Top Banner

of 68

The Grammar Tree 4

Oct 18, 2015

ReportDownload

Documents

heri-zo

  • 4 Basic EnglishGrammar andComposition

    The Grammar

    TreeTeaching Guide

    1

    Sue Gilbert

  • iii

    Introduction 1

    The Grammar Tree 1-5 2

    1. Kinds of Nouns 7

    2. Nouns: Number 10

    3. Verbs: Forms 12

    4. Verbs: The ing Form 14

    5. The Past Participle and Perfect Tenses 15

    6. Conjunctions 17

    7. At Last 19

    8. The Table and the Chair 21

    Test 1 22

    9. Pronouns: General 24

    10. Personal Pronouns 26

    11. Kinds of Adjectives 28

    12. Adjectives: Comparison 29

    13. Kinds of Adverbs 31

    14. Adverbs: Comparison 32

    15. Interjections 33

    16. Punctuation 34

    17. Heidi and Peter 36

    18. A Christmas Dinner 37

    Test 2 39

    19. Subject and Predicate 41

    Contents Page

  • iv

    20. Kinds of Sentences 43

    21. Transitive and Intransitive Verbs 45

    22. SubjectVerb Agreement 47

    23. Prepositions 49

    24. Direct and Indirect Speech 50

    25. King All-Blue 52

    26. Dummling 54

    27. Writing a Letter 56

    28. Writing an Essay 57

    29. Writing a Story 58

    30. Flow Chart 59

    31. Writing a Diary 59

    Test 3 60

  • 1IntroductionOne of the joys of teaching is that no two lessons, however meticulously prepared, are ever the same. The teacher may prepare the same material for two or more different classes of students, but due to the unique mixture of skills, talents, experiences, strengths, and weaknesses of the students, the teaching and learning process is never uniform, nor should it be if the teacher is focussed on meeting the learning needs of a particular group. This means there can never be one correct way to teach a given topic: hence these teaching guides can only be guides. The skilled, experienced teacher will take from them what is of value for a given lesson, and adapt the ideas and materials for his/her group of students.There is a lesson plan for each unit in the student book but since some units are longer than others, and students existing knowledge of topics will vary, several periods may be needed to complete one unit.Each lesson plan includes a list of teaching objectives and measurable learning outcomes, and any materials required are also listed for each unit. Although the topic is always known to the teacher, it is not always obvious to the students, so ensure that this is written clearly on the board at the start of each lesson.An Introductory activity has been suggested for each unit, designed to engage the students interest by relating the topic to their own experience and encouraging their active participation in the lesson. This activity will also enable the teacher to assess the level of existing knowledge and understanding.The activity should lead smoothly to the Student activity which is textbook based. The well prepared teacher will have read through the text and completed each exercise ahead of the lesson in order to anticipate any problems that might arise with a particular class. Depending on the activity, and the level of student confidence, and for variety, ask the students to complete some of the exercises in pairs or small groups rather than individually, since this will provide an opportunity for them to discuss various possible ideas and answers.Answers for each exercise are provided at the end of each lesson plan; in some cases there is no single correct answer, so always be prepared to discuss and/or accept other possibilities, or to explain why some alternatives are incorrect.Each lesson plan ends with a short Recapitulation activity which is designed to reinforce the learning and to enable the teacher to assess informally the students understanding. Many of the activities are practical or, particularly for younger students, involve drawing; others involve oral practice. Make sure that all students participate and teach them how to listen to their fellow students in a spirit of positive encouragement.This guide cannot provide the perfect lesson plan for every class, but it is hoped that using it selectively will help to make teaching and learning English grammar an enjoyable and successful experience.

  • 2Topi

    cBo

    ok 1

    Book

    2Bo

    ok 3

    Book

    4Bo

    ok 5

    NO

    UN

    SN

    amin

    g W

    ords

    (com

    mon

    nou

    ns):

    Cha

    pter

    s 18

    , 15,

    17

    , 24

    (qui

    z) (p

    rope

    r no

    uns)

    : (a

    ) Car

    toon

    C

    hara

    cter

    s: C

    hapt

    er 1

    9(b

    ) Day

    s of t

    he W

    eek:

    C

    hapt

    er 3

    0N

    ames

    and

    Spe

    cial

    N

    ames

    (com

    mon

    and

    pro

    per

    noun

    s): C

    hapt

    er 3

    9Id

    entif

    ying

    Nam

    ing

    Wor

    ds: T

    est 1

    ; C

    hapt

    ers 2

    6, 3

    1, 3

    7, 4

    0N

    umbe

    r (on

    e an

    d m

    any)

    : Cha

    pter

    29

    Nam

    ing

    Wor

    ds

    (com

    mon

    nou

    ns):

    Cha

    pter

    s 1, 2

    , 12

    (qui

    z)N

    amin

    g W

    ords

    Are

    N

    ouns

    (com

    mon

    ): C

    hapt

    er 3

    ; Tes

    ts 1,

    2C

    omm

    on a

    nd P

    rope

    r N

    ouns

    : Cha

    pter

    4;

    Tests

    1, 2

    Prop

    er N

    ouns

    (mon

    ths o

    f the

    yea

    r):

    Cha

    pter

    7Id

    entifi

    catio

    n: T

    est 1

    ; C

    hapt

    ers 3

    033

    Num

    ber (

    form

    ing

    plur

    als;

    use)

    : Cha

    pter

    19

    ; Tes

    t 2G

    ende

    r (m

    ale

    and

    fem

    ale

    wor

    ds):

    Cha

    pter

    20

    ; Tes

    t 2

    Prop

    er, C

    omm

    on a

    nd

    Col

    lect

    ive

    (defi

    nitio

    n;

    iden

    tifica

    ton;

    use

    ): C

    hapt

    ers 1

    , 8, 1

    4, 2

    3;

    Test

    3N

    umbe

    r (pl

    ural

    form

    s; id

    entifi

    catio

    n): C

    hapt

    er

    5; T

    ests

    1, 2

    Gen

    der

    (mas

    culin

    e, fe

    min

    ine,

    com

    mon

    , neu

    ter,

    iden

    tifica

    tion)

    : C

    hapt

    ers 1

    5, 2

    3; T

    est 3

    Com

    mon

    and

    Pro

    per

    (com

    poun

    d, c

    olle

    ctiv

    e, co

    ncre

    te, a

    bstr

    act):

    C

    hapt

    er 1

    Iden

    tifica

    tion:

    C

    hapt

    ers 1

    , 7, 8

    , 17,

    18,

    Te

    st 1

    Num

    ber (

    singu

    lar,

    plur

    al; c

    ount

    able

    , un

    coun

    tabl

    e; id

    entifi

    catio

    n, u

    se):

    Cha

    pter

    2; T

    est 1

    Nou

    n Ph

    rase

    s: C

    hapt

    er 1

    1N

    oun

    Cla

    uses

    : C

    hapt

    er 1

    2Ve

    rbal

    Nou

    ns o

    r G

    erun

    ds: C

    hapt

    er 2

    0

    PRO

    NO

    UN

    SH

    e, S

    he, Th

    ey:

    Cha

    pter

    27;

    Test

    2

    Reca

    pitu

    latio

    n:

    Cha

    pter

    1Pr

    onou

    ns (p

    erso

    nal;

    iden

    tifica

    tion)

    : Cha

    pter

    23

    , Tes

    t 3

    Pers

    onal

    Pro

    noun

    s(id

    entifi

    catio

    n; u

    se):

    Cha

    pter

    12;

    Tes

    t 2

    Use

    : Cha

    pter

    9; T

    ests

    2,

    3Pe

    rson

    al P

    rono

    uns

    (form

    s; id

    entifi

    catio

    n;

    use)

    Cha

    pter

    10

    Refle

    xive

    and

    Per

    sona

    l Pr

    onou

    ns (f

    orm

    s: us

    e):

    Cha

    pter

    2, T

    est 1

    Iden

    tifica

    tion:

    Cha

    pter

    8 Po

    sses

    sive

    Pron

    ouns

    (iden

    tifica

    tion)

    : C

    hapt

    er 3

    The G

    ram

    mar

    Tre

    e (Bo

    oks 1

    5)

  • 3Topi

    cBo

    ok 1

    Book

    2Bo

    ok 3

    Book

    4Bo

    ok 5

    AD

    JECT

    IVES

    Des

    crib

    ing

    Wor

    ds:

    Cha

    pter

    s 91

    1C

    olou

    rs: C

    hapt

    er 3

    4Pr

    actic

    al U

    se o

    f C

    olou

    rs: C

    hapt

    ers 3

    , 15

    , 19,

    34

    A, A

    n: C

    hapt

    er 1

    6;

    Test

    1Id

    entif

    ying

    D

    escr

    ibin

    g W

    ords

    : Te

    st 1;

    Cha

    pter

    s 33,

    37

    Reca

    pitu

    latio

    n:

    Cha

    pter

    1D

    escr

    ibin

    g W

    ords

    Are

    Ad

    ject

    ives

    (gen

    eral

    ; ap

    prop

    riate

    ; pos

    ition

    in

    a se

    nten

    ce) C

    hapt

    er

    8 Iden

    tifica

    tion:

    Tes

    t 1;

    Cha

    pter

    30

    A, A

    n, Th

    e: C

    hapt

    er

    13; T

    ests

    2, 3

    Col

    ours

    Num

    bers

    , H

    ow M

    any,

    How

    M

    uch,

    Com

    pari

    son

    an