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Gram

Teacher’s Guide

Grammar Space 01

2 Grammar Space 1 • Teacher’s Guide 3

Unit 1 | 
Parts of a Sentence
3. Extra Idea for Vocabulary Practice (optional): Quiz Show
Write any keywords on the board and have the students take turns coming to the
front of the class. For each student, read the definition of a keyword and have him or
her state what the keyword is. Giving points is an option to encourage participation,
and this activity can also be turned into a competition between teams of students
for points. Continue until all the keywords have been used.

Unit Objectives:
1. The students will learn about subjects, verbs, objects, and complements.
2. The students will complete simple exercises to familiarize themselves with the key
grammar points. Grammar Point 1
3. The students will identify and correct simple mistakes related to the key grammar
1. The box at the top of the page introduces the unit’s first grammar point. Use the
points.
chart and pictures to help you explain what subjects and verbs are to the students.
4. The students will apply their new grammar knowledge in a practical setting.
Write on the board that a subject is who or what the sentence is about (ex. “I,” “She,”
“They,” “The boy,” etc.) and that a verb is what the subject is or does (ex. “is/are,”
“run,” “play,” etc.). Leave these definitions on the board throughout the class for
easy reference.
LESSON GUIDE
2. Give the students as many simple examples as necessary for them to understand
Introduction the grammar point. Make sure to write these on the board using different colors, if
1. Each unit opens with simple sentences that show the use of the unit’s grammar possible, to highlight the different parts of the sentences. You can ask the students
points. Ask one or two students to read the sentences out loud for the class, and to give you example topics to make this portion of the lesson more interactive.
write them on the board to refer to later.
3. When you feel that the students have a good grasp of the grammar point, draw their
2. Grammar Space 1 is not meant to be a vocabulary book and thus uses relatively attention to exercise A. Explain to the students that they need to circle the subjects
simple vocabulary. However, you may find it useful to refresh certain words in your and underline the verbs in the sentences, and then do the first sentence as a class
students’ minds at the beginning of the lesson. Scan the unit before class and if necessary. Then have the students finish the exercise on their own and check it
identify any words that your students may not understand. Then at the start of together.
class, post pictures or write simple definitions of the words on the side on the
board for the students to refer to throughout the class. 4. For exercise B, go through each sentence on the board and ask different students
what the missing parts of the sentences are. After the students have checked the

4 Grammar Space 1 • Teacher’s Guide 5

appropriate boxes, have them write in the missing parts above the sentences. 5. Like the previous page, have one or more students read the PLUS+ box on the right
and explain it with previous examples already on the board.
5. The PLUS+ box to the right can be explained at your own discretion between
exercises A and B or after both exercises. Have one or more students read through 6. Extra Idea (optional):
the box, and then use previous examples already on the board to explain it. Make flashcards with simple sentences and underline either the subject, verb,
object, or complement in them. Tell the students to shout out which part of the
sentence is underlined, and then go through the flashcards at the front of the class.
You can divide the class into teams and/or give points to the fastest students.

Grammar Point 2
1. Similar to the previous page, this box introduces the unit’s second grammar point.
Use the charts to help you explain what objects and complements are to the
students. Write on the board that an object is the person or thing that receives the
Practice
action of the verb (ex. “She reads books.”) and that a complement simply describes 1. As you work through the additional practice exercises, walk around the classroom
the subject, usually after the verb be (ex. “The boy is tall.”). Leave these definitions and encourage the students to ask you questions if they ever get confused. Also,
on the board throughout the class for easy reference. make sure to always check each exercise and explain any common errors so that
the students can correct their answers and learn from their mistakes. Finally, vary
2. Also similar to the previous page, give the students as many simple examples as the way you elicit answers from the students to keep the class interesting. Some
necessary for them to understand the grammar point. Again, write them on the methods for this are to call on students at random, go around the room so that
board and highlight them as necessary. students take turns answering, have the class answer all together, have each
student who answers designate the next person to answer, and to read sentences
3. When you feel that the students have a good grasp of the second grammar point, out loud yourself while the students yell out answers as fast as possible.
draw their attention to exercise A. Explain to the students that they need to identify
each underlined section as an object or a complement. Then go through the 2. For exercise A, put the students into pairs and explain that they need to identify the
sentences as a class and have the students yell out the answers all together. underlined parts of the sentences as subjects, objects, or complements. Tell them
that the fastest pair to go through all the sentences will earn some kind of small
4. For exercise B, put the students into pairs and tell them to circle all the verbs in the reward (ex. a piece of candy each).
exercise’s sentences and identify whether there is an object or a complement after
each verb. Then call on different pairs to answer together as you go through the 3. For exercise B, ask several students to write the exercise’s sentences on the board
answers. so that several other students can come up and put circles around the subjects,
lines under the verbs, boxes around the objects, and wavy circles around the

6 Grammar Space 1 • Teacher’s Guide 7

When everyone is finished. winner a small prize afterward. complements in each of them. 3. Then go through and have the class identify which Extra Materials: Online Test and Workbook parts are in each sentence all together. Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future. Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify the parts of the sentence that they have just learned. 2. Treat them like you would any to unscramble the sentence that they are each given. For exercise C. ask four volunteers to come up to the board and have them compete much of the grammar the students have understood. If needed. Have the students work in pairs to identify each underlined phrases by writing its number in the box with its correct sentence part. Edit their introductions and have the students take turns presenting them in front of the class when everyone is finished. Extra Idea (optional): Have the students write self-introductions in the style of exercise A on extra pieces of paper. have the students read through the exercise out loud all together or in turns. 8 Grammar Space 1 • Teacher’s Guide 9 .ibuildandgrow. 2.com (For Teachers → Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how 4. you can use the online unit tests at www. However. As such. you can give the normal test to ensure the best assessment. you can also go through the workbook in class if you would like to be present for additional grammar practice with the students. have the students fill in the blanks on their own from the words in the boxes. Grammar for Writing 1. If you like. It is recommended to assign the corresponding workbook unit as homework so the students can review what they have learned at home. 1.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 10 Grammar Space 1 • Teacher’s Guide 11 .

Make sure to write these on the board using different colors. Unit 2 |  Nouns & Articles students’ minds at the beginning of the lesson. Each unit opens with simple sentences that show the use of the unit’s grammar possible. and articles. Scan the unit before class and identify any words that your students may not understand. Grammar Space 1 is not meant to be a vocabulary book and thus uses relatively attention to exercise A. place. you may find it useful to refresh certain words in your put a or an before the given nouns. The students will apply their new grammar knowledge in a practical setting. post pictures or write simple definitions of the words on the side on the board for the students to refer to throughout the class. lesson’s grammar as a review (ex. remind the 1. Extra Idea for Vocabulary Practice (optional): Time is Ticking Have the students work in pairs. Each correct sentence they make is 2. Ask one or two students to read the sentences out loud for the class. Write on the board that a noun is a person. likes → verb. write them on the board to refer to later. draw their 3.” Introduction “park. animal. Before starting the day’s lesson. students that spelling and grammar still count. Then at the start of class. “The girl likes cookies. plural nouns. Give the students as many simple examples as necessary for them to understand the grammar point. and to give you example topics to make this portion of the lesson more interactive.). Tell them to identify the parts of speech in them using the previous these definitions on the board throughout the class. Use the LESSON GUIDE chart and pictures to help you explain what nouns and articles are to the students. or thing (ex. go around the room and give each student one or and an are for non–specific things while the is for specific or unique things. Explain to the students that they need to decide whether to simple vocabulary. Then write that articles come before singular nouns and that a 1. The pair with the most points is the winner. to highlight the different parts of the sentences. The students will complete simple exercises to familiarize themselves with the key worth one point. However.” “pen.” “dog. cookies → object). The students will learn about singular nouns. The students will identify and correct simple mistakes related to the key grammar points. The box at the top of the page introduces the unit’s first grammar point. if 2. 3. “girl. grammar points. You can ask the students points. Grammar Point 1 1. Have the students say the answers all together 12 Grammar Space 1 • Teacher’s Guide 13 . However. 4. 3. Tell each pair that they have one minute (you can extend the time limit if necessary) to make as many sentences as possible using Unit Objectives: any words that you have highlighted as vocabulary for this unit. Leave two sentences. 2.” etc.” The girl → subject. 4. When you feel that the students have a good grasp of the grammar point.

Write on the board that a plural noun is a noun that indicates two or more people. nouns ending in –o. choose the correct articles to put in the blanks. or –sh. nouns 1. Some necessary for them to understand the grammar point. Allow the winner to stay at the board to compete against the next student. Have the students work in pairs to make the given nouns plural. and then use previous examples already on the board to explain it. draw their attention to exercise A. For each sentence in exercise A. As you work through the additional practice exercises. When you check the answers. or things. and to read sentences 3. Also. explain why the other articles are incorrect. this box introduces the unit’s second grammar point. Again. give the students as many simple examples as the way you elicit answers from the students to keep the class interesting. When you feel that the students have a good grasp of the second grammar point. nouns ending in –f or –fe. Continue until all the students have had a chance to compete. Have one or more students read through 6. and then take a vote among the students for whether a. have the class answer all together. Write common singular nouns that follow the plural noun rules (or irregular nouns that are listed in the book) on flashcards. After 4. animals. The PLUS+ box to the right can be explained at your own discretion between exercises A and B or after both exercises. Similar to the previous page. 14 Grammar Space 1 • Teacher’s Guide 15 . write them on the methods for this are to call on students at random. For exercise B. and irregular nouns. –s. 5. Extra Idea (optional): the box. Also similar to the previous page. either call on individual students to spell out the nouns or have 4. Use the chart to help you explain what plural nouns are to the students. As you check the sentences. on the board and then have the students finish the exercise on their own. places. as you go through the sentences as a class. explain why the other options are incorrect. Have two students come to the board and compete to write the plural form of the noun that you show them as fast as possible. Leave and encourage the students to ask you questions if they ever get confused. fill in the first sentence with the correct plural form as an example you give each answer. Like the previous page. Finally. these definitions on the board throughout the class for easy reference. –x. go around the room so that board and highlight them as necessary. For exercise B. vary 2. walk around the classroom ending in a consonant + –y. have one or more students read the PLUS+ box on the right and explain it with previous examples already on the board. an. and then call on different pairs to spell out their answers. out loud yourself while the students yell out answers as fast as possible. have each student who answers designate the next person to answer. 2. Highlight each of the five different noun types mentioned in the Practice table on the board: most nouns. students take turns answering. –ch. Grammar Point 2 1. make sure to always check each exercise and explain any common errors so that the students can correct their answers and learn from their mistakes. or the should go into the blank. have a student read through it. tell the students to read through each sentence on their own and all the students spell them out together. 5.

For exercise C. 2.ibuildandgrow. then check them together on the board while explaining why they were wrong. 16 Grammar Space 1 • Teacher’s Guide 17 . Then have four different pairs stand up and perform the dialogues in front of the class. Then have them present them to the class. practice it. Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes. have the students fill in the blanks on their own from the nouns in the boxes. However. have the students read through the exercise out loud all together or in turns. pull a student’s name out of a hat or bag and Extra Materials: Online Test and Workbook have them read through the sentence while including the correct plural noun that 1.com (For Teachers completes it. It is recommended to assign the corresponding workbook unit as homework so the students can review what they have learned at home. and write a sentence to say what each item is for in the style of exercise A. → Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how much of the grammar the students have understood. 3. Grammar for Writing 1. If needed. When everyone is finished. Extra Idea (optional): Have the students make their own shopping lists for camping. groceries. Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future. As such. 2. 3. Give the students time to find all five mistakes and fix them. you can use the online unit tests at www. put the students into pairs and have them finish each dialogue and normal test to ensure the best assessment. Treat them like you would any 4. For each sentence in exercise B. etc. a party. you can also go through the workbook in class if you would like to be present for additional grammar practice with the students.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 18 Grammar Space 1 • Teacher’s Guide 19 .

” “She. you may find it useful to refresh certain words in your after they read them out loud. The students will apply their new grammar knowledge in a practical setting. The students will identify and correct simple mistakes related to the key grammar points. if possible.” etc. points. 4. 4.” “You. and then have the students vote on each option simple vocabulary. 3. Ask one or two students to read the sentences out loud for the class. Write on the board that a subject pronoun is what replaces subject nouns LESSON GUIDE (ex. to highlight the different parts of the sentences.” “us. Leave these definitions on the board Introduction throughout the class for easy reference. Scan the unit before class and identify any words that your students may not understand.” “you. Give them one minute to look at the keywords you have on the board. is on the desk. Give the students as many simple examples as necessary for them to understand and articles. Before starting the day’s lesson. Grammar Point 1 1.” “him. Call on different 1. ex. Unit 3 |  Pronouns students’ minds at the beginning of the lesson.”). You can ask the students 2. 1. “This is .) and that an object pronoun is what replaces object nouns (ex. and then write them on the board to refer to later. Then erase the keywords’ definitions and have Unit Objectives: the groups write down what they think each word’s definition is. Explain to the students that they need to choose the correct 3.” “We. object pronouns.” etc. 3. Make sure to write these on the board using different colors. Use the charts to help you explain what subject pronouns and object pronouns are to the students. “me. The students will learn about subject pronouns. However. After you give them the answer for each sentence. Grammar Space 1 is not meant to be a vocabulary book and thus uses relatively subject pronoun in each sentence. the grammar point. When you feel that the students have a good grasp of the grammar point. The students will complete simple exercises to familiarize themselves with the key grammar points. 2. pronouns. “I. and demonstrative groups for answers and rewrite the best definitions on the board. go around the room and give each student a sentence or two using the previous lesson’s grammar to fill in as a review (nouns 2. 20 Grammar Space 1 • Teacher’s Guide 21 . draw their attention to exercise A. post pictures or write simple definitions of the words on the side on the board for the students to refer to throughout the class.). Extra Idea for Vocabulary Practice (optional): Guess the Word Have the students work in groups of two to four. Then at the start of class. Each unit opens with simple sentences that show the use of the unit’s grammar to give you example topics to make this portion of the lesson more interactive. The box at the top of the page introduces the unit’s first grammar point.

3. have the class answer all together. and then books. have each people or things the writer or speaker is talking about (ex. 4. Call on students to describe the subject in each pronouns. 3. “this. “This is a pencil.”). Also similar to the previous page. When you feel that the students have a good grasp of the second grammar point. their answers on the board. 5. For exercise C. Give the winners a small prize if you like and have them write the answers on the board for the other students. Extra Idea (optional): Have students point at different objects around the classroom and say short 4.” “Those are parts of the sentences. this box introduces the unit’s second grammar point.” “these. the way you elicit answers from the students to keep the class interesting. Practice 1. For exercise B. Again. definitions on the board throughout the class for easy reference. 22 Grammar Space 1 • Teacher’s Guide 23 . For exercise A. Continue until you feel that each student is comfortable making sentences have the students finish the rest of the exercise on their own before you check it. make sure to always check each exercise and explain any common errors so that Grammar Point 2 the students can correct their answers and learn from their mistakes. and ask the fastest students to write board and highlight them as necessary. paper. have the students play rock. Finally. Some Use the chart and pictures to help you explain what demonstrative pronouns are methods for this are to call on students at random. picture as being near or far.” student who answers designate the next person to answer. Write on the board that demonstrative pronouns point out which students take turns answering. sentences. give the students as many simple examples as complete the sentences. call on other scissors to determine which pairs have to perform the dialogues in front of the students to provide the demonstrative pronouns that should fill in the blanks in the class. constructed like this. explain why the other option was wrong. 2. walk around the classroom and encourage the students to ask you questions if they ever get confused. Write what each demonstrative pronoun is used for and leave these out loud yourself while the students yell out answers as fast as possible. Similar to the previous page. put the students into pairs to finish the dialogues with the correct draw their attention to exercise A. singular or plural. Do the first sentence on the board as an example. explain to the students that they need to use subject pronouns to 2. and to read sentences and “those”). For exercise B. Then necessary for them to understand the grammar point. Also. When all the pairs have finished.” “that. put the students into pairs and have them compete to see who can correctly finish the exercise the fastest. vary 1. write them on the have them finish the sentences on their own. go around the room so that to the students. tell the students to write the object pronouns for the underlined sentences using demonstrative pronouns (ex. and do the first one on the board as an example. As you work through the additional practice exercises. Using those lead-ins.

Encourage them to use as many pronouns in as many ways as possible. If needed. much of the grammar the students have understood. Give the students time to find all five mistakes and fix them. 4. Extra Idea (optional): Have the students write short paragraphs about five sentences long similar to exercise A about their family members. Treat them like you would any normal test to ensure the best assessment. As they do that. It is recommended to assign the corresponding workbook unit as homework so the students can review what they have learned at home.com (For Teachers to plural and vice versa. 2. However. Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future. As such. Edit the sentences on the board as needed. you can use the online unit tests at www. Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes. have them present their paragraphs at the front of the class. 3. ask for six volunteers (or call on six students if none of them are Extra Materials: Online Test and Workbook willing) to come up to the board and change the given sentences from singular 1. then check them together on the board while explaining why they were wrong. When everyone is finished. have all the other students work on the → Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how exercise on their own. When all the students are finished. 24 Grammar Space 1 • Teacher’s Guide 25 . For exercise C. have the students read through the exercise out loud all together or in turns. 1. have the students fill in the blanks on their own from the words in the boxes. 2. you can also go through the workbook in class if you would like to be present for additional grammar Grammar for Writing practice with the students.ibuildandgrow.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 26 Grammar Space 1 • Teacher’s Guide 27 .

The students will complete simple exercises to familiarize themselves with the key grammar points. 28 Grammar Space 1 • Teacher’s Guide 29 . 3. “my. draw their 2. 2. If you want. Scan the unit before class and identify any words that your students may not fastest students to write the answers on the board for you. Extra Idea for Vocabulary Practice (optional): Scramble for Words Prepare small cards with the unit’s keywords on half of them and their meanings on the other half before class. what possessive adjectives are to the students. Write on the board that a possessive adjective comes before a noun and tells who the noun belongs to (ex. Make sure to write these on the board using different colors.” “your. to give you example topics to make this portion of the lesson more interactive. 3. to highlight the different parts of the sentences. Unit Objectives: 1.” “his. Have the students come over and pick out two cards that match to stick on the board. LESSON GUIDE 2. understand.” etc. Unit 4 |  Possessives 4. go around the room and ask each student a possible. When you feel that the students have a good grasp of the grammar point. Erase the keywords and their definitions on the board. with the correct possessive adjectives in front of them.” “our. Continue the activity until there are no cards left on the floor. Give the students as many simple examples as necessary for them to understand Introduction the grammar point. The students will identify and correct simple mistakes related to the key grammar Grammar Point 1 points. Ask one or two students to read the sentences under the title out loud for the class. “Where is ?”). ex. 1. if 1. Go through all the possessive adjectives and leave their definitions on the board throughout the class for easy reference. Use the chart and pictures in the box at the top of the page to help you explain 4. and then spread all the cards out on a table or the floor. attention to exercise A. ask the 3. Do the first phrase together and then let the students finish the exercise on their own. The students will apply their new grammar knowledge in a practical setting.). Before starting the day’s lesson. The students will learn about possessive adjectives and possessive pronouns. post pictures or write simple definitions of the words on the side on the board for the students to refer back to throughout the class. Explain to the students that they need to write the nouns and then write them on the board to refer to later. Then at the start of class. You can ask the students question to answer using the previous lesson’s grammar as a review (pronouns.

give the students as many simple examples as methods for this are to call on students at random. When you feel that the students have a good grasp of the second grammar point. Some 2. write them on the students take turns answering. and to read sentences out loud yourself while the students yell out answers as fast as possible. Change the first phrase to a possessive pronoun 2.” “yours. Then have the whole class yell out what possessive adjective flashcards. vary the way you elicit answers from the students to keep the class interesting. Write on the board that Practice a possessive pronoun shows possession and can replace both the possessive 1. 30 Grammar Space 1 • Teacher’s Guide 31 . draw their attention to exercise A. As you work through the additional practice exercises. For the subject flashcards. the students can correct their answers and learn from their mistakes. then let the students finish the rest of them on their own. Start on one end of the room and have a pair of students compete to second sentence with that adjective in the blank.” etc. Change students between dialogues and Make a set of flashcards with various subjects and a set of flashcards with make sure all the other students are listening and completing the exercise on their possessive adjectives on them before class. use the chart and pictures at the top of the page to help you explain what possessive pronouns are to the students. Also similar to the previous page.” “theirs. and so on until you have gone all the way around the room and/or used all your flashcards. Like the previous page. For exercise A. have each board and highlight them as necessary. For each question in exercise B. 3. put the students in pairs and have them complete the dialogue by sentences on there while the other students do the exercise on their own. student who answers designate the next person to answer. possessive pronouns and leave their definitions on the board throughout the class make sure to always check each exercise and explain any common errors so that for easy reference. For the possessive the first sentence out loud. Have the second student give the answer with 5. have one student ask another student the question with the correct possessive included. demonstrate on the board how to fill in the first sentence with a as an example. tell the students to say the corresponding possessive adjective that sentence’s subject changes to. practicing it twice so that each of them has a chance to speak through each role.). say the answer to the flashcard you show them. go around the room and have a student read students to say the corresponding possessive adjectives. and have the same student read the pronouns. 4. have the class answer all together. For exercise B. Again. Extra Idea (optional): the correct possessive included as well. 3. walk around the classroom adjective and its noun (ex. Then call on different pairs to perform the dialogues in front of the class. Go through all the and encourage the students to ask you questions if they ever get confused. possessive adjective and change it to the second sentence with a possessive pronoun. tell the own. Finally. Grammar Point 2 1.” “hers. Then have the winner compete with the next student. “mine. Then call up five students to the board and have them write the rest of the 4. Also. For each dialogue in exercise B. go around the room so that necessary for them to understand the grammar point.

Give the students time to find all five mistakes and fix them. 2. When everyone is finished. a piece of candy). you can also go Grammar for Writing through the workbook in class if you would like to be present for additional grammar 1. then check them together on the board while explaining why they were wrong. Emphasize to the students that exercise A in this section ties the grammar they practice with the students. However. Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes. As such. have learned into practical writing for the future. Edit their sentences and have the students take turns presenting them at the front of the class when everyone is finished.com (For Teachers finish the exercise a small reward (ex. 3. have them write about other students’ possessions as well. 4. 32 Grammar Space 1 • Teacher’s Guide 33 . → Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how much of the grammar the students have understood. you can use the online unit tests at www. have the students fill in the blanks on their own using the words in the boxes and/or possessives as needed.ibuildandgrow. have the students read through the exercise out loud all together or in turns. It is recommended to assign the corresponding workbook unit as homework so the students can review what they have learned at home. Treat them like you would any normal test to ensure the best assessment. Tell them that you will give the fastest student to correctly 1. Extra Idea (optional): Have the students pull out three or more objects from their backpacks and write a few sentences about them in the style of exercise A. If needed. 2. go through the example on the board and then have the students do Extra Materials: Online Test and Workbook the exercise on their own. For advanced classes. For exercise C.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 34 Grammar Space 1 • Teacher’s Guide 35 .

Unit Objectives: 1. 4. 1. The students will apply their new grammar knowledge in a practical setting. When you feel that the students have a good grasp of the grammar point. Use the chart and pictures at the top of the page to help you explain what the verb 4. attention to exercise A. Unit 5 |  Present Simple: The 3.” etc. Repeat until all the words have been used. The students will identify and correct simple mistakes related to the key grammar Grammar Point 1 points. Explain to the students that they need to choose the correct forms of be for the sentences. to highlight the different parts of the sentences. 3. Give the students as many simple examples as necessary for them to understand LESSON GUIDE the grammar point. Put them in a hat or bowl. Then at the start of class. The students will learn about the positive. ex. draw their adjectives and possessive pronouns. 2. “Whose is ?”). then have all the students read the sentences out loud together. 36 Grammar Space 1 • Teacher’s Guide 37 . go around the room and ask each student a question to answer using the previous lesson’s grammar as a review (possessive 3. and yes/no question forms of be in the present simple. “is. Before starting the day’s lesson. 2.). 1. Make sure to write these on the board using different colors. Have a student come to the front of the class and pull out a word. Ask one or two students to read the sentences under the title out loud for the class an example.” “are. Have the students finish the rest of the problems on their own and and then write them on the board to refer to later. be is in its positive and negative forms (ex. post pictures or write simple definitions of the words on the side on the board for the students to refer back to throughout the Verb Be class.” “is not. The students will complete simple exercises to familiarize themselves with the key grammar points. You can ask the students Introduction to give you example topics to make this portion of the lesson more interactive. Tell the student to read the word out loud and use it in a sentence.” “aren’t. Extra Idea for Vocabulary Practice (optional): Word Lottery Prepare small slips of paper with any vocabulary words from this unit written on them. Scan the unit before class and identify any words that your students may not understand. if possible. negative. and demonstrate the first problem on the board as 2. Show how the verb changes with different subjects and how to write it in its long and short negative forms.

Again. have the class answer all together. Grammar Point 2 1. When you feel that the students have a good grasp of the second grammar point. reading them out loud. give the students as many simple examples as make sure to always check each exercise and explain any common errors so that necessary for them to understand the grammar point. Finally. 3. 2. Some methods for this are to call on students at random. ask different students to describe the pictures. Extra Idea (optional): their subjects.). Have all the students underline the subjects as this happens. Once the students have sentences out loud together to check them. Also similar to the previous page. vary board and highlight them as necessary. Call on different pairs to read the dialogues out loud when you go over the answers. walk around the classroom and encourage the students to ask you questions if they ever get confused. ask different students to read the sentences out loud and identify 5. Then put the students in pairs and have out loud yourself while the students yell out answers as fast as possible. use the chart to help you explain how to form yes/no questions with the verb be (ex. Then ask five students to come up and make the next five sentences on the board while the rest of the class goes through the exercise. out. but after the subject in Practice answers. Then have them take turns drawing the questions an example on the board. For exercise B. 2. finished the exercise. 4. Then use the first problem to show the students how to complete the sentences with the verb be. 38 Grammar Space 1 • Teacher’s Guide 39 . For exercise B. them complete the exercise together. and answering them in full sentences. students take turns answering. have them practice the dialogues on both sides in pairs. Make it clear that be has to come before the subject in questions. As you work through the additional practice exercises. write them on the the students can correct their answers and learn from their mistakes. and then ask the and have them finish the exercise on their own. If any of the questions have mistakes in them. “Am I …?” “Are you …?” “Is she …?” etc. the way you elicit answers from the students to keep the class interesting. have each draw their attention to exercise A. have different students describe the pictures. 4. For exercise B. have the students that picked them identify and fix them. 1. Demonstrate on the board how to figure out the student who answers designate the next person to answer. and to read sentences start of a question based off of its answer. Have all the students read the questions yourself for all the students to answer together. go around the room so that 3. Also. demonstrate how to make a full sentence from the phrases in the first problem. and Have all the students write down three different be questions on slips of paper then tell them to write the subjects in their short forms after you do the first one as and put them into a bag or hat. Like the previous page. For exercise A.

However. and practice them again. It is recommended to assign the corresponding workbook unit as homework so the students can review what they have learned at home. Edit their sentences and have the students take turns presenting them at the front of the class when everyone is finished. Then have them write a few sentences each about themselves and their classmates in the style of exercise A. If needed. Treat them like you would any normal test to ensure the best assessment. tell 1. 4. you can also go Grammar for Writing through the workbook in class if you would like to be present for additional grammar 1. 2. After they complete them. 3.com (For Teachers them to practice them out loud. Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes. 2. then check them together on the board while explaining why they were wrong. complete the first dialogue as a class on the board. have learned into practical writing for the future. switch roles. have the students read through the exercise out loud all together or in turns. Then split the Extra Materials: Online Test and Workbook students into pairs to finish the next three dialogues. Emphasize to the students that exercise A in this section ties the grammar they practice with the students. Give the students time to find all five mistakes and fix them. Extra Idea (optional): Have the students ask two of their classmates what their age and hobbies are. For exercise C. When everyone is finished. → Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how much of the grammar the students have understood. As such. you can use the online unit tests at www.ibuildandgrow. have the students fill in the blanks on their own using pronouns and the verb be. 40 Grammar Space 1 • Teacher’s Guide 41 .

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 42 Grammar Space 1 • Teacher’s Guide 43 .

Grammar Point 1 4. When you feel that the students have a good grasp of the grammar point. and then call on understand. Put the slips in a hat or bowl. The students will learn about the present simple and its negative form. Give the students as many simple examples as necessary for them to understand question to answer using the previous lesson’s grammar as a review (present the grammar point. Repeat until all the keywords have been used. 3. 3. 44 Grammar Space 1 • Teacher’s Guide 45 . and have the students draw pictures that will help their teams guess the word (no letters or numbers allowed). 1. Ask one or two students to read the sentences under the title out loud for the class. Go through how to conjugate most verbs into the present simple LESSON GUIDE on the board. 2. Divide the class into two teams and ask one member from each team to come up to the front. post pictures or write simple definitions of different students for the answers afterward. draw their attention to exercise A. You can ask the students to give you example topics to make this portion of the lesson more interactive. The team that guesses the word first gets a point. Write on the board that the present simple describes facts or habits that a subject has or does now (ex. Scan the unit before class and identify any words that your students may not of the verb is correct and circle it. if simple: the verb be.”). Make sure to write these on the board using different colors. Leave these definitions on the board throughout the class for easy reference. The students will apply their new grammar knowledge in a practical setting. 2. Before starting the day’s lesson.” “They eat pizza on the weekend. possible. Split the board into two halves. The students will complete simple exercises to familiarize themselves with the key grammar points. ex. and then write them on the board to refer to later. Extra Idea for Vocabulary Practice (optional): Draw Something Unit 6 |  Present Simple 1 Prepare small slips of paper with any vocabulary words you want to highlight. “What is this?”). Have one of them pick a word from the bowl or hat and show it to the other student. 4. Explain to the students that they need to choose which form 3. Use the charts and pictures at the top of the page to help you explain the present simple to the students. Unit Objectives: 1. to highlight the different parts of the sentences. Introduction 1. The students will identify and correct simple mistakes related to the key grammar points. “He wakes up late. Have them do this individually. Then at the start of class. the words on the side on the board for the students to refer back to throughout the class. go around the room and ask each student a 2.

3. have the class answer all together. go around the room so that 2. have several students thoroughly describe who is in the pictures draw their attention to exercise A. For exercise A. Split the 5. As you work through the additional practice exercises. Also similar to the previous page. a piece of candy each). When you feel that the students have a good grasp of the second grammar point. Check the sentences on the board for any mistakes in grammar or 46 Grammar Space 1 • Teacher’s Guide 47 . Extra Idea (optional): students into pairs to finish the rest of the exercise. For exercise B.”). Go through and correct any 5. Finally. the way you elicit answers from the students to keep the class interesting. write them on the student who answers designate the next person to answer. give the students as many simple examples as students take turns answering. If you like. and then use previous examples already on the board to explain it. Also explain how to make the short forms don’t and doesn’t. 4. sentences in the present simple with do not or does not (ex. 2. correctly will get a small reward (ex. Then pull names out of a hat to determine who has to word box to complete each sentence. demonstrate how to make the positive sentences into negative 3. Also. Again. and then have a few students Make several groups of flashcards: one with lots of subjects. Tell them to choose the best-fitting word like they and what they are doing. For exercise B. one with lots of verbs. and to read sentences board and highlight them as necessary. Tell them that the fastest pair to finish all the questions the full sentence on the board while you ask the students about the next question. have each necessary for them to understand the grammar point. go through the first sentence on the board as a class. from each group and make them into a sentence on the board. exercises A and B or after both exercises. ask the students what is wrong with it and pick sentences with the first problem. Have one or more students read through the box. Have the students all choose one student to answer to make it more interesting. Then have them change them into negative sentences right underneath. out loud yourself while the students yell out answers as fast as possible. The PLUS+ box to the right can be explained at your own discretion between spelling or grammar mistakes that you find. Practice Grammar Point 2 1. For each sentence in exercise B. walk around the classroom 1. have that student rewrite finish the exercise together. Leave the students can correct their answers and learn from their mistakes. Some methods for this are to call on students at random. give the answers. 4. and so on. before going over them on the board. “He doesn’t eat make sure to always check each exercise and explain any common errors so that vegetable. use the chart to help you explain how to make negative and encourage the students to ask you questions if they ever get confused. a student that gives an answer can choose the next and one with lots of objects and complements. Then put the students into pairs and have them someone who knows the answer. Then have the students choose the best verb from the did on the previous page. Like the previous page. If the answer is correct. Have the students check a partner’s answers answer each question. vary these definitions on the board throughout the class for easy reference.

Then have the students fill in the blanks on their own with the right positive or negative forms of the verbs from the chart. before you check them all together. Have the students finish the rest of the problems on their own normal test to ensure the best assessment. sleep more than eight hours. For exercise C. go through the chart with them so that they understand which kids have which habits.). 3. you can also go through the workbook in class if you would like to be present for additional grammar practice with the students. 2. Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes. Extra Materials: Online Test and Workbook 1. spelling before you continue. Then demonstrate on the board how to fill in the sentences much of the grammar the students have understood. It is recommended to assign the corresponding workbook unit as homework so the students can review what they have learned at home. Edit their paragraphs and have the students take turns presenting them at the front of the class when everyone is finished. Treat them like you would any in the first problem. 2. Extra Idea (optional): Have the students ask two of their classmates about their sleeping habits (go to bed early. wake up early. etc. explain why the word but means a change between positive and → Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how negative or vice versa. Then have them write a short paragraph stating the habits of their classmates and themselves. have the students read through the exercise out loud all together or in turns. If needed. Tell them to make a simple chart about them like the one in exercise A if it helps them remember their classmates’ answers. However. Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future. 48 Grammar Space 1 • Teacher’s Guide 49 .ibuildandgrow.com (For Teachers 4. you can use the online unit tests at www. When everyone is finished. Grammar for Writing 1. Give the students time to find all five mistakes and fix them. then check them together on the board while explaining why they were wrong. Before they start writing.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 50 Grammar Space 1 • Teacher’s Guide 51 .

attention to exercise A. draw their 2. Leave these notes on the board throughout the class for easy reference. Scan the unit before class and identify any words that your students may not by calling on students to ask you them. Then at the start of class. When you feel that the students have a good grasp of the grammar point. The students will apply their new grammar knowledge in a practical setting. Check the questions 3. 3. The students will learn about frequency adverbs and how to make questions in the present simple. “Do you want to …?” “Does she like to …?”). Then have the students finish the rest of the questions on their own. Tell them to read the sentence out loud and guess what the correct word for the blank is. The students will complete simple exercises to familiarize themselves with the key grammar points.”). Extra Idea for Vocabulary Practice (optional): Missing Words Prepare sample sentences containing any vocabulary words you would like to focus on in this unit. if 1. understand. Do the first question all together on the board. LESSON GUIDE 2. Use the chart and pictures to help you explain how to make yes/no questions in the 4. Explain to the students that they need to make questions and then write them on the board to refer to later. simple. Unit 7 |  Present Simple 2 class. Before starting the day’s lesson. to highlight the different parts of the sentences. out of the given sentences. Have each student come up to the front and pull out one piece of paper. Put all the slips of paper into a hat or bowl. go around the room and ask each student a possible. 1. The students will identify and correct simple mistakes related to the key grammar Grammar Point 1 points. 2. ex. and write them on slips of paper with the actual keyw ords blanked out. 4. present simple. Give the students as many simple examples as necessary for them to understand Introduction the grammar point. 3. Unit Objectives: 1. Ask one or two students to read the sentences under the title out loud for the class. post pictures or write simple definitions of the words on the side on the board for the students to refer back to throughout the 52 Grammar Space 1 • Teacher’s Guide 53 . “Describe your mom/dad/friend. Tell the students that they need to put do or does before the subject in questions and after the subject in answers (ex. You can ask the students question to answer using the previous lesson’s grammar as a review (present to give you example topics to make this portion of the lesson more interactive. Make sure to write these on the board using different colors.

board and highlight them as necessary.” “often. When you check the answers. Extra Idea (optional): Make a simple survey to give the students about their habits with categories of “never. ask the in the present simple. Make sure that they answer in full sentences. Then put the students into pairs to finish the rest of the the box. questions. have the class answer all together. 5. Again. give the students as many simple examples as 1. Like the previous page. out loud yourself while the students yell out answers as fast as possible. If you want.” “usually. “never. and then use previous examples already on the board to explain it.” and “always”) are.” “sometimes. Also. 4. and to read sentences write it in the second sentence. Tell them that the fastest student to finish all the questions students to vote on which places the adverbs ought to go before you give them the correctly will get a small prize (ex. Finally. Have one or more students read through question in a full sentence. ask and answer the questions with a partner. For each problem. The PLUS+ box to the right can be explained at your own discretion between to correctly choose which word best completes the question.” “often. have the students answer. write them on the and encourage the students to ask you questions if they ever get confused. vary 3. As you work through the additional practice exercises. make sure to always check each exercise and explain any common errors so that the students can correct their answers and learn from their mistakes. Some draw their attention to exercise A. Have the students translate that percentage to a frequency adverb and student who answers designate the next person to answer. and how to answer the exercises A and B or after both exercises. have each the action. have a student read the methods for this are to call on students at random. For exercise B. the way you elicit answers from the students to keep the class interesting. and leave these definitions on the board throughout the class for easy reference.” “sometimes. For exercise B. and then ask the students what percentage of the time the subject does students take turns answering. tell them to ask and answer them with each student in each role before you correct them as a class. When they have finished.” “usually. go around the room so that sentence. use the charts to help you explain what frequency adverbs (ex. For exercise A. walk around the classroom necessary for them to understand the grammar point. go through the first dialogue on the board to show the students how 5. When you feel that the students have a good grasp of the second grammar point. 4. Also similar to the previous page. 54 Grammar Space 1 • Teacher’s Guide 55 .” and “always. tell the students to figure out where to put the frequency adverbs 2. Practice 2. a piece of candy). “How often do students in this class ?”). Grammar Point 2 1. make a chart on the board and ask different students questions based off of it (ex.” When you collect the results of this survey. tell the students to use the word prompts to complete the questions by using the chart at the top of the page. Tell the students how each one is used.

paper. Do the first dialogue together on the board to 1.com (For Teachers show the students how to complete them. 3. When everyone is finished. Encourage them to use as many frequency adverbs as they can. Tell five of the losers to 2. go through the table as a class so that the students understand Extra Materials: Online Test and Workbook exactly which kids do which activities. have the students read through the exercise out loud all together or in turns. However. Extra Idea (optional): Have the students describe a normal day for them in a short paragraph of about five sentences in the style of exercise A. Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future.ibuildandgrow. When all the much of the grammar the students have understood. then check them together on the board while explaining why they were wrong. have the students use the table to fill in the blanks on their own. Check the sentences for any spelling and grammar through the workbook in class if you would like to be present for additional grammar mistakes before moving on. practice with the students. They should not have any trouble by this time understanding the table. you can also go them on their own in the book. 4. It is recommended to assign the corresponding workbook unit as homework so the rewrite the sentences in the exercise on the board while everyone else goes through students can review what they have learned at home. Edit their paragraphs and have the students take turns presenting them at the front of the class when everyone is finished. Treat them like you would any groups are done. normal test to ensure the best assessment. Give the students time to find all five mistakes and fix them. For exercise B. As such. Grammar for Writing 1. 2. Then put the students into pairs and tell → Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how them to finish and perform the rest of the dialogues with each other. For exercise C. If needed. Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes. have the kids play rock. 56 Grammar Space 1 • Teacher’s Guide 57 . you can use the online unit tests at www. 3. call on some of the pairs to perform their dialogues. scissors.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 58 Grammar Space 1 • Teacher’s Guide 59 .

“What is that?” “What animal do you like?”) and that where asks about places (ex. draw 3.” “forest. The students will learn how to ask information questions with the verb be and under the keyword. and then write them on the board to refer to later.” “natural. and then put them in pairs to finish the activity and practice 60 Grammar Space 1 • Teacher’s Guide 61 . “How often do you go to the movie 2. Ask one or two students to read the sentences under the title out loud for the class. frequency adverbs. Grammar Point 1 1. When you feel that the students have a good grasp of the grammar point. to highlight the different parts of the sentences.” “sea. Ask the students to think of other words or phrases associated with it. question to answer using the previous lesson’s grammar as a review (present simple yes/no questions. if one of the words was “habitat. Introduction “Where is the bathroom?” “Where do you live?”). 4. Scan the unit before class and identify any words that your students may not their attention to exercise A. “What comes to mind when you read the word ‘habitat’?” The students can call out (or write on the board) things like “home. to give you example topics to make this portion of the lesson more interactive. The students will complete simple exercises to familiarize themselves with the key until all the keywords have been used.” Unit Objectives: “man-made. Unit 8 |  Information Questions the words on the side on the board for the students to refer back to throughout the class. grammar points. Then at the start of class. The students will apply their new grammar knowledge in a practical setting. for you to write on the board 1.” “land. the grammar point. Write on the board that what asks about things (ex. Give the students as many simple examples as necessary for them to understand theater?”). Explain to the students that they need to match the understand. For example. The students will identify and correct simple mistakes related to the key grammar points. Extra Idea for Vocabulary Practice (optional): Word Associations Write one of the unit’s keywords on the board. ex. Another option is to have the students come to the board and action verbs. 3. go around the room and ask each student a board throughout the class for easy reference. You can ask the students 2. Continue the activity 2. write as many related words that they can think of themselves.” etc. Leave these definitions on the 1. 3. Before starting the day’s lesson. Make sure to write these on the board using different colors.” you could ask the students. Use the chart and pictures to help you explain to the students how to use what and LESSON GUIDE where in information questions. post pictures or write simple definitions of questions and answers.” “artificial. 4. if possible.

For exercise B. Have the students finish the other dialogues. Then put the students in their same pairs to practice asking and on small slips of paper. 4. Put them in pairs by drawing their names out of a hat. the students can answer multiple questions or write their answers on the board for you to check. Mix all these slips in a bag and then call the students up answering the questions. Also similar to the previous page. Extra Idea (optional): then tell the class as a whole to shout out whether to complete the question with Tell the students to write three simple information questions using what and where what or where. the answer. Explain to the students that this is almost the same as the last exercise that they did. pick on different students to read the question answers out loud and 5. and then have 3. Then each pair pick a number out of a hat to determine which dialogue they have to do in ask for four volunteers (or have the students play rock. board throughout the class for easy reference. When they are all finished. keep the students in their pairs. For exercise B. Again. but go through the first dialogue all together on the board. Like the previous page. put them in different pairs to go through the first dialogue with them to help them make the question out of practice asking and answering all the questions. Also. go around the room so that board and highlight them as necessary. and to read sentences 3. For exercise B. make sure to always check each exercise and explain any common errors so that the students can correct their answers and learn from their mistakes. Some necessary for them to understand the grammar point. and then complete the questions. front of the class. When you feel that the students have a good grasp of the second grammar point. If you like. have each student who answers designate the next person to answer. out loud yourself while the students yell out answers as fast as possible. scissors) to write the 62 Grammar Space 1 • Teacher’s Guide 63 . make the first question as a class all together on the board. tell the students to pretend that they are conducting an interview on the board. use the chart and pictures to help you explain how to make information questions with action verbs. Finally. write them on the methods for this are to call on students at random. students take turns answering. Explain to the students that you have to put Practice what or where before do or does to ask about something that requires more than a 1. but still do the first question together 2. give the students as many simple examples as the way you elicit answers from the students to keep the class interesting. Grammar Point 2 1. walk around the classroom yes/no answer (ex. to the front one by one to read a question out loud and answer it. paper. have the class answer all together. Then have the students go through the exercise on their own and for each dialogue. vary 2. 4. asking and answering them. For exercise A. As you work through the additional practice exercises. draw their attention to exercise A. Leave this explanation on the and encourage the students to ask you questions if they ever get confused. When each pair finishes. “What do you do after school?”). tell them to interview each other using the dialogues.

When they are finished. let them see what they made the athlete or celebrity say in the “interview. Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing and speaking for the future. Treat them like you would any questions and answers with a partner determined at random. 1. 64 Grammar Space 1 • Teacher’s Guide 65 .ibuildandgrow. Then switch for the second two questions and answers. When everyone is finished. have them roll a die to see which dialogue they have to perform in front of the class. As such. have the students fill in the questions on their own. check them for spelling Extra Materials: Online Test and Workbook and grammar mistakes and have the entire class ask and answer them together. Grammar for Writing 1. After the student writes down their answers. have them cover up the name of the person being “interviewed” and give them to another student to answer. Extra Idea (optional): Have the students make up three questions to ask their favorite athlete or celebrity. 2. If needed. you can also go through the workbook in class if you would like to be present for additional grammar practice with the students. you can use the online unit tests at www. It is recommended to assign the corresponding workbook unit as homework so the students can review what they have learned at home. finished.” Then tell them to give the paper back to the student who originally wrote the questions. 2. Give the students time to find all five mistakes and fix them. Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes. next four questions on the board. then check them together on the board while explaining why they were wrong. go through the table as a class and have the students fill in the much of the grammar the students have understood. 3. For exercise C. When they are all normal test to ensure the best assessment. However.com (For Teachers → Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how 4. have the girls read the first two questions and the boys give the first two answers. When they are finished.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 66 Grammar Space 1 • Teacher’s Guide 67 .

to highlight the different parts of the sentences. “Ask me about .” “They are sleeping. “jogging. Tell them that they are only allowed to use Unit Objectives: actions to demonstrate the keyword (no talking). Grammar Point 1 1. possible. 4. “I am doing my homework. When you feel that the students have a good grasp of the grammar point. 1. Scan the unit before class and identify any words that your students may not 3. go around the room and ask each student a definitions on the board throughout the class for easy reference.” “hitting. if 2. Explain to the students that to spell the second part of the tense. Then at the start of class. Before starting the day’s lesson. Whichever student guesses the word correctly gets to be the next actor. 2. Use the charts and pictures to help you explain what the present continuous is to the students. The students will learn how to use the present continuous in positive and negative sentences. demonstrate how verbs that end in a vowel and a consonant sometimes Introduction need a double consonant before –ing (ex.”). 2. but that verbs ending in –e should have the –e taken away before adding the –ing.”). You can ask the students and then write them on the board to refer to later. understand. The students will complete simple exercises to familiarize themselves with the key grammar points.). Ask a student to pull out a piece of paper and mime the keyword for the other students to guess. Also. Make sure to write these on the board using different colors. Put the pieces of paper in a bowl or hat. The students will learn how to properly spell the present continuous forms. 5. Extra Idea for Vocabulary Practice (optional): Act It Out Prepare small pieces of paper with the unit’s keywords on them. ex. most verbs only require LESSON GUIDE –ing. 3.” etc. The students will apply their new grammar knowledge in a practical setting. The students will identify and correct simple mistakes related to the key grammar points. post pictures or write simple definitions of Unit 9 |  Present Continuous 1 the words on the side on the board for the students to refer back to throughout the class. draw their 68 Grammar Space 1 • Teacher’s Guide 69 . Ask one or two students to read the sentences under the title out loud for the class. question to answer using the previous lesson’s grammar as a review (information questions. 3. to give you example topics to make this portion of the lesson more interactive. 4. Give the students as many simple examples as necessary for them to understand the grammar point. Tell them that the present continuous is used to describe actions happening right now (ex. Leave these 1.

use the chart and pictures to help you explain how to methods for this are to call on students at random.” “You student who answers designate the next person to answer. Tell the students that to make a negative students take turns answering. go around the room so that construct the negative present continuous. “He is sleeping. Some 1. attention to exercise A. write them on the with the present continuous. As you work through the additional practice exercises.”). Leave these definitions on the board throughout the class for easy reference. and to read sentences are not teaching. have the class answer all together. aren’t. Like the previous page. Extra Idea (optional): –ing on all the given verbs. have each sentence. Go around the room as many times as you like until the students 4. Then have the students work in partners to go through both exercises. 70 Grammar Space 1 • Teacher’s Guide 71 . 3. Then go through and check them as a class. give the students as many simple examples as first sentence in each problem with the present simple and the second sentence necessary for them to understand the grammar point. students how to fill in the sentences with the present continuous. Demonstrate the first question on the board and board and highlight them as necessary. “He is not sleeping. Explain to the students that they need to correctly put 4.”) Point out that is not and are not can be shortened to isn’t and out loud yourself while the students yell out answers as fast as possible. board. When you feel that the students have a good grasp of the second grammar point. When each pair finishes. and then check Have each student take a turn standing up and miming an action for the student on it by calling on individual students to spell out what they wrote for you to put on the their right to guess and identify using the present continuous (ex. you just have to put not before the verb be (ex. Also similar to the previous page. draw their attention to exercise A. go through the first sentence on the board to show the are comfortable making the sentences quickly. have them write a sentence on the board until you have all the sentences on there to check together. make sure to always check each exercise and explain any common errors so that the students can correct their answers and learn from their mistakes. put the students in pairs and explain that they need to complete the 2. Again. Practice 1. Ask four volunteers to come to the board and write the four sentences in the negative present continuous while the other students work on the exercise alone. vary Grammar Point 2 the way you elicit answers from the students to keep the class interesting. For exercise A. Then have each pair complete the rest of the exercise and take turns reading each sentence out loud. walk around the classroom and encourage the students to ask you questions if they ever get confused. Have them do this exercise on their own. For exercise B and C. emphasize how the two sentences are different. 2. Encourage them to use props in the classroom if they want to make their acting more interesting. Finally. Also.

3. For exercise B, remind the students how to construct negative present continuous
Extra Materials: Online Test and Workbook
sentences. Then go through the first problem with them together on the board. Have
1. If needed, you can use the online unit tests at www.ibuildandgrow.com (For Teachers
the students finish the rest of the exercise on their own before reading through the
→ Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how
entire exercise all together as a class.
much of the grammar the students have understood. Treat them like you would any
normal test to ensure the best assessment.
4. For exercise C, ask five volunteers to come up to the board and compete to write
out the five different sentences that they are given. If you like, you can give the
2. It is recommended to assign the corresponding workbook unit as homework so the
winner a small prize afterward. When they are finished, have all the students write
students can review what they have learned at home. However, you can also go
out the sentences in their books.
through the workbook in class if you would like to be present for additional grammar
practice with the students.

Grammar for Writing
1. Emphasize to the students that exercise A in this section ties the grammar they
have learned into practical writing for the future. As such, have the students fill in
the blanks on their own from the phrases on the left. Remind them not to forget
the negative present continuous sentences. When everyone is finished, have the
students read through the exercise out loud all together or in turns.

2. Exercise B is meant to improve the students’ proofreading and editing skills by
teaching them to identify and correct mistakes. Give the students time to find all
five mistakes and fix them, then check them together on the board while explaining
why they were wrong.

3. Extra Idea (optional):
Have the students pretend that they are making dinner with their family. Tell them
to write out what each member of their family is doing and not doing similar to
exercise A. When all the students have finished, edit their sentences and have them
share them with the rest of the class.

72 Grammar Space 1 • Teacher’s Guide 73

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK

74 Grammar Space 1 • Teacher’s Guide 75

Unit 10 | 
Present Continuous 2
the words on the side on the board for the students to refer back to throughout the
class.

4. Extra Idea for Vocabulary Practice (optional): Whispering Game
Divide the class into two teams and have each team form a line. If there are an
odd number of students, one student can be the teacher’s “helper.” Whisper the
meaning of one of the unit’s keywords into the ear of the first student in line for
each team. On your signal, have the students whisper the message down the line
Unit Objectives: until it gets to the last student for each team. Those students must then write the

1. The students will learn about making yes/no questions and information questions correct word on the blackboard. Whoever writes the correct word first wins a point

in the present continuous. for their team. Continue the game until all the words have been used.

2. The students will complete simple exercises to familiarize themselves with the key
grammar points.
3. The students will identify and correct simple mistakes related to the key grammar
points.
4. The students will apply their new grammar knowledge in a practical setting.

Grammar Point 1
1. Use the chart and pictures to help you explain to the students how to make yes/
no questions in the present continuous. Tell them that they must place the verb be
LESSON GUIDE before the subject, and show them how to do it for all the different types of subjects
(ex. “Are you feeling all right?” “Is she meeting a friend?”). Leave these definitions
Introduction on the board throughout the class for easy reference.
1. Before starting the day’s lesson, go around the room and ask each student a
question to answer using the previous lesson’s grammar as a review (present 2. Give the students as many simple examples as necessary for them to understand
continuous, ex. “What are you doing now?”). the grammar point. Make sure to write these on the board using different colors, if
possible, to highlight the different parts of the sentences. You can ask the students
2. Ask one or two students to read the sentences under the title out loud for the class, to give you example topics to make this portion of the lesson more interactive.
and then write them on the board to refer to later.
3. When you feel that the students have a good grasp of the grammar point, draw their
3. Scan the unit before class and identify any words that your students may not attention to exercise A. Explain to the students that they need to use the subjects
understand. Then at the start of class, post pictures or write simple definitions of and verbs to complete the present continuous questions. Do the first one together

76 Grammar Space 1 • Teacher’s Guide 77

as an example, and then have the students finish the rest of the exercise on their 5. Extra Idea (optional):
own. Have the students write down any three present continuous questions on small
slips of paper and put them into a hat or bag. Call each student to the front and
4. For exercise B, put the students into pairs and have them complete the questions have them pick out a question to answer. If you like, you can have the students
together. When they are finished, have them practice asking and answering them. write their answers on the board and/or answer multiple questions.

Grammar Point 2 Practice
1. Like the previous page, use the chart and pictures to help you explain how to make 1. As you work through the additional practice exercises, walk around the classroom
information questions in the present continuous. Tell the students that they have to and encourage the students to ask you questions if they ever get confused. Also,
place what or where at the beginning of a yes/no question to ask about an object or make sure to always check each exercise and explain any common errors so that
a place (ex. “What are they doing?” “Where am I going?”). Leave these definitions the students can correct their answers and learn from their mistakes. Finally, vary
on the board throughout the class for easy reference. the way you elicit answers from the students to keep the class interesting. Some
methods for this are to call on students at random, go around the room so that
2. Also similar to the previous page, give the students as many simple examples as students take turns answering, have the class answer all together, have each
necessary for them to understand the grammar point. Again, write them on the student who answers designate the next person to answer, and to read sentences
board and highlight them as necessary. out loud yourself while the students yell out answers as fast as possible.

3. When you feel that the students have a good grasp of the second grammar point, 2. For exercise A, tell the students that they need to finish the present continuous
draw their attention to exercise A. Put the students back into their pairs and have questions using the given verbs. Do the first one all together if needed, and then
them complete the questions after you do the first one on the board as an example. have the students finish the rest on their own. When everyone has finished, have
Then have the students practice asking and answering all the questions with their the class read the questions out loud all together.
partners.
3. For exercise B, put the students into new pairs by having them pick their partner’s
4. For exercise B, give the students 15 seconds to match the questions and answers name out of a bag. Do the first dialogue all together on the board to show them how
together. Then have all the boys read the first two questions for the girls to answer to properly answer a yes/no question, and then have the pairs finish the dialogues
and vice versa for the second two questions. on their own. When all the students have finished, call on different pairs to perform
the dialogues in front of the class.

78 Grammar Space 1 • Teacher’s Guide 79

Extra Idea (optional): Tell the students to imagine where their family and/or friends are and what they are doing right now. If needed. Then have the students call out answers to the blanks → Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how as they come up with them. have the boys read the questions and the girls read the answers out loud normal test to ensure the best assessment.ibuildandgrow. you can use the online unit tests at www. Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing and speaking for the future. have the students read through the exercise out loud in pairs. 4. 2. have them partner up and perform each others’ dialogues for the rest of the class.com (For Teachers is a what or where question. Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes. 80 Grammar Space 1 • Teacher’s Guide 81 . you can also go through the workbook in class if you would like to be present for additional grammar practice with the students. As such. When the exercise is much of the grammar the students have understood. When they are finished. However. Give the students time to find all five mistakes and fix them. When everyone is finished. Exercise C may be difficult for the students. 3. Then tell them to write a short dialogue of three or four questions and answers similar to exercise A on the topic. have the students fill in the blanks on their own from the words in the boxes. Grammar for Writing 1. then check them together on the board while explaining why they were wrong. and write them on the board. Extra Materials: Online Test and Workbook point to the end of the answer to elicit from the students whether the first dialogue 1. First. so do this exercise as a class. 2. or vice versa. Treat them like you would any finished. It is recommended to assign the corresponding workbook unit as homework so the students can review what they have learned at home.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 82 Grammar Space 1 • Teacher’s Guide 83 .

understand. It is recommended to explain the PLUS+ box to the right before exercises A and B. The students will identify and correct simple mistakes related to the key grammar points. Before starting the day’s lesson. Ask one or two students to read the sentences under the title out loud for the class and then write them on the board to refer to later. if continuous questions. Prizes and 1. The students will complete simple exercises to familiarize themselves with the key grammar points. but you can write them on the board as you explain to help the LESSON GUIDE students understand them all. Have one or more students read through the box. 3. Use the chart and pictures to help you explain to the students what the prepositions of time at. go around the room and ask each student a 2. Put all the cards in a small bowl or hat and have each student choose a card. You can ask the students to give you example topics to make this portion of the lesson more interactive. Introduction 1. on. possible. “What are you doing now?”). The object of the activity is for the students to match the keywords with their meanings. time. The students will learn about using prepositions of time and asking questions about penalties can be given to the first and last pairs to finish. The students will apply their new grammar knowledge in a practical setting. Grammar Point 1 1. 4. post pictures or write simple definitions of the words on the side on the board for the students to refer back to throughout the 84 Grammar Space 1 • Teacher’s Guide 85 . Make sure to write these on the board using different colors. 2. Extra Activity for Vocabulary Practice (optional): Prepare some small cards with the keywords from the unit and other small cards with their meanings in advance. You can either have the students match the cards where they are already sitting or place the students who get words on one Unit Objectives: side of the room and the students who get meanings on the other side. The chart gives all the exact instances and definitions of the prepositions. to highlight the different parts of the sentences. Unit 11 |  Prepositions of Time class. ex. Leave these definitions on the board throughout the class for easy reference. Then at the start of class. Scan the unit before class and identify any words that your students may not already on the board to explain it. 2. and then use previous examples 3. Give the students as many simple examples as necessary for them to understand question to answer using the previous lesson’s grammar as a review (present the grammar point. 3. and in are. 4.

For exercise B. Start on one end of the classroom and have students hold up their preposition cards to vote on each one. on. Some board and highlight them as necessary. have the class answer all together. hold up which preposition they think best completes the blank. Then give them the answer and explain it. Like the previous page. go over the calendar thoroughly until the students understand exactly what is on it. Again. When you feel that the students have a good grasp of the grammar point. have each 3. When you feel that the students have a good grasp of the second grammar point. two students stand and compete to say the time. and encourage the students to ask you questions if they ever get confused. ask different students to read the answers before the questions so attention to exercise A. Extra Idea (optional): (This activity can also be done before studying the grammar points to remind the 5. give the students as many simple examples as the students can correct their answers and learn from their mistakes. Then have different students read the sentences. write them on the the way you elicit answers from the students to keep the class interesting. Encourage the students to say whichever answer they feel a gap at each option of prepositions. go around the room so that students take turns answering. Put the students in pairs and tell them to match out loud yourself while the students yell out answers as fast as possible. 2. make sure to always check each exercise and explain any common errors so that 2. Have the winner compete against the next student. For exercise B. When they finish reading. vary necessary for them to understand the grammar point. Grammar Point 2 1. tell the students to is correct all at once to encourage more participation. and to read sentences draw their attention to exercise A. “When Practice do they usually come?” “What time does he wake up?”). but tell them to leave with when or what time. For exercise A. Continue until all the students have participated. in. Tell the students that they can use when and what time before do and does to ask questions about times and dates (ex. Tell the students to write at. As you work through the additional practice exercises. walk around the classroom the board throughout the class for easy reference. and X on small slips that the class as a whole can decide whether the question should be completed of paper. Leave this explanation on 1. Also. Then when you check them have the clock with you into the classroom. Then ask each question yourself and tell the students to say the answer all together. day. Also similar to the previous page. methods for this are to call on students at random. Then have them ask each other the questions and answer them. and so on. tell the students to write in which preposition they think goes best students of the rules of telling times and dates. 5. use the chart and pictures to help you explain how to make information questions about time. the questions and answers together. draw their 4. and then have that winner compete against the next student. Finally.) Bring a calendar and analog before the time or day listed in each problem. or date that you point to. student who answers designate the next person to answer. Another option is to simply call on individual students to 86 Grammar Space 1 • Teacher’s Guide 87 . 4.

have the students read through the exercise out loud all together or in turns. the questions for mistakes.com (For Teachers 3. However. put the students into pairs and tell them to complete the dialogues. It is recommended to assign the corresponding workbook unit as homework so the 4. Treat them like you would any out of the words will get a small prize (ex.ibuildandgrow. practice with the students. 3. Extra Idea (optional): Have the students make weekly schedules like the one in exercise A for their own weeks. Give each of them one → Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how of the problems and tell them that the fastest student to correctly make a question much of the grammar the students have understood. Grammar for Writing 1. For exercise B. Give the students time to find all five mistakes and fix them. Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future. When everyone is finished. a cookie). As such. then check them together on the board while explaining why they were wrong. through the workbook in class if you would like to be present for additional grammar tell them to practice asking and answering all the questions. 2. have the students fill in the blanks on their own using the weekly schedule. Once they have finished. and when all the students are ready have them present them to the class. do the first one on the board as an example. For exercise C. After they have finished. check normal test to ensure the best assessment. Extra Materials: Online Test and Workbook 1. When they have finished. Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes. answer if they are comfortable enough with it. students can review what they have learned at home. you can also go If needed. ask four volunteers to come up to the board. tell them to write a paragraph about five sentences long describing their week’s activities. If needed. 2. 88 Grammar Space 1 • Teacher’s Guide 89 . Edit the paragraphs. you can use the online unit tests at www.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 90 Grammar Space 1 • Teacher’s Guide 91 .

However. 1. 4. Tell them to fill in the blanks with the given prepositions. award each team points according to how many correct guesses their team 2. Then at the start of class. Divide the class into two teams. Then switch representatives and continue until all the cards have been used. Extra Activity for Vocabulary Practice (optional): This is a speed game. Before starting the day’s lesson. Make sure to write these on the board using different colors. the grammar point. if possible. draw their 3. “When do you usually go to sleep?”). 3. 3. Unit 12 |  Prepositions of Place the words on the side on the board for the students to refer back to throughout the class. The students will identify and correct simple mistakes related to the key grammar points. The students will complete simple exercises to familiarize themselves with the key made. go around the room and ask each student a question to answer using the previous lesson’s grammar as a review (prepositions 2. Prepare small cards with keywords and related words in advance. expired. grammar points. to give you example topics to make this portion of the lesson more interactive. show the card to Team A’s representative without letting any of the other students see it. The students will learn about common prepositions of place and there is and there English. When it is Team A’s turn. When you feel that the students have a good grasp of the grammar point. Put simple pictures on the board to demonstrate what each of the prepositions means and leave these pictures on the board throughout the class for Introduction easy reference. Each team is given a turn. Ask one or two students to read the sentences under the title out loud for the class. After the time has are. post pictures or write simple definitions of and then when they are finished call on different students to read the sentences 92 Grammar Space 1 • Teacher’s Guide 93 . The students will apply their new grammar knowledge in a practical setting. understand. Use the chart and pictures to help you explain the common prepositions of place LESSON GUIDE to the students. Scan the unit before class and identify any words that your students may not attention to exercise A. 4. he or she cannot say the words on the cards. The Unit Objectives: representative is given a time limit to describe each thing on the card using only 1. to highlight the different parts of the sentences. and have each team choose a representative. and then write them on the board to refer to later. Give the students as many simple examples as necessary for them to understand of time. ex. Grammar Point 1 1. You can ask the students 2.

Then read each question out loud and have the students 4. use the charts to help you explain how to use there is and there are. have the class answer all together. and continue until all the students have gone or there are no more nearby objects to put in prepositional phrases. student who answers designate the next person to answer. Extra Idea (optional): Start on one end of the room and have a student describe an object(s) in the 4. Finally. “There is a pencil on the desk next to the textbook. make sure to always check each exercise and explain any common errors so that 2. for exercise B tell the students to look at the picture and then fill in the classroom using there is or there are (ex. Leave these explanations on the board throughout the class for easy 1. Grammar Point 2 1. put the students into pairs and tell them to fill in the questions and answer it all together. 94 Grammar Space 1 • Teacher’s Guide 95 .”). Then have them practice asking and answering the questions out loud. walk around the classroom reference. Similarly. “There is a pencil. “Is there an Practice open seat?”). Tell the students to add not to make there is and there are negative. Also. pictures. For exercise A. have each 3. give the students as many simple examples as the students can correct their answers and learn from their mistakes. For exercise B. When you feel that the students have a good grasp of the second grammar point. methods for this are to call on students at random. but this time have them add a prepositional phrase all together when they are finished. Have the next student repeat the longer sentence and add a prepositional phrase as well (ex. tell the students to say there is or there are all together as individual students finish reading the rest of the sentences out loud. vary necessary for them to understand the grammar point. Also tell them to put the verb be before there to make yes/no questions (ex. and encourage the students to ask you questions if they ever get confused. answers together. “There is a pencil on the desk. on the end (ex. As you work through the additional practice exercises. write them on the the way you elicit answers from the students to keep the class interesting. 5. Also similar to the previous page. Have the class read the sentences student repeat the sentence. have several students describe who or what is in each picture as well as where they are. out loud.”). and to read sentences draw their attention to exercise A. 2. go around the room so that students take turns answering. Like the previous page.”). After having several students describe the out loud yourself while the students yell out answers as fast as possible. Again. Some board and highlight them as necessary. Have the next sentences with the best prepositions of place.

Then give the students time to find all five mistakes and fix them. 3. and check them together on the board while explaining why they were wrong. have each pair draw 2. It is recommended to assign the corresponding workbook unit as homework so the a number determining which dialogue they have to perform for the class. If needed. Have several students describe everything in the picture. 96 Grammar Space 1 • Teacher’s Guide 97 . Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future. Edit these paragraphs and then have the students present them to the class. When 1. Have the students fill in the blanks on their own using there is. there are. Treat them like you would any normal test to ensure the best assessment. If needed.ibuildandgrow. have them write paragraphs about five sentences long describing where all the rooms in their houses are. When all the pairs are finished. For exercise C. have the whole class read the sentences out loud → Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how together. However.com (For Teachers all the students have finished. 2. When everyone is finished. Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes. you can also go through the workbook in class if you would like to be present for additional grammar practice with the students. a piece of candy). students can review what they have learned at home. Grammar for Writing 1. 4. much of the grammar the students have understood. Extra Idea (optional): Have the students draw floor plans of their own houses or apartments similar to the plan in exercise A. tell the students to fill in the sentences with there is or there are and Extra Materials: Online Test and Workbook that the fastest student to finish will get a small prize (ex. When they are finished. and prepositional phrases. Then have a few students describe what is in the picture of the house for sale. put the students in pairs to complete the dialogues. do the first dialogue on the board. you can use the online unit tests at www. For exercise B. have the students read through the exercise out loud all together or in turns. 3.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 98 Grammar Space 1 • Teacher’s Guide 99 .

go around the room and ask each student a 2. to highlight the different parts of the sentences. The students will complete simple exercises to familiarize themselves with the key grammar points. Before starting the day’s lesson. the words on the side on the board for the students to refer back to throughout the class. 1. Have the students write their words and their meanings on separate pieces of paper. 100 Grammar Space 1 • Teacher’s Guide 101 . 4. Leave these explanations on the board throughout the class for easy reference. If the pieces of paper are a keyword and its matching meaning. 2. Continue the game until all the pieces of paper have been matched Unit Objectives: up. Tell them that adjectives describe nouns. Extra Activity for Vocabulary Practice (optional): Assign each student a keyword. Use the chart and pictures to help you explain what adjectives are to the students. The students will identify and correct simple mistakes related to the key grammar points. “Where is the marker now?”). 3. Unit 13 |  Adjectives 4. 2. Have the students take turns turning over two pieces of paper at a time. the student turns them back over in the same spot and the next student takes a turn. and then write them on the board to refer to later. The student with the most pairs is the winner. You can ask the students to give you example topics to make this portion of the lesson more interactive. possible. Grammar Point 1 1. Give the students as many simple examples as necessary for them to understand question to answer using the previous lesson’s grammar as a review (prepositions the grammar point. if of place. ex. Ask one or two students to read the sentences under the title out loud for the class. When you feel that the students have a good grasp of the grammar point. If they do not match.”). The students will learn about common and demonstrative adjectives. Make sure to write these on the board using different colors. The students will apply their new grammar knowledge in a practical setting. Mix up the pieces of paper and turn them upside down on a desk or the floor. 3. draw their attention to exercise A.” “The book is thick. “thick book. post pictures or write simple definitions of individual students to say the opposite words of the ones you give them. Tell the students to match the adjectives with their 3. the student that picked them gets to keep them and try again. Then call on understand. or that they describe the subject when LESSON GUIDE they come after the verb be (ex. Then at the start of class. Scan the unit before class and identify any words that your students may not opposites and check their answers with the person next to them. Introduction 1.

4. Some methods for this are to call on students at random. Continue until each of the exercise on their own. Leave these definitions on the board throughout the students can correct their answers and learn from their mistakes. 3. For exercise A. everything correctly a small prize (ex. have the class answer all together. sentences aloud when the students are finished. Also. When the students are finished. Offer to give the fastest student who writes the sentence correctly a small 102 Grammar Space 1 • Teacher’s Guide 103 . student next to them. After they make the adjective format with the first problem. go around the room so that 2. Like the previous page. demonstrate on the board how to answer the first question above the problems. For exercise B. and have the students work on their own to choose which using the adjective in the box. you can offer the fastest one to finish student has participated. give the students as many simple examples as students take turns answering. adjectives are to the students. Again. That student then has to make a sentence about the object(s) starting with the correct demonstrative adjective and ending with a common 5. that. these. If you like. and to read sentences board and highlight them as necessary. demonstrate how to rewrite the sentences into subject + be + adjective (ex.”). Then tell the students to finish the rest sentence. 2. As you work through the additional practice exercises. When you feel that the students have a good grasp of the second grammar point. For exercise B. use the chart to help you explain what demonstrative and encourage the students to ask you questions if they ever get confused. have them practice demonstrative adjective best completes each sentence. tell them all to Go around the room and have each student hold or point to an object(s) for the hold up which number they think should have the given adjective.” “This pencil is light. Extra Idea (optional): of paper. Then while different students read through the sentences. and make sure to always check each exercise and explain any common errors so that those and put them on the board. Explain the differences between this. write them on the student who answers designate the next person to answer. have each necessary for them to understand the grammar point. Ask several students to describe the pictures together. If needed. have the students play rock. “Those books are blue. a piece of candy). Also similar to the previous page. scissors to see which students get to (have to) come up to the board and rewrite the sentences as fast as possible. Practice Grammar Point 2 1. walk around the classroom 1. For exercise C. paper. the way you elicit answers from the students to keep the class interesting. put the students in pairs and have them complete the dialogues draw their attention to exercise A. Ask the class to read the asking and answering the questions with each other. tell the students to write the numbers one through four on scraps 4. they get to point to an object(s) for the next student. Finally. 3. vary the class for easy reference. out loud yourself while the students yell out answers as fast as possible.

2.ibuildandgrow. then check them together on the board while explaining why they were wrong. Give the students time to find all five mistakes and fix them. Call on individual students normal test to ensure the best assessment. Treat them like you would any have them work on their own to complete the exercise. go through the example on the board with the students and then much of the grammar the students have understood. However. and have the rest of the students complete the exercise in their Extra Materials: Online Test and Workbook books. Edit these paragraphs and have the students take turns presenting them in front of the class when everyone is finished. It is recommended to assign the corresponding workbook unit as homework so the students can review what they have learned at home. Read through Mike’s profile with them and make sure that all of them understand the information in it. Grammar for Writing 1. For exercise C. Then have the students fill in the blanks on their own using the information and grammar from the unit. Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes. a cookie). 2. you can also go through the workbook in class if you would like to be present for additional grammar practice with the students. 104 Grammar Space 1 • Teacher’s Guide 105 . you can use the online unit tests at www. or have the class read the sentences all together to check them when everyone is finished. Extra Idea (optional): Have each student make a profile about themselves or a friend of theirs in the style of exercise A and write a paragraph about five sentences long based off of it. 1.com (For Teachers → Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how 4. have the students read through the exercise out loud all together or in turns. 3. prize (ex. When everyone is finished. If needed. Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 106 Grammar Space 1 • Teacher’s Guide 107 .

if 2. The students will complete simple exercises to familiarize themselves with the key grammar points. other adverbs. The students will identify and correct simple mistakes related to the key grammar points. question to answer using the previous lesson’s grammar as a review (adjectives. Use the chart and pictures to help you explain what adverbs are to the students.”). and a prize (ex. possible. to highlight the different parts of the sentences. 2. “I run quickly. 4. when. Unit 14 |  Adverbs class. Then go over the spelling rules for Introduction adverbs listed in the chart. ex.” “They sing quietly. Have the students at the board write the keyword or phrase from the definition you state. go around the room and ask each student a class for easy reference.”). Tell the students that adverbs usually come after the verb of a sentence (ex. Make sure to write these on the board using different colors. The students will apply their new grammar knowledge in a practical setting. The first student to write the keyword or phrase correctly gets a point for their team and then sits back down as their team changes writers. Leave these explanations on the board throughout the 1. to give you example topics to make this portion of the lesson more interactive. 3. Then at the start of class. Extra Activity for Vocabulary Practice (optional): Board Race Cover up the vocabulary words and their definitions on the board. You can ask the students and then write them on the board to refer to later. “Describe this/these . or where LESSON GUIDE something happens. Unit Objectives: Continue until all the keywords have been used. 4. adjectives. Grammar Point 1 1. The students will learn about adverbs and how they describe verbs. a piece of candy each). Divide the students into teams and have one person from each team come up to the board in an allotted space. Before starting the day’s lesson. 2. Give the students as many simple examples as necessary for them to understand the grammar point. Write on the board that adverbs describe verbs by saying how. Scan the unit before class and identify any words that your students may not understand. The team with the most points gets 1. 3. post pictures or write simple definitions of the words on the side on the board for the students to refer back to throughout the 108 Grammar Space 1 • Teacher’s Guide 109 . Ask one or two students to read the sentences under the title out loud for the class.

use the pictures to help you explain how adverbs describe adjectives and other adverbs (ex. students to read through the given sentences. write them on the the way you elicit answers from the students to keep the class interesting. draw 4. As you work through the additional practice exercises.”). on their left. have the class answer all together. Call on students to read through the original and changed picture. go around the room so that students take turns answering. 3. methods for this are to call on students at random. Also similar to the previous page. Grammar Point 2 1. go through the first sentence on the board to show the students how Pass out pieces of paper to the students. For exercise A. hands to vote which box they think is correct. demonstrate how to rewrite the first sentence using the given their attention to exercise A. have the students raise their which word to put in the blanks. “You are very pretty. and encourage the students to ask you questions if they ever get confused. When the minute is up. Then have all the students finish the exercise and read the sentences all adjectives as fast as possible. Finally. Leave this definition on the board throughout the class for easy 1. 110 Grammar Space 1 • Teacher’s Guide 111 . very. Go over the most common of these adverbs (i. tell the students to pass the picture to the person sentences when everyone is finished. vary necessary for them to understand the grammar point. 5. Tell the students to write the adverbs of the given adverb. When you feel that the students have a good grasp of the second grammar point. student who answers designate the next person to answer.e. too. When you 2. When you feel that the students have a good grasp of the grammar point.” “He talks too loudly. give the students as many simple examples as the students can correct their answers and learn from their mistakes. For the checked boxes. the answers together. Also. have each 3. and have all the students yell out and last the checked boxes. When everyone is finished. really. make sure to always check each exercise and explain any common errors so that 2. Extra Idea (optional): 4. For exercise B. have them all chant together when they are ready. have the students share their pictures and sentences with the class. so. Like the previous page. and to read sentences draw their attention to exercise A. That person then has to write a sentence describing what the person is doing using at least one adverb. to circle the adverb in each sentence and underline the word(s) that it describes before checking whether the underlined phrase is an adjective or adverb. Give them one minute to make the the exercise on their own. and Practice completely). For exercise B. Put them in pairs and explain that they need out loud yourself while the students yell out answers as fast as possible. then all the underlined words. Then ask different check the exercise. Some board and highlight them as necessary. go through all the adverbs first. Tell each student to make a simple to rewrite the sentences into subject + verb + adverb. Then have the students finish picture showing a person doing something. quite. When all of them have finished. walk around the classroom reference. Again. have a student read through the word box options.

you can use the online unit tests at www. For exercise B. If needed. It is recommended to assign the corresponding workbook unit as homework so the small prize (ex. Then have them write paragraphs about five sentences long about their report cards. Then put the students into pairs and have them finish the rest of the 1. 112 Grammar Space 1 • Teacher’s Guide 113 . Go through the report card with the students and make sure that they understand all the information in there. Tell them that they can be as realistic or as silly as they want. much of the grammar the students have understood. When everyone is finished.ibuildandgrow. have the students read through the exercise out loud all together or in turns. someone else in the class. If you like. using as many adverbs as possible. a cookie) afterward. Treat them like you would any normal test to ensure the best assessment. Extra Idea (optional): Have the students make up report cards like the one in exercise A either for themselves.com (For Teachers exercise together. However. or a different friend. 3. Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future. you can give the winner a 2. then check them together on the board while explaining why they were wrong. 2. When they are finished. For exercise C. ask six volunteers to come up to the board and compete to complete the six different sentences that they are given. have them alternate saying the sentences → Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how out loud with their partner. students can review what they have learned at home. Then have the students fill in the blanks on their own using the report card’s information. Grammar for Writing 1. 4. Give the students time to find all five mistakes and fix them. Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes. 3. you can also go through the workbook in class if you would like to be present for additional grammar practice with the students. demonstrate how to fill in the sentences in the first problem on Extra Materials: Online Test and Workbook the board.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 114 Grammar Space 1 • Teacher’s Guide 115 .

4. draw their attention to exercise A. Verbs 4. You can ask the students to give you example topics to make this portion of the lesson more interactive. have them read the sentences out loud all together.”) Go through the common linking verbs listed LESSON GUIDE in the chart and leave the explanation on the board throughout the lesson for easy reference. 2. and future tenses. Tell them that linking verbs connect the subject to information about the subject (ex. Give the students as many simple examples as necessary for them to understand question to answer using the previous lesson’s grammar as a review (adverbs. 1. “The cat is cute. For advanced classes. Before starting the day’s lesson. present. Then at the start of class. Use the chart to help you explain what linking verbs are to the students. 3. then 3. When you feel that the students have a good grasp of the grammar point. 116 Grammar Space 1 • Teacher’s Guide 117 . 3. 2. The students will identify and correct simple mistakes related to the key grammar points. Extra Activity for Vocabulary Practice (optional): Have the students use vocabulary words in complete sentences. provide fill-in-the-blank sentences with a word bank. go around the room and ask each student a 2. imperative. Introduction 1. to highlight the different parts of the sentences. Grammar Point 1 1. Scan the unit before class and identify any words that your students may not tell the students to match the two halves of the sentences together. and exclamatory sentences. The students will apply their new grammar knowledge in a practical setting. and then write them on the board to refer to later. The students will complete simple exercises to familiarize themselves with the key grammar points. interrogative. direct the students to use the vocabulary words in their own sentences to demonstrate the meanings of the words.”). Ask one or two students to read the sentences under the title out loud for the class. The students will learn about using adjectives with linking verbs. ask the students to write their Unit Objectives: sentences using the past. ex. the grammar point. if “Describe how you . For vocabulary words that are verbs. Encourage the students to use different sentence forms like declarative. possible. Have several students describe the pictures out loud. For lower level classes.” “The music sounds pretty. Make sure to write these on the board using different colors. Unit 15 |  Adjectives with Linking the words on the side on the board for the students to refer back to throughout the class. post pictures or write simple definitions of finished. When they are understand.

For exercise A. Grammar Point 2 1. the students can correct their answers and learn from their mistakes. have each board and highlight them as necessary. When all the students are to just write Correct in the blank. Also. If it’s correct. For exercise B. tell them Then tell them to fill in the blanks from the word box. Make flashcards with common nouns on them. 3. Some 2. have them write the sentences check the sentences. Finally. If necessary. put the students into pairs and tell them to read each sentence and 4. Also similar to the previous page. Continue the activity until all the students have participated. down before speaking them. have the students vote on each sentence for whether it’s correct or not.” vs. Then have loud. Like the previous page. “I am looking at you. tell the students to choose between the two words for each drawing the flashcards and using the noun to make one sentence with a linking verb sentence. As you work through the additional practice exercises. student who answers designate the next person to answer. the blank. tell them to write the right word in finished. For exercise B. When all the pairs are finished. Have different students read the sentences out 2. 4. Also explain that linking and encourage the students to ask you questions if they ever get confused. write them on the students take turns answering. walk around the classroom does (ex.”). choose whether the underlined word is correct or incorrect. verbs are followed by adjectives while action verbs are followed by objects. put them into pairs and tell them to read each other the sentences. Extra Idea (optional): the incorrect sentences. and for each one ask the class what the verb is and whether it is a linking or different students read through the sentences. If it’s incorrect. ask several students to describe the pictures above the sentences. and to read sentences out loud yourself while the students yell out answers as fast as possible. Have the students take turns 118 Grammar Space 1 • Teacher’s Guide 119 . Then explain why one option is correct. but tell all the students to yell out action verb. have the class answer all together. go around the room so that necessary for them to understand the grammar point. “You look happy. For exercise B. draw their attention to exercise A. Leave make sure to always check each exercise and explain any common errors so that these explanations on the board throughout the class for easy reference. use the charts to help you explain the difference between linking verbs and action verbs to the students. 3. Again. the verb if it is a linking verb or underline it if it is an action verb. vary the way you elicit answers from the students to keep the class interesting. have a student read the words in the word box out loud. give the students as many simple examples as methods for this are to call on students at random. and tell the students to circle the right word any time the student reading comes to a blank. When you feel that the students have a good grasp of the second grammar point. Then call on students to give the right answers for 5. Tell them that linking verbs express Practice the state of a subject and that action verbs describe an action that the subject 1. and then have them raise their hands to vote for their choices when you and one sentence with an action verb.

If needed. 2. and have the students take turns presenting them at the front of the class when everyone is finished. 2.ibuildandgrow. you can also go through the workbook in class if you would like to be present for additional grammar Grammar for Writing practice with the students. When they are finished. you can use the online unit tests at www. Treat them like you would any normal test to ensure the best assessment. 120 Grammar Space 1 • Teacher’s Guide 121 . demonstrate how to use the same verb in both sentences in the first Extra Materials: Online Test and Workbook problem. Edit their comments. It is recommended to assign the corresponding workbook unit as homework so the students can review what they have learned at home. You can either call on individual students or have the → Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how class read all together to check the answers. When everyone is finished. Give the students time to find all five mistakes and fix them. have them write comments describing their foods using both linking and action verbs as much as possible. Go through the table thoroughly so that the students understand all the information in it.com (For Teachers the sentences like you did. Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes. For exercise C. Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future. Then tell the students to use the verbs in the word box to fill in the rest of 1. However. have the students read through the exercise out loud all together or in turns. Then have the students fill in the blanks on their own from that information. Extra Idea (optional): Have the students make an evaluation sheet for three of their favorite foods like the one in exercise A. then check them together on the board while explaining why they were wrong. 1. 4. much of the grammar the students have understood. 3.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 122 Grammar Space 1 • Teacher’s Guide 123 .

Scan the unit before class and identify any words that your students may not understand. “I can swim. draw their attention to exercise A. When you feel that the students have a good grasp of the grammar point. example and then have the students finish the rest of the exercise on their own. 3. Before starting the day’s lesson. go around the room and ask each student a to give you example topics to make this portion of the lesson more interactive. well. The students will apply their new grammar knowledge in a practical setting. Demonstrate the first problem on the board as an and then write them on the board to refer to later. post pictures or write simple definitions of the words on the side on the board for the students to refer back to throughout the class. Leave these explanations on the board throughout the class for easy reference. Use the charts and pictures to help you explain how to use can and cannot to 3. Demonstrate on the board how to use can in its positive.”). Explain to the students that they need to fill in the 2. Unit 16 |  Modal Verbs 4. You can ask the students 1. ex. Tell the students that they should use can when they want to points. Make sure to write these on the board using different colors. 2. Unit Objectives: 1. negative. Give them two minutes (you can make the time limit longer if you want) to write down as many synonyms and antonyms as possible for each of the words on the list you give them. Extra Idea for Vocabulary Practice (optional): Synonyms and Antonyms Have the students work in pairs or small groups. and question forms. sentences with can or can’t. 1. Then at the start of class. LESSON GUIDE 2. to highlight the different parts of the sentences. question to answer using the previous lesson’s grammar as a review (adjectives with linking verbs. The students will identify and correct simple mistakes related to the key grammar talk about abilities. 3.” “He can’t run 4. say whether they are able to do something or not (ex. The students will complete simple exercises to familiarize themselves with the key Grammar Point 1 grammar points. if Introduction possible. Ask one or two students to read the sentences under the title out loud for the class. The students will learn about using can and may. 124 Grammar Space 1 • Teacher’s Guide 125 . “How does look/sound/taste/feel/smell?”). making sure to point out that cannot may be shortened to can’t. Give the students as many simple examples as necessary for them to understand the grammar point.

and Practice question forms. put the students into pairs and have them complete the dialogues 5. have each 3. “Mother. Call on different students to read through the sentences to Then put them into pairs and tell them to have one student saying their problem check them. As you work through the additional practice exercises. walk around the classroom easy reference. exercise on their own. write them on the the way you elicit answers from the students to keep the class interesting. Also. go through the first dialogue on the board as an example. tell the students to match the situations and questions together. sentences. 2. The mother may either say. but you may . but have all the students yell out which word is the best fit every time the students who are reading reach a word option. show the students how to complete the first problem with can’t and a verb from the word box on the board. Teach the students how to play Mother May I. and asking permission for something while the other student gives or denies permission. Put all the rest of the questions. For exercise B. Tell the students that if they want to ask if they are allowed to do something. Then have them finish the rest of the 4. If necessary. Demonstrate on the board how to use can and may in their positive. Have different students read through the out loud yourself while the students yell out answers as fast as possible. Extra Idea (optional): together. make sure to always check each exercise and explain any common errors so that 2. give the students as many simple examples as the students can correct their answers and learn from their mistakes. student who answers designate the next person to answer. Finally. “Yes. Also similar to the previous page. For exercise A. For exercise B. “May I go to the movie theater?” “Can she come with us?”). Again. Tell them to fill in the exercise similar to exercise A and then have 126 Grammar Space 1 • Teacher’s Guide 127 .” or “No. vary necessary for them to understand the grammar point. methods for this are to call on students at random. you may. 4. preferably may since it is politer (ex. may I ?” with some kind of movement. they should use can or may. particularly what the exercise. They may do this by asking. negative. have several students describe the pictures. have the class answer all together. Like the previous page. For exercise B. Grammar Point 2 1. For this game. go around the room so that students take turns answering. Leave these explanations on the board throughout the class for 1. Tell them that the objective is to be the first student to make it across the room to the mother’s side. Make sure that the students alternate roles when they practice this 3. choose one student When the students are finished. When you feel that the students have a good grasp of the second grammar point. and encourage the students to ask you questions if they ever get confused. use the charts and pictures to help you explain how to use can and may to give or ask for permission.” and counter with a different kind of movement. have the pairs practice asking and answering the to be “mother” and put them on one side of the classroom. Some board and highlight them as necessary. The first student to reach the other side becomes the new mother. signs mean. and to read sentences draw their attention to exercise A. students on the other side of the classroom.

When everyone is finished. everyone read the sentences together to check them. Have them write out rules for people who visit that place. 2. If needed. Extra Idea (optional): Tell the students to pick a place that they like to go. 3. For exercise C. 2. have the students read through the exercise out loud all together or in turns.ibuildandgrow. It is recommended to assign the corresponding workbook unit as homework so the students can review what they have learned at home. Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future. Extra Materials: Online Test and Workbook 1. you can use the online unit tests at www. Go through the pictures on the left and have some students describe what they mean. you can also have them write FAQs about the place similar to exercise A. Grammar for Writing 1. However. Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes. Then have the students fill in the blanks on their own using the pictures and the modal verbs from the lesson.com (For Teachers 4. you can also go through the workbook in class if you would like to be present for additional grammar practice with the students. then check them together on the board while explaining why they were wrong. 128 Grammar Space 1 • Teacher’s Guide 129 . Treat them like you would any both roles. Give the students time to find all five mistakes and fix them. When the students have finished writing their rules. Then have them practice the dialogues. taking part in much of the grammar the students have understood. put the students into pairs and have them match the sentences to → Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how the blanks where they go. normal test to ensure the best assessment. edit them and have the students take turns presenting them at the front of the class. Tell them to make sure they list both things that visitors may and may not do. If you like.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 130 Grammar Space 1 • Teacher’s Guide 131 .

The students will complete simple exercises to familiarize themselves with the key grammar points. tell them to look straight ahead. to highlight the different parts of the sentences. Unit Objectives: 1. 2. ex.”). and down at their desk if the word is a verb. If the word you read isn’t a noun or a verb. 4. Leave these explanations on the board throughout the class for easy reference. Go through the first problem together as a class and explain to the students how they can tell when to use the past or the present simple. post pictures or write simple definitions of the words on the side on the board for the students to refer back to throughout the Be class. Ask them to look up at the ceiling if the word you read is a noun. When you feel that the students have a good grasp of the grammar point. Use the charts and pictures to help you explain what the past simple is to the students. draw their attention to exercise A. Extra Idea for Vocabulary Practice (optional): Verb or Noun? Tell the students that you are going to start reading the keywords out loud. You can ask the students to give you example topics to make this portion of the lesson more interactive. The students will identify and correct simple mistakes related to the key grammar points. if can and may. possible. Make sure to write these on the board using different colors. Unit 17 |  Past Simple: The Verb 3. Scan the unit before class and identify any words that your students may not understand. 3. Tell them that the past simple describes things that happened in the past. 2. The students will learn about using the verb be in the past simple. making sure to point out that was not can be shortened to wasn’t LESSON GUIDE and were not can be shortened to weren’t (ex. and then write them on the board to refer to later. The students will apply their new grammar knowledge in a practical setting.” “You weren’t sleepy. Go over how to use the verb be in past simple positive and negative sentences with the students. “May I have some water?”). Grammar Point 1 1. Before starting the day’s lesson. Then at the start of class. Give the students as many simple examples as necessary for them to understand permission question using the previous lesson’s grammar as a review (modal verbs the grammar point. go around the room and have each student ask a 2. 4. “I was tired. Ask one or two students to read the sentences under the title out loud for the class. Then 132 Grammar Space 1 • Teacher’s Guide 133 . Introduction 1. 3.

Grammar Point 2 make sure to always check each exercise and explain any common errors so that 1. a cookie). “Were they late yesterday?” “Was he handsome last year?”). Also. go through the example on the board and tell the students that the the dialogues for the class. write them on the 2.” etc. Also similar to the previous page. For exercise B. go around the room so that subject (ex. have each explanation on the board throughout the class for easy reference. of the problems in the exercise and tell them that the fastest student to correctly make the past simple sentence on the board will get a small prize (ex. Practice 1. have several pairs perform 3. Some is the same as the present simple with the verb be coming before the sentence’s methods for this are to call on students at random. have the students go through the rest of the exercise and choose the correct forms 4. As you work through the additional practice exercises. Tell the students that the form the way you elicit answers from the students to keep the class interesting. have the class answer all together. If necessary. walk around the classroom and encourage the students to ask you questions if they ever get confused. When you feel that the students have a good grasp of the second grammar point. Then have the students write the rest of the sentences in the exercise on their own. For exercise A. Like the previous page. When the competition is over. use the chart and pictures to help you explain how to make the students can correct their answers and learn from their mistakes. When you check the sentences. Finally. show the students how to write a negative sentence in the past short. Again. Give them each one board and highlight them as necessary.” “Last year I was very 4. Continue until each student has had a chance to participate. vary yes/no questions with the verb be in the past simple. Extra Idea (optional): of the verbs on their own. Then put them into pairs and have them finish the rest of the exercise together. 134 Grammar Space 1 • Teacher’s Guide 135 . first sentence in each problem is positive while the second sentence is negative. “Last month I was in Korea. For exercise B. 3. Start at one end of the room and have each student say what they were like the previous day/month/year (ex. dialogue on the board. simple with the first problem on the board. show them how to fill in the first grammar mistakes. student who answers designate the next person to answer. have the students read them all out loud together. When all the students are finished.). check all the answers to correct any spelling or draw their attention to exercise A. Leave this students take turns answering. Then have the students go through the exercise on their own. ask for six volunteers to come up to the board. Let them give the answers popcorn style by having the previous person choose the next person to answer. give the students as many simple examples as necessary for them to understand the grammar point. and to read sentences out loud yourself while the students yell out answers as fast as possible. 2.

Grammar for Writing 1. Extra Idea (optional): Put the students into pairs and have them interview each other about their pasts. 2. 2. Then have them conduct the interview and write down each other’s answers in full sentences. Have them look at the pictures and briefly discuss them and the information underneath them. Finally. Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes. When everyone is finished. First. then check them together on the board while explaining why they were wrong. you can also go through the workbook in class if you would like to be present for additional grammar practice with the students. Treat them like you would any normal test to ensure the best assessment. Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future. For exercise C. However. Then have the students fill in the blanks on their own with the correct form of the verb be. you can use the online unit tests at www. Edit these paragraphs and have the students take turns presenting them at the front of the class when everyone is finished.com (For Teachers class by reading them out loud and filling them in with the right past simple form of → Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how the verb be. have the students write down five questions that they will ask the other person. 4.ibuildandgrow. have the students read through the exercise out loud all together or in turns. go through the table with the students thoroughly so that they Extra Materials: Online Test and Workbook understand the information on it. Give the students time to find all five mistakes and fix them. have the students write paragraphs about five sentences long using the information that they learned from their classmates. 3. much of the grammar the students have understood. 136 Grammar Space 1 • Teacher’s Guide 137 . Then complete the sentences all together as a 1. If needed. It is recommended to assign the corresponding workbook unit as homework so the students can review what they have learned at home.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 138 Grammar Space 1 • Teacher’s Guide 139 .

understand.” “helped. You can ask the students 3.” Have the students stand up (you can ask them to move their chairs and tables to the side of the room to create more space). 3. 2. and that verbs ending Introduction in a consonant + –y must have the –y changed into –ied (ex.). However. if possible. some of which will be question to answer using the previous lesson’s grammar as a review (the verb be in covered in the next lesson. Make sure to write these on the board using different colors. post pictures or write simple definitions of 140 Grammar Space 1 • Teacher’s Guide 141 . Then at the start of class. Ask one or two students to read the sentences under the title out loud for the class 2. 4. “carried”). Extra Idea (optional): The Best Actor Write down simple situations on pieces of paper using the different keywords from the unit. a situation could be “You are collecting seashells on the beach. Give the students as many simple examples as necessary for them to understand and then write them on the board to refer to later. Tell the students that most verbs just need the suffix –ed to be put in the past tense (ex. Before starting the day’s lesson. 4. Grammar Point 1 1. if “seashell” is a keyword. go around the room and ask each student a the students that there are many exceptions to these rules. to highlight the different parts of the sentences. Use the charts and pictures to help you explain how to conjugate verbs in the past simple. 2.” “jumped. Continue until all the situations have been performed. Unit 18 |  Past Simple 1 the words on the side on the board for the students to refer back to throughout the class. class for easy reference. ex. that verbs ending in a vowel + a consonant need a double consonant + –ed (ex. and Unit Objectives: tell them that they have to take turns acting out the situations they draw out of a 1. explain that verbs LESSON GUIDE ending in –e just need –d on the end (ex. The students will learn about making positive and negative sentences in the past hat or bag. “stopped”). keyword is. “liked”). For example. The students will complete simple exercises to familiarize themselves with the key grammar points. While they are acting.” etc. The students will apply their new grammar knowledge in a practical setting. the grammar point. Scan the unit before class and identify any words that your students may not to give you example topics to make this portion of the lesson more interactive. Leave these explanations on the board throughout the the past simple. “Where were you yesterday at ?”). “looked. The students will identify and correct simple mistakes related to the key grammar points. Also warn 1. have the other students guess what the main simple.

For exercise B. Some 2. do the first problem on the board all together. 5. through the sentence out loud to check them. Also similar to the previous page.” → “I gave it some food. Also. sentences with the verbs in the word box will get a small prize (ex. Grammar Point 2 1. call on different students to read through the sentences. Tell them to conjugate the given verbs into the past simple and. use the chart and pictures to help you explain how to make Practice negative sentences in the past simple.” “You all didn’t finish your homework. tell the students to rewrite the sentences in the negative past their attention to exercise A. go around the room so that necessary for them to understand the grammar point. have the class answer all together. 3. and then have the class sure to check the fastest student for any mistakes before giving him/her the prize. call on different students to read their sentences out loud. “Yesterday I saw a cute dog. draw their attention to exercise A. do the first problem on the board as the students finish the exercise on their own and call on different students to read an example. if necessary. 3. Start at one end do so. Leave this explanation on the board make sure to always check each exercise and explain any common errors so that throughout the class for easy reference. the students can correct their answers and learn from their mistakes. Tell the students that all they have to do is 1. Continue until you feel that the students are comfortable using the past simple in stories. draw 4. ask other students which verbs go in the blanks and how to put them in the of the room and have each student add another sentence so that the class works past simple correctly. read the sentences out loud all together. but that this time they need to conjugate the verbs negatively. student who answers designate the next person to answer. Tell the students that it is the same as exercise A 2. Then have the class read the sentences aloud all together. write them on the students take turns answering. school. Make sure to point out which spelling rules the verbs function together to create a story (ex. Then have simple and fill in the sentences. “We did not sing in the and encourage the students to ask you questions if they ever get confused. tell the students that the fastest person to correctly fill in the on the previous page. shower. For exercise A. Finally. walk around the classroom put did not (didn’t) in front of the base form of the verb (ex. As they Make up the start of a story (ex. When you feel that the students have a good grasp of the second grammar point. “Yesterday I saw a cute dog. 142 Grammar Space 1 • Teacher’s Guide 143 . When all the students are finished. Make Have them go through and do the exercise on their own. and to read sentences out loud yourself while the students yell out answers as fast as possible.”). vary the way you elicit answers from the students to keep the class interesting.” → “It was near my under.”). If needed. For exercise B. give the students as many simple examples as methods for this are to call on students at random. Again. have each board and highlight them as necessary. As you work through the additional practice exercises. Like the previous page. When you feel that the students have a good grasp of the grammar point.”). a cookie). Extra Idea (optional): 4.

Then have the students fill in the blanks with the they got done the previous day. much of the grammar the students have understood. When everyone is finished. 3. you can also go through the workbook in class if you would like to be present for additional grammar Grammar for Writing practice with the students. However. Treat them like you would any normal test to ensure the best assessment. If needed. Remind them to use the negative form whenever appropriate. just 1. Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future. Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes. Give the students time to find all five mistakes and fix them.ibuildandgrow. 2. verbs in the word box. have the students read through the exercise out loud all together or in turns. explain to the students that they need to form the sentences in the past simple. 2. you can use the online unit tests at www. After the lists are 144 Grammar Space 1 • Teacher’s Guide 145 . have the students write paragraphs about five sentences long about what using as much detail as they can.com (For Teachers have the students do the exercise on their own and call on individual students to → Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how read the sentences. When the students are finished. Extra Idea (optional): Have the students make to-do lists similar to the one in exercise A. 4. It is recommended to assign the corresponding workbook unit as homework so the students can review what they have learned at home. but tell them to put things they did or did not accomplish yesterday on them. For exercise C. call on different people to read the sentences out loud. Then have them fill in the blanks on their own using the information that they have read. 1. 3. Go through the to-do list at the top of the page and make sure that the students understand all the information on it. For exercise B. If not. If you like. you can have a competition at the board between six Extra Materials: Online Test and Workbook different students to see who can make their sentences the fastest. ask several students to describe the pictures above the word box made. then check them together on the board while explaining why they were wrong.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 146 Grammar Space 1 • Teacher’s Guide 147 .

a piece of candy). Then say each root verb and have the class respond with 3. do → did. Tell the students to match the root verbs with their past tense forms on their own. Hold up the meanings of the words for students to find on their cards. Then at the start of class. Introduction 2. 4. When you feel that the students have a good grasp of the grammar point. Give the students as many simple examples as necessary for them to understand 1. 2. Give the first student to get a “bingo” (five Unit Objectives: filled squares in a row) a small prize (ex. simply tell them the definition and let them find the corresponding word on the card. If LESSON GUIDE necessary. Grammar Point 1 1. Ask one or two students to read the sentences under the title out loud for the class. Unit 19 |  Past Simple 2 the words on the side on the board for the students to refer back to throughout the class. draw their and then write them on the board to refer to later. 4. etc. Extra Activity (optional): Play bingo using blank bingo cards filled in with keywords from this and previous units. to highlight the different parts of the sentences. go → went. For intermediate and advanced students. Use the charts and pictures to help you explain how some verbs are irregular when used in the past simple (ex. The students will learn about making yes/no questions and using irregular verbs in the past simple. The students will complete simple exercises to familiarize themselves with the key grammar points. You can ask the students ex. 2. Before starting the day’s lesson. attention to exercise A. if question to answer using the previous lesson’s grammar as a review (past simple. Go through the lists of common irregular verbs with the students. The students will apply their new grammar knowledge in a practical setting. go around the room and ask each student a the grammar point. Make sure to write these on the board using different colors. The students will identify and correct simple mistakes related to the key grammar points. 1. “What did you do yesterday night?”). possible.). to give you example topics to make this portion of the lesson more interactive. 3. leave the verbs on the board throughout the class for easy reference. post pictures or write simple definitions of 148 Grammar Space 1 • Teacher’s Guide 149 . Scan the unit before class and identify any words that your students may not its past tense form all together. making sure to tell them that the verbs conjugate the same way in the past tense regardless of the sentence’s subject. 3. understand.

the way you elicit answers from the students to keep the class interesting. When you feel that the students have a good grasp of the second grammar point. Again. For each pair of students. have the class answer all together. Some methods for this are to call on students at random. put the students into pairs and tell them to fill in the questions and Then have the students finish the exercise on their own. one or two pieces of candy each). go around the room so that 3. and to read sentences question based off an answer with the first problem. Demonstrate on the board how to make a student who answers designate the next person to answer. rest of the exercise on their own. students take turns answering. 2. check their answers by having some students read their questions and other students answer them using 2. Once everyone is finished. call on individual students to read through the sentences while filling 5. As you work through the additional practice exercises. 4. Also similar to the previous page. 4. For exercise A. Make sure to tell the students that the first sentence should be positive and the second sentence should be negative. reread the sentences with the first sentence negative and the second sentence positive. 150 Grammar Space 1 • Teacher’s Guide 151 . write them on the the students can correct their answers and learn from their mistakes. vary board and highlight them as necessary. you can have Make flashcards with the irregular verbs from the chart on p. into two teams and have each team send up one person to the board. For exercise B. Put the students the class read the sentences aloud all together after they have been filled in. Leave this explanation on the board throughout the class for easy Practice reference. Tell the students that all they need to do is put did before the subject and put the base form of the verb after the subject (ex. If you like. For exercise B. If you like. Like the previous page. the sentences with the past tense verbs. walk around the classroom and encourage the students to ask you questions if they ever get confused. 78. “Did you eat already?”). Continue until all the flashcards have been used. show them a flashcard and have them write the past tense form of that verb as fast as they can. go through the example on the board to demonstrate how to fill in the given starting sentences. and then call on individual students to questions with each other. Finally. have each draw their attention to exercise A. The first student to correctly write the form earns a point for their team. 1. and then give the winning team a small prize (ex. Then have them practice asking and answering the read through the sentences all together. Then have the students do the out loud yourself while the students yell out answers as fast as possible. give the students as many simple examples as make sure to always check each exercise and explain any common errors so that necessary for them to understand the grammar point. Also. have the class check the answers together. Grammar Point 2 1. use the chart to help you explain how to make yes/no questions in the past simple. Extra Idea (optional): in the blanks with the past simple form of the given verb.

Have the students practice asking and answering in their pairs when they are finished. you can use the online unit tests at www. Emphasize to the students that exercise A in this section ties the grammar they through the workbook in class if you would like to be present for additional grammar have learned into practical writing for the future. Then switch and repeat them. keep the students in their pairs to complete the questions and answers together. When they are finished. you can also go 1. If necessary. For exercise C. Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes. Tell them to take notes on each others’ answers if necessary. 4. For exercise B. 2. put the students into pairs to write the questions that match the structure as much as possible. Extra Idea (optional): Put the students into different pairs and have them tell each other what they did the previous weekend. When everyone is finished. demonstrate how to do the first question on the board. 3. If needed. turns presenting their dialogues in front of the class. Treat them like you would any normal test to ensure the best assessment. then check them together on the board while explaining why they were wrong. Extra Materials: Online Test and Workbook 1. Give the students time to find all five mistakes and fix them. 2. It is recommended to assign the corresponding workbook unit as homework so the Grammar for Writing students can review what they have learned at home. have the students split into pairs to read through the exercise twice with the students switching roles. have them take given answers. check the answers by having the girls ask the questions and the boys answer them. Then have the students create a dialogue about ten lines long to simulate a conversation about the previous weekend. 3. Go over the checklist as a class practice with the students. However.com (For Teachers → Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how much of the grammar the students have understood. Then have them fill in the blanks on their own using the grammar points from the lesson. Encourage them to use the Q&A 152 Grammar Space 1 • Teacher’s Guide 153 . When all the pairs have finished. and make sure the students understand it.ibuildandgrow.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 154 Grammar Space 1 • Teacher’s Guide 155 .

Tell them that they just need to put will or will not in front of the base verb to talk about events in the future (ex. Grammar Point 1 1. negative sentences and yes/no questions in the future simple. Leave these explanations on Introduction the board throughout the class for easy reference. Give the students as many simple examples as necessary for them to understand irregular verbs and yes/no questions. 3. Call on different the words on the side on the board for the students to refer back to throughout the students to read through the sentences when everyone is finished. go around the room and ask each student a question to answer using the previous lesson’s grammar as a review (past simple 2. The students will learn about making positive sentences. Make sure to point out that will can be shortened to –’ll after subjects and that will not can be shortened to won’t. the grammar point. Have one volunteer from each team come to the front of the classroom facing away from the board. You can ask the students 2.” “They won’t LESSON GUIDE go to bed on time. 3. 2. Write a vocabulary word on the board. 1. Demonstrate how to fill in the first sentence on the understand. Scan the unit before class and identify any words that your students may not their attention to exercise A.”). Before starting the day’s lesson. 1. “Did you last night?”). if possible. and then write them on the board to refer to later. and the team with the Unit Objectives: most points at the end wins the game. Extra Idea (optional): Divide the class into two to four teams. to highlight the different parts of the sentences. Use the chart and pictures to help you explain what the future simple is to the students. The students will apply their new grammar knowledge in a practical setting. 4. 156 Grammar Space 1 • Teacher’s Guide 157 . Unit 20 |  Future class. Ask one or two students to read the sentences under the title out loud for the class to give you example topics to make this portion of the lesson more interactive. The first student to guess the word receives a point for their team. 4. Then at the start of class. The students will complete simple exercises to familiarize themselves with the key grammar points. post pictures or write simple definitions of board. “She will do her homework. and have the rest of the students explain the word (without saying it or reading the definition) to their team members who are at the front. When you feel that the students have a good grasp of the grammar point. draw 3. Make sure to write these on the board using different colors. The students will identify and correct simple mistakes related to the key grammar points. ex. and then have the students complete the rest on their own.

you determine which pairs need to perform the dialogues in front of the class. have the class answer all together. vary the way you elicit answers from the students to keep the class interesting.” or “No. I will. methods for this are to call on students at random. 2. Also similar to the previous page.”).” “do the dishes. Like the previous page. For exercise B. take a board during class and go around asking the other students.). “Yes. demonstrate how to fill in the first sentence on the board. put them into pairs and have them practice asking and out loud yourself while the students yell out answers as fast as possible. Again. The first student to get five signatures in a row should yell. “Will you this weekend?” Make sure the students give full-sentence responses (i. Grammar Point 2 1. student who answers designate the next person to answer. As you work through the additional practice exercises. paper. For exercise B. When they are finished. “Will you go to the movie theater?”). Finally. I will. Extra Idea (optional): board by using won’t. “watch their own. Some 3. make bingo boards with simple activity phrases on them (ex. For exercise A. Tell the students that they should place will before the subject and base verb (ex. and to read sentences When they are finished. I won’t. walk around the classroom 2. 3. Have the students play rock. Leave this explanation on the board throughout the class for easy reference. For exercise B. Demonstrate on the board how to correctly students take turns answering.” “play computer games. 158 Grammar Space 1 • Teacher’s Guide 159 . give the students as many simple examples as and encourage the students to ask you questions if they ever get confused. answering the questions and answers. go around the room so that draw their attention to exercise A. When you feel that the students have a good grasp of the second grammar point. put the students into new pairs and have them complete and 4. When everyone is finished. have each complete the first question. Also.” etc. If you like. keep the students in their pairs and have them fill in the dialogues practice the dialogues together. Then have the students fill in the rest of the sentences on Before class. demonstrate how to fill in the first negative future sentence on the 5. and have the class read through them all together. can have the class practice all together by having one side of the room ask the questions and the other side give the answers. use the chart and pictures to help you explain how to make yes/no questions in the future simple. necessary for them to understand the grammar point. the students can correct their answers and learn from their mistakes. Tell the students that when they answer “Yes. and then have the students finish the rest on their own. 4. have the class read the sentences aloud all a movie.” they should sign their name in that square on the other student’s board. Practice 1. scissors to together.e. write them on the make sure to always check each exercise and explain any common errors so that board and highlight them as necessary. Have the students fill in the rest on their own. Then have each student together. have them practice the dialogues. “Bingo!” and get a prize.

ibuildandgrow. then check them together on the board while explaining why they were wrong. Then have the students pull 1. go through the chart of summer vacation plans thoroughly with the Extra Materials: Online Test and Workbook students until they understand the information on it. Give the students time to find all five mistakes and fix them. Then have them write short paragraphs about five sentences long in the style of exercise A. 4. For exercise C. If needed. then have them fill in the blanks on their own with the phrases in the boxes. When everyone is finished. you can also go through the workbook in class if you would like to be present for additional grammar practice with the students. normal test to ensure the best assessment. Go over the chart thoroughly with the students so that they understand it. 2. However. Treat them like you would any perform the dialogues in front of the class. Grammar for Writing 1. Have the pairs → Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how complete all the dialogues and then roll dice to determine which pairs have to much of the grammar the students have understood. 3. Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes. Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future. Edit their paragraphs and have the students take turns presenting them at the front of the class when everyone is finished. Extra Idea (optional): Have the students make lists of about five to ten goals for the future. you can use the online unit tests at www. Encourage the students to be as detailed as possible. It is recommended to assign the corresponding workbook unit as homework so the students can review what they have learned at home. 160 Grammar Space 1 • Teacher’s Guide 161 .com (For Teachers names out of a hat to determine their partners for the exercise. have the students read through the exercise out loud all together or in turns. 2.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 162 Grammar Space 1 • Teacher’s Guide 163 .

Review Test 164 Grammar Space 1 • Teacher’s Guide 165 .

MEMO Review Test 166 .

MEMO .