You are on page 1of 57

Teacher’s Guide

2

Grammar Space Kids 2

2 Grammar Space Kids Teacher’s Guide 2 3

Let the students practice the grammar points with the Grammar Cards. The Grammar
Unit 01 | 
The car is red. Cards can be found at the back of the student book. Tell the students to remove the
Unit 1 Grammar Cards from their student books. Have them work with a partner or
individually to fill in the missing information on the cards (they can either write the
missing information or simply say it). Tell the students to work with a partner to ask
and answer questions about the cards.

After they have finished practicing with the grammar cards, ask the students to fill in
Unit Objectives: the chart at the bottom of page 6. Check the answers as a class.

1. Students will learn about the articles a/an and the.
2. Students will be able to understand when to use a or an and the.

Check Up
1. Read the words in the box as a class. Ask the children to draw a circle around the
words that “a” goes before, a square before the words that “an” goes before, and a
LESSON GUIDE triangle before the words that “the” goes before. Check the answers as a class.

Grammar Board Extra Idea (optional):
Have the students look at the Grammar Board. Read the “a/an + Nouns” words Write all the words from the box on pieces of paper. You can add some more words
as a class. Explain to the students that “a” is used before words that start with a that use articles as well. Draw a circle with “a” in the middle, a square with “an” in
consonant and that “an” is used before words that start with a vowel. Then read the the middle, and a triangle with “the” in the middle on the board. Let the students
“the + Nouns” words as a class. Explain that “the” is placed before a word when take turns picking a piece of paper and putting it on the board. Then have them
there is only one of something or when we are talking about a specific thing. draw a line to connect the piece of paper with the correct a/an/the shape.

Extra Idea (optional): 2. Look at the pictures as a class. What do the students see in the pictures? Ask

Give the students a short a/an/the quiz. Have them take out a piece of paper and the students to read the sentences and circle either “a” or “an.” Then have them

write numbers from 1–10 down the side of it. Tell the students that you will call out a match each sentence with a similar sentence that uses “the.” Check the answers

word (you could also write out the word on the board as well) and they will write if “a,” as a class.

“an,” or “the” comes before the word. Have the students check their answers with a
partner.

4 Grammar Space Kids Teacher’s Guide 2 5

Practice answers as a class, or collect the test sheets and grade them on your own. If the
students struggled with any of the test questions, review the material before class
1. Look at the pictures as a class. What do the students see in the pictures? Tell the ends.
students to look at the pictures and write a, an, or the in front of them. Check the
answers as a class.

Extra Idea (optional):
Have the students work in pairs. Tell them that the activity is a game board. Have
them play rock, scissors, paper and whoever wins gets to move ahead one square.
When they land on a square they must say the sentence with the correct article.
Whoever says all 12 squares first is the winner.

2. Look at the children at the top of the second activity as a class. What are the
children holding? Tell the students to follow the lines to see what color the objects
are. Then ask the students to complete the sentences. Check the answers as a
class. After finishing the activity, walk around the classroom and pick up some of
the students’ things. Ask the class what the objects are. Then have them say what
color the things are.

Review
1. Write a/an/the on the board. Review when to use each of the articles with the
class. Then call out some words and ask the students which article they would
use. Let the students take turns choosing some words to ask a partner or the
class about as well. Then have them look at Robo’s Note. Tell them to use a, an,
or the to complete the sentences. Check the answers as a class.

2. Print off enough unit review tests from http://www.ibuildandgrow.com for all the
students. Hand the test out and ask the students to answer the questions on their
own. Have the students work with a partner to check their test sheets, check the

6 Grammar Space Kids Teacher’s Guide 2 7

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK

8 Grammar Space Kids Teacher’s Guide 2 9

using vocabulary inputted by teachers. over the words in the others section together. Read the +s words together. Tell the students to work with a partner to ask and answer questions about the cards. Split the students into two teams. -ch. Students will be able to understand how to make regular and irregular plural nouns. Read the +ies words together. Grammar Board Have the students look at the Grammar Board. After the activity is finished. Then read Make a word search for the students with the correct spellings of the plural nouns. Write the correct and incorrect spelling on the LESSON GUIDE board and have some of the students come to the front and choose the correct words. Extra Idea (optional): Make flashcards with all the singular and plural photos from the Grammar Board on them. Look at the pictures together as a class. the student scores Unit 02 |  They are babies a point for their team. Ask the students to read the words and circle the incorrect plural nouns. Read the +ves words together. show the students a few more pictures of plural nouns. Spread the flashcards all over the board facedown. Let the students practice the grammar points with the Grammar Cards. or -s we add “es” to it to make it plural. Check Up 1. Read the +es words together. Explain 2. Have them work with a partner or individually to fill in the missing information on the cards (they can either write the missing information or simply say it). If they turn over singular and plural nouns that match. Have one of the students come to the front and turn over two of the 10 Grammar Space Kids Teacher’s Guide 2 11 . Unit Objectives: 1. flashcards. as a class. -x-. Check the answers Explain that if a word ends in -sh. Then have that we add “s” to regular nouns to make them plural. them write the correct spellings of the incorrect plural nouns. Explain that if a word Extra Idea (optional): ends in “f” or “fe” we drop the “f(e)” and add -ves to it to make it plural. 2. Explain that if a word ends in “y” we drop the “y” and add -ies to it to make it plural. Explain that these words have special There are free programs that can be found online that will generate word searches plural forms. Students will learn about plural nouns. Check the answers as a class. What do the students see in the pictures? Ask the students to read the words under the pictures and circle the correct ones.

check the answers as a class. 12 Grammar Space Kids Teacher’s Guide 2 13 . Then ask them to fill in the blanks with the correct plural nouns to finish the sentences. Check the answers as a class. review the material before class ends. Check the answers as a class. Check the answers as a class. Look at the pictures as a class. Then have the students circle the pictures for the words and write how many of them there are. Then have them look at Robo’s Note. Print off enough unit review tests from http://www. Give each student a die. Whichever student gets the higher number for each noun gets one point. Hand the test out and ask the students to answer the questions on their own. What do the students see in each picture? Tell the students to use the stickers on page 89 to complete the pictures. ANSWER KEY: STUDENT BOOK Practice 1. Review 1. 2. Whoever has the most points at the end is the winner. Review how to make different nouns plural with the students. Ask the students to complete the three sentences with the proper plural nouns. 2. Read all of the words on the side of the activity as a class.com for all the students. Have the students work with a partner to check their test sheets. or collect the test sheets and grade them on your own. Extra Idea (optional): Have the students work in pairs. Tell them to roll their die and to write down the number along with the noun. Tell them to write all of the nouns on a piece of paper like they are written down the side of the activity. If the students struggled with any of the test questions.ibuildandgrow. Write some nouns on the board and have the students take turns coming to the front and making them plural.

If it is a count noun. ask them if it is a count noun or a noncount noun. Extra Idea (optional): Write all the nouns from the activity on the board. Students will be able to understand the features of count nouns and noncount nouns. Then have them cross the word out and give the foam ball to another student. Unit Objectives: 1. ANSWER KEY: WORKBOOK Unit 03 |  I want bread. 2. 14 Grammar Space Kids Teacher’s Guide 2 15 . Explain to the students that we cannot count a noncount noun with numbers. If they hit a word. Give a student a foam ball and tell them to try and hit one of the words. Students will learn about common count and noncount nouns. LESSON GUIDE Grammar Board Have the students look at the Grammar Board. Read the count nouns together as a class. Explain that we can count a count noun with numbers. have them say what the plural form is. Only write the singular nouns for the count nouns. Read the noncount nouns as a class.

Practice 1. Check the answers as a class. passing all of the flashcards around the room until everyone has said all of the words along with the necessary articles (when needed). noncount nouns. the activity to help them complete the sentences. Pass one student the first them work with a partner or individually to fill in the missing information on the cards flashcard and say “an onion”. Have the students read the words and then write a. an. Have the students look at Robo’s Note. Explain that X should be written if no article is needed because the word is a Review noncount noun. Then do it one more time. Include correct and incorrect for lunch and then to draw a picture about it similar to the one in the activity. write some Have the students work in groups of three. Check the answers as a class. Ask the students to look at the pictures for the second activity and color the correct Extra Idea (optional): form for each of the nouns. or X. Time the students to see After they have finished practicing with the grammar cards. Check the answers as a class. Tell the students to circle the the meals do they want to eat? Tell the students to use the words at the bottom of noncount nouns and underline the count nouns. Have the groups take turns showing their picture(s) to the class and reading their sentences out loud. What do the students see? Do they like those food items? Tell the students to read the sentences and correct the mistakes. faster the second time around? 2. Keep work with a partner to ask and answer questions about the cards. After writing a. Tell them to complete the sentences. Tell them to talk about what they want more count and noncount nouns on the board. an. Afterward. Look at the picture as a class. Have Make flashcards for all the food items in the activity. ask the students what the plural form of the noun is. Check the answers as a class. 2. Check Up 3. Let the students practice the grammar points with the Grammar Cards. ask the students to fill in how long it takes them to finish. 16 Grammar Space Kids Teacher’s Guide 2 17 . Look at the pictures as a class. Tell the students to circling the correct spellings. tell the students to match the words to the 1. or X in front of them. Check the answers as a class. Have the students take turns coming to the front and can draw one picture together or each draw their own picture. Tell the Extra Idea (optional): students to remove the Grammar Cards for the unit from their student books. Read all of the words in the box together as a class. If they are count nouns. What do the students see in the picture? Which of 1. Were they able to do it the chart at the bottom of page 14. Check the answers as a class. write sentences about what each member of the group wants for lunch. Tell the students to same thing. Have them pass it to the next student and say the (they can either write the missing information or simply say it). Check the answers as a class. Show the students pictures of some nouns and ask them if they are count or correct pictures. Then pass the first student the second flashcard and say “milk”. They spellings for all of them.

Print off enough unit review tests from http://www. If the students struggled with any of the test questions.ibuildandgrow. or collect the test sheets and grade them on your own. Hand the test out and ask the students to answer the questions on their own. 18 Grammar Space Kids Teacher’s Guide 2 19 . review the material before class ends. check the answers as a class. 2.com for all the ANSWER KEY: STUDENT BOOK students. Have the students work with a partner to check their test sheets.

Students will be able to use a/an/the. 2. review the material before moving on. Ask the students to open their student books to Unit 4. regular and irregular plural nouns. and use count and noncount nouns correctly. LESSON GUIDE Test Your Grammar Before starting the test. form plural nouns. have the students go through the Grammar Cards from the previous three units to review what they have learned. Students will be able to check their understanding of articles. you can check the answers as a class or have the students exchange books with a partner and check the answers that way. and count and noncount nouns. Explain what they need to do in each section of the test. Then ask them to answer all of the questions. When everyone is finished. Tell the students to work with a partner to ask and answer questions about the cards. ANSWER KEY: WORKBOOK Unit 04 |  Test Your Grammar (Units 01-03) Unit Objectives: 1. 20 Grammar Space Kids Teacher’s Guide 2 21 . If the students struggled with any of the test questions.

ANSWER KEY: STUDENT BOOK Grammar in Writing Ask the students about the picture. What do they see in the picture? What do they think is happening? Ask the students to use the picture to fill in the blanks and complete the story. Check the answers as a class. Check the answers as a class. Here’s one game idea. 22 Grammar Space Kids Teacher’s Guide 2 23 . They can take turns choosing cards and asking each other about them. The pair that finishes asking about all their cards the fastest is the winner. Have the students work in pairs. Extra Idea (optional): Have the children draw their own pictures about things they can see at the park or on the street. Ask them to put one set of their Grammar Cards in a pile and shuffle them. Have the students take turns showing their pictures and reading their stories to the class. Review Have the students play some fun card games with the Grammar Cards from units 1–3 to continue practicing what they have learned. Tell the students to use the activities on pages 20 and 21 as guidelines and to write about the many things they see at the park or on the street. Ask them to circle the correct answers in questions 1–2 and to fill in the blanks in questions 3–5 to complete the story. It’s Your Turn Ask the students to look at the picture. What do they see in the picture? What are all the children doing? Do they like to go to the park with their friends? What do they do there? Tell the students to look at the questions underneath the story.

3. Students will be to use contractions (isn’t / aren’t). Tell the students to remove the Grammar Cards for the unit from their student books. Explain that in negative sentences. Tell the students to work with a partner to ask and answer questions about the cards. Have them work with a partner or individually to fill in the missing information on the cards (they can either write the missing information or simply say it). LESSON GUIDE Grammar Board Have the students look at the Grammar Board. 24 Grammar Space Kids Teacher’s Guide 2 25 . 4. Unit Objectives: 1. Let the students practice the grammar points with the Grammar Cards. Students will learn about the verb be. Students will be able to use negative sentences with be verbs. Teach the students that the verb be can be used to tell who or what a subject is. “not” comes after the verb be. ANSWER KEY: WORKBOOK Unit 05 |  I’m not a doctor. Read the sentences as a class. Students will be able to understand how to use proper be verbs. 2.

Whoever finishes first is the winner. write similar sentences on the board 3. class. Leave a blank space where the verb be is in each sentence.” Keep doing this until all of the students have had a chance to practice Extra Idea (optional): at least a few of the short forms from the chart.ibuildandgrow. Tell them to 1. Ask them to look at the scrambled sentence and sentence using is/are to also talk about their friends.” Hit the balloon to another student and say “They are not. Check the answers as a class. Look at the pictures as a class. Tap a balloon to one student and say “I am. Check the Have the class stand in a circle. Read the words in the box at the top of the activity as a class. Check the answers as a and circling (or writing) the correct form of the verb be. What do the students see? Ask the with different subject pronouns. Then tell the students to Extra Idea (optional): look at the pictures and use the words to complete the sentences. Check the answers as a class. Check Up 2. Ask the students to use the words to make Write the sentences on the board but scramble the letters in each of the words. Look at the pictures at the top of the page. the students to read the sentences and circle the correct words.” The answers as a class. What do the students see in each picture? Ask write both possible short forms for each sentence. Hand the test out and ask the students to answer the questions on their 26 Grammar Space Kids Teacher’s Guide 2 27 . Robo’s Note. Whoever can say all the sentences the fastest is the winner. Give the flashcards to a student and time how long it takes them to say all four of the sentences. After they have finished practicing with the grammar cards. Check the answers as a class.” The student will hit the balloon back to you and say “They aren’t. Read all of the sentences for the second activity as a class. Ask the students to read the sentences and write the short forms. sentences about their friends. After finishing the activity. Print off enough unit review tests from http://www. ask another student to do the same thing. Review Extra Idea (optional): 1. Have the students take turns coming to the front students to use the pictures to complete the sentences. Ask some of the students to make their own sentences with the words. After they have finished. Check the answers as a class.com for all the students. Write isn’t and aren’t on the board. student will hit the balloon back to you and say “I’m. Check the answers as a class. Put the flashcards in a pile and shuffle them. Have the students look at then write the sentence properly. Make flashcards with the pictures and sentences from the activity. 2. After using isn’t/aren’t. Tell the students to use isn’t or aren’t to complete the sentences. Ask the students to look at the pictures and put check marks beside the sentences that match them. 2. 1. ask the students to fill in Practice the chart at the bottom of page 22. ask them to say one more Call three students to the front.

or collect the test sheets and grade them on your own. 28 Grammar Space Kids Teacher’s Guide 2 29 . Have the students work with a partner to check their test sheets. own. review the material before class ends. check the ANSWER KEY: STUDENT BOOK answers as a class. If the students struggled with any of the test questions.

Students will be able to make yes/no questions with be verbs. Students will learn about questions with the verb be. LESSON GUIDE Grammar Board Have the students look at the Grammar Board. ANSWER KEY: WORKBOOK Unit 06 |  Are you angry? Unit Objectives: 1. Look at the pictures and read the sentences as a class. Have one of the students come to the front and turn over two of the flashcards. Spread the flashcards all over the board facedown. Explain to the students that they can make a yes/no question with the verb be by putting the verb be before the subject. the student scores a point for their team. 2. If the two sentences match. Tell the students to remove the 30 Grammar Space Kids Teacher’s Guide 2 31 . Tell them to read the question and sentence on each of the flashcards. Write the questions for the pairs at the top of each of the flashcards. Let the students practice with the Grammar Cards. Extra Idea (optional): Make individual flashcards with all the photos and sentences on them. Split the students into two teams.

the student both words. If the die lands on an even number. Check the and answer questions about the cards. Have the students work in pairs. answers as a class. the other student will roll a die. Check the answers as a class. 3. Look at the pictures as a class. Ask the students to read the questions and answer the questions.ibuildandgrow. Then tell them to write the sentence’s number on the correct picture. write some 1. Write “Is” and “Are” on the board. the second student will roll the die. Tell the students to work with a partner to ask 1. Ask them to complete the questions and the answers. must give a “no” answer. Check the answers as a class. What do the students see in each picture? Ask similar questions with mistakes in them on the board. Print off enough unit review tests from http://www. Hand the test out and ask the students to answer the questions on their own. Ask the students to make some questions using student must give a “yes” answer. Have the students read the questions and answers and correct the mistakes. come up the front and fix your errors. What do the students see in each picture? Ask the dialogues. Whatever number it lands on will equal the number of is/are questions that they will ask their partner. Have some of the students the students to read the sentences and choose which word they think is correct. Give the first student a die and ask them to roll it. 2. After the first student has asked all their questions. Check the answers as a class. Before answering. Grammar Cards for the unit from their student books. What do the students see? What do they think is happening? Ask the students to use the picture to complete 2. Look at the picture at the top of the activity as a class. Then have the students look at Robo’s Note. After they have finished the activity. ask the students to fill in Extra Idea (optional): the chart at the bottom of page 26. After they have finished practicing with the grammar cards. Have the students work with a partner to check their test sheets. check the 32 Grammar Space Kids Teacher’s Guide 2 33 . Have the students take turns play both roles. the 1. One student will ask the questions from the Review activity (and encourage them to think of their own questions as well). Choose other students to answer the questions that are being asked. Have them work with a partner Practice or individually to fill in the missing information on the cards (they can either write the missing information or simply say it). Check the answers as a class. If the die rolls on an odd number. Look at the pictures as a class. 2. the students to match the questions and the answers together. Check Up Check the answers as a class.com for all the students. Extra Idea (optional): Have the students work in pairs.

review the material before class ends. answers as a class. 34 Grammar Space Kids Teacher’s Guide 2 35 . or collect the test sheets and grade them on your own. If the ANSWER KEY: STUDENT BOOK students struggled with any of the test questions.

Put the flashcards on the board. 3. LESSON GUIDE Grammar Board Have the students look at the Grammar Board. Place two chairs in front of the board with a fly swatter on each chair. Students will learn about using “there” with the verb be. Say one of the sentences (for example. 36 Grammar Space Kids Teacher’s Guide 2 37 . The first student to stand up and hit the correct picture with their fly swatter gets a point for their team. “There are many ants. Have one student from each team sit on the chairs with their backs to the board. Divide the class into two teams. Explain to the students that we use “there is” for singular nouns and “there are” for plural nouns. Extra Idea (optional): Make flashcards for each of the different sentences on the Grammar Board. Unit Objectives: 1.”). Students will be able to make sentences with There are + plural nouns. Students will be able to make sentences with There is + singular nouns. 2. ANSWER KEY: WORKBOOK Unit 07 |  There is a tree. Look at the pictures and read the sentences as a class.

Check the answers as a class. What do the students see in each of the 1. Grammar Cards for the unit from their student books. Write the singular forms of the nouns from the and answer questions about the cards. activity on the board. Tell them to use the After they have finished practicing with the grammar cards. Check the answers as a class. Make apples on pieces of paper and write the nouns from the activity and other singular and plural nouns on them. Let the Have the students draw a picture of their favorite season and write about the students take turns picking an apple and putting it on the board. Then have the other student the chart at the bottom of page 30. Have them work with a partner or individually to fill in the missing information on the cards (they can either write the Extra Idea (optional): missing information or simply say it). Ask one student from each team to come to the front of the class. 2. Have the students look at the picture and complete the sentences with “There is” 38 Grammar Space Kids Teacher’s Guide 2 39 .” Check the answers as a class. Look at the pictures as a class. Look at the pictures together as a class. Check the answers as a class. Draw two Extra Idea (optional): baskets on the board and write “There is” and “There are” on them. Write “There is” and “There are” on the board. Then ask the students to match each of pictures? Which of the seasons do they like the best? Why? Have the students the words with “There is” and “There are. use the stickers from page 89 to complete their pictures. take turns showing their pictures to the class and reading their sentences out loud. Tell them to use “There is” and “There are” to complete the sentences. Put the apples in a box or bag. Have the students use both of them to describe things that they can see in the classroom. After finishing their picture. do the same thing. When they are finished. Review 1. Give the first student a die and ask them to roll it. Tell the students to remove the or “There are. Ask the students to Practice look at Robo’s Note. What do the students see in each picture? Tell the students to read the sentences and circle the correct words. Check the answers as a class. 1. Read the words on the apples as a class. Tell the students to work with a partner to ask Split the class into two teams. Extra Idea (optional): ask them to complete the sentences below. 2. Let the students practice with the Grammar Cards. have the students draw a line to connect the apple to the proper basket.” Check the answers as a class. Check Up 3. ask the students to fill in number on the die to make a sentence about cows. Tell them they can choose to use as many of the stickers as they want. Ask the students to read the sentences and circle and write the correct words. Then have them different objects that are in their picture. Whichever student rolls the higher number get one point for their team.

check the answers as a class. If the students struggled with any of the test questions. or collect the test sheets and grade them on your own. Have the students work with a partner to check their test sheets. 2.ibuildandgrow. review the material before class ends. Hand the test out and ask the students to answer the questions on their own. 40 Grammar Space Kids Teacher’s Guide 2 41 .com for all the ANSWER KEY: STUDENT BOOK students. Print off enough unit review tests from http://www.

LESSON GUIDE Test Your Grammar Before starting the test. you can check the answers as a class or have the students exchange books with a partner and check the answers that way. have the students go through the Grammar Cards from the previous three units to review what they have learned. If the students struggled with any of the test questions. ANSWER KEY: WORKBOOK Unit 08 |  Test Your Grammar (Units 05-07) Unit Objectives: 1. ask and answer yes/no questions with the verb be. 42 Grammar Space Kids Teacher’s Guide 2 43 . When everyone is finished. review the material before moving on. Students will be able to make positive and negative sentences with the verb be. Then ask them to answer all of the questions. 2. Students will be able to check their understanding of the verb be. Tell the students to work with a partner to ask and answer questions about the cards. Explain what they need to do in each section of the test. and use there + the verb be to make singular and plural sentences. Ask the students to open their student books to Unit 8.

Here’s one game idea. The pair that finishes asking about all their cards the fastest is the winner. Tell them to act out the dialogue on either page 36 or 37. Extra Idea (optional): Have the students work in pairs. Ask them to put one set of their Grammar Cards in a pile and shuffle them. ANSWER KEY: STUDENT BOOK Grammar in Writing Ask the students about the picture. What do they see in the picture? What do they think is happening? Do they like eating cake? Tell the students to circle the correct words and fill in the blanks to complete the dialogue. Have the students work in pairs. It’s Your Turn Ask the students to look at the picture. Review Have the students play some fun card games with the Grammar Cards from units 5–7 to continue practicing what they have learned. They can take turns choosing cards and asking each other about them. Have each pair perform the dialogue in front of the class. Encourage them to use actions and to change their voice to match their character. What do they see in the picture? Do they think the men on the hill are good people or bad people? Why? Tell the students to fill in the blanks to complete the dialogue. 44 Grammar Space Kids Teacher’s Guide 2 45 .

LESSON GUIDE Grammar Board Have the students look at the Grammar Board. Students will learn about the present simple. Most of the time. ANSWER KEY: WORKBOOK Unit 09 |  She washes her hands. Look at the pictures and read the I/you/ we/they sentences as a class. If the verb ends with “y”. Tell the students that when they make sentences in the present simple with I/you/we/they the verb stays the same. 2. Have them work with a partner or individually to fill in the missing information on the cards 46 Grammar Space Kids Teacher’s Guide 2 47 . But if the verb ends with “sh” or “ch” we add “es” to the verb. Tell the students that the present simple is used to talk about facts or habits. “s” is added to the verb. Unit Objectives: 1. Students will be able to understand how to add s/es/ies to form the third person singular. we drop the “y” and add “ies” to the end. Tell the students that when they make sentences in the present simple with he/she/it the verb changes. Let the students practice the grammar points with the Grammar Cards. Then look at the pictures and read the he/she/it sentences as a class. Tell the students to remove the Grammar Cards for the unit from their student books.

ask the students to fill in the chart at the bottom of page 38. Have the students look at Robo’s Note. Read the verbs in the box at the top of the activity together as a class. If they spell it correctly. Ask the students to match the subjects to “watch TV” or “watches TV. For the second activity. hit one of the squares. Have the students take turns coming to the front and rewriting the verbs in the third person singular. Tell the students that when you say “Go!” they will the base verbs in each square. Ask the students. Write one Play tic-tac-toe with the words from the chart. tell them to spell the verb in the third person singular. 48 Grammar Space Kids Teacher’s Guide 2 49 . students to complete the second set of sentences in the third person singular. Split the students into two Extra Idea (optional): teams. Extra Idea (optional): Have a writing race with the sentences from the activity. 2. Tell them to complete the sentences with the correct forms of the verbs. Then have the boys do the same thing. (they can either write the missing information or simply say it). Check the answers as a class. Read all of the subjects together as a class. Check the answers as a class. Print off enough unit review tests from http://www. Time them to see how fast they Check Up can do it. Check the answers as a class. After they have finished practicing with the grammar cards. check the Then ask the students to use the words to complete the sentences.ibuildandgrow. the people doing? Tell the students to use the picture and the verbs to help them complete the sentences. Tell the students to 2. run to the board and rewrite the sentence in the third person singular (with “he”). Review 1. ask them to put their team’s symbol (X or O) in the square. Draw a 3 X 3 grid on the board and write of the sentences on the board. Extra Idea (optional): Have all the girls read the six sentences together. own. Have the students work with a partner to check their test sheets.” Check the answers as a class. Ask a member of each team to stand at the back of the class. Split the students into two teams (team X and team O). the boys or the girls? 1. What do the students see in each picture? Ask the students to read the sentences and circle the correct words. Check the answers as a class.com for all the 1. If they Whoever finishes first scores a point for their team. Hand the test out and ask the students to answer the questions on their students to try and make their own sentences in the present simple with the verbs. Look at the pictures as a class. Practice 2. What do the students see? What are all team to make a straight line with three of their symbols is the winner. The first 3. Look at the picture at the top of the page. Who had the faster time. Then ask the work with a partner to ask and answer questions about the cards. Give a student from one team a foam ball and ask them to throw it at the grid. read the sentences out loud as a class. Write the verbs from the chart at the bottom of page 38 on the board.

or collect the test sheets and grade them on your own. If the ANSWER KEY: STUDENT BOOK students struggled with any of the test questions. review the material before class ends. 50 Grammar Space Kids Teacher’s Guide 2 51 . answers as a class.

Tell them to read it the same way that the first team did. Then ask the second team to read the first sentence from the he/ she/it section. Students will be able to understand how to use has. Unit Objectives: 1. Explain to the students that when using the verbs have. and they. we. the verb forms change. Students will learn about the present simple with have. or it. goes. go. But when the subject is he. lower. and does depending on the subjects. Look at the pictures and read the sentences as a class. Extra Idea (optional): Split the class into two teams. Let the students practice the grammar points with the Grammar Cards. go. Encourage them to change their voice by making it louder. LESSON GUIDE Grammar Board Have the students look at the Grammar Board. you. and do. Tell the 52 Grammar Space Kids Teacher’s Guide 2 53 . 2. their forms stay the same with the subjects I. Have one team read the first sentence from the I/you/ we/they section. quieter. and do. etc. higher. she. ANSWER KEY: WORKBOOK Unit 10 |  He has a camera.

or collect the test sheets and grade them on your own. Ask the students to look at the four pictures for the activity. and actions After they have finished practicing with the grammar cards. Check the answers as a class. 3. ask the students to fill in as a class.ibuildandgrow.com for all the take turns coming to the front and fixing the errors. 1. students. check the answers as a class. Check the answers as a class. Tell the students to the answers as a class. Tell the students to look at Robo’s Note. places. Read the sentences in the first column together as a class. goes. Then have the students use the verbs to complete the sentences. Extra Idea (optional): Tell the students to make choices from the picture for themselves and to write about them. about them. work with a partner to ask and answer questions about the cards. If the students struggled with any of the test questions. Check (they can either write the missing information or simply say it). 54 Grammar Space Kids Teacher’s Guide 2 55 . Hand the test out and ask the students to answer the questions on their own. Ask the students to make their own simple sentences using the verbs. Check the answers as a class. Ask the children to close their books. and does on the board. Write out the eight sentences from the activity on the board but make mistakes in all of the sentences. and what they do. Tell the students to them work with a partner or individually to fill in the missing information on the cards circle the subjects in the second column and to write the correct verb forms. Write has. Check the answers as a class. Have them check their answers with a partner. Read the things. Have the students work with a partner to check their test sheets. Practice 1. 2. Have the students make simple sentences with each of the verbs. Read the verbs in the box at the top of the page. where they go. Then ask the students to match the subjects to the Review correct sentences. Have 2. students to remove the Grammar Cards for the unit from their student books. Tell them to share their choices with a partner. Ask them to use Extra Idea (optional): the verbs to complete the sentences. Ask the students to make choices for each of the children and to write the chart at the bottom of page 42. Then have each pair Check Up stand up and tell the class was their partner has. Read the subjects as a class. Print off enough unit review tests from http://www. 1. Look at the picture at the top of the page. review the material before class ends. Have the students 2. Check the answers as a class. What do they see in the pictures? Ask the students to read the sentences and color the correct words.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 56 Grammar Space Kids Teacher’s Guide 2 57 .

ask the students to fill in the chart at the bottom of page 46. Look at the shaded animals as a class. Do the students know what all of the 58 Grammar Space Kids Teacher’s Guide 2 59 . we use 2. Have them work with a partner or individually to fill in the missing information on the cards (they can either write the missing information or simply say it). Read the subjects as a class. Check the answers as in the present simple. Encourage them to change their voice by making it louder.” Keep doing this with different positive and negative present simple sentences until all of the students have had a few chances to speak. 1.” Hit the balloon to another student and say “He has a ball. After they have finished practicing with the grammar cards. Look at the pictures as a class. LESSON GUIDE Grammar Board Check Up Have the students look at the Grammar Board.” The student will hit the balloon back to you and say “I don’t have a ball. Students will be able to understand how to use don’t and doesn’t. quieter. Explain to the students that to make negative sentences in the present simple. Check the answers as a class. students to remove the Grammar Cards for the unit from their student books. we. What do the students see in the pictures? Ask the “doesn’t” for he. and they. Ask the students to match the subjects with the negative sentences in the present simple. she. lower. Unit Objectives: 1. Then ask the second team to read the first sentence from the he/ Practice she/it section. a class. and it. Let the students practice the grammar points with the Grammar Cards. Check the answers as a class. we use “don’t” for I. Tap a balloon to one student and say “I have a ball. etc. Tell the students to work with a partner to ask and answer questions about the cards. higher. correct negative forms. Have one team read the first sentence from the I/you/ we/they section. Extra Idea (optional): Split the class into two teams. Extra Idea (optional): 2. Explain to the students that to make 1. the verb doesn’t change.” The student will hit the balloon back to you and say “He doesn’t have a ball. Then look at the pictures in the he/she/it section and read the sentences as a class. Tell them to read it the same way that the first team did. Students will learn about the negative form of the present simple. Look at the pictures in the I/you/we/ they section and read the sentences as a class. Tell the Unit 11 |  He doesn’t have a cat. you. Tell the students that when making negative sentences students to read the sentences and circle the correct words.

answers as a class. Give one of the students a die and ask them to roll it. Review 1.ibuildandgrow. What do the students see in each picture? Tell the students to use the pictures to help them complete the sentences. Hand the test out and ask the students to answer the questions on their 60 Grammar Space Kids Teacher’s Guide 2 61 . Have the students make simple sentences with the words. Write don’t and doesn’t on the board. review the material before class 2. Check the answers as a class. Print off enough unit review tests from http://www. Tell them that the number on the die equals the number of don’t/doesn’t sentences they have to say. check the Then tell them to match the sentences to the correct animals. What do the students see in the pictures? Ask the ends. let them choose who will go next. If the students struggled with any of the test questions.com for all the students. or collect the test sheets and grade them on your own. Look at the pictures as a class. Have the students take turns showing their pictures and reading their sentences to the class. Extra Idea (optional): Have the students draw four pictures of things they do. Look at the pictures as a class. Check the answers as a class. animals are? Ask the students to read the sentences and write don’t or doesn’t. Check the answers as a class. Extra Idea (optional): Write don’t and doesn’t on the board. 2. own. 3. students to read the sentences and write the missing words. Tell the students to look at Robo’s Note. Have the students work with a partner to check their test sheets. Tell them to write about what they do and to write how Ollie doesn’t do those things. After the student has said their sentences. Ask them to complete the sentences.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 62 Grammar Space Kids Teacher’s Guide 2 63 .

Check the sentences. Have the do in each section of the test. Ask them to circle the correct answers in questions 1 to 3 and to fill in the blanks in questions 4 and 5 to complete the story. Students will be able to check their understanding of the previous three units. struggled with any of the test questions. Tell the students to work with a partner to ask and answer questions about the cards. have the students go through the Grammar Cards from the previous three units to review what they have learned. They can take turns choosing cards and asking each other about them. What do they think is happening in the 2. answers as a class. Extra Idea (optional): Have the students draw their own picture and write their own story about what their family does in the evening. Ask the students to look at the pictures. exchange books with a partner and check the answers that way. Unit Objectives: It’s Your Turn 1. If the students The pair that finishes asking about all their cards the fastest is the winner. Students will be able to use the present simple to make positive and negative pictures? Have the students complete the sentences to finish the story. Then ask them to answer all of the questions. Here’s one game idea. Check the answers as a class. Explain what they need to 9–11 to continue practicing what they have learned. 64 Grammar Space Kids Teacher’s Guide 2 65 . Unit 12 |  Grammar in Writing Test Your Grammar Ask the students about the pictures. Ask them to put one set of their Grammar Cards in a pile and everyone is finished. Tell them to use the story in the student book as a guideline for making their own story. What do they think is happening in the pictures? (Units 09-11) Tell the students to look at the questions underneath the story. After they have finished. you can check the answers as a class or have the students shuffle them. have the students take LESSON GUIDE turns showing their picture and telling their story to the class. Review Have the students play some fun card games with the Grammar Cards from units Ask the students to open their student books to Unit 12. review the material before moving on. When students work in pairs. Test Your Grammar Before starting the test.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 66 Grammar Space Kids Teacher’s Guide 2 67 .

and “don’t” for no. Explain to the students have the students switch roles. we use “does” for yes and “doesn’t” for no. she. After they have finished practicing with the grammar cards. Tell the students to remove the Grammar Cards for the unit from their student books. Whichever when it is I. Ask the students 68 Grammar Space Kids Teacher’s Guide 2 69 . Tell the students to Unit 13 |  Do you have a key? work with a partner to ask and answer questions about the cards. Unit Objectives: 1. Ask the first person to show their partner the Have the students look at the Grammar Board. Check the answers as a class. What do the students see in the pictures? Ask the students to read the questions and put check marks next to the correct answers. ask the students to fill in the chart at the bottom of page 54. or they. we place do before the subject answer all the questions. When answering the questions. you. Their partner will answer the questions. Grammar Board Have the students work in pairs. Look at the pictures as a class. Then look at the pictures in the he/she/it section and read the questions and answers as a class. Check the answers as a class. 2. (they can either write the missing information or simply say it). we place does before the subject when it is he. Ask the students to read the sentences and circle the correct words. Use a different them work with a partner or individually to fill in the missing information on the cards voice for each answer and encourage the students to mimic you. 1. Check Up 2. Read the answers to the students and have them repeat them. When answering the questions. Students will learn about making questions in the present simple. answers as a class. Explain to the students that to make a yes/no question in the present simple. Practice Let the students practice the grammar points with the Grammar Cards. Then they section and read the questions and answers as a class. Have 1. or it. Students will be able to answer yes/no questions in the present simple. Look at the pictures in the I/you/we/ flashcards and read the questions. LESSON GUIDE Extra Idea (optional): Make flashcards with each of the questions and pictures from the activity on them. Time how long it takes for both partners to ask and that to make a yes/no question in the present simple. Students will be able to understand how to make questions with do and does. we use “do” for yes pair finishes the fastest is the winner. we. Then have the next pair do the same thing. Check the 3.

Ask the students to students struggled with any of the test questions. Hand the test out and ask the students to answer the questions on their gallows.” Have the students sitting down try to guess which student is holding the flashcard. Extra Idea (optional): Make flashcards with the different items from the activity (or other items) on them.com for all the to call out letters. he/she does. Ask the students to close their question and the answer. Ask the students to make simple questions with each of the words. Show the students one of the flashcards and then choose three students to come to the front of the class. If the 2. The number of dashes will match the number of letters in the question. ends.” If they don’t think the person is holding the flashcard they will answer “No. Check the answers as a class.ibuildandgrow. check the answers as a class. with too many wrong answers leading to the completion of the students. to complete the questions with either do or does. or collect the test sheets and grade them on your own. review the material before class read the chart and then answer the questions about what Jenny and Mike have. books. Choose one of the questions and write dashes on the board. Say the pictures at the top of the chart together as a class. Ask the students what they have in their own backpacks. Point to one of the students and ask “Does (name) have the (item)?” If the students think the person is holding the flashcard they will answer “Yes. Write do and does on the board. Have the students look at Robo’s Note. own. Do they have any of the same items as the children in the picture? Tell the students to use the stickers on page 89 to complete the picture. Check the answers as a class. Tell them to complete the Play hangman with the questions from the activity. he/she doesn’t. Then tell them to match the Review questions to the correct answers. Have the three students stand close together and tell them to pass the flashcard behind their backs until you say “stop. Tell them they can choose who they want to answer their Extra Idea (optional): questions.” 3. Have the students work with a partner to check their test sheets. Then ask them to fill in the blanks in the questions and answers to complete the dialogues. 1. Students then have 2. 70 Grammar Space Kids Teacher’s Guide 2 71 . Check the answers as a class. Print off enough unit review tests from http://www. Look at the picture at the top of the page and say what the children have in their backpacks.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 72 Grammar Space Kids Teacher’s Guide 2 73 .

Check the answers as a them work with a partner or individually to fill in the missing information on the cards class. Look at the pictures as a class. After they have finished practicing with the grammar cards. 1. show where the adjectives will go in the other sentences. Look at the pictures and read the sentences as a class. Teach them an adjective describes the subject when it comes after the verb be. ask the students to fill in Unit 14 |  It is a fast car. There are free programs that can be found online that will generate word Grammar Board searches using vocabulary inputted by teachers. Ask the students to use Let the students practice the grammar points with the Grammar Cards. Read the sentences in the first column as a class. Students will be able to understand how to use adjectives with be verbs. Then ask the students to complete the sentences in the second column. ask the students to read the sentences and color the correct words. 74 Grammar Space Kids Teacher’s Guide 2 75 . 2. 3. Check the answers as a class. Students will be able to understand how to use adjectives with nouns. class. Check Up Unit Objectives: 1. Tell the the words to make their own simple sentences. 2. Look at the pictures as a class. Students will learn about adjectives. Tell the students to work with a partner to ask and answer questions about the cards. the chart at the bottom of page 58. Then have them look at the students to remove the Grammar Cards for the unit from their student books. Check the answers as class. What do the students see in the pictures? Using the pictures. What do the students see in the pictures? Tell the students to read the sentences and then circle the adjectives and draw arrows to 1. Explain to the students that adjectives are describing words. Check the answers as a class. Read the adjectives in the box at the top of the activity. (they can either write the missing information or simply say it). Have the students look at the Grammar Board. Check the answers as a 2. Extra Idea (optional): LESSON GUIDE Make a word search for the students with the adjectives from the two activities on page 59. Have the students describe some classroom objects to help them practice using adjectives with be verbs Practice and nouns. Have pictures and use the words to complete the sentences. Tell them that it also describes a noun when it comes before the noun.

adjectives + nouns). Tell the students to stand up. Show the students some classroom objects. Have ends. Have them check their answers with a partner. Explain that they will draw on the pictures to choose which adjectives will be used in the sentences. Tell the students to look at the pictures. Give each pair a balloon and tell them to hit it back and forth while saying the adjectives. Tell them to describe each object two ways (adjectives with be verbs. Hand the test out and ask the students to answer the questions on their 76 Grammar Space Kids Teacher’s Guide 2 77 . Print off enough unit review tests from http://www. If the of the sentences for your class but make sure there are an even number (you can students struggled with any of the test questions. Have them walk around the classroom and read their sentences out loud until they find someone with a matching sentence just like in the activity. For example. Have the students look at Robo’s Note.”. Can they make it through all the opposites without dropping the balloon? Review 1. Encourage the students to think of more opposite adjectives as well.ibuildandgrow. Extra Idea (optional): Write the opposite adjectives from the activity on the board (for example.com for all the students. Have the students work with a partner to check their test sheets. the students each choose a strip of paper. Check the answers as a class. 2. light– heavy). the matching sentence will be “It is a slow bus. Tell them to complete the sentences using adjectives.” 3. Extra Idea (optional): own. review the material before class participate too if needed). Put all of the strips of paper in a hat or box. if there sentence is “The bus is slow. Ask them to describe the objects using adjectives. Have the students complete the pictures and write about them. or collect the test sheets and grade them on your own. Read over the list a few times as a class. Make enough copies answers as a class. Then have the students work in pairs. check the Write the sentences from both columns on strips of paper.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 78 Grammar Space Kids Teacher’s Guide 2 79 .

Then let them read it again. Have the students check their Unit Objectives: answers with a partner. tell them to say and read the sentences as a class. Tell the students that you will call out a word or time (you could also write it on the board as well) and they will write the preposition (at/on/in) that goes with the word. Check the answers as a class. “on”. Give a student from one team a foam ball and seasons. Explain that we use “at” for precise times and meals. how long it takes to finish. Tell the students that prepositions of time tell Play tic-tac-toe with the words from the activity. Grammar Board Extra Idea (optional): Write “at”. on (day). After they have finished practicing with the grammar cards. Ask the students to read all the words and times as a class. Check the answers LESSON GUIDE as a class. them work with a partner or individually to fill in the missing information on the cards (they can either write the missing information or simply say it). 2. years. the chart at the bottom of page 62. and special days. Students will be able to understand how to use at (time). Read the words and times on the hangers together as a class. If they hit one of the squares. we use write one of the words or times from the activity in each square. 80 Grammar Space Kids Teacher’s Guide 2 81 . you can ask them to try and make a sentence). Extra Idea (optional): Give the students a short prepositions of time quiz. Check the answers as a class. If they say the correct preposition of Let the students practice the grammar points with the Grammar Cards. the word/time and the preposition of time it goes with (for advanced classes. Have them take out a piece of paper and write numbers from 1–10 down the side of it. Tell the students to 2. tell them to put their team’s symbol (X or O) in the square. Were they able to finish it faster the second time? Ask the students to look at the prepositions of time and circle the words they go with. and “in” on the board. Look at the pictures and ask them to throw it at the grid. Split the students “on” for days. and in (month). 1. Ask the students to match the hangers with the correct preposition of time hooks. Have make a straight line with three of their symbols is the winner. The first team to students to remove the Grammar Cards for the unit from their student books. and we use “in” to talk about months. Check Up 1. ask the students to fill in Unit 15 |  She has lunch at 12:30. Have the students look at the Grammar Board. Students will learn about prepositions of time. Time them to see work with a partner to ask and answer questions about the cards. Draw a 3 X 3 grid on the board and when events happen. Tell the time. dates. into two teams (team X and team O).

3. check the 82 Grammar Space Kids Teacher’s Guide 2 83 . Extra Idea (optional): Have the students make their own schedules. Tell the students to use the schedule to complete the sentences. Look at the pictures as a class. or collect the test sheets and grade them on your own. If the students struggled with any of the test questions. Write at. 2. months. Hand the test out and ask the students to answer the questions on their own. After finishing. Check the answers as a class. Check the answers as a class. What do the students see in each picture. Then have them write about their schedule. Ask the ends. Read Mike’s schedule as a class. Tell them to use the sentences in the activity as a guideline. Tell them to make a small calendar and to write one activity for each day (they can also draw pictures if they want). Tell the students to read the schedule and complete the sentences with the correct prepositions of time. Tell them to use at. or in to complete the sentences. Print off enough unit review tests from http://www. ask the students what time they have dinner at and when their birthday is. 2. review the material before class 1. on. and times with the words. Check the answers as a class. Check the answers as a class. Have the students work with a partner to check their test sheets. Ask the students to make their own simple sentences using days. on.com for all the students. and in on the board. Tell them to write about what they will do over the next three days. Practice answers as a class. students to read the sentences and fill in the blanks with the correct prepositions of time. Review 1. Have the students look at Robo’s Note.ibuildandgrow.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 84 Grammar Space Kids Teacher’s Guide 2 85 .

What do they think is happening in the (Units 13-15) pictures? Tell them to circle the correct words and fill in the blanks to complete the dialogue. Time each pair to see LESSON GUIDE how long it takes them to finish. They can take turns choosing cards and asking each other about them. use adjectives. exchange books with a partner and check the answers that way. Check the answers as a class. the students will switch roles and do page 69 next. Test Your Grammar Before starting the test. to fill in the blanks to complete the dialogue. Students will be able to use ask and answer questions in the present simple. If the die lands on an even number. Here’s one game idea. Explain what they need to 15 to continue practicing what they have learned. What do they think is happening in the pictures? Tell them to use the stickers on page 89 to complete the pictures and then 1. struggled with any of the test questions. Tell the students to work with a partner to ask and answer questions about the cards. 2. Unit 16 |  Grammar in Writing Test Your Grammar Ask the students to look at the pictures. 86 Grammar Space Kids Teacher’s Guide 2 87 . they will give a negative answer. you can check the answers as a class or have the students shuffle them. It’s Your Turn Unit Objectives: Ask the students to look at the pictures. If the students The pair that finishes asking about all their cards the fastest is the winner. they will give a positive answer. have the students go through the Grammar Cards from the previous three units to review what they have learned. Check the answers as a class. Students will be able to check their understanding of the previous three units. Extra Idea (optional): Have the students work in pairs. Review Have the students play some fun card games with the Grammar Cards from units 13– Ask the students to open their student books to Unit 16. Then ask them to answer all of the questions. Have the do in each section of the test. Ask them to put one set of their Grammar Cards in a pile and everyone is finished. Their partner will ask them the questions from page 68 and they will roll the die to see how to answer. If it lands on an odd number. The pair with the fastest time is the winner. review the material before moving on. When students work in pairs. and use prepositions of time. Give one student a die. Once all the questions from page 68 are finished.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 88 Grammar Space Kids Teacher’s Guide 2 89 .

” Hit the balloon to another Unit Objectives: student and say “ride. Unit 17 |  He is sleeping. remind them to draw the lines through the correct tunnels. Tell the students to remove the Grammar Cards for the unit from their student books. Tell the students to 90 Grammar Space Kids Teacher’s Guide 2 91 . Students will be able to understand the meaning of the present continuous. Look at the pictures and read the sentences as a class. Extra Idea (optional): Have the class stand in a circle. Correct the Help them make correct sentences about what they are doing. Have the students look sentences as a class. Tap a balloon to one student and say “walk. Check the answers as a Grammar Board class. Practice this by asking the students what they are doing right now. However. After they have finished practicing with the grammar cards. Keep doing this with different verbs. Read the verbs on the left side of the activity as a class. Tell the students that the present continuous is used to talk about actions that are happening now. (they can either write the missing information or simply say it).” The student will hit the balloon back to you and say “walking. Have 1. work with a partner to ask and answer questions about the cards. Also. if a verb ends with a vowel and a consonant. Tell the students that -ing is added to most verbs in the present continuous. Check the answers as a class. When matching the verbs. Practice Let the students practice the grammar points with the Grammar Cards. Students will learn about the present continuous. ask the students to fill in the chart at the bottom of page 70.” The student will hit the balloon back to you and say “riding. Have the students change the verbs in brackets into the present continuous to them work with a partner or individually to fill in the missing information on the cards complete the sentences. Students will learn how to make -ing forms. use as well. we double the consonant and then add -ing. Encourage the students to think of other verbs to 2. Ask the students to read the sentences and color the correct words. at the Grammar Board. Check the answers as a class. Tell the students to match LESSON GUIDE the verbs to the present continuous forms of the verbs. 2. 3. we drop the “e” and then add -ing.” 1. Check Up 1. if a very ends with “e”.

Have some of the students come to the front and change the verbs into the present continuous form. Write the students struggled with any of the test questions. 2. draw. If the Before starting the activity. check the 92 Grammar Space Kids Teacher’s Guide 2 93 . write. Ask the students to check their answers with a partner. Have the students take ends. Extra Idea (optional): Write the sentences on the board but scramble the letters in each of the words. Extra Idea (optional): answers as a class. Have the students look at Robo’s Note. Hand the test out and ask the students to answer the questions on their own. 2. Tell them to use the verbs in brackets to complete the sentences. Whoever finishes first is the winner. Review 1. Call three students to the front. ride. Have the students work with a partner to check their test sheets. What do the students see in all of the pictures? Tell the students to use the verbs in the box at the top of the activity to complete the sentences. Write the verbs from the Grammar Board on the board (walk. Ask the students to use the picture and the verbs to complete the sentences. Ask them to look at the scrambled sentence and then write the sentence properly. Look at the picture at the top of the page as a class. have the students close their books. Print off enough unit review tests from http://www. or collect the test sheets and grade them on your own. What do the students see? What kinds of things do they like to do on Children’s Day? Read the verbs along the side of the activity as a class. run.ibuildandgrow. 3. turns coming to the front and fixing the mistakes. Check the answers as a class. Check the answers as a class. cut). review the material before class sentences on the board but make errors in all of them.com for all the students. Look at the pictures as a class.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 94 Grammar Space Kids Teacher’s Guide 2 95 .

2. action. students to remove the Grammar Cards for the unit from their student books. “You’re not sleeping. Check Up 1. The number sentences as a class. After they have finished practicing with the grammar cards. ask the students to fill in the chart at the bottom of page 74. Tell them to say what they are not doing and what they gallows. Tell the Unit 18 |  I’m not sleeping. What do the students see? Tell the students to read the sentences and write “A” if a sentence relates to the first picture. Students will be able to understand how to make negative sentences. Encourage the students to call out what you’re not doing (for example. Then do an answers as a class. Unit Objectives: 1. Look at the pictures and read the books. Look at the pictures as a class. Check the answers as a class. Ask the students to close their Have the students look at the Grammar Board.”). 2. Encourage the students to call out what you’re doing (for example. Check the Stand at the front of the class. Check the answers as a class. Hold up your thumb in a “thumbs up” gesture. Students then have present continuous we put “not” after the verb be. LESSON GUIDE Extra Idea (optional): Grammar Board Play hangman with the sentences from the activity. Teach the students that to make negative sentences in the of dashes will match the number of letters in the sentences. Tell the students to work with a partner to ask and answer questions about the cards. with too many wrong answers leading to the completion of the sentences about themselves. Choose one of the sentences and write dashes on the board.”).”). or “B” if a sentence relates to the second picture. Have them combine the two sentences together (“You’re not sleeping. Let the students practice the grammar points with the Grammar Cards. Then do one more action. Have the students make two to call out letters. 96 Grammar Space Kids Teacher’s Guide 2 97 . Look at the pictures as a class. Raise your arms in an X to indicate “no”. What do the students see? Tell the students to Extra Idea (optional): look at the pictures and put check marks next to the correct sentences. You’re watching TV. Have them work with a partner or individually to fill in the missing information on the cards (they can either write the missing information or simply say it). Have the students take turns doing the same thing. Students will learn about the negative form of the present continuous. are doing right now. “You’re watching TV.

Check the answers as a class. Check the answers as a class. 2. review the material before class of those activities? Tell the students to look at the pictures and use the verbs to ends. Tell the students they can also make their sentences about their teacher. Write some subjects and verbs on the board. Have the students take turns pulling two verbs from the hat or box. Practice own. a family member. Tell them to make a positive sentence in the present continuous about one verb and a negative sentence about the other one. Check the answers as a class. check the answers as a class. Then have the students look at Robo’s Note. Print off enough unit review tests from http://www. Look at the pictures as a class. Check the answers as a class. Ask the students to look the picture and complete the sentences with the words in the brackets. their friend. or collect the test sheets and grade them on your own. help them write the sentences.ibuildandgrow. Extra Idea (optional): Write the verbs from the activity and other verbs on strips of paper and put them in a hat or box. 3. What do the students see? Do they like to do any students struggled with any of the test questions. Tell them to use the first verb to say what they aren’t doing and the second verb to say what they are doing. etc. Hand the test out and ask the students to answer the questions on their 98 Grammar Space Kids Teacher’s Guide 2 99 . Tell them to look at the pictures and complete the sentences. Have the students work with a partner to check their test sheets. 2. Look at the picture at the top of the page as a class. Review 1.com for all the students. What are the children doing? Do the students think the children are doing good things or bad things in class? Tell the students to use the verbs in the box under the picture to help compete the sentences. If the 1. Have the students take turns choosing one subject and two verbs.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 100 Grammar Space Kids Teacher’s Guide 2 101 .

Check the answers as a class. Write the the correct answers. Tell them to read the question and sentence on each of the flashcards. say all the questions and answers the fastest is the winner. Spread the flashcards all over the board facedown. Put the flashcards in a pile and shuffle them. 3. Students will be able to answer yes/no questions in the present continuous. What do the students see in each picture? Tell the students to read the questions and place check marks next to the correct answers. Check Up 1. Split the students into two teams. questions for the pairs at the top of each of the flashcards. Tell the students to work with a partner to ask and answer questions about the cards. Have the students work with a partner. Extra Idea (optional): LESSON GUIDE Make flashcards with the pictures and questions from the activity. Students will learn about questions in the present continuous. Tell the Unit 19 |  Are you studying? students to remove the Grammar Cards for the unit from their student books. Look at the pictures as a class. Check the answers as a class. the student scores a point for their team. ask the students to fill in the chart at the bottom of page 78. Check the answers as a class. Read all of the questions as a class. give the flashcards to another pair. Students will be able to understand how to make questions in the present continuous. 102 Grammar Space Kids Teacher’s Guide 2 103 . Have them work with a partner or individually to fill in the missing information on the cards (they can either write the missing information or simply say it). Tell the students to match the questions to Make individual flashcards with all the photos and sentences on them. Look at the pictures and read the their partner with answer them. Extra Idea (optional): 2. Give Grammar Board the flashcards to one pair of students. Unit Objectives: 1. Explain to the students that we place the verb be have finished. Tell one student to ask the questions and Have the students look at the Grammar Board. After they have finished practicing with the grammar cards. If the two sentences match. Have one of the students come to the front and turn over two of the flashcards. 2. Time how long it takes them to finish. Let the students practice the grammar points with the Grammar Cards. Whichever pair of students can before the subject to make yes/no questions in the present continuous. After they questions and answers as a class.

quieter. If the students struggled with any of the test questions.com for all the students. After the girls have asked all the questions. review the material before class 1. 2. Tell them to try to make their voice louder.ibuildandgrow. check the 104 Grammar Space Kids Teacher’s Guide 2 105 . Look at the picture at the top of the page. Ask the students to ends. Review 1. Check the answers as a class. Ask the students to use both words to ask simple questions in the present continuous. Then ask the students to look at the pictures and use the verbs to complete the questions. Practice answers as a class. 3. What do the students see in the picture? What are all of the children doing? Tell the students to use the picture to complete the dialogues. Read the questions as a class. Check the answers as a class. Extra Idea (optional): Have the girls read the questions. or collect the test sheets and grade them on your own. higher. Tell the students to fill in the blanks to complete the answers. Check the answers as a class. make their own simple questions using the verbs. 2. Then have the students look at Robo’s Note. lower. Write “are” and “is” on the board. Read the verbs in the box at the top of the page as a class. Print off enough unit review tests from http://www. Check the answers as a class. Have the students work with a partner to check their test sheets. have the teams switch roles. for each question. Tell them to look at the pictures and fill in the blanks. etc. Hand the test out and ask the students to answer the questions on their own. The boys will answer the questions and will try to speak exactly the same way that the girls did.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 106 Grammar Space Kids Teacher’s Guide 2 107 .

Here’s one game idea. 108 Grammar Space Kids Teacher’s Guide 2 109 . Encourage them to use actions and to change their voice to match their character. It’s Your Turn Unit Objectives: Ask the students to look at the pictures. What do they think is happening in the (Units 17-19) pictures? Tell them to circle the correct words and fill in the blanks to complete the dialogue. Check the answers as a class. Students will be able to check their understanding of the previous three units. Ask them to put one set of their Grammar Cards in a pile and shuffle them. Have each pair perform the dialogue in front of the class. When everyone is finished. If the students struggled with any of the test questions. 2. students work in pairs. Tell the students to work with a 19 to continue practicing what they have learned. Tell them to act out the dialogue on either page 84 or 85. What do they think is happening in each picture? Tell them to fill in the blanks to complete the dialogue. They can take turns choosing cards and asking each other about them. as a class. review the material before moving on. Extra Idea (optional): Have the students work in pairs. Unit 20 |  Grammar in Writing Test Your Grammar Ask the students to look at the pictures. Check the answers 1. do in each section of the test. Students will be to use the present continuous to make positive and negative sentences and ask questions. you can check the answers as a class or have the students exchange books with a partner and check the answers that way. Ask the students to open their student books to Unit 20. have the students go through the Grammar Cards from the Have the students play some fun card games with the Grammar Cards from units 17– previous three units to review what they have learned. Then ask them to answer all of the questions. LESSON GUIDE Test Your Grammar Review Before starting the test. Explain what they need to The pair that finishes asking about all their cards the fastest is the winner. Have the partner to ask and answer questions about the cards.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK 110 Grammar Space Kids Teacher’s Guide 2 111 .

MEMO .