grammar in focus 2 tb

8/17/2019 Grammar in Focus 2 Tb

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Unit 1|Parts of a Sentence: Subject Gammar in Focus2: Teacher’s Guide

Unit Objectives:1. Students will learn about the parts of a sentence: subject.2. Students will understand the meaning of new words and be able to use the words in grammatically correct sentences.3.

Students will learn major grammar skills and concepts and learn to apply them.

LESSON GUIDE

Discover

The opening text with captivating illustrations enables students to start the lesson in a meaningful real-life context

Colored words and carefully considered questions help students discover the key grammar structures on their own.

Extra Idea (optional):

News Search: Provide kids with a newspaper and ask them to choose a story that interests them. Many newspapers have akids' section of their publication, which may be appropriate for your age range. As the child reads the story, have him

underline the subject in each sentence.

Noti ce and Pr actice 1

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

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


Clear explanations and examples with easy to-understand charts present grammar forms, meaning, and use of grammar

This controlled exercise reinforces students’ understanding through targeted grammar practice.

A) Explain the directions to the students thoroughly. 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 byexplaining exactly what their mistake was.




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

Ex panded Practi ce

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

understanding and appropriate, fluent use of grammar structures.

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


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 studentsare finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by

explaining exactly what their mistake was.

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 studentsare finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand byexplaining exactly what their mistake was. Make sure to carefully go over the punctuation with the students as well.


Song Lyrics: Print the lyrics of a song and have a child underline the subject throughout the piece. For added interest, it

may be helpful to choose a song that the child knows or likes. Find a song that contains deliberate use of subject anddiscuss why the song writer might have chosen to not use proper grammar in the song.

Revise, Wr it e & Say

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

Revise

Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have them

complete the exercise. You may have to model the first question as a guide for the students. When all the students arefinished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand byexplaining exactly what their mistake was.

Write


complete the exercise. You may have to model the first question as a guide for the students. When all the students arefinished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by



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Say

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

to the students thoroughly. After they have fully understood what the exercise requires have them complete the exercise.You may have to model the first question as a guide for the students. When all the students are finished, go over the

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

M ake Your Own Grammar M ap

This exercise is an opportunity to gauge student understanding of the unit topics being covered. It also serves as an

opportunity for the students to directly apply the skills and topics covered in the unit on their own. Explain the directionsto the students thoroughly. After they have fully understood what the exercise requires have them complete the exercise

You may have to model the first question as a guide for the students. When all the students are finished, go over theanswers as a class. For students who have incorrect answers reinforce the subject at hand by explaining exactly what their

mistake was.

Workbook

Grammar Practice



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


Dictation

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

Listen and Speak


complete the exercise. Then play the recording for the class. You may have to play the recording more than oncedepending on class levels. Encourage the students to take notes in the space provided. When all the students are finished,

call on individual students to complete the speaking portion of the exercise.


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ANSWER KEY: STUDENT BOOK


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ANSWER KEY: WORKBOOK


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Unit 2|Parts of a Sentence: Verb Gammar in Focus2: Teacher’s Guide

Unit Objectives:

1.

Students will learn about the parts of a sentence: verb.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




Verb Categories: Give students three minutes to study a list of verbs which would fall into one of five categories; for

example the categories could be hobbies, sports, things to do in the kitchen, things to do in the office or things a childmust learn to do. Then, give each student a worksheet with each of the five category titles listed across the top. After

instructing the students to write each verb under the corresponding category, start the timer for two minutes. The studentwith the most correctly listed verbs when the timer goes off wins.




A) 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 havethe students answer as a whole.




them complete the exercise. You may have to model the first question as a guide for the students. When all the studentsare finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand byexplaining exactly what their mistake was.


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are finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by


Ex panded Practi ce





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




explaining exactly what their mistake was. Make sure to carefully go over the punctuation with the students as well.


Verb Pictionary: Divide the class into two teams, and give a verb to a volunteer from the first team. Give the student two

minutes to draw the verb on the board while their team tries to guess the verb. The point system of Verb Charades alsoworks well for this game. A good motivational reward is to tell the class before the game begins that the winners will beexcused from that day's homework assignment.


Revise, Write, and Say offers students rich opportunities to apply newly learned grammar to writing and speaking

activities. Along with previous grammar practice, this guided writing activity successfully expands students’ learningexperience step by step.

Revise

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



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Write




Say

For this exercise, have students apply personal information to the topics being covered in the unit. Explain the directionsto the students thoroughly. After they have fully understood what the exercise requires have them complete the exercise.

You may have to model the first question as a guide for the students. When all the students are finished, go over theanswers as a class. For students who have incorrect answers reinforce the subject at hand by explaining exactly what theirmistake was.



opportunity for the students to directly apply the skills and topics covered in the unit on their own. Explain the directionsto the students thoroughly. After they have fully understood what the exercise requires have them complete the exerciseYou may have to model the first question as a guide for the students. When all the students are finished, go over theanswers as a class. For students who have incorrect answers reinforce the subject at hand by explaining exactly what their

mistake was.

Workbook

Grammar Practice



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

Dictation


complete the exercise. Then play the recording for the class. You may have to play the recording more than oncedepending on class levels. When all the students are finished, go over the answers as a class. For students who have

incorrect answers reinforce the subject at hand by explaining exactly what their mistake was.

Listen and Speak





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Unit 3| Nouns Gammar in Focus2: Teacher’s Guide

Unit Objectives:

1.

Students will learn about 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




Holiday Nouns: Making lists of holiday-related nouns is a good way to review the concept throughout the year. As a

group, have the kids brainstorm as many people, places and things that relate to an upcoming holiday or season. Thisactivity also works well to create a noun bulletin board. The students can write the nouns on small cutouts of shapes that

relate to the holiday. For example, an Easter noun board might include bunnies, eggs and baskets for the shapes.
















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Ex panded Practi ce









Classroom Noun Hunt: The students use items in the classroom to create a list of nouns. A recording sheet allows the kids

to keep track of the nouns they find. Dividing the sheet into three columns for people, places and things helps the kidskeep the nouns organized. You can also create a series of categories for the nouns. For instance, you might ask them to

find nouns that start with a certain letter or are a certain size.


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

experience step by step.

Revise




Write

Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have themcomplete the exercise. You may have to model the first question as a guide for the students. When all the students are

finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by


Say

For this exercise, have students apply personal information to the topics being covered in the unit. Explain the directionsto the students thoroughly. After they have fully understood what the exercise requires have them complete the exercise.

You may have to model the first question as a guide for the students. When all the students are finished, go over the


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opportunity for the students to directly apply the skills and topics covered in the unit on their own. Explain the directions

to the students thoroughly. After they have fully understood what the exercise requires have them complete the exercise


mistake was.

Workbook

Grammar Practice






Dictation


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

Listen and Speak


complete the exercise. Then play the recording for the class. You may have to play the recording more than oncedepending on class levels. Encourage the students to take notes in the space provided. When all the students are finished,call on individual students to complete the speaking portion of the exercise.


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Unit 4|Count / Non-count Nouns Gammar in Focus2: Teacher’s Guide

Unit Objectives:

1.

Students will learn about count / non-count 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




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 exerciseis continued around the circle.




B) Explain the directions to the students thoroughly. First have the students complete the exercise on their own. When the






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Ex panded Practi ce








This is a...: The teacher gathers the students into a circle again for this game. Students go around the circle and conductthe following dialog: The first student says, "This is a --" and says a count noun, such as flower. The next student says, "A

what?" The first student repeats her sentence. The second student again says, "A what?" The first student repeats hersentence again. The second student then says, "Oh, a --" and says the count noun. The second student turns to a third

student and does the same thing with another count noun. The repetition helps the students learn.




Revise


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

Write

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


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Say








mistake was.

Workbook

Grammar Practice





Dictation


Listen and Speak





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Unit 5|The Verb Be Gammar in Focus2: Teacher’s Guide

Unit Objectives:

1.

Students will learn about the verb be.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




Verb Pictionary: Divide the class into two teams, and give a verb to the a volunteer from the first team. Give the student

two minutes to draw the verb on the board while their team tries to guess the verb. The point system of Verb Charadesalso works well for this game. A good motivational reward is to tell the class before the game begins that the winners will

be excused from that day's homework assignment.
















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Ex panded Practi ce











Verb Categories: Give students three minutes to study a list of verbs which would fall into one of five categories; for

example the categories could be hobbies, sports, things to do in the kitchen, things to do in the office or things a childmust learn to do. Then, give each student a worksheet with each of the five category titles listed across the top. Afterinstructing the students to write each verb under the corresponding category, start the timer for two minutes. The studentwith the most correctly listed verbs when the timer goes off wins.



Revise



Write




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Say


to the students thoroughly. After they have fully understood what the exercise requires have them complete the exerciseYou may have to model the first question as a guide for the students. When all the students are finished, go over the




opportunity for the students to directly apply the skills and topics covered in the unit on their own. Explain the directionsto the students thoroughly. After they have fully understood what the exercise requires have them complete the exercise.


mistake was.

Workbook

Grammar Practice





Dictation


Listen and Speak





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Unit 6|Simple Present Gammar in Focus2: Teacher’s Guide

Unit Objectives:

1.

Students will learn about simple present.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




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 wantto 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.
















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Ex panded Practi ce











Sentence partners: Give each of your students a word. Give some students subject nouns, others should get verbs, and

some should get adjectives (more advanced classes can have adverbs, prepositions, etc.) Then have your students go aboutthe classroom and find at least two other students that they can make a sentence with. When everyone has found asentence to be a part of, read the sentences to the class, and then do it all over again!



Revise




Write


complete the exercise. You may have to model the first question as a guide for the students. When all the students are



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Say






opportunity for the students to directly apply the skills and topics covered in the unit on their own. Explain the directionsto the students thoroughly. After they have fully understood what the exercise requires have them complete the exercise.


mistake was.

Workbook

Grammar Practice





Dictation


Listen and Speak





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Unit 7|Present Progressive Gammar in Focus2: Teacher’s Guide

Unit Objectives:

1.

Students will learn about present progressive.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




Model Sentences: Use overheads of simple activities such as sleeping, eating, walking, etc. Present the model dialogue

with sentence frames: "What is she doing? She is _____ing." As you display each picture, ask students the first questionand have them respond as a class, monitoring correctness. Then go around the room to have students practice verbally,

asking and answering the questions. Next, have students work in partners to practice speaking and writing these sentences.
















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Ex panded Practi ce











Active Visuals: Display a picture that shows many people engaged in activities, such as in a park setting or a mall. Refer

to portions of the picture and ask, "What are they doing?" A logical answer might be, "They are having a picnic." Thenhave students review the picture in partners and write five sentences in the present continuous about what is happening inthe picture. Share these with the class. For an additional review activity, put magazine pictures in clear plastic sleeves andhave students in small groups write a paragraph on the activities.



Revise



Write




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Say








mistake was.

Workbook

Grammar Practice





Dictation


Listen and Speak





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Unit 8|Simple Present vs. Present Progressive Gammar in Focus2: Teacher’s Guide

Unit Objectives:

1.

Students will learn about simple present vs. present progressive.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




Reverse Jeopardy: Read a short story or article as a class. Draw a Jeopardy chart on the board. Have each student pick a

question from the chart. Sample questions might include "What does Joe do at 7 in the morning?" and "What does Shirleylike more than school?" The student answers the question using the present simple tense. For example, the answers to the

sample questions could be "Joe eats breakfast at 7 in the morning" and "Shirley likes movies more than school." Youmight need more than one chart of questions, depending on the size of your class.











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Ex panded Practi ce










Funny Pictures: Show your students a funny photograph or cartoon and ask them to describe what the person in the picture is doing. For example, show students a picture of person wearing a gorilla suit and dancing in the street. Studentsmight answer, "He wears a gorilla suit and dances in the street," or "He acts like an ape and blocks traffic." Depending on

the pictures, students might come up with some surprisingly creative descriptions.




Revise




Write

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

Say


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

mistake was.


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opportunity for the students to directly apply the skills and topics covered in the unit on their own. Explain the directionsto the students thoroughly. After they have fully understood what the exercise requires have them complete the exerciseYou may have to model the first question as a guide for the students. When all the students are finished, go over theanswers as a class. For students who have incorrect answers reinforce the subject at hand by explaining exactly what their

mistake was.

Workbook

Grammar Practice






Dictation


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

Listen and Speak

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


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Unit 9|Pronouns Gammar in Focus2: Teacher’s Guide

Unit Objectives:

1.

Students will learn about pronouns.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




Pronoun Basketball: Students match pronouns with appropriate antecedents in this easy pronoun game. To prepare, gather

three standard office trash cans. Attach paper to each can and label them "he," "she" and "it." Set the labeled cans acrossthe front of the room. Then type nouns that you could pair with each pronoun in large font. Print out the nouns on

computer paper.

Divide the class into two teams. Allow one member of the first team to approach the front of the room. Give the student a

piece of paper containing a noun. Ask her to read the noun aloud, then crumple the paper and throw it--from a distance-into the appropriate trash can. If the student aims at the appropriate can and makes the shot, she wins a point for her team.Allow one student at a time from alternating teams to attempt a pronoun-matching shot.



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

the students answer as a whole.






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Noti ce and Pr actice3







Ex panded Practi ce









explaining exactly what their mistake was. Make sure to carefully go over the punctuation with the students as well.


Pronoun Hunt: Students search the classroom for words, gathering only those that are pronouns. To prepare for this game

write words on index cards. Write one word on each card, including words of all parts of speech. Make sure to include awide array of pronouns. Hide the cards around the room.

Divide the students into four teams. Tell students that you have hidden words around the room, and they need to hunt for

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

pronoun words gathered in error.


Revise, Write, and Say offers students rich opportunities to apply newly learned grammar to writing and speaking

activities. Along with previous grammar practice, this guided writing activity successfully expands students’ learningexperience step by step.

Revise


complete the exercise. You may have to model the first question as a guide for the students. When all the students are


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Write




Say


to the students thoroughly. After they have fully understood what the exercise requires have them complete the exerciseYou may have to model the first question as a guide for the students. When all the students are finished, go over the




opportunity for the students to directly apply the skills and topics covered in the unit on their own. Explain the directionsto the students thoroughly. After they have fully understood what the exercise requires have them complete the exercise.You may have to model the first question as a guide for the students. When all the students are finished, go over theanswers as a class. For students who have incorrect answers reinforce the subject at hand by explaining exactly what their

mistake was.

Workbook

Grammar Practice



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

Dictation


complete the exercise. Then play the recording for the class. You may have to play the recording more than once

depending on class levels. When all the students are finished, go over the answers as a class. For students who haveincorrect answers reinforce the subject at hand by explaining exactly what their mistake was.

Listen and Speak


complete the exercise. Then play the recording for the class. You may have to play the recording more than once


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depending on class levels. Encourage the students to take notes in the space provided. When all the students are finished,call on individual students to complete the speaking portion of the exercise.


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Unit 10|Prepositions of Movement Gammar in Focus2: Teacher’s Guide

Unit Objectives:

1.

Students will learn about prepositions of movement.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




Going Places: Give students room to connect prepositions with locations. Many prepositions are involved in describing

processes, so in constructing a short description of "en route" scenarios students will learn to connect nouns or nounsubstitutes. To start, provide students with ideas of destinations where they would like to go or a list of places they

frequent, such as the store or doctor's office. Use pictures to exhibit ideas. Then, instruct students to describe the trip in aminimum number of processes. Assist with the use of unknown prepositions and highlight those already learned throughfirst learning activities. Provide demonstration of action if necessary.








A) Explain the directions to the students thoroughly. After they have fully understood what the exe

grammar in focus 2 tb

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