Grammar in Focus 2 TB

Unit 1|Parts of a Sentence: Subject
Gammar in Focus2: Teachers 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 a
kids' 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.
Notice and Practice 1

Clear explanations and examples with easy to-understand charts present grammar forms, meaning, and use of grammar.
This controlled exercise reinforces students understanding through targeted grammar practice.
A) Explain the directions to the students thoroughly. First have the students complete the exercise on their own. When 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.

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.

Expanded Practice
A variety of grammar exercises encourage students to become more confident with grammar. Authentic exercises foster
understanding and appropriate, fluent use of grammar structures.
B) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
C) Explain the directions to the students thoroughly. After they have fully understood what the exercise requires have
explaining 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 and
discuss why the song writer might have chosen to not use proper grammar in the song.
Revise, Write & Say

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 learning
experience 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 are
finished, go over the answers as a class. For students who have incorrect answers reinforce the subject at hand by
Write
Say
For this exercise, have students apply personal information to the topics being covered in the unit. Explain the directions
to the students thoroughly. After they have fully understood what the exercise requires have them complete the exercise.
You may have to model the first question as a guide for the students. When all the students are finished, go over the
answers as a class. For students who have incorrect answers reinforce the subject at hand by explaining exactly what their
mistake was.
Make Your Own Grammar Map

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 directions
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 once
depending 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
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.
ANSWER KEY: STUDENT BOOK
ANSWER KEY: WORKBOOK
Unit 2|Parts of a Sentence: Verb

Unit Objectives:
1. Students will learn about the parts of a sentence: verb.
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 child
must 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 student
with the most correctly listed verbs when the timer goes off wins.



Expanded Practice
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 also
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.
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 3|Nouns
Unit Objectives:
1. Students will learn about nouns.
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. This
activity 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.



Expanded Practice
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 kids
keep 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 & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 4|Count / Non-count Nouns

Unit Objectives:
1. Students will learn about count / non-count nouns.
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 exercise
is continued around the circle.

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


Expanded Practice
This is a...: The teacher gathers the students into a circle again for this game. Students go around the circle and conduct
the 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 her
sentence 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, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 5|The Verb Be

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



Expanded Practice
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 child
must 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 student
with the most correctly listed verbs when the timer goes off wins.
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 6|Simple Present

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



Expanded Practice
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 about
the classroom and find at least two other students that they can make a sentence with. When everyone has found a
sentence to be a part of, read the sentences to the class, and then do it all over again!
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 7|Present Progressive

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



Expanded Practice
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." Then
have students review the picture in partners and write five sentences in the present continuous about what is happening in
the picture. Share these with the class. For an additional review activity, put magazine pictures in clear plastic sleeves and
have students in small groups write a paragraph on the activities.
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 8|Simple Present vs. Present Progressive

Unit Objectives:
1. Students will learn about simple present vs. present progressive.
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 Shirley
like 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." You
might need more than one chart of questions, depending on the size of your class.


Expanded Practice
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. Students
might 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 & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 9|Pronouns
Unit Objectives:
1. Students will learn about pronouns.
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 across
the 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.


Notice and Practice3

Expanded Practice
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 a
wide 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 they
collect. Allow students to race about the room searching for pronouns. Give them four to five minutes to complete their
hunt. At the end of the game, count up all of the pronouns collected by each team, taking points away for any nonpronoun words gathered in error.
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 10|Prepositions of Movement

Unit Objectives:
1. Students will learn about prepositions of movement.
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 noun
substitutes. 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 a
minimum number of processes. Assist with the use of unknown prepositions and highlight those already learned through
first learning activities. Provide demonstration of action if necessary.


Expanded Practice
Making Melodies: Teaching ESL learners a song is one method of getting prepositions "stuck in" the minds of students. A
catchy melody is a fun and interactive way to promote the "ins and the outs," the "ups and downs" and the "in betweens"
of English. Musical English Lessons is a site that can help you find songs to fit the vibe of the class. Weaving preposition
learning objectives into melodies is a fun way for both children and adults to learn.
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 11|Simple Past 1

Unit Objectives:
1. Students will learn about simple past 1.
LESSON GUIDE
Discover
Verb of The Day: Start off each day by telling children about the "verb of the day." Choose a verb and write it on the
board along with the past and future tenses. Explain the definition of the word and use it in a sentence. Have children
practice writing it. Throughout the day, use the word in conversation and encourage children to do the same. Give a child
a sticker each time you hear him use the past tense of the word correctly. This activity teaches children about the tenses as
well as new vocabulary words.



Expanded Practice
Personalized Worksheet: Write out a sheet of sentences that include present tense verbs. Use a student's name in each
sentence so there is one sentence for each child. For instance, "Mark picks up the hamster that sits on the floor." Hand out
the worksheets and ask the children to find the present tense verbs and change them to past tense. For a beginning exercise,
bold the verbs so children can find them easily. Your students may get a kick out of seeing their names in print, and this
exercise also shows them how relevant past tense is to their lives.
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 12|Simple Past 2

Unit Objectives:
1. Students will learn about simple past 2.
LESSON GUIDE
Discover
Tense Scavenger Hunt: Give each student a copy of a magazine or a short story. Ask them to look for examples of the past
tense. Have them highlight the words. If you're working on learning to write, have them write out a list of all the pasttense words instead. For older children, have them practice writing the words in cursive. Pair up children and ask them to
compare their lists. Make a master list with help from the whole class to make sure no one missed any words.


Expanded Practice
Storytelling: Ask your students to create a story in three parts: past, present and future. Have them write a fiction story
that starts off in the past and have them write the entire section in past tense. The next section should be about the
characters in future tense and the last section in the future. This exercise will help them think about using tenses and
develop their storytelling and writing skills. Ask them to read the story aloud when it's done, either at home or with a
partner. They may be able to hear any tense mistakes they made when they read it out loud and correct them.
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 13|Past Progressive

Unit Objectives:
1. Students will learn about past progressive.
LESSON GUIDE
Discover
Sentence Sequencing: Sentence sequencing is another activity used to reinforce the understanding of past tense for
elementary school children. Sentence sequence games give children a selection of words to put together into complete
sentence that make sense. Give students groups of nouns, adjectives, helping verbs, past-tense verbs and present-tense
verbs. Have them put the words that make sense together in a sentence. By manipulating the words into sentences,
students begin to identify how a change in tense changes the time period of the sentence. This also begins to introduce the
concept of context clues, which help students take an already-constructed sentence and identify its parts.


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

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 14|Questions:Present and Past Progressive

Unit Objectives:
1. Students will learn about questions: present and past progressive.
LESSON GUIDE
Discover
Dictation: Dictation allow students to self-assess their ability to listen and write correctly. Explain the process first. You
will read one sentence three times, and they will record what they hear in correct English. Do not allow questions, but
explain that they will get better at listening and writing in phrases. Dictate five sentences with the present continuous.
After dictation, ask what they wrote for each sentence and write the answer on the overhead or board.


Expanded Practice
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.
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 15|Future: Will vs. Be going to

Unit Objectives:
1. Students will learn about future: will vs. be going to.
LESSON GUIDE
Discover
"Will" Verb Construction: Give your students a list of sentences with a blank for them to fill in the simple "will" verb
constructions. In front of the blank, put the infinitive form of the verb in parentheses. For example, write, "She (to go)
___________ to the mall this afternoon after school." The correct answer is "will go"; combine "will" with the infinitive
root of the verb to express the future. Make a list of these sentences and review them as a class after your students have
filled in the answers for themselves.


Expanded Practice
"Be Going to" Verb Construction: Explain the difference between "will" and "be going to" to your students. Especially if
English is not their first language, they need to understand that even though these two constructions can be used
interchangeably at times, they carry different connotations. For example, "be going to" expresses more certainty in a
future action, like a plan for the evening. On the other hand, "will" either expresses something that is absolute, is an
opinion or hope, or is dependent on other external factors.
To help your students understand how to construct "be going to" verbs, make another list of sentences with the infinitive
in parentheses and a blank for them to fill in the proper construction of the verb. For example, write a sentence like, "I am
going to to the party on Saturday with my roommates." Explain the differences between this sentence and "will" sentences
such as: "I will go shopping for a dress before I go to the party"; or "I hope you will go to the party with me."
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 16|Have to
Unit Objectives:
1. Students will learn about have to.
LESSON GUIDE
Discover
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."


Expanded Practice
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).
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 17|Adjectives with Linking Verbs

Unit Objectives:
1. Students will learn about adjectives with linking verbs.
LESSON GUIDE
Discover
Ball Toss Game: Have students sit or arrange their desks in a circle. Explain to them that you're going to tell an
improvised story as a group, one sentence at a time. Only the person holding the ball can speak. Begin the story with the
beginning of a sentence, such as, "Yesterday, I was..." and toss the ball to a random student for them to complete the
sentence, and begin another sentence of their own creation. For example, the student could say something like "... tired
because I didn't get much sleep. But today Sheila asked..." and then toss the ball to the next student to complete the
sentence and continue the story. The students will have to choose whether they use an adjective or adverb, and a linking
verb or action verb. Continue until every student has participated at least once.


Expanded Practice
Spot the Linking Verb: Prepare excerpts from books or other reading passages appropriate to your students' age and
reading level. Have each student, or small groups of three or four students, identify the linking verbs and action verbs in
the passage they have been given. Have them explain why each verb-modifier combination is a linking or action
combination. For example, students could rearrange the words in the verb-modifier combination so that it's more obvious
which part of the sentence is being modified. If a sentence says, "Lucy read the play dramatically," students could
rearrange that combination to "dramatically read"; if a sentence says, "Kyle felt small," students could rearrange the
combination to read "small Kyle." This will reinforce the relationship between the modifier, the verb and the object
modified, making the lesson more concrete for students.
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 18|Frequency Adverbs

Unit Objectives:
1. Students will learn about frequency adverbs.
LESSON GUIDE
Discover
Frequency Adverbs: This game specifically deals with adverbs of frequency such as never, always, usually, sometimes
and occasionally. Divide the class into two teams, and give each student a card with an adverb of frequency on it. One
student asks someone from the other team a question; the goal for the student asking the question is to get the other
student to say the adverb written on the card. For example, if a student from team one has never, he could ask someone on
the other team How often do you enjoy doing homework? If the student responds never, then the student who asked
the question gets one point for his team.


Expanded Practice
Adverb Relay Race: This game is best played outside and is great for practicing correct usage of various adverbs which
have recently been introduced. Divide the class into two teams, and have each team stand in a line. When the game begins,
a student from each team runs to the teacher who gives him a slip of paper on which is a fill-in-the-blank sentence with
one adverb and three adjectives to choose from; the correct choice is the adverb. If the student chooses the adverb on the
first try, he can run back and tag the next student on his team who will repeat the process. If the student answers
incorrectly, he has to hop on one foot back to his team to tag the next student. The first team to use all their teammates
wins.
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 19|Infinitives
Unit Objectives:
1. Students will learn about infinitives.
LESSON GUIDE
Discover
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.


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

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 20|Gerunds
Unit Objectives:
1. Students will learn about gerunds.
LESSON GUIDE
Discover
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).


Expanded Practice
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 about
the classroom and find at least two other students that they can make a sentence with. When everyone has found a
sentence to be a part of, read the sentences to the class, and then do it all over again!
Revise, Write & Say

Revise
Write
Say
mistake was.
mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Review Test 1|Unit 1 ~ Unit 4

Grammar in Focus 2: 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
C) For this section, thoroughly explain the directions given. Explain and model what is expected from the students. After
D) For this section, thoroughly explain the directions given. Explain and model what is expected from the students. After
E) For this section, thoroughly explain the directions given. Explain and model what is expected from the students. After
F) For this section, thoroughly explain the directions given. Explain and model what is expected from the students. After
ANSWER KEY:


REVIEW GUIDE
ANSWER KEY:


REVIEW GUIDE
ANSWER KEY:


REVIEW GUIDE
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Grammar in Focus 2 TB

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Grammar in Focus 2 TB

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Unit 1|Parts of a Sentence: Subject

Gammar in Focus2: Teachers Guide

Notice and Practice 1

Notice and Practice 2

Notice and Practice 3

Revise, Write & Say

Make Your Own Grammar Map

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ANSWER KEY: WORKBOOK

Unit 2|Parts of a Sentence: Verb

Notice and Practice 1

Notice and Practice 2

Notice and Practice 3

Revise, Write & Say

Make Your Own Grammar Map

ANSWER KEY: STUDENT BOOK

ANSWER KEY: WORKBOOK

Notice and Practice 1

Notice and Practice 2

Notice and Practice 3

Revise, Write & Say

Make Your Own Grammar Map

ANSWER KEY: STUDENT BOOK

ANSWER KEY: WORKBOOK

Unit 4|Count / Non-count Nouns

Notice and Practice 1

Notice and Practice 2

Notice and Practice 3

Revise, Write & Say

Make Your Own Grammar Map

ANSWER KEY: STUDENT BOOK

ANSWER KEY: WORKBOOK

Unit 5|The Verb Be

Notice and Practice 1

Notice and Practice 2

Notice and Practice 3

Revise, Write & Say

Make Your Own Grammar Map

ANSWER KEY: STUDENT BOOK

ANSWER KEY: WORKBOOK

Unit 6|Simple Present

Notice and Practice 1

Notice and Practice 2

Notice and Practice 3

Revise, Write & Say

Make Your Own Grammar Map

ANSWER KEY: STUDENT BOOK

ANSWER KEY: WORKBOOK

Unit 7|Present Progressive

Notice and Practice 1

Notice and Practice 2

Notice and Practice 3

Revise, Write & Say

Make Your Own Grammar Map

ANSWER KEY: STUDENT BOOK

ANSWER KEY: WORKBOOK

Unit 8|Simple Present vs. Present Progressive

Notice and Practice 1

Notice and Practice 2

Revise, Write & Say

Make Your Own Grammar Map

ANSWER KEY: STUDENT BOOK