UNIT 1 BRIDGES TO GRAMMAR DIFFERENTIATED INSTRUCTION FORMATIVE ASSESSMENT Speak/Write Make sentences using the following base verbs in their simple past tense form: choose, feel, know. Scaffold Provide students with a handout of an irregular verbs chart. Ask them to study the chart and memorize the forms. Tell them to keep the chart with them for reference when they are writing. Amplify Challenge students to write complex sentences like those in Activity C when they write their sentences in Activity D. When students share their sentences in pairs, encourage them to ask each other questions that require elaboration on the content for meaningful use of the grammar point in conversation. C Identify simple past tense verbs Tell students to first use their own prior knowledge to write the simple past forms. Then have them consult a dictionary or other reference resource to check their work or find the simple past tense form. To check answers, have students write the correct forms on the board as a spelling model. Also model correct pronunciation of each form. ANSWERS 1. sat 2. took 3. began 4. felt 5. thought 6. became 7. grew 8. made 9. wore D • Use simple past tense verbs in complex sentences Complete the first sentence together as an example. Point out that the verbs in parentheses are given in the order they should be placed into the sentences. • Use reference materials Tell students to first use their own prior knowledge to write the past forms. Then have them consult a dictionary or other reference resource to check their work or find the simple past tense form. To check answers, have students first compare their answers in pairs. Then ask students to write the correct forms on the board as a spelling model. Model correct pronunciation of each form. ANSWERS 1. wore; made 2. were; fed 3. felt; were 4. met; came 5. told; knew 6. thought; grew E • Use verb tenses appropriately and consistently Ask a student to read aloud the sample sentences. Ask another student to identify the simple past tense verbs and whether they are regular or irregular. Ask students to write information that is true about them and share their sentences in pairs. If students could benefit from another example, share the sample sentences below or provide your own true example. • Make connections Go around the room and ask each student to say a sentence or two about what they wanted to be when they grew up. Listen for correct simple past tense forms and provide feedback as necessary. Write useful irregular verb forms on the board for students to note. ANSWERS Sample answer: When I was 10 years old, I wanted to be an artist like my mother. I sat with her and drew pictures after school. At first, I didn’t draw well, but now my artwork is better. It took a lot of practice. Practice Book p. 10 Assessment Program Quiz: Bridges to Grammar 2 COMMUNICATE B Identify the irregular simple past tense verbs in “An Interview with Ms. Peters, Teacher.”. C Write the simple past form of these base verbs. 1. sit 4. feel 7. grow 2. take 5. think 8. make 3. begin 6. become 9. wear D Complete the sentences with the simple past tense of the verbs. 1. When I was little, I the beautiful clothes my grandmother for me. (wear, make) 2. We happy on the farm when we and played with the animals. (be, feed) 3. When I my father’s strong arms, they as hard as a rock. (feel, be) 4. I the traditional healer when she to our house to see my brother. (meet, come) 5. He me that our family would be famous one day, and I he was right. (tell, know) 6. Lele that everyone up in a house like hers. (think, grow) E Making connections Answer the question about you. • What did you want to be when you were 10 years old? Why? When I was 10 years old, I knew I wanted to be an actor. I was in the school play. I went to my friend’s house, and we read our lines every day. 25 UNIT 1 INSPECT THE TEXT BLC23_SE_LB_U01_022-025_BG.indd 25 8/30/21 4:41 PM Teacher’s Edition • UNIT 1 | 25
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