Grammar in Focus 3 TB PDF

Unit 1|Parts of a Sentence
Gammar in Focus 3: Teachers Guide
Unit Objectives:
1. Students will learn about the parts of a sentence.
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):
Silly Sentences: Children will enjoy the "Silly Sentences" game because it will appeal to their sense of humor, and you'll
love it because it will teach them to form sentences. There are a few different ways to play "Silly Sentences." Construct
cubes out of cardboard. On each side of the cube, write a different word. Each word should be a part of a sentence, such as
a verb, noun, pronoun or article of speech. Make four cubes to form a complete set. Similarly, you can also create playing
cards with different words on each card. Make your own cards using index cards or cardstock. Again, be sure to include
different sentence parts so the children can make complete sentences. Have the kids take turns, either rolling the blocks or
drawing cards. Each time they roll or draw, have them write down the words they land on. The first child who can form
complete sentence wins. They will make silly sentences and probably do a lot of giggling in the process.
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
Mad Libs: "Mad Libs" is a classic activity that can be used as a great sentence-learning tool. Write a short story, from one
page to a few paragraphs long. Omit certain words from every sentence, or every few sentences. Remove words that are
key to the sentence structure, such as a noun, pronoun, adjective or verb. Do not give the children the story yet. Make a
corresponding worksheet, asking the child to fill in a blank with a noun, pronoun, adjective or verb. For example, if you
remove the noun from the first sentence, the first blank on the worksheet will ask for a noun. After they have completed
the worksheet, show them how to fill in the story with their chosen words. They will laugh at their creation, while
practicing how to form complete sentences.
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 Speech

Unit Objectives:
1. Students will learn about the parts of speech.
LESSON GUIDE
Discover
Scattergories: Have each child take out a sheet of paper and a pencil. Instruct the children to write a heading for each part
of speech across the top of the paper. For example, the words, "Nouns," "Verbs," "Adjectives" and "Adverbs" would be
appropriate headings. To start the game, the teacher calls out a letter of the alphabet and tells the children to begin. Each
child must write a word beginning with that letter under each category. For example, if the letter is "R" the child might
have the word "Radio" for noun, "Run" for verb and "Red" for an adjective. The first student to fill in all the categories
wins the round. The teacher may repeat the game as many times as time allows. At the end of the game, the children will
have a reference sheet of words separated in their appropriate parts of speech.



Expanded Practice
Color-Coded Parts of Speech: The following game can be played in a couple of different ways. Begin by writing the parts
of speech on colored construction paper. Each part of speech gets its own sheet of paper and should be a different color.
Laminate the construction paper. Divide the class into teams. Write a sentence on the board. Each team must determine
the part of speech for each word in the sentence and write the word on the back of the corresponding paper with an
erasable marker. When they are done, have the team stand in front of the class and hold up their sentence. If they have
correctly labeled the part of speech for each word, that team gets 10 points. An alternate way to play the game is to have
the teams create and label their own sentences.
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 3|Nouns, Articles

Unit Objectives:
1. Students will learn about nouns, articles.
LESSON GUIDE
Discover
Noun Naming Game: This noun game only requires letter tiles. You can use commercially produced letter tiles, Scrabble
pieces or your own letter tiles made from small squares of poster board. The letter tiles go in a bucket or bowl. All of the
students stand up, either at their desks or in a circle at the front of the room. A letter is drawn and the students must name
a noun that starts with that letter one at a time. You can give specifics for the type of noun such as a person, place, thing,
proper noun or common noun. A student is out if she cannot think of a noun that fits the requirements, says a word that
isn't a noun or repeats a word that was already used for that round. A student who is out sits down for the rest of the game.
Start at different points in the circle each time so the same people aren't always at the end when it's more difficult to think
of words that haven't been used.


Expanded Practice
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.
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 4|Pronouns
Unit Objectives:
1. Students will learn about pronouns.
LESSON GUIDE
Discover
Pronoun Sentence Building: Students match pronouns with an appropriate antecedent and use the pair of words
appropriately within a sentence while completing this competitive game. To prepare, purchase multi-colored index cards.
Pull out cards of one color. On one card write a noun, and on another write a matching pronoun. For example, you could
write book on one card and it on another as these words could be paired in a pronoun antecedent relationship.
Continue writing pronouns and antecedents. Once you have created a collection of pairs, recreate the pairs on cards of
another color.
Divide the students into two teams. Draw a line down the chalkboard, dividing it in half. Give each team a set of colored
pronoun antecedent cards and a roll of masking tape. Tell the students they must race to pair the pronouns with their
antecedents, and write sentences on the board, taping the pronoun and antecedent cards where they belong in the
sentences. The team to complete the task first wins the game.

Expanded Practice
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.
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 5|Indefinite Pronouns

Unit Objectives:
1. Students will learn about indefinite pronouns.
LESSON GUIDE
Discover
Weasel Words: "Weasel words" refer to misleading or ambiguous phrases and indefinite pronouns can certainly lead there
if used excessively. "Many scholars believe there is no life away from Earth" is an example of a pronoun (many) used as
part of a groundless remark, as the author does not mention who exactly these scholars are. Divide the class into two
groups and advise them to raise their hand as soon as they are sure about the answer. Each round, write two sentences on
the board, one containing weasel words and the other representing the right use of indefinite pronouns. For example, write
"Everyone says old people cannot compete in sports" and "Everyone in the classroom did his homework." The first team
to answer 10 answers correctly are the winners.


Expanded Practice
Indefinite Pronoun Race: Make up a knockout tournament with all students participating. In each round, two students
must close their eyes, waiting for you to say "go!" Write two columns of eight sentences on the board containing
indefinite pronouns. Ask students to identify the indefinite pronouns in the sentences of their column and underline them.
When you say "go," students must quickly underline the appropriate words as quickly as possible. The first one to finish
moves on to the next round, making a step closer to the final.
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 6|Quantifiers
Unit Objectives:
1. Students will learn about quantifiers.
LESSON GUIDE
Discover
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!


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 7|Comparatives & Superlative

Unit Objectives:
1. Students will learn about comparatives & superlative.
LESSON GUIDE
Discover
Comparative People: Ask the class to give you the names of six famous people, for example, Gandhi, Lance Armstrong,
Mother Teresa, Julia Roberts, Ernest Hemingway and Barack Obama. Write these on the board. Divide the class into
groups of three or four. Draw a line between two of the names, such as Gandhi and Ernest Hemingway, and invite the
class to compare them by using a comparative adverb. The first student to tell you a grammatically correct and meaningful
sentence, such as, Hemingway wrote more elegantly than Gandhi, wins one point for his group. Continue drawing lines
between names and awarding points for correct sentences. After 20 minutes, stop the activity and declare a winner. Ask
each group to write down as many sentences as they can remember. Go around the room and help with vocabulary and
grammar, if necessary. This activity is suitable for English-language learners at an intermediate and upper-intermediate
level.



Expanded Practice
Superlative Families: Draw a simple version of your family tree on the board. As you circle each member, tell students
something about the relative by using a superlative adverb, for example, This is David, my brother. He sings the most
beautifully. Ask the students to draw their own family trees and then divide the class into pairs. Students take turns using
a superlative adverb to tell their partners a little about each family member. After 20 minutes, stop the activity and ask
each student to tell the class one interesting thing he found out about his partners family. This activity is suitable for
English-language learners at a lower-intermediate and intermediate level.
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 8|Participial Adjectives

Unit Objectives:
1. Students will learn about participial adjectives.
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
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 9|Simple Present vs.Simple Past of the Verb Be

Unit Objectives:
1. Students will learn about simple present vs. simple past of the verb be.
LESSON GUIDE
Discover
Mimes: Take a student out into the hallway and tell him he should come in the room in one minute and mime going for a
hike in the mountains. Return to the classroom and tell the other students that they should try to guess what the student is
doing, but not to guess "Hiking in the mountains." This will get a lot of laughs out of the children as they guess other
things and frustrate the student miming.
In another variation, one student should try to get his peers to guess what he is miming by the sounds he makes.


Expanded Practice
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.
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 10|Simple Present vs.Simple Past

Unit Objectives:
1. Students will learn about simple present vs. simple past.
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
Postcards: Pass out postcard-size pieces of paper to your students. Have them draw a picture of a place they would like to
visit on one side of the paper. Ask your students to fill out the other side of the piece of paper as they would write a
postcard if they were actually visiting that location. Students could write sentences such as "I eat breakfast every day in
the hotel," "I see a whale in the sea every morning" or "I run on the beach at sunset."
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 11|Present Progressive vs.Past Progressive

Unit Objectives:
1. Students will learn about present progressive vs. past progressive.
LESSON GUIDE
Discover
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.


Expanded Practice
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.
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 12|Simple Present vs. Present Progressive

Unit Objectives:
1. Students will learn about simple present vs. present progressive.
LESSON GUIDE
Discover
Thinking It Through: Ask the students to write down as many things as they can about what is going on outside the
window, in the classroom or in a picture. The winner will have the most sentences written down.
In another example, the teacher will say a present continuous statement and two teams of students will race to find
pictures that match that statement from a pile of magazine photos or flashcards.


Expanded Practice
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 13|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 14|Present Perfect

Unit Objectives:
1. Students will learn about present perfect.
LESSON GUIDE
Discover
Contrast Finished and Unfinished Time: On the board draw two columns, label one finished time, the other unfinished
time. Under finished time, list words such as yesterday, last week, last year and the year 2000. These are completed
measures of time. Under unfinished time, list words such as today, this week, this year and the present year. None of these
times have been completed. Students then create sentences using both the simple past -- "Last year I moved to California"
-- and the present perfect -- "This year I have started taking ESL classes."


Expanded Practice
Yes/No Interview Questions: Begin this exercise with questions that will lead students to provide answers in the present
perfect tense. Teacher: "Have you ever played soccer?" Student: "No, I haven't." Then break the class into pairs and have
them ask each other yes/no questions. Provide cards with sample questions such as: "Have you ever broken a bone?" or
"Have you ever been late for work?" Encourage the students to interview each other with their questions so the exercise
will be more meaningful.
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 15|Present Perfect vs. Simple Past

Unit Objectives:
1. Students will learn about present perfect vs. simple past.
LESSON GUIDE
Discover
Scrambled Sentences: Begin by putting a sentence on the board. For example, "Tom has been skiing for two years." Then
write the sentence again with the words scrambled. Repeat this exercise until students understand, then divide the class
into groups. Hand each group an envelope with one scrambled sentence. Every time a group unscrambles a sentence, they
can write the corrected sentence on the board and get a new envelope.


Expanded Practice
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.
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 16|The Passive

Unit Objectives:
1. Students will learn about the passive.
LESSON GUIDE
Discover
Active to Passive Race Game: The objective of this game is to change active sentences to passive ones. This activity is
designed for students in upper elementary or middle school but works well for high school grammar classes as well. Begin
by dividing the class into teams. Groups of three or four work together to change an active voice sentence to passive. Give
each group of students a sentence strip made of colored cardstock on which you've written a sentence in active voice. The
students must work together to change it to passive. For example, they must change the sentence "Scientists observed the
tigers in their natural habitat." One group member races to the board and rewrites the sentence in passive voice. Play the
game in rounds, and keep score for each group. Correct sentences are worth five points, while incorrect ones get zero. The
group to reach the designated total points first wins the game.


Expanded Practice
Physical Vignette: Call three students to the front of the classroom. Present each one with a slip of paper. For example,
one student gets a slip that says "The new outfielder." The next student gets one with the word "hit." Another student's
paper says "the ball." They must interact with each other to make a sentence by placing themselves in correct order. This
obviously is an active sentence with the subject on the right. Call three more students to the front and follow the same
procedure, but this time use "The ball" for one, "was hit" for another and "by the new outfielder." Ask the class what the
difference is in the positions of the subject, verb and direct object in active and passive sentences. Allow other groups of
students to make up their own sentences and to line themselves up accordingly.
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 17|Helping Verbs: Can, Must, Have to

Unit Objectives:
1. Students will learn about helping verbs: can, must, have to.
LESSON GUIDE
Discover
Fill in the Blank: Worksheets are a great way to test any grammar point. Write down some sentences that use helping
verbs, making sure to use as many different kinds as possible. Some sentences will be in perfect tenses, some will use
modal auxiliaries and some will be questions. Once you have a good selection, type them up, but this time leave out either
the main verb or the auxiliary verb from each sentence. The instructions for the student should be: Fill in the blanks and
indicate whether your answer is a main verb or a helping verb.



Expanded Practice
Conversation: Conversation is an easy and natural way to test a student's familiarity with verb usage. Pick topics that will
naturally require the use of auxiliary verbs. The "future plans" topic will almost certainly require students to use "I will,"
"I would like," and "I should." The "vacation" topic should result in "I have been," "I would like to go," and other helping
verb constructions. Jot down any errors your students make as they converse; after a few minutes of discussion, write any
erroneous sentences on the board and ask the students to correct the mistakes.
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 18|Helping Verbs: Can/May, Would/Could

Unit Objectives:
1. Students will learn about helping verbs: can/may, would/could.
LESSON GUIDE
Discover
Multiple Choice: A good helping verb and main verb activity is to create a short multiple choice quiz. For each question
provide a sentence that uses auxiliary verbs. Ask students to identify either the auxiliary verb or the main verb --- alternate
from question to question --- and give them four possible answers. Make the sentences progressively more complicated,
and the wrong answers more plausible, as the quiz progresses.


Expanded Practice
Question Session: Divide your class into pairs and have the students ask each other questions using the auxiliary verb
"do." Any topic that lends itself to interviewing, such as asking a partner about family, will work. Students are required to
construct questions as follows: "Do you have any siblings?" "Do you like spending time with your family?" "Did you ever
behave badly as a child?"
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mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 19|Gerunds vs. Infinitives

Unit Objectives:
1. Students will learn about gerunds vs. infinitives.
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
Revise, Write & Say

Revise
Write
Say
mistake was.

mistake was.
Workbook
Grammar Practice
Dictation
Listen and Speak
Unit 20|Conjunctions: And, But, Or,Because, So

Unit Objectives:
1. Students will learn about conjunctions: and, but, or, because, so.
LESSON GUIDE
Discover
Build a Story: As a class, create a story, with each student contributing one idea at a time. Start the story off with one
short phrase and then ask the first student to provide a conjunction to add to the sentence. The next student must then
finish the sentence with another phrase that makes sense after the chosen conjunction. For example, if the story starts out
"I was late to school" and the next student adds the conjunction "so," the third student might add the phrase "I ran as fast
as I could." Continue adding to the story one phrase at a time with students adding conjunctions between the phrases to
join them.


Expanded Practice
Conjunction Match-Up: Provide each student with a card labeled with a conjunction word. Place large sentence strips
around the room with sentences written on them, leaving out any conjunction words. Ask students to walk around the
room reading the sentences. When they find one in which they can put their conjunction card, they will tape it to the
sentence strip. For example, a sentence strip might say, "I tried to learn to juggle, ____ it was very difficult." A student
with the conjunction "but" would be able to put his card in that blank. When students are done placing their conjunction
cards, read the sentences as a class to see if they make sense.
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 3: 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
ANSWER KEY:


REVIEW GUIDE
ANSWER KEY:

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Unit 1|Parts of a Sentence

Gammar in Focus 3: Teachers Guide

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 2|Parts of Speech

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 3|Nouns, Articles

Notice and Practice 1

Notice and Practice 2

Revise, Write & Say

Make Your Own Grammar Map

ANSWER KEY: STUDENT BOOK

ANSWER KEY: WORKBOOK

Notice and Practice 1

Notice and Practice 2

Revise, Write & Say

Make Your Own Grammar Map

Listen and Speak

ANSWER KEY: STUDENT BOOK

ANSWER KEY: WORKBOOK

Unit 5|Indefinite Pronouns

Notice and Practice 1

Notice and Practice 2

Revise, Write & Say

Make Your Own Grammar Map

ANSWER KEY: STUDENT BOOK

ANSWER KEY: WORKBOOK

Notice and Practice 1

Notice and Practice 2

Revise, Write & Say

Make Your Own Grammar Map

ANSWER KEY: STUDENT BOOK

ANSWER KEY: WORKBOOK

Unit 7|Comparatives & Superlative

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|Participial Adjectives

Notice and Practice 1

Notice and Practice 2

Revise, Write & Say

Make Your Own Grammar Map

ANSWER KEY: STUDENT BOOK

ANSWER KEY: WORKBOOK

Unit 9|Simple Present vs.Simple Past of the Verb Be

Notice and Practice 1

Notice and Practice 2