
5. under
6. next to

P62
A.1. A ruler is in the box.
2. A glue stick is on the table.

3. Two crayons are under the table.

4. The scissors are in front of the box.

B.1. Tom is in front of the desk.

2. Sally is behind Tom.
3. Jack is behind Lucy.
4. Mark is next to Jack.

C.1. in front of the desk

2. behind Tom
3. behind Lucy
4. next to Jack
5. in front of Jack

P63
A.1. in the cage
2. in front of the flower pots
3. under the chair
4. on the floor
5. behind the frogs

Review
- in the box

next to the box

on the box

under the box

behind the box

in front of the box

ANSWER KEY: WORKBOOK

Lesson 13
P26
Review
1.
2.
3.
4.
5.
6.

in
behind
under
on
in front of
next to

Practice
A.1. in front of
2. on
3. behind
4. in front of
5. next to
6. in front of

B.1. in front of
2. on
3. next to
4. next to
5. behind

C.1. Its, on
2. Theyre, in
3. Shes, under
4. Theyre, in front of
5. Its, next to

Unit 14|I Like French Fries.

Gammar in Mind 1: Teachers Guide

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

LESSON GUIDE
Discover
Discuss the picture with the students. Encourage brainstorming as to what they see in the picture and the types of things
the students can name. Model some answers (in grammatically correct sentences) for the students if necessary. Explain the
directions of the section. Make sure that the students have a clear understanding of what they are expected to do.
Complete the first question as a class to ensure that all students understand the exercise. Then have the students complete
the rest of the exercise on their own. When completed, go over the answers as a class by calling on individual students to
present their answers to the rest of the class. For further reinforcement offer the students other examples and more indepth explanation of the grammar skills being covered.
Extra Idea (optional):
Tic Tac Toe Grammar: For this fun grammar activity, you can either draw a giant tic tac toe board on your blackboard or
make some in advance. In each square of the grid, you need to put a sentence with a blank where the verb must be. If your
students can fill in the blank with a verb of the proper tense, then they get an X. The trick with this game is that the
teacher must check the answers as the game goes on (which can be a problem when you have a large group of students
divided into pairs.) You can also use this tic tac toe method to practice other parts of grammar, as well. You can have your
students put the given sentence in past tense, finish a sentence correctly, etc.

Notice and Say

A) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
B) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
them complete the exercise. You may have to model the first question as a guide for the students. When all the students
are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
explaining exactly what their mistake was.
Extra Idea (optional):
What I like: Divide the class into two teams. Then give each team a topic (ex. Animals). Each member of the team must
write and state an I like sentence to the rest of the class. If the sentence is grammatically correct, that team gets a
point. No (animal) may be repeated more than once.

Write and Say

ANSWER KEY: STUDENT BOOK

Lesson 14
*Write T for true, F for false.
F
F
T

P65
A.

B.1. doesnt like

2. dont like
3. doesnt like
4. doesnt like

P66
A.1. like
2. dont

3. likes
4. like
5. likes
6. doesnt
7. like
8. likes
9. like
10. like
11. dont
12. doesnt

B.1. He likes juice.

2. You like pizza.
3. I dont like French fries.
4. She doesnt like hamburgers.
5. They dont like tomatoes
6. We dont like pie.

C. likes, doesnt like, likes, doesnt like, like

P67
A.1. pizza, noodles, hamburgers
2. Lucy likes fish and fried chicken.
But she doesnt like noodles.

Review
- like

dont like

likes

doesnt like

likes

doesnt like

dont like

ANSWER KEY: WORKBOOK

Lesson 14
P28
Review
Positives

Negatives
dont, like

like
doesnt like
likes
doesnt like
like
dont like
like
Practice
A.1. 2
2. 1
3. 4
4. 3

B.1. He likes hamburgers.

2. I dont like noodles.
3. They like chocolate.
4. My friend doesnt like ice cream.

C.1. like orange juice

2. like chocolate
3. likes peaches

4. likes French fries

5. likes mangoes
6. like milk

D.1. doesnt like apple pie

2. doesnt like milk shakes
3. dont like hamburgers
4. dont like garlic
5. dont like cola

Unit 15|He Has a Glove.

Gammar in Mind 1: Teachers Guide

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

LESSON GUIDE
Discover
Discuss the picture with the students. Encourage brainstorming as to what they see in the picture and the types of things
the students can name. Model some answers (in grammatically correct sentences) for the students if necessary. Explain the
directions of the section. Make sure that the students have a clear understanding of what they are expected to do.
Complete the first question as a class to ensure that all students understand the exercise. Then have the students complete
the rest of the exercise on their own. When completed, go over the answers as a class by calling on individual students to
present their answers to the rest of the class. For further reinforcement offer the students other examples and more indepth explanation of the grammar skills being covered.
Extra Idea (optional):
Mimes Plus: Give students a list of Present Continuous sentences that they can mime to their partners for them to guess,
e.g. You are eating bread and jam. You can add the Present Simple to this by choosing actions that some people do
every day (e.g. You are eating spicy food and You are blowing your nose) and asking them to go on to discuss how
often they do those things and why. This is more interesting if it is a topic that is linked to cultural differences, e.g. table
manners.

Notice and Say

Write and Say

Workbook

ANSWER KEY: STUDENT BOOK

Lesson 15
*Write the numbers next to the bears in the picture.

3
2
P69
A.1. have
2. have
3. dont have
4. doesnt have
5. has
6. has

B.1. doesnt have

2. doesnt have
3. has

4. have
5. dont have

P70
A.1. have
2. has
3. dont
4. dont
5. has
6. have
7. doesnt
8. doesnt

B.1. has
2. doesnt have
3. doesnt have
has
4. have
dont have
5. have
6. have

C. have, dont, have, have, dont, have, have, dont, have

P71
A.1. Sally has a violin.
Sam has cymbals.
Ray has a timpani.

2. They dont have a cello, a flute, or a tuba.

(Or They dont have a cello. They dont have a flute. They dont have a tuba.)
B.1. Mark has a timpani
Mary has a flute.
Becky has a tuba.
2. They dont have cymbals, a violin, or a cello.
(Or They dont have cymbals. They dont have a violin. They dont have a cello. )

Review
- have a bat

I dont have a bat

have a ball

You dont have a ball

has a cup

He doesnt have a cup.

ANSWER KEY: WORKBOOK

Lesson 15
P30
Review
Positives

Negatives
dont, have

have
doesnt, have
has
doesnt have
have
dont have
Practice
A.1. has, doesnt have
2. have, dont have
3. has, doesnt have

B.1. They have books.

2. He doesnt have a bat.
3. You dont have a tennis racket.
4. The dog doesnt have a ball.
5. The baseball player has a bat.
6. She doesnt have a glove
7. Sally doesnt have a backpack.
8. Birds dont have hands.

Positive

I have a glove.

The baker has bread.

Negative

I dont have a glove.

The baker doesnt have bread.

Positive

The puppy has a ball.

The soccer players have balls.

Negative

The puppy doesnt have a ball.

The soccer players dont have balls.

Unit 16|Do You Have a Net?

Gammar in Mind 1: Teachers Guide

Unit Objectives:
25.
Students will learn about the simple present: Yes/No questions
26.
Students will understand the meaning of new words and be able to use the words in grammatically correct sentences.
27.
Students will learn major grammar skills and concepts and learn to apply them.

Notice and Say

Write and Say

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

ANSWER KEY: STUDENT BOOK

Lesson 16
*Write he, she, or they.
She
She
He
She
He
They

P73
A.1. Do you, No
2. Do we, Yes
3. Do they, Yes
4. Does he, No
5. Does she, Yes
6. Does she, No

B.1. Does, doesnt

2. Do, dont
3. Does, doesnt

P74
A.1. Does, have, does
2. Do, have, do
3. Do, have, do
4. Does, have, doesnt

5. Does, have, doesnt

6. Do, have, dont

B.1. Does
doesnt
2. have
do
3. Do
dont
4. have
They

P75
A.1. Q: Do fish have two legs?, A: No, they dont.
2. Q: Do kangaroos have big ears?, A: No, they dont.
3. Q: Do birds have wings? A: Yes, they do.
4. Do elephants have short noses? A: No, they dont.

Review
-

Do, have, you, do

Do, have, I, dont
Do, have, you, do
Do, have, they, dont
Does, have, he, does
Does, have, she, doesnt
Does, have, it, does

ANSWER KEY: WORKBOOK

Lesson 16
P32
Review
Questions

Answers

Do I have a ring?

Yes, you do.

No, I dont.

Do you have a pen?

Yes, I do.

No, I dont.

Does he have an eraser?

Yes, he does.

No, he doesnt.

Does she have a ruler?

Yes, she does.

No, she doesnt.

Do we have a glue stick?

Yes, you do.

No, you dont.

Do they have cups?

Yes, they do.

No, they dont.

Does it have a bell?

Yes, it does.

No, it doesnt.

Does Tom have a book?

Yes. he does.

No, he doesnt.

Practice
A. 1. d.
2. a.
3. b.
4. c.
5. f.
6. e.
7. g.

B.1. Do, a net, I, dont

2. have, a mat, she, does
3. Do, fishing chairs, they, do
4. Does, water, she, doesnt

C.1. Do I have a fishing rod?

Yes, you do.
2. Does she have a hammock?
No, she doesnt.
3. Do birds have wings?
Yes, they do.
4. Do goldfish have tails?
Yes, they do.

Unit 17|What Do They Want?

Gammar in Mind 1: Teachers Guide

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

Notice and Say

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

Write and Say

ANSWER KEY: STUDENT BOOK

Lesson 17
*Write what they want: the robot, the puppy, the ball.
the ball
the puppy
the robot

P79
A.1. What, does, She
2. What, does, He
3. What, does, It
4. What, do, They
5. What, do, We
6. What, do, I
7. What, do. They
8. What, does, He

B.1. wants, the puppy

2. wants, the big robot

P80
A.1. What, does, He, wants
2. What, does, She, wants
3. What, do, They, want
4. What, does, It, has
5. What, do, You, have
6. What, do, I, want

7. What, do, You(We), want

8. What, do, They, want
9. What, does, She, wants

B.1. does
wants
2. have
She
3. What
have
4. What
They

C. What, does, has a computer, a bag

What, does, has a notebook computer.
Q: What does he have?
A: He has a computer and a bag.
Q: What does she have?
A: She has a notebook computer.

P81
A.

Julie

Want

Question/Answers

Chocolate

Q: What does Julie want?

A: She wants chocolate.

My Teacher

A new car

Q: What does your teacher want?

A: She/He wants a new car

My Parents

A big house

Q: What do your parents want?

A: My parents want a big house.

Review
- What, do, you, want
- What, does, he, wants
- What, does, she, has
- What, do, they, have
- What, does, it, has
- What, do, you, want

ANSWER KEY: WORKBOOK

Lesson 17
P34
Review
Questions

Answers

What, do

What, does

She

What. do

They

What, do

Practice
A.1. do, want
2. does, has
3. do, have

B.1. What do you want?

I want a game player.
2. What does she have?
She has a flower pot.
3. What do they want?
They want new shoes.

C.1. do, like

2. does, wants
3. like, He
4. What, have

5. What, They, have

6. What, You

D.1. He, wants, a game player.

2. She, has, puppies.
3. What, does, she, want?
4. What, do, you, have?

Unit 18|I Can Jump.

Gammar in Mind 1: Teachers Guide

Unit Objectives:
28.
Students will learn about modal verbs: can
29.
Students will understand the meaning of new words and be able to use the words in grammatically correct sentences.
30.
Students will learn major grammar skills and concepts and learn to apply them.

LESSON GUIDE
Discover
Discuss the picture with the students. Encourage brainstorming as to what they see in the picture and the types of things
the students can name. Model some answers (in grammatically correct sentences) for the students if necessary. Explain the
directions of the section. Make sure that the students have a clear understanding of what they are expected to do.
Complete the first question as a class to ensure that all students understand the exercise. Then have the students complete
the rest of the exercise on their own. When completed, go over the answers as a class by calling on individual students to
present their answers to the rest of the class. For further reinforcement offer the students other examples and more indepth explanation of the grammar skills being covered.
Extra Idea (optional):
Sentence Maze: For this game you need to draw a "maze" and print it out for each student. Students all start at the start
space at the same time. You then read a sentence. If the sentence is correct, the students take the dotted line out of the start
space and to the next space. If the sentence is incorrect, they take the bold line to the next space. Then you read another
students and if it is correct, the students take the dotted line, etc. Eventually, if the student has correctly answered all
sentences, she wins (all correct students will win at the same time).

Notice and Say

Write and Say

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

ANSWER KEY: STUDENT BOOK

Lesson 18
*Write what they can or cant do.
cant
cant
cant
cant
can

A. Write can or cant.

jump

sing

fly

read

swim

run

can

cant

can

cant

can

cant

can

cant

can

cant

can

B.1. cannot
2. cannot
3. cant
4. cant
5. can

P84
A.1. I can run.
2. You can read books.
3. He can talk fast.
4. She can jump high.

5. They cant fly a kite.

6. Birds cant dance.
7. We cant ride bikes.
8. Sandy cant make pizza.

B.1. can
2. cant
3. cant
4. can
5. cant
6. can

C. can, jump, cant sing, can, ride, cant, drive

P85
A.1. She can ride a bike.
2. She can play baseball.
3. She cant play soccer.
4. She can fly a kite.
5. She cant play badminton.

Review
- can sing

cant sing

can dance

cant dance

can jump

cant jump

can run

cant run

ANSWER KEY: WORKBOOK

Lesson 18
P36
Review
1.
2.
3.
4.
5.
6.

cant
can
cant
can
cant
can

Practice

A.1. cant
2. can
3. can
4. can
5. can
6. cant
7. can
8. cant
9. can
10. cant

B.1. We cannot fly a kite.

2. I can play badminton.
3. They cant ride a bike.
4. A parrot cant play soccer.
5. He can read books.

C.1. Sandy cant play soccer.

2. He cant speak Chinese.

3. I cant run fast.
4. We cant go on a picnic.
5. They cant read Japanese books.

D.1. I can play badminton.

2. Sally cant swim.
3. He can ride a bike.
4. They cant fly a kite.

Unit 19|Can You Ride a Bike?

Gammar in Mind 1: Teachers Guide

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

Notice and Say

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

Write and Say

Review

ANSWER KEY: STUDENT BOOK

Lesson 19
*Write can or cant.
cant
cant
can
cant
can
can

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

B.1. Can, you, cant

2. Can, he, cant
3. Can, she, can
4. Can, they, cant

P88
A.1. Can you speak English?
2. Can he roller skate?
3. Can she play the violin?
4. Can they play computer games?
5. Can it read books?

6. Can we snowboard?
7. Can Julian ride a bike?

B.1. Can he dance?

No, he cant.
2. Can she fly a kite?
Yes, she can.
3. Can they play the violin?
No, they cant.
4. Can you play soccer?
No, I cannot.

C.1. Can, dance

Yes, he can.
2. Can, cook
No, she cant.
3. Can, speak Spanish
Yes, they can.

P89
A.1. Can she speak English?
Yes, she cant.
2. Can they play soccer well?
No, they cant.
3. Can they sing well?
Yes, they can.
4. Can, drive a spaceship
No, I cant.

Review
- Can, swim, I, can
- Can, play soccer, I, cant
- Can, play the piano, he, can
- Can, play the violin, she, cant
- Can, sing well, they, can
- Can, dance well, you, cant
- Can, cook, she, can

ANSWER KEY: WORKBOOK

Lesson 19
P38
Review
Questions

Yes

1. Can

I, can

I, cant

2. Can

he, can

he, cant

3. Can

she, can

she cant

4. Can

they, can

they, cant

Practice

B.1. Can you swim? I, can

2. Can it climb a tree? it, cant

3. Can they drive a bus? they, can

4. Can she ride a bike? she, can
5. Can we swim? you, cant / Can you swim? we, cant
6. Can you play soccer? we, cant / Can we play soccer? you, cant
7. Can he fly a kite? he, can

C. sing
dance
sing
can
you
cant

D.1. you ride a bike.

No, I cant.
2. you play the piano?
Yes, I can

Unit 20|Walk Around.

Gammar in Mind 1: Teachers Guide

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

LESSON GUIDE
Discover
Discuss the picture with the students. Encourage brainstorming as to what they see in the picture and the types of things
the students can name. Model some answers (in grammatically correct sentences) for the students if necessary. Explain the
directions of the section. Make sure that the students have a clear understanding of what they are expected to do.
Complete the first question as a class to ensure that all students understand the exercise. Then have the students complete
the rest of the exercise on their own. When completed, go over the answers as a class by calling on individual students to
present their answers to the rest of the class. For further reinforcement offer the students other examples and more indepth explanation of the grammar skills being covered.
Extra Idea (optional):
Simon Says: The familiar children's game of "Simon Says" is a natural candidate for adaptation for use in the English
classroom. Instead of mimicking actions, however, students respond to verbal instructions -- for example: "Simon says:
Put your hand on your head." It functions well strictly as a listening and comprehension exercise either with the teacher or
selected students giving instructions. It's a good way to teach vocabulary related to the body, and may turn quite raucous
as more creative students think of ways to contort the bodies of their classmates into improbable shapes.

Notice and Say

Write and Say

ANSWER KEY: STUDENT BOOK

Lesson 20
*Check the action words you see in the picture.
v walk
v run
v stand up
v talk
vsit down

P91
A.

B.1. Dont walk.

2. Dont run.
3. Dont talk.

4. Dont sit down.

5. Dont stand up.

P92
A.1. Walk.
2. Wait.
3. Speak up.
4. Stand up.
5. Dont sleep.
6. Dont touch.
7. Dont move.
8. Sit down.
9. Dont enter
10. Be quiet.

B.1. Open the window.

2. Dont drive the car.
3. Listen to this music.
4. Dont climb the tree.

C.1. Do not enter.

2. Dont touch
3. Dont walk.
4. Walk.

P93
A.1. Sit down.
2. Stand up.

3. Run.
4. Come back.
5. Stop.
6. Jump.

B.1. Dont touch.

2. Dont feed.(Dont feed the horse.)

Review
- Dont walk

Talk!

Dont run,

Dont speak up.

Sit down.

Move.

ANSWER KEY: WORKBOOK

Lesson 20
Review
Positives

Negatives
come in
Dont

Stand
Dont

Practice.
A.

B.1. P: Walk to school.

N: Dont walk to school.

2. P: Jump up and down.

N: Dont jump up and down.

3. P: Touch the picture.

N: Dont touch the picture.

4. P: Walk around.

N: Dont walk around.

5. P: Enter the room.

N: Dont enter the room.

C.1. Dont move

2. Dont sit down.

3. Walk around.

D.1. Walk.
2. Dont swim.
3. Be quiet.
4. Stop.

Review Test 1|Unit 1 ~ Unit 4

Grammar in Mind 1: Teachers Guide

Review Test Objectives:

1. To review previously learned material.
2. To enhance and gauge student understanding of the material covered.
3. To serve as supplementary material for the lessons covered.

REVIEW GUIDE
Explain the purpose of reviewing previous material and topics. Then have the students fill in the top portion of the Review
Test (Date, Name, Class, Score).
A) For this section, thoroughly explain the directions given. Explain and model what is expected from the students. After
the students have completely understood the directions, have them complete the exercises. Make sure all the students have
completed this section before moving on.
B) For this section, thoroughly explain the directions given. Explain and model what is expected from the students. After
the students have completely understood the directions, have them complete the exercises. Make sure all the students have
completed this section before moving on.
C) For this section, thoroughly explain the directions given. Explain and model what is expected from the students. After
the students have completely understood the directions, have them complete the exercises. Make sure all the students have
completed this section before moving on.
D) For this section, thoroughly explain the directions given. Explain and model what is expected from the students. After
the students have completely understood the directions, have them complete the exercises. Make sure all the students have
completed this section before moving on.
E) For this section, thoroughly explain the directions given. Explain and model what is expected from the students. After
the students have completely understood the directions, have them complete the exercises. Make sure all the students have
completed this section before moving on.
F) For this section, thoroughly explain the directions given. Explain and model what is expected from the students. After
the students have completely understood the directions, have them complete the exercises. Make sure all the students have
completed this section before moving on.

ANSWER KEY:
P22
Review Test 1
A.1. a
2. i
3. a, e
4. e, e, a

B.1. It is a book.
2. He is a boy.
3. These are libraries.

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

D.1. lilies
2. boxes
3. trees
4. teeth
5. toothbrushes
6. children

E.1. watches
2. babies
3. mice

4. foxes
5. fish

F.1. It is a violin.
2. Is it an umbrella?
3. It is a cat.
4. There are two butterflies.
5. Do you have a hat?
6. These are two feet.

Review Test 2|Unit 5 ~ Unit 8

Grammar in Mind 1: Teachers Guide

Review Test Objectives:

4. To review previously learned material.
5. To enhance and gauge student understanding of the material covered.
6. To serve as supplementary material for the lessons covered.

ANSWER KEY:
Review Test2
A.1. is
2. are
3. are
4. arent
5. isnt
6. isnt

B.1. Is, she, scared?

2. Are, they, alligators?
3. Who, are, you
4. Who, is, he
5. Who, are, we

C.1. Im, not

2. Are, they
3. is she
4. he, is
5. You, are
6. Who, are, I, am

D.1. 3. isnt
2. 3. is
3. 3. arent
4. 3
5. 2. they

6. 3. are

E.1. Theyre my parents.

2. am not a nurse
3. Who, Hes a singer.
4. Theyre bakers.
5. is, he, Hes
6. Youre
7. Is, he, He, is

Review Test 3|Unit 9 ~ Unit 12

Grammar in Mind 1: Teachers Guide

Review Test Objectives:

7. To review previously learned material.
8. To enhance and gauge student understanding of the material covered.
9. To serve as supplementary material for the lessons covered.

ANSWER KEY:
Review Test 3
A.1. Those are windows.
2. These arent keys.
3. Those arent notebooks.

B.1. a small bird

2. round dishes
3. a square camera
4. blue toys

C.1. his
2. their
3. your
4. our
5. her

D.1. Whats, Its

2. are, Theyre
3. Whats, Its
4. What, are, Theyre

E.1. They are green melons.

2. Those are round toys.
3. Those are her glasses.
4. What is this?, Its an orange.
5. What are these?, They are pears.

F.1. Those, are

2. big, melons
3. her
4. are, those

Review Test 4|Unit 13 ~ Unit 16

Grammar in Mind 1: Teachers Guide

Review Test Objectives:

10. To review previously learned material.
11. To enhance and gauge student understanding of the material covered.
12. To serve as supplementary material for the lessons covered.

ANSWER KEY:
Review Test 4
A.1. in front of
2. next to
3. behind
4. on
5. under

B.1. I dont like ice cream.

2. He doesnt like sausages.
3. It doesnt have a bone.
4. You dont have a net
5. She doesnt have a bike

C.1. Do, they

2. Does, he
3. she, does
4. No, you
5. they, do

D.1. Do
2. likes
3. have
4. have
5. Does
6. do
E.1. under the box

2. wants hamburgers
3. dont have a net
4. Does she have a mat

Review Test 5|Unit 17 ~ Unit 20

Grammar in Mind 1: Teachers Guide

Review Test Objectives:

13. To review previously learned material.
14. To enhance and gauge student understanding of the material covered.
15. To serve as supplementary material for the lessons covered.

ANSWER KEY:
Review Test 5
A.1. 2
2. 1
3. 3
4. 2

B.1. He cant play soccer.

2. Gorillas cant climb trees.
3. Dont walk around.
4. Dont move
5. Dont stop

C.1. want
2. What
3. What
4. Can
5. he, can
6. Can

D.1. Tigers cant read.

2. Dont run.
3. Be quiet!
4. What does Gary have?
He has a new car.
5. Can the boys write?
Yes, they can write.

E.1. What does he want

wants a big robot
2. cant
3. Can, climb/ it cant
4. Dont walk around me
5. What does he have
He has a clock

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