Grammar Space Beginner 2 TG

a r
Gramm
e g i n n er
B
Te a c h e r ’s G u i d e
Grammar Space Beginner 2
Contents
2 Grammar Space Beginner 2 Teacher’s Guide 3

Unit 1 | Grammar Station
It’s very delicious! 1. Use the chart and pictures to help you explain what the different types of sentences
are to the students. Write on the board that sentences always start with a capital
letter and end with a question mark. Then go through the four types of sentences:
statements – telling something (ex. “You are students.”), questions – asking
something (ex. “What time is it?”), imperatives – giving an order (ex. “Be quiet.”), and
exclamations – showing strong feelings (ex. “I’m so happy!”). Go through the end
Objectives marks for each type of sentence, making sure to emphasize that statements always
have periods (.), questions always have question marks (?), and exclamations always
1. The students will learn about the different types of sentences.
have exclamation marks (!), but imperatives can have either periods (.) or exclamation
2. The students will complete exercises to familiarize themselves with the key grammar
marks (!). Leave these explanations on the board throughout the class for easy
point.
reference.
3. The students will identify and correct simple mistakes related to the key grammar
point.
2. Give the students as many simple examples as necessary for them to understand
4. The students will apply their new grammar knowledge in a practical writing exercise.
the grammar point. Make sure to write these on the board using different colors, if
5. The students will review the grammar point before the end of class to aid retention.
possible, to highlight the different parts of the sentences. You can ask the students to
give you example topics to make this portion of the lesson more interactive.
3. Extra Idea (optional):

Bring all the students to the board and have them each write sentences without end
LESSON GUIDE marks. Then have them line up and take turns throwing a wadded-up paper ball at
the board with a blindfold on. Whichever sentence the ball lands closest to is their
Introduction sentence to complete with an end mark. Continue until all the students understand
1. Ask a student to read the title out loud for the class, and then write it on the board to the differences in the sentence end marks.
use as an example later.
4. When you feel that the students have a good grasp of the grammar point, draw their
2. Scan the unit before class and identify any words that your students may not attention to the exercise below. Have all the students read the sentences out loud and
understand. Then at the start of class, post pictures or write simple definitions of the yell, “Correct!” or “Incorrect!” while they check the correct sentences.
words on the side of the board for the students to refer back to throughout the class.

Check Up Practice
As you work through the check up and practice exercises, walk around the classroom 1. For exercise A, give the students a little bit of time to check each sentence’s type.
and encourage the students to ask you questions if they ever get confused. Also, make Then call on individual students to read the sentences out loud, but have all the
sure to check each exercise and explain any common errors so that the students can students yell out what type it is.
correct their answers and learn from their mistakes.
1. For exercise A, have the students circle all the capital letters and end marks on their Split the students into two to four groups. Have each group of students work together
own. Then ask several students to write the sentences on the board for you with the to create a quiz for the other students about classifying sentences according to their
answers circled in. Check these sentences all together before moving on. type. Tell each group to write six or seven sentences without end marks. Then when all
the groups are finished, have them switch quizzes with each other and work together
2. For exercise B, have the students match all the sentences together. Then have the to put end marks on all the sentences and categorize them as statements, questions,
girls and boys alternate reading them out loud. However, tell them that they should imperatives, or exclamations. When each group has finished taking the quiz, tell them
scoop their inflection up for questions to pronounce them correctly. to give it back to its creators, who will then grade it. The team that has the best quiz
score is the winner.
3. For exercise C, ask several students to describe the pictures. Then have them circle
all the correct end marks for the sentences. If it looks like either end mark could be 2. For exercise B, ask several students to describe the pictures for you, including who is
correct, tell the students to look at the picture to determine which emotion is being in them, what they are doing, and where they are. Then have the students fill in the
conveyed. sentences on their own using the words and end marks in the box. Ask the different
sides of the class to take turns reading the sentences out loud.
3. For exercise C, put the students into pairs. Have them work together to identify what is
wrong in each underlined phrase and rewrite the sentences. As the students start to
finish the exercise, call on some of them to write the sentences on the board for you.
Grammar in Writing
1. Emphasize to the students that this writing exercise ties the grammar they have
learned into practical writing for the future. Start the exercise by asking general
questions about the writing type. Some possible ideas are:

a. What is an advice column? with any of the test questions, review the material some more.
b. What kind of advice do people ask for?
c. Do you read advice columns? Why or why not? 3. The corresponding workbook unit is intended as homework so the students can review
what they have learned at home. However, you can also go through the workbook in
2. Ask several students to describe what they see in the pictures. Then have the class if you would like to be present for additional grammar practice with the students.
students fill in the blanks on their own from the words in the box. When everyone is
finished, have the students read through the exercise out loud all together or in turns.

Have the students write their own advice columns to a friend that is doing poorly in
school. Encourage them to write four or five sentences with ideas that the student can
use to improve their grades. If necessary, give them this structure (with or without the
end marks) to work with: “Hi, _____. I know that _________. One good thing you can do
is ________. Do you ________? If so, you can also ________. With these ideas, you will
do really well!” Edit these advice columns and have the students take turns presenting
them at the front of the class when everyone is finished.
Review and Workbook

1. Tell the students to complete the chart at the bottom of the page as fast as they can
as a review. They shouldn’t have any problems with it by this point. While they do that,
put the chart’s structure on the board. Have the students fill it in for you as they start
finishing up.
2. Before class, print enough unit review tests for all the students from www.
nebuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space
Beginner 2). When everyone is finished with the review chart, have all the students
take the tests on their own. If possible, have them check their answers with a partner
or go through the tests all together before the end of class. If the students struggled

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK

3. Scan the unit before class and identify any words that your students may not
Unit 2 |
The sun is hot. understand. Then at the start of class, post pictures or write simple definitions of the
Objectives
Grammar Station
1. The students will learn about the articles a, an, and the as well as count and noncount
1. Use the chart and pictures to help you explain what articles, count nouns, and
nouns.
noncount nouns are to the students. Write on the board that the articles a and an
come before singular nouns that can be counted (count nouns), while the article the
point.
comes before nouns that cannot be counted (noncount nouns) as well as specific
count nouns and nouns that are unique. Explain to the students that liquids and
point.
abstract ideas are usually not countable (ex. “water,” “information,” etc.), and that
the only difference between a and an is that a comes before nouns that start with
consonant sounds while an comes before nouns that start with vowel sounds. Leave
these explanations on the board throughout the class for easy reference.
LESSON GUIDE give you example topics to make this portion of the lesson more interactive.
Introduction 3. Extra Idea (optional):

1. Review the previous unit (types of sentences) before starting your lesson. Bring a Have all the students come to the board and each write two or three nouns on it
pinwheel to class with “statement,” “question,” “imperative,” and “exclamation” anywhere they choose. Then have them make a line, and give the first student a
written on it. Then have each student spin the wheel and make whichever type of wadded-up paper ball. Tell them to throw it at the board and say whichever noun it
sentence the spinner lands on. lands closest to with either a or an in front of it. Then have the next student take a
turn, and so on. To make it harder, tell the students that if they land on a noun that
2. Ask a student to read the title out loud for the class, and then write it on the board to has already been said, they have to say the in front of it instead.

4. When you feel that the students have a good grasp of the grammar point, draw their against the next one, and so on. Continue until you have a winner or run out of
attention to the exercise below. Read each phrase out loud and have them yell, flashcards.
“Correct!” or “Incorrect!” while they check the correct phrases.
Practice
Check Up 1. For exercise A and B, ask several students to describe the picture. Then have the
As you work through the check up and practice exercises, walk around the classroom students complete the sentences in both exercises on their own as fast as they can
and encourage the students to ask you questions if they ever get confused. Also, make while you visibly time them. Ask the fastest students to write the sentences on the
sure to check each exercise and explain any common errors so that the students can board for you, if you like, and have the two sides of the class alternate reading through
correct their answers and learn from their mistakes. them all.
1. For exercise A, remind the students that the is used when the noun has already been 2. For exercise C, put the students into pairs. Have them work together to identify what is
specified, and tell them to choose X if no article is need. Then have them circle the wrong in each underlined phrase and rewrite the sentences. As the students start to
correct word in front of each noun and read the sentences all together. finish the exercise, call on some of them to write the sentences on the board for you.
2. For exercise B, tell the students that one article in each sentence is unnecessary
and should be crossed out. Then ask a few students to write the sentences on the
board for you with the answers in them while the rest of the class reads through the
sentences all together.
Grammar in Writing
3. For exercise C, ask a few students to describe the pictures. Then put the students into
pairs and have them complete the dialogues with the correct articles or no article at
all if necessary. Make sure that they practice the dialogues before you move on.
a. What is an advertisement?
b. What kinds of advertisements do you see every day?
Before class, make flashcards of common count nouns and noncount nouns. Start
c. Do you like amusement parks? Why or why not?
on one end of the room and have two students stand and compete to see who can
identify whether the noun you show them is a count or noncount noun. Then let the
2. Ask several students to describe what they see in the pictures. Then have the
winner compete against the next student, and the winner of that round compete

students fill in the blanks on their own using the articles that they have learned about. what they have learned at home. However, you can also go through the workbook in
When everyone is finished, have the students read through the exercise out loud all class if you would like to be present for additional grammar practice with the students.
together or in turns.

Have the students make advertisements for their own favorite amusement parks or
water parks. Encourage them to write four or five sentences describing the attractions
of their parks with as many articles as they can so that people will want to go there.
If necessary, give them this structure to work with: “_____ is ___ great amusement
park! There are _____ and ___ _____, as well. The best part is ___ _____ because it
has _____. In the evening, you can watch ___ _____. _____ is such ___ fun place!” Edit
these advertisements and have the students take turns presenting them at the front
of the class when everyone is finished.
Review and Workbook

finishing up.
with any of the test questions, review the material some more.
3. The corresponding workbook unit is intended as homework so the students can review


Unit 3 |
Children like stories. understand. Then at the start of class, post pictures or write simple definitions of the
Objectives
Grammar Station
1. The students will learn about singular nouns and plural nouns.
1. Use the chart and pictures to help you explain what singular nouns and plural nouns
are to the students. Write on the board that singular nouns are for one person, place,
point.
animal, or thing, while plural nouns are for more than one person, place, animal, or
thing (ex. “cat” vs. “cats”). Then go over the spelling rules for plural nouns (most
point.
nouns: add –s; nouns ending in –ch, -sh, -s, -x, or –o: add –es; nouns ending in a
consonant and –y: delete the –y and add –ies; nouns ending in –f(e): delete the –f(e)
and add –ves). Leave these explanations on the board throughout the class for easy
reference.
LESSON GUIDE possible, to highlight the different parts of the sentences. You can ask the students to
Introduction
1. Review the previous unit (articles, count nouns, and noncount nouns) before starting 3. Extra Idea (optional):
your lesson. Bring a deck of common count noun and noncount noun flashcards to Bring as many students to the board as you can fit. Give them each a marker and
class with you and show one of them to each student. If it is a count noun, have the tell them to write out the plural noun that you say as fast as possible. Then give the
student say a or an before the noun, but if it is a noncount noun, have them just say student who correctly writes the noun the fastest a point, and bring up new students.
the noun. Continue as long as you like, but make sure to use a variety of nouns with different
spelling rules.
2. Ask a student to read the title out loud for the class, and then write it on the board to
use as an example later. 4. When you feel that the students have a good grasp of the grammar point, draw their
attention to the exercise below. Have them match the singular and plural nouns

together, and then say the singular nouns at random and have all the students yell out jackets. Go around the room and have each student say, “I have ___ _____.” The one
their plurals together. with the most objects of the same type is the winner. Make sure all the objects are
returned to their original owners after the game is done.
Check Up
As you work through the check up and practice exercises, walk around the classroom
Practice
and encourage the students to ask you questions if they ever get confused. Also, make 1. For exercise A, ask several students to describe everything in the picture. Then read
sure to check each exercise and explain any common errors so that the students can through the nouns in the box above and have the students all say their plural forms.
correct their answers and learn from their mistakes. Give the students ten seconds to complete the sentences with the plural nouns
while you visibly time them, and then call on individual students to read through the
1. For exercise A, have the students circle the correct words on their own. Then have the sentences.
class read through the sentences all together to check them.
2. For exercise B, have the students underline the object nouns in the starting sentence
2. For exercise B, ask several students to describe the pictures. Then have the students of each problem before doing anything else. Then have them complete the second
complete the sentences on their own and ask a few of the fastest to come to the sentences with the plural forms of those nouns. If you like, you can ask several
board and write the correct spellings of the plural nouns. If you like, have the two sides students to write the answers on the board for you.
of the classroom alternate reading the sentences as loud as they can.
3. For exercise C, read through the singular nouns on the left and have the students all wrong in each underlined phrase and rewrite the sentences. As the students start to
say their plural forms. Then have the students complete the sentences on their own finish the exercise, call on some of them to write the sentences on the board for you.
and ask the fastest students to put the correct spellings of the plural nouns on the
board for you. If you like, you can ask the boys and girls to alternate reading through
the sentences as quietly as possible.

Tell the students that you are going to have an objects competition. Explain that they
Grammar in Writing
need to find as many of the same item as they can anywhere in the classroom, bring
them to their desks, and sit down within the space of 30 seconds. For example, one
student may find 12 pencils, another may find 15 books, and another may find 8

questions about the writing type. Some possible ideas are: Beginner 2). When everyone is finished with the review chart, have all the students
a. What is a recipe? take the tests on their own. If possible, have them check their answers with a partner
b. Why do we use recipes? or go through the tests all together before the end of class. If the students struggled
c. Do you use recipes to cook? Why or why not? with any of the test questions, review the material some more.
2. Ask several students to describe what they see in the pictures. Then have the 3. The corresponding workbook unit is intended as homework so the students can review
students fill in the blanks on their own from the words in the box. When everyone is what they have learned at home. However, you can also go through the workbook in
finished, have the students read through the exercise out loud all together or in turns. class if you would like to be present for additional grammar practice with the students.

Have the students write their own recipes for a simple snack or dish that they often
make for themselves (ex. a sandwich, ramen, popcorn, etc.). Encourage them to write
four or five lines with as many plural nouns as possible. If necessary, give them this
structure for a sandwich recipe to work with: “It is easy to make ______! First, take
two pieces of _____. Put some _____ and _____ on them, as well as two slices of
_____. If you want, you can also add _____, _____, and _____. When you are ready, put
the _____ of _____ together and enjoy your sandwich!” Edit these recipes and have
the students take turns presenting them at the front of the class when everyone is
finished.
Review and Workbook

finishing up.


Unit 4 |
I like him.
Grammar Station
Objectives 1. Use the chart and pictures to help you explain what pronouns, subject pronouns, and
object pronouns are to the students. Write on the board that pronouns are short words
1. The students will learn about pronouns, subject pronouns, and object pronouns.
that replace nouns, and that subject pronouns replace subject nouns (i.e. “I,” “you,”
“he,” “she,” “it,” “we,” “they,”) while object pronouns replace object nouns (i.e. “me,”
point.
“you,” “him,” “her,” “it,” “us,” “them”). You may need to remind the students that
subjects do an action while objects have an action happen to them (ex. “Cathy hit
point.
Alice.” → “She hit Alice.” vs. “Cathy hit her.”). Leave these explanations on the board
throughout the class for easy reference.
LESSON GUIDE
Introduction Bring a pinwheel with all the subject pronouns written on it to class with you. Have
1. Review the previous unit (singular nouns and plural nouns) before starting your lesson. each student come to the front all at once, spin the pinwheel, run back to their desk,
Show each student a flashcard of a common singular noun and have them say and and write their subject pronoun, the correct form of be, and the appropriate name of
spell its plural. someone(s) in the class (including their own, if applicable). For example, if a student
spun “We,” they might run back and write “We are Tom and Jessica.” Repeat as often
2. Ask a student to read the title out loud for the class, and then write it on the board to as you want and have the students read their sentences out loud when you’re finished.
3. Scan the unit before class and identify any words that your students may not attention to the exercise below. First, have them circle all the subject pronouns.
understand. Then at the start of class, post pictures or write simple definitions of the Then have them underline the object pronouns. You may need to prompt them by

asking which person/word is doing the action or having the action done to it. Then 4. Extra Idea (optional):
have all the students read the sentences out loud, but have them put their hands in Draw a few buildings on the board as well as a horizontal line to indicate a landscape.
the air when they read any subject pronouns and on the desk when they read object Then have all the students come to the board and take turns drawing as many people
pronouns. doing activities with or to each other as they can in the space of a couple of minutes.
Then have all the students make a line, and one by one blindfold them, spin them
around, and have them walk to the board and touch a random spot. The picture
closest to where they touch is their subject, and they should practice making a simple
three-word sentence in the form “subject pronoun + verb + object pronoun.” If they
happen to touch a drawing with no obvious subject or object pronoun, quickly draw a
Check Up stick figure doing something there. Continue until the students understand how to use
both types of pronouns.
and encourage the students to ask you questions if they ever get confused. Also, make
sure to check each exercise and explain any common errors so that the students can
1. For exercise A, have the students circle the correct words to complete the sentences
on their own. Then have all the students read the sentences together. If you like, you
Practice
can have them use their hands to indicate which people are doing the action or having 1. For exercise A, ask several students to describe the picture. Then have the students
it done to them. write the pronouns based on the indicated nouns as fast as they can. Call on individual
students to read through the sentences when everyone has finished.
2. For exercise B, write each starting subject on the board, draw arrows pointing below
them, and then have the whole class work together to think of the subject pronouns 2. For exercise B, demonstrate how to work backwards from the object pronoun to find
they can change into, which you can write on the board below the arrows. When you out what the original noun was. Then call on an individual student to read through the
are finished, call on individual students to read through the sentences out loud. first sentence, but have all the students shout out what they think the answer is. Let
the original student choose the next person to read, who chooses the next person,
3. For exercise C, ask several students to describe the pictures, including who is in and so on.
them, what they are doing, and where they are. Then have the boys and girls alternate
reading the lines all together. After each first line, write the object noun(s) on the board 3. For exercise C, put the students into pairs. Have them work together to identify what is
like you did in the previous exercise and have the whole class brainstorm together wrong in each underlined phrase and rewrite the sentences. As the students start to
what its object pronoun is. Then continue with the second line. finish the exercise, call on some of them to write the sentences on the board for you.

Grammar in Writing Review and Workbook
1. Emphasize to the students that this writing exercise ties the grammar they have 1. Tell the students to complete the chart at the bottom of the page as fast as they can
learned into practical writing for the future. Start the exercise by asking general as a review. They shouldn’t have any problems with it by this point. While they do that,
questions about the writing type. Some possible ideas are: put the chart’s structure on the board. Have the students fill it in for you as they start
a. What kind of stories do you like? Why? finishing up.
b. What is your favorite story? Why?
c. Do you like trick-or-treating? Why or why not? 2. Before class, print enough unit review tests for all the students from www.
2. Ask several students to describe what they see in the pictures. Then have the Beginner 2). When everyone is finished with the review chart, have all the students
students fill in the blanks on their own using the pronouns that they have learned. take the tests on their own. If possible, have them check their answers with a partner
When everyone is finished, have the students read through the exercise out loud all or go through the tests all together before the end of class. If the students struggled
together or in turns. with any of the test questions, review the material some more.
3. Extra Idea (optional): 3. The corresponding workbook unit is intended as homework so the students can review
Have the students write their own stories about trick-or-treating (if they have never what they have learned at home. However, you can also go through the workbook in
been trick-or-treating, explain what it is and tell them to imagine what it would be like). class if you would like to be present for additional grammar practice with the students.
Encourage them to write about four or five sentences with as many pronouns as they
can similar to the story in the previous exercise. If necessary, give them this structure
to work with: “I go trick-or-treating with my mom and dad each year. ___ always have a
great time! The neighbors give ___ candy, and ___ show ___ my costume. My parents
also wear costumes. ___ dress as ghosts and scare ___. ___ love Halloween!” Edit
these stories and have the students take turns presenting them at the front of the
class when everyone is finished.

ANSWER KEY: Review Test 1

understand. Then at the start of class, post pictures or write simple definitions of the
Unit 5 |
The cap is mine. words on the side of the board for the students to refer back to throughout the class.
Objectives Grammar Station

1. Use the chart and pictures to help you explain what possessive adjectives and
1. The students will learn about possessive adjectives and possessive pronouns.
possessive pronouns are to the students. Write on the board that possessive adjectives
come before nouns and show who owns something (ex. “This is my seat.” “That is her
point.
coat.”). Then explain that both possessive adjectives and their nouns can be replaced
with possessive pronouns when the listener knows what object is being referred to (ex.
point.
“This is mine.” “That is hers.”). Go through all the possessive adjectives (i.e. “my,”
“your,” “his,” “her,” “its,” “our,” and “their”) and possessive pronouns (i.e. “mine,”
“yours,” “his,” “hers,” “ours,” “yours,” and “theirs”). Last, explain that ’s can be added
to a name or noun to indicate that that person or noun owns the following object (ex.
“Dan’s room,” “the cat’s dish”). Leave these explanations 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 possible, to highlight the different parts of the sentences. You can ask the students to
1. Review the previous unit (subject pronouns and object pronouns) before starting give you example topics to make this portion of the lesson more interactive.
your lesson. Show each student a simple sentence with either the subject or object
underlined (ex. “Henry helped Anne.”). Have each student read their sentence while 3. Extra Idea (optional):
switching the underlined portion for the correct pronoun (ex. “Henry helped her.”). Grab a bunch of different things from the students’ desks. Then have them each come
up one at a time, find the object you took from them, say, “This is my _____,” and sit
2. Ask a student to read the title out loud for the class, and then write it on the board to back down. If you want, you can let them take any object they want as long as they say
use as an example later. the owner’s name in place of “my.” Then those owners can go, take their object back,
say, “No, this is my _____,” and sit back down. Of course, make sure that all the things
3. Scan the unit before class and identify any words that your students may not are returned to their rightful owners by the end of the game.

4. When you feel that the students have a good grasp of the grammar point, draw their 4. Extra Idea (optional):
attention to the exercise below. Say each subject pronoun at random and have the Have the students pick partners out of a hat. Teach the students to say, “Whose is
students chant its possessive adjective and possessive pronoun after you. Feel free to this/that?” to ask about ownership of an object. Then have the students take turns
expand to subject pronouns not included in the exercise. When you are finished, have with their partner pointing at objects and asking, “Whose is this/that?” for their
the students match the pronouns and adjectives on their own. partners to answer, “This/That is _____.” Encourage them to use a variety of objects
and possessive pronouns. If you think it is feasible, you can let the pairs move about
the classroom while they point at objects. Of course, make sure that all objects end up
with their rightful owners at the end of the activity.
Check Up
Practice
correct their answers and learn from their mistakes. 1. For exercise A, ask several students to describe the pictures to you. Then demonstrate
how to complete the example sentence with possessives, and have the students finish
1. For exercise A, demonstrate how to change the example possessive adjective + noun the rest of the exercise on their own. Call on individual students to read through the
phrase into a possessive pronoun. Then have the students finish the rest of the sentences when they are done.
exercise on their own. When they are finished, say the phrases at random and have
the students all yell out the correct pronouns. 2. For exercise B, use the example dialogue to demonstrate how to ask and answer
about ownership. Then have the students pick partners out of a hat or bag and work
2. For exercise B, use the example sentence to point out that possessive pronouns are together to complete the rest of the dialogues. Have each pair roll a die to see which
only used when the possessive adjective + noun phrase has already been clarified. dialogue they have to perform in front of the class.
Then have the students complete the exercise on their own and tell the two sides of
the class to take turns reading the sentences as loud as they can. 3. For exercise C, keep the students in their pairs. Have them work together to identify
what is wrong in each underlined phrase and rewrite the sentences. As the students
3. For exercise C, ask several students to describe the pictures. Then put the students start to finish the exercise, call on some of them to write the sentences on the board
into pairs and have them complete the dialogue answers together, explaining that for you.
whose asks about ownership of an item. Make sure that they practice the dialogues
when they are finished.

Grammar in Writing 2. Before class, print enough unit review tests for all the students from www.
a. What is your favorite story? Why do you like it?
b. What are the kings in stories usually like?
c. Why is it good to be honest?
class if you would like to be present for additional grammar practice with the students.
students fill in the blanks on their own using the possessives that they have learned.
When everyone is finished, have the students act out the story.

Have the students write their own stories about owning treasure like the previous
exercise. Encourage them to write four or five sentences with as many possessive
adjectives and pronouns as they can. If necessary, give them this structure to work
with: “King/Queen _____ found some treasure, so it is ___. Many people think the
treasure is ___, though. They take ___ weapons and attack _____ castle. _____
soldiers fight them and win. _____ is so happy that he/she tells the soldiers that ___
treasure is ___, too.” Edit these stories and have the students take turns presenting
them at the front of the class when everyone is finished.
Review and Workbook

finishing up.


Unit 6 |
He’s a mail carrier. understand. Then at the start of class, post pictures or write simple definitions of the
Objectives
Grammar Station
1. The students will learn how to use the verb be in positive sentences, negative
1. Use the chart and pictures to help you explain to the students how to use the verb be
sentences, and yes/no questions.
in positive sentences, negative sentences, and yes/no questions. Write on the board
that the verb be changes into am, are, or is depending on the subject, and that we put
point.
not after it to form negative sentences (ex. “You are a kid.” “She is not happy.”). Then
demonstrate how to make yes/no questions with the verb be by putting it before the
point.
subject, and how to answer these questions by putting it after the subject (ex. “Is he
handsome?” → “Yes, he is.” / “No, he isn’t.”). Last, show the students how to make
contractions in both the positive (ex. “I am” → “I’m,” “We are” → “We’re,” etc.) and
negative forms (ex. “are not” → “aren’t,” “is not” → “isn’t”). Leave these explanations
on the board throughout the class for easy reference.
LESSON GUIDE the grammar point. Make sure to write these on the board using different colors, if
Introduction give you example topics to make this portion of the lesson more interactive.
1. Review the previous unit (possessive adjectives and pronouns) before starting your
lesson. Ask each student, “Whose is that?” while pointing to an object, and have them 3. Extra Idea (optional):
respond, “That is _____.” Write different common nouns on cards with a piece of tape on the back of them, and
stick them on the students’ foreheads without them seeing the words. Then have
2. Ask a student to read the title out loud for the class, and then write it on the board to the students wander around and ask their classmates, “Am I a _____?” and have the
use as an example later. classmates respond, “Yes, you are,” or “No, you aren’t.” Encourage the students to
narrow down their objects with questions like, “Am I an animal/object?” The student
that figures out what they are first is the winner.

Practice
attention to the exercise below. Read each phrase out loud and have the students yell,
1. For exercise A, demonstrate how to complete the sentences with the indicated form
“Correct!” or “Incorrect!” while they check the correct phrases.
of the verb be. Then ask five volunteers to come to the board and compete to write
the sentences that you give them as fast as possible. Check these sentences before
moving on.
2. For exercise B, ask several students to describe the picture for you, including who is in
it, what they are doing, and where they are. Then have the students draw partners out
Check Up of a hat or bag and complete the dialogues together. Roll a die to see which pairs have
As you work through the check up and practice exercises, walk around the classroom to perform them for the class.
sure to check each exercise and explain any common errors so that the students can 3. For exercise C, keep the students in their pairs. Have them work together to identify
correct their answers and learn from their mistakes. what is wrong in each underlined phrase and rewrite the sentences. As the students
start to finish the exercise, call on some of them to write the sentences on the board
1. For exercise A, have the students circle the correct words on their own. When they are for you.
finished, have them all read the sentences out loud together to check them.
2. For exercise B, remind the students that singular nouns should have is after them,
while plural nouns should have are. Then go through the sentences as a class and
have the students call out which forms of be they think should go in the blanks.
Grammar in Writing
3. For exercise C, ask several students to describe the pictures. Then put the students
into pairs and have them work together to complete the dialogue answers. Make sure
that they practice the dialogues when they are finished, and call on different pairs to
read through them in front of the class.
a. What is a donation?
b. Who or what do people donate to?
c. Do you donate money? Why or why not?
Have all the students write down three different be questions on slips of paper and
put them into a bag or hat. Then have them make a line, draw out the questions,
2. Ask several students to describe what they see in the picture. Then have the students
read them out loud, and answer them in full sentences. If any of the questions have
fill in the blanks on their own using the correct forms of the verb be. When everyone is
mistakes in them, have the students that picked them identify and fix them.

3. Extra Idea (optional): ANSWER KEY: STUDENT BOOK
Have the students write their own donation requests like the previous exercise for
victims of an earthquake. Encourage them to write four or five sentences and use
the verb be as much as possible. If necessary, give them this structure to work with:
“_____ ___ a boy/girl in _____. _____ ___ poor because of an earthquake. Good food
___ rare in _____ town, so _____ and his/her family ___ hungry and sick. You ___ ___
hungry and sick. Will you help _____ and his/her family?” Edit these requests and
have the students take turns presenting them at the front of the class when everyone
is finished.
Review and Workbook

finishing up.

ANSWER KEY: WORKBOOK
Unit 7 |
There is some water.
Objectives
1. The students will learn how to use there is, there are, some, and any.
point.
point.
LESSON GUIDE
Introduction
1. Review the previous unit (the verb be) before starting your lesson. Ask each student,
“Are you _____?” Make sure they answer with “Yes, I am,” or “No, I’m not.”

Grammar Station Check Up
1. Use the chart and pictures to help you explain to the students how to use there is, As you work through the check up and practice exercises, walk around the classroom
there are, some, and any. Write on the board that there is (for singular and noncount and encourage the students to ask you questions if they ever get confused. Also, make
nouns) and there are (for plural nouns) indicate that things exist, usually in a particular sure to check each exercise and explain any common errors so that the students can
place (ex. “There is a student.” “There are students.”). Explain that the normal rules correct their answers and learn from their mistakes.
apply to make negative sentences and yes/no questions with there is and there
are. Then tell the students that some comes between there is and a noncount noun 1. For exercise A, have the students circle the correct words on their own. Then have the
(ex. “There is some juice.”), or after there are (ex. “There are some sandwiches.”). two sides of the class alternate reading the sentences out loud.
However, some changes into any in negative sentences and questions (ex. “There isn’t
any juice.” “There aren’t any sandwiches.” “Is there any candy?” → “Yes, there is.” 2. For exercise B, remind the students of the basic rules of some and any. Then have
/ “No, there isn’t.”). Leave these explanations on the board throughout the class for them complete the sentences on their own. To check them, say each sentence number
easy reference. out loud and have the students vote on which word is best before asking why the
correct students chose their word. Finish the exercise by having the girls and boys
2. Give the students as many simple examples as necessary for them to understand alternate reading the sentences out loud.
possible, to highlight the different parts of the sentences. You can ask the students to 3. For exercise C, ask several students to describe the pictures. Then put them into pairs
give you example topics to make this portion of the lesson more interactive. and have them complete the dialogues together. Make sure that they practice the
dialogues together when they are finished, and ask several pairs to perform them for
3. Extra Idea (optional): the class.
Have all the students stand up, and put them into groups of three or four. In each
group, have the students take turns pointing out different objects for their partners to 4. Extra Idea (optional):
say together, “There is ___ _____,” or “There are _____.” Once they are comfortable Bring a cloth bag into class with you. Have the students make a line in front of you,
with those sentences, have them say, “Is/Are there ________?” for their partners and for each one put one or more things into the bag without the students seeing.
to answer. Encourage them to move freely about the classroom as long as they stay Then have each student take a turn putting their hand into the bag, feeling what is in
focused on the task. there, and saying, “There is/are _____.” If you want, you can make it a competition by
having students who incorrectly identify the objects get “out” until there is only one
4. When you feel that the students have a good grasp of the grammar point, draw their student left.
attention to the exercise below. Give the students some time to match the sentences,
and encourage them to look at the specific rules for some and any in the table above
if they get confused. When they are finished, have all the students read the sentences
out loud to check them.

Practice 3. Extra Idea (optional):
Give the students one or two minutes to draw museums with rooms inside them like
1. For exercise A, ask several students to describe the pictures, making sure to ask them
the one in the previous exercise. Then have them pass their papers to the right and
whether the nouns they see are countable or not. Then have all the students complete
write three there is/there are questions for the museum drawings they receive. Then
the sentences as fast as possible. Have them compare their answers with a neighbor
have them pass the papers back for the original drawers to answer in full sentences,
when they finish, and call on individual students to read through the sentences out
and tell them that these are the FAQs for their museums. Edit these FAQs and have
loud.
the students take turns presenting them at the front of the class when everyone is
finished.
2. For exercise B, have the students draw partners out of a hat or bag and complete the
dialogues together. Make sure that they practice them when they finish, and roll a die
to determine which dialogue each pair has to perform for the class.
3. For exercise C, keep the students in their pairs. Have them work together to identify
start to finish the exercise, call on some of them to write the sentences on the board
Review and Workbook
for you. 1. Tell the students to complete the chart at the bottom of the page as fast as they can
finishing up.
Grammar in Writing nebuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space
a. What are FAQs?
b. Why do people write FAQs?
c. What questions do you often have about museums?
fill in the blanks on their own using the grammar they learned in this unit. When
everyone is finished, have the students read through the exercise out loud all together
or in turns.


Unit 8 |
It is 12 o’clock. understand. Then at the start of class, post pictures or write simple definitions of the
Objectives
Grammar Station
1. The students will learn how to use it is to talk about the time, day, date, or weather.
1. Use the chart and pictures to help you explain to the students that it is is often
used to talk about the time, day, date, and weather. Show them how to make both
point.
sentences (ex. “It is Wednesday.” “It isn’t Thursday.”) and questions (ex. “Is it Friday
yet?”). Make sure to explain that it acts as the sentence’s subject in these situations.
point.
Leave these explanations on the board throughout the class for easy reference.
LESSON GUIDE 3. Extra Idea (optional):

Bring an analog clock, a calendar, and various weather pictures to class with you. Go
Introduction around the room and point at different days, dates, times, and weather conditions to
1. Review the previous unit (there is, there are, some, and any) before starting your refresh the students’ memories on how to say them. Make sure that they use the form
lesson. Show each student a different picture and ask them, “What is there?” Make “It is _____,” each time they respond.
sure they answer with, “There is/are _____.”
2. Ask a student to read the title out loud for the class, and then write it on the board to attention to the exercise below. Have all the students read the sentences out loud,
use as an example later. and after each one have them check the correct box describing its topic.

Check Up Practice
As you work through the check up and practice exercises, walk around the classroom 1. For exercise A, remind the students that it doesn’t always refer to a day, date, time, or
and encourage the students to ask you questions if they ever get confused. Also, make weather condition when it starts a sentence. Then call on individual students and have
sure to check each exercise and explain any common errors so that the students can them read the sentences out loud. After each one, have all the students yell out which
correct their answers and learn from their mistakes. type of sentence it is. If too many students say the wrong answer, explain why it is
incorrect.
1. For exercise A, have the students circle the correct words. To check the answers, ask
the students what the answer for all of them is and have them all yell, “it!” Then have 2. For exercise B, ask several students to describe the picture for you, including who is
the students read the sentences all together. in it, what they are doing, and where they are. Then have the students answer all the
questions on their own. When they are finished, put them into pairs and have them
2. For exercise B, have the students match the questions and answers together. Then practice asking and answering all the questions. If you like, you can call on several
put them into pairs and have them practice asking and answering all the questions. If pairs to read the questions and answers for the class.
you like, you can roll a die to determine which question and answer each pair has to
perform for the class. 3. For exercise C, keep the students in their pairs. Have them work together to identify
3. For exercise C, ask several students to describe the pictures. Then have the students start to finish the exercise, call on some of them to write the sentences on the board
choose new partners and complete the dialogues together. Make sure that they for you.
practice them when they’re finished, and ask several pairs to read through them in
front of the class.

Have all the students write three or four days, dates, times, or weather conditions
on slips of paper and put them into a hat or bag. Then split the students into two or
Grammar in Writing
three teams and have them each send someone to the board. For each round, roll a
die to determine whether the students will be writing a positive sentence, negative
sentence, or question. After the die has been rolled, draw out a slip of paper and the
students the day/date/time/weather condition that they need to write in a sentence.
a. What are fun facts?
The fastest student to correctly write the sentence wins the round, and can roll the die
b. Why do people care about fun facts?
and read the slip of paper for the next round, if you like. Continue until all the students
c. What are some fun facts that you know of?
have participated.
2. Ask several students to describe what they see in the pictures. Then have the students
fill in the blanks on their own using it and the verb be. When everyone is finished, have

the students read through the exercise out loud all together or in turns. ANSWER KEY: STUDENT BOOK

Have all the students make up their own fun facts about the weather, date, day, and
time. Encourage them to write one sentence about each of these topics, and tell
them that these sentences can be as interesting or funny as they want as long as the
grammar is correct. For example, a student could write, “It is 2:00am right now.” Edit
these fun facts and have the students take turns presenting them at the front of the
class when everyone is finished.
Review and Workbook

finishing up.

Unit 9 |
She studies English.
Objectives
1. The students will learn how to make positive and negative sentences in the present
simple.
point.
point.
LESSON GUIDE
Introduction
1. Review the previous unit (it is with the weather, days, dates, and times) before starting
your lesson. Ask each student a simple day/date/time/weather question like “What
time is it?” Make sure they answer with “It is _____.”

understand. Then at the start of class, post pictures or write simple definitions of the the flashcards have been used.
attention to the exercise below. Have all the students stand up. Read the subjects and
each of their verbs one by one in phrases (ex. “You play, you runs, you flies,” etc.) and
have the students jump and say, “Correct!” for each phrase that has no problems in it.
When you are finished, have them cross out the wrong phrases in their books.
Grammar Station
1. Use the charts and pictures to help you explain to the students how to make positive
and negative sentences in the present simple. Write on the board that the present
simple is used for facts and regular actions, and that sentences with I, you, we, and
they take the base form of the verb for positive sentences and do not before the base
verb for negative sentences (ex. “I read.” “You don’t read.”). Then write that he, she,
Check Up
and it usually have –s or –es added to the base verb for positive sentences, but that As you work through the check up and practice exercises, walk around the classroom
they take does not before the base verb for negative sentences (ex. “He plays.” “She and encourage the students to ask you questions if they ever get confused. Also, make
doesn’t watch TV.”). However, make sure to point out that verbs ending in a consonant sure to check each exercise and explain any common errors so that the students can
and –y usually delete the –y and add –ies. Last, show the students how to shorten correct their answers and learn from their mistakes.
do not and does not into don’t and doesn’t. Leave these explanations on the board
throughout the class for easy reference. 1. For exercise A, have the students circle the correct words on their own. Then ask
volunteers to come to the board and write the answers for you while the rest of the
2. Give the students as many simple examples as necessary for them to understand students read through the sentences out loud. Check the words to make sure they are
the grammar point. Make sure to write these on the board using different colors, if all spelled correctly before you move on.
give you example topics to make this portion of the lesson more interactive. 2. For exercise B, ask several students to describe the pictures for you. Then tell them to
match the sentence parts together on their own. Have the different sides of the class
3. Extra Idea (optional): alternate reading the sentences out loud when they are all finished.
Before class, make flashcards of regular verbs that follow the normal spelling rules
covered in the chart. Divide the students into two to four teams. Have each team send 3. For exercise C, read through the verbs on the left out loud. After each one, have
one person to the board, and show them one of the flashcards. As soon as they see the students say its third-person form all together. Then have them complete the
what the verb is, the students at the board should write its third-person form correctly, sentences using those forms on their own. Call on different students to write the
with their teams giving them hints if they want. The first student who correctly spells answers on the board for you when they are finished.
the verb earns a point for their team. Continue until all the students have gone or all

Grammar in Writing
Have all the students stand in a circle and tell them each to hold up five fingers. Then
go around the circle and have each student say, “I don’t like/have/read/eat/etc.
_____.” Do not allow the students to repeat any ideas, and after every sentence tell
the students that everyone who does like, have, read, etc. that object or activity should
a. What is a survey?
put down one finger. Eventually, some students will have all their fingers down, which
b. Why do people make or take surveys?
means that they are out of the game (but can still make sentences). Continue until
c. Do you like to take surveys? Why or why not?
there is only one student still in the game, and declare that person the winner.
2. Ask several students to describe what they see in the pictures. Then go over the
survey chart until all the students understand the information in it. When they are
ready, have the students fill in the blanks on their own using the survey’s information.
When everyone is finished, have the students read through the exercise out loud all
Practice
1. For exercise A, ask several students to describe the pictures. Then have the students 3. Extra Idea (optional):
complete the sentences as fast as possible using the phrases underneath the Have the students make their own simple surveys of daily habits like the previous
pictures while you visibly time them. When all the students are finished, have the boys exercise and ask three of their classmates to take it. When they are finished, have
and girls take turns reading the sentences out loud. them write four or five sentences summarizing the information that they learned. If
necessary, give them this structure to use for their summary: “According to my survey,
2. For exercise B, demonstrate how to fill in the example’s first sentence with the positive _____ and _____ __________, but _____ _________. _____ also ________, but _____
form of the given verb and the second sentence with the negative form of the verb. and _____ don’t _________. However, all three students ________, even though none
When the students finish, have them check their answers with a partner. Then call on of them ________. Last, _____ and _____ often _________, but _____ only sometimes
one student to read through the first problem, let them choose the next student to ________.” Edit these survey reports and have the students take turns presenting
read, and so on. them at the front of the class when everyone is finished.

Review and Workbook
ANSWER KEY: STUDENT BOOK
finishing up.

Unit 10 |
Do you want the robot?
Objectives
1. The students will learn how to make yes/no and what questions in the present simple.
point.
point.
LESSON GUIDE
Introduction
1. Review the previous unit (positive and negative sentences in the present simple)
before starting your lesson. Show each student a different picture and have them
describe it with “A boy/girl _____.”

words on the side of the board for the students to refer back to throughout the class. 4. When you feel that the students have a good grasp of the grammar point, draw their
attention to the exercise below. Have them match the questions and answers on their
own, and put them into partners to practice the questions and answers. Make sure
they practice them when they are finished. If you like, have the girls and boys alternate
reading through the sentences out loud.
Grammar Station
1. Use the charts and pictures to help you explain to the students how to make yes/no
questions and what questions in the present simple. Write on the board that yes/no
questions in the present simple start with do or does and have the base verb after the
subject (ex. “Do you have any gum?”). Then tell the students that the answers to these
Check Up
questions have do/does or don’t/doesn’t after the subject (ex. “Yes, I do.” “No, she As you work through the check up and practice exercises, walk around the classroom
doesn’t.”). When the students are comfortable with yes/no questions, tell them that and encourage the students to ask you questions if they ever get confused. Also, make
what questions ask for information about animals or things. Explain that the students sure to check each exercise and explain any common errors so that the students can
need to put what before do or does to make these kinds of questions (ex. “What do correct their answers and learn from their mistakes.
you want?” “What does she have?”). Then explain that they need to include the main
verb in the answer, unlike yes/no questions (ex. “I want pizza.” “She has a cold.”). 1. For exercise A, have the students circle the correct words on their own. Then have the
Leave these explanations on the board throughout the class for easy reference. whole class read through the sentences all together.
2. Give the students as many simple examples as necessary for them to understand 2. For exercise B, put the students back into the pairs they were in before. Have them
the grammar point. Make sure to write these on the board using different colors, if complete the dialogues together and practice them back and forth. Then if you like,
possible, to highlight the different parts of the sentences. You can ask the students to you can have the two sides of the room alternate reading through the sentences out
give you example topics to make this portion of the lesson more interactive. loud to check them.
3. Extra Idea (optional): 3. For exercise C, ask several students to describe the pictures. Then have them pick
Have all the students come to the board and write as many verbs as they can think of new partners out of a hat or bag and complete the rest of the dialogues with them.
all over it. Then have them make a line and take turns throwing a wadded-up paper ball Make sure that all the pairs practice the dialogues back and forth. Then roll a die to
at the board. Whichever verb the ball hits closest to is the verb you will use to ask a determine which pairs have to perform the dialogues for the class.
simple “Do you _____?” question for the student. Make sure that they answer, “Yes, I
do,” or “No, I don’t,” before the next student goes. 4. Extra Idea (optional):
Before class, make a simple 3x3 grid full of “What do you _____?” questions, and print
enough copies for all the students. Tell the students that they are in a competition to

see who can fill out their grids the fastest. The way to do this is by asking their fellow
Grammar in Writing
students the questions in their grids and receiving full answers. If you like, you can
have the students sign their names in the boxes that they have answered on the other
students’ papers to keep track of how many questions each student has asked and
answered.
a. What is a guessing game?
b. Do you have any guessing games in your country?
c. Do you like guessing games? Why or why not?
students fill in the blanks on their own using the grammar for yes/no questions and
Practice what questions that they have learned. When everyone is finished, have the students
1. For exercise A, ask several students to describe the picture. Then have the students read through the exercise out loud all together or in turns.
pick new partners out of the hat or bag and work together to complete the dialogues
as fast as they can. The first pair to correctly complete the dialogues does NOT have 3. Extra Idea (optional):
to present any of them to the class. Instead, the other pairs have to play rock, paper, Have the students choose partners out of a hat or bag and think of a word to use in
scissors to see which of them have to present the dialogues. their own guessing games (without telling their partners the word). Have the student
guessing write down questions and pass them over for the person thinking of the word
2. For exercise B, go through the chart with the students until they understand the to answer in full sentences. Tell the students that the pair that does this the quietest
information in it. Then let the students choose their own partners to complete and fastest wins the game. Once all the pairs have finished, have them switch roles
the dialogues with. When they are finished, make sure they practice the dialogues and play the game over again. Both times, encourage them to use both yes/no and
together. Then roll a die for each pair to see which dialogue they have to perform for what questions to figure out the answer. Edit these questions and answers and have
the class in happy/sad/excited/angry/tired voices. the students take turns presenting them at the front of the class when everyone is
finished, if you like.
3. For exercise C, have the students work on their own to identify what is wrong in each
underlined phrase and rewrite the sentences. As the students start to finish the
exercise, call on some of them to write the sentences on the board for you.

ANSWER KEY: STUDENT BOOK
Review and Workbook
finishing up.

Unit 11 |
Sam is taller than Ben.
Objectives
1. The students will learn about comparative adjectives.
point.
point.
LESSON GUIDE
Introduction
1. Review the previous unit (yes/no questions and what questions in the present simple)
before starting your lesson. Ask each student a simple yes/no or what question like
“Do you watch _____?” or “What do you do for fun?” Make sure they answer with a full
sentence.

3. Scan the unit before class and identify any words that your students may not there is no need to demand full sentences from the students. However, if they pick up
understand. Then at the start of class, post pictures or write simple definitions of the the idea quickly you can make the activity harder by having them say full sentences.
4. When you feel that the students have a good grasp of the grammar point, draw
their attention to the exercise below. Tell them to match the adjectives and their
comparatives as fast as they can. Then have the fastest students write the answers
on the board for you, and say each adjective for the students to all yell out their
comparatives.
Grammar Station
1. Use the chart and pictures to help you explain what comparative adjectives are to
the students. Write on the board that comparative adjectives compare two people
or things by adding –er or more to adjectives with than afterward (ex. “Joey is taller
than Cheryl.” “Our class is more fun than the other class.”). Make sure to go over the
spelling rules for comparatives that are covered in the chart, i.e., most adjectives: add
Check Up
–er (ex. “young” → “younger”); adjectives ending in –e: add –r (ex. “large” → “larger”; As you work through the check up and practice exercises, walk around the classroom
adjectives ending in a vowel and double consonant: make it a double consonant and and encourage the students to ask you questions if they ever get confused. Also, make
add –er (ex. “hot” → “hotter”); and adjectives ending in –y: delete the –y and add –ier sure to check each exercise and explain any common errors so that the students can
(ex. “dirty” → “dirtier”). Leave these explanations on the board throughout the class correct their answers and learn from their mistakes.
for easy reference.
1. For exercise A, have the students circle the correct words on their own. Then have the
2. Give the students as many simple examples as necessary for them to understand whole class read through the sentences all together.
possible, to highlight the different parts of the sentences. You can ask the students to 2. For exercise B, ask several students to describe the pictures. Then have them match
give you example topics to make this portion of the lesson more interactive. the sentence parts to complete the sentences, and tell the different sides of the room
to alternate reading the sentences out loud back and forth.
Bring a bunch of animal pictures to class and tape them to the board. Have the 3. For exercise C, say each adjective on the left and have the students say its
students take turns closing their eyes, spinning around, and walking forward to touch comparative form as quietly as they can. Then have them complete the sentences with
two pictures at random (still with their eyes closed). When they see which animals they these comparatives. If you like, you can ask four volunteers to write the answers on
have touched, have them say a comparative adjective and indicate which animal has the board for you.
that quality. For example, if a student touched a picture of a cheetah and a turtle, they
could say “faster” and point to the cheetah. Since it is still the beginning of the unit,

Grammar in Writing
Have all the students stand up and line themselves against the wall or board from
tallest to shortest. Go down the line and have each student say, “I am taller than
_____.” (The shortest student can say, “I am shorter than _____.”) Then go back up the
line and have them say, “_____ is taller than me.” (The tallest student can say, “_____
a. What is an advertisement?
is shorter than me.”) If you like, you can have all the students make comparative
b. Why do companies make advertisements?
sentences comparing two other students as well.
c. Do you like seeing advertisements? Why or why not?
students fill in the blanks on their own using the given adjectives. When everyone is

1. For exercise A, have the students underline all the adjectives in the starting Have the students write their own advertisements like the previous exercise for a new
sentences. Then have them complete the second sentences with comparatives of type of pizza (or other food) that they are selling. Encourage them to write about four
these adjectives. If you like, roll a die to determine which students have to write the or five sentences using as many comparatives as possible. If necessary, give them
answers on the board for you. this structure to work with: “_____ pizza is the best pizza ever! It tastes _____ _____
than _____ pizza. Its crust is also _____ to bite than _____ pizza. What’s more, _____
2. For exercise B, ask several students to describe the pictures for you. Then have them pizza is much _____ _____ any other pizza! This deal is ¬¬_____ _____ any other offer
complete the sentences on their own comparing the pictures’ subjects. Have the two around! Eat _____ pizza now!” Edit these advertisements and have the students take
sides of the class compete to see who can read the sentences the loudest when turns presenting them at the front of the class when everyone is finished.
everyone is finished.
Review and Workbook

finishing up.

2. Before class, print enough unit review tests for all the students from www. ANSWER KEY: STUDENT BOOK

Unit 12 |
The snail moves slowly.
Objectives
1. The students will learn about adverbs.
point.
point.
LESSON GUIDE
Introduction
1. Review the previous unit (comparative adjectives) before starting your lesson. Show
each student pictures of two animals and have them compare them in a sentence (ex.
“The dolphin is smarter than the squirrel.”).

words on the side of the board for the students to refer back to throughout the class. have them go through again and circle all the adverbs that describe those verbs. When
they are finished, tell all the students to stand up, read the sentences all together, and
jump or clap any time they reach an adverb.
Grammar Station
1. Use the chart and pictures to help you explain what adverbs are to the students. Write
on the board that adverbs describe verbs by saying how, when, or where something
Check Up
happens. Tell the students that adverbs often come after the verb of a sentence (ex. “I As you work through the check up and practice exercises, walk around the classroom
run quickly.” “They sing quietly.”). Then explain that most adverbs are formed by adding and encourage the students to ask you questions if they ever get confused. Also, make
–ly to adjectives, but that adjectives already ending in –y delete the –y and add –ily sure to check each exercise and explain any common errors so that the students can
(ex. “noisy” → “noisily”), adjectives ending in –le delete the –e and add –y (“simple” correct their answers and learn from their mistakes.
→ “simply”), and some adjectives keep their same form as adverbs (ex. “fast”). Last,
make sure to point out that good is irregular and changes to well when it is an adverb. 1. For exercise A, tell the students to write the adverbs of all the adjectives as quickly
Leave these explanations on the board throughout the class for easy reference. as they can while you visibly time them. The fastest student to correctly write all the
adverbs is the winner. Then call up students to write the answers on the board for you,
2. Give the students as many simple examples as necessary for them to understand and have all the students say each adverb after you say each adjective.
possible, to highlight the different parts of the sentences. You can ask the students to 2. For exercise B, read slowly through each sentence yourself and have all the students
give you example topics to make this portion of the lesson more interactive. yell out which word best completes it all together while they circle it. If too many
students yell the wrong answer, explain why it is incorrect. If you like, you can have
3. Extra Idea (optional): the different sides of the class alternate reading through the sentences when you are
Pass out pieces of paper to the students. Tell each student to make a simple picture finished.
showing a person doing something. Give them one minute to make the picture. When
the minute is up, tell the students to pass the picture to the person on their left. That 3. For exercise C, ask several students to describe the pictures. Then read through
person then has to write an adverb-verb combination that would apply to a sentence the adjectives on the left and have the students say their adverb forms all together.
(ex. “quickly runs,” “happily eats,” etc.). When everyone is finished, have the students Tell the students to complete the sentences using these adverbs, and then call on
share their pictures and sentences with the class. individual students to read them out loud.
4. When you feel that the students have a good grasp of the grammar point, draw their 4. Extra Idea (optional):
attention to the exercise below. First have the students underline all the verbs. Then Have the students take turns miming an action in front of the other students to guess.

However, the guessing students have to say the action in a full sentence for it to
Grammar in Writing
count. If some students have trouble thinking of an action, be ready with some simple
ideas to prompt them. If you like, you can turn the activity into a competition between
two or three teams where you give the acting student a list of actions and adverbs to
act out. The number of actions that their teammates guess is the number of points
a. What is a tip?
that the team gets. The team with the most points at the end is the winner.
b. Do you like it when people give you tips? Why or why not?
c. What are some ways to improve your English?
fill in the blanks on their own using the given adjectives. When everyone is finished,
have the students read through the exercise out loud all together or in turns.
Practice
1. For exercise A, ask several students to describe the pictures. Then have all the 3. Extra Idea (optional):
students complete the sentences as fast as they can with the adjectives from the box Have the students write their own tips for improving their English similar to the
in adverb form while you time them. Ask the fastest students to write the words on the previous exercise. Encourage them to write four or five sentences with as many
board for you, and have the boys and girls alternate speaking the sentences out loud. adverbs as they can. If necessary, give them this structure to work with: “I study
English _____. To improve your English, listen _____ to native English speakers talking
2. For exercise B, demonstrate how to change the example sentence from subject + be + _____. It is very _____, but soon you can understand more _____. Also, speak _____
adjective/object form to subject + verb + adverb form. Then call up five volunteers and with English speakers and _____ read English books and newspapers. Last, practice
have them compete to write the sentences that you give them as fast as they can on writing _____ in English. Soon you will be very good at English!” Edit these tips and
the board. The student that correctly writes their sentence the fastest wins a point. have the students take turns presenting them at the front of the class when everyone
is finished.
Review and Workbook

finishing up.

2. Before class, print enough unit review tests for all the students from www. ANSWER KEY: STUDENT BOOK

Unit 13 |
We are learning math.
Objectives
1. The students will learn how to make positive sentences in the present continuous.
point.
point.
LESSON GUIDE
Introduction
1. Review the previous unit (adverbs) before starting your lesson. Show each student a
picture of a person doing an action and have them describe it with an adverb (ex. “A
boy/girl runs fast.”).

words on the side of the board for the students to refer back to throughout the class. how to fix them.
Grammar Station Check Up

1. Use the charts and pictures to help you explain what the present continuous is to the As you work through the check up and practice exercises, walk around the classroom
students. Tell them that the present continuous is used to describe actions happening and encourage the students to ask you questions if they ever get confused. Also, make
right now (ex. “I am doing my homework.” “They are sleeping.”) Explain to the students sure to check each exercise and explain any common errors so that the students can
that they use the verb be + -ing to make this tense. Then tell them that most verbs correct their answers and learn from their mistakes.
only require –ing, but for verbs ending in –e they should delete the –e before adding –
ing. Also, demonstrate how verbs ending in a vowel and a consonant sometimes need 1. For exercise A, have the students circle the correct words on their own. Then have the
a double consonant before –ing (ex. “jogging,” “hitting,” etc.). Leave these definitions whole class read through the sentences all together.
on the board throughout the class for easy reference.
2. For exercise B, say the verbs on the left one at a time and have the students respond
2. Give the students as many simple examples as necessary for them to understand with their –ing forms. Then have them use these forms to complete the sentences.
the grammar point. Make sure to write these on the board using different colors, if When they are finished, have one side of the class read through the first sentence
possible, to highlight the different parts of the sentences. You can ask the students to while the other side mimes the action, switch for the next sentence, and so on through
give you example topics to make this portion of the lesson more interactive. the exercise.
3. Extra Idea (optional): 3. For exercise C, ask several students to describe the pictures, including what the
Have the students come to the board and take turns writing as many common verbs as people are doing in them. Then have the students complete the exercise on their own
they can think of. Then tell them to line up and take turns throwing a wadded-up paper and ask the girls and boys to alternate reading through them all together. This time,
ball at the board. After they hit a verb or close to a verb, have them erase it and write however, tell them all to act out the sentences regardless of who reads them.
the present continuous –ing form instead. Another option is to have the student at the
board write the form while the rest of the students yell out the spelling all together. 4. Extra Idea (optional):
Have each student take a turn standing up and miming an action for the student on
4. When you feel that the students have a good grasp of the grammar point, draw their their right to guess and identify using the present continuous (ex. “He is sleeping.”).
attention to the exercise below. Slowly read through the –ing forms while the students Encourage them to use props in the classroom if they want to make their acting more
look at them, and have them say, “Right!” or “Wrong!” after each one. Tell them to interesting. Go around the room as many times as you like until the students are
check the correct ones, but write the wrong ones on the board and ask the students comfortable making the sentences quickly. Another option is to have all the students

guess the action in full sentences and let the student who correctly guesses it first act c. Do you like magic shows? Why or why not?
out the next sentence.
students fill in the blanks on their own from the words in the box. When everyone is
Practice Draw a few simple buildings on the board with a horizontal line connecting them as
a landscape. Then have the students come to the board and give them one or two
1. For exercise A, demonstrate how to change the example present simple sentence into
minutes to take turns drawing as many pictures of people doing activities as they
the present continuous. Then ask four volunteers to come to the board and compete
can. When they are finished with their mural, have them sit down and write four or
to write their sentences as fast as they can. Check these sentences before moving on.
five sentences describing it in the present continuous. If necessary, give them this
structure to work with: “On the board, a girl ___ _____. There is also a boy _____. They
2. For exercise B, ask several students to describe the picture for you, including who
___ _____. Nearby, a boy/girl ___ _____ with a/an _____. This picture ___ _____!” Edit
is in it, what they are doing, and where they are. Then have the students fill in the
these descriptions and have the students take turns presenting them at the front of
sentences on their own, and ask the different sides of the class to take turns reading
the class when everyone is finished.
the sentences out loud while miming the actions.
Review and Workbook

Grammar in Writing finishing up.
a. What does descriptive writing mean?
b. How is the present continuous useful in descriptive writing?

with any of the test questions, review the material some more. ANSWER KEY: STUDENT BOOK

Unit 14 |
He isn’t reading a book.
Objectives
1. The students will learn how to make negative sentences in the present continuous.
point.
point.
LESSON GUIDE
Introduction
1. Review the previous unit (positive sentences in the present continuous) before starting
your lesson. Do a simple action in front of each student and have them say, “You are
_____.”

Check Up
Grammar Station 1. For exercise A, have the students circle the correct words on their own. Then have the
1. Use the chart and pictures to help you explain to the students how to make negative whole class read through the sentences all together.
sentences in the present continuous. Write on the board that all they have to do is add
not between be and the –ing verb (ex. “I am not drinking water.”). Make sure to remind 2. For exercise B, explain that the sentences on the left set up different situations
the students that is not and are not can be shortened to isn’t and aren’t. Leave these and that the students need to match them with the sentences on the right that go
explanations on the board throughout the class for easy reference. with them. Then have the students complete this activity with a partner, and call on
different pairs to read the sentences out loud together while the rest of the class acts
2. Give the students as many simple examples as necessary for them to understand them out.
possible, to highlight the different parts of the sentences. You can ask the students to 3. For exercise C, ask several students to describe the picture, including who is in it, what
give you example topics to make this portion of the lesson more interactive. they are doing, and where they are. Then say the verbs in the box one at a time and
have the students all say their –ing forms. When you are finished, have the students
3. Extra Idea (optional): complete the sentences on their own, and call on individual students to write the
Put the students into pairs. Have them take turns miming an action for the other answers on the board for you.
person to say, “You are _____.” However, tell them that these guesses have to be
incorrect, so that the acting students can say, “No, I’m not _____. I’m _____.” Then 4. Extra Idea (optional):
have them switch roles. If you like, you can have the students move around the Give the students one or two minutes to draw pictures of very sad people with objects
classroom to switch partners a few times during this activity. next to them. When the time is up, have the students leave the pictures on their
desks and move three seats to the right. Then have them describe the picture in the
4. When you feel that the students have a good grasp of the grammar point, draw their negative present continuous by writing, “This person is sad. He/She ___ ___ _____.”
attention to the exercise below. Have all the students stand up. Read each sentence For example, if a student sits at a desk with a picture of a sad person and a soccer
and have the students jump or clap and yell, “Right!” or “Wrong!” for each sentence. ball, they might write, “This person is sad. She is not playing soccer.” Then encourage
When you are finished, have them check the correct sentences in their books. the students to make the people look even more unhappy and draw another object or
two before switching seats again. Continue the activity as long as you like.

Ask a student to draw a person doing something on the board. Draw an arrow to the
1. For exercise A, ask several students to describe the picture. Then have them complete
right and ask a different student to draw the next picture in the story. Do this again two
the sentences with a partner and take turns saying the sentences out loud. If you
more times so that you have a four-panel story with one or two characters, and make
like, you can call on different pairs to read through the sentences when everyone is
sure that at least one of the panels shows the character looking sad because he/she
finished.
isn’t doing something. Then tell the students that they are going to write short stories
based on these pictures. If necessary, give them this structure or something similar to
2. For exercise B, ask five volunteers to come to the board and compete to write out the
work with: “_____ is _____ now. He/She is sad because he/she ___ _____. But now a
sentences that you give them. The fastest student to correctly write their sentence is
boy/girl ___ _____ a _____. This makes _____ happy because he/she ___ _____. Now
the winner. Make sure to check the sentences all together before moving on.
_____ and the boy/girl ___ _____!” Edit these stories and have the students take turns
presenting them at the front of the class when everyone is finished.
3. For exercise C, have the students choose partners out of a hat or bag. Tell them to
work together to identify what is wrong in each underlined phrase and rewrite the
sentences. As the students start to finish the exercise, call on some of them to write
the sentences on the board for you.
Review and Workbook

Grammar in Writing put the chart’s structure on the board. Have the students fill it in for you as they start
finishing up.
a. What is a play?
b. Do you know any famous plays?
c. Do you like to watch or act in plays? Why or why not?
fill in the blanks on their own with the given verbs. When everyone is finished, have the
students read through the exercise out loud all together or in turns.


Unit 15 |
Is she riding a bike? understand. Then at the start of class, post pictures or write simple definitions of the
Objectives
Grammar Station
1. The students will learn how to make yes/no and what questions in the present
1. Use the chart and pictures to help you explain to the students how to make yes/no
continuous.
questions and what questions in the present continuous. Write on the board that yes/
no questions in the present continuous start with the verb be before the subject and
point.
are answered with the verb be after the subject (ex. “Are you coming? → “Yes, I am.”
/ “No, I’m not.”). Then explain that what questions in the present continuous ask for
point.
information about the activity happening at the moment and go before the verb be and
sentence subject (ex. “What is he doing?”). Tell the students that they should answer
these questions with positive present continuous sentences (ex. “He is swimming.”).
Leave these explanations on the board throughout the class for easy reference.
Introduction
1. Review the previous unit (present continuous negative sentences) before starting your 3. Extra Idea (optional):
lesson. Show each student a picture of a person and an object with an X over it and Have the students write down any three present continuous questions on small slips
have them say, “The boy/girl is not _____.” of paper and put them into a hat or bag. Then call each student to the front and have
them pick out a question to answer. If you like, you can have the students write their
2. Ask a student to read the title out loud for the class, and then write it on the board to answers on the board and/or answer multiple questions.

4. When you feel that the students have a good grasp of the grammar point, draw their is acting should reply, “Yes, I am,” or “No, I’m not.” Once the students are more
attention to the exercise below. Remind the students that the subjects in their answers comfortable with the activity, you can bring the class back together and have individual
should match the subjects in the questions. Then have them match the questions with students act in front of the whole class for all the students to guess.
the correct answers, and ask the two sides of the room to alternate reading them out
loud.
Practice
1. For exercise A, say each verb on the left out loud for the students to follow with its –
Check Up ing form. Then have the students complete the exercise as fast as possible while you
As you work through the check up and practice exercises, walk around the classroom visibly time them. When they are finished, call on random pairs of students to read
and encourage the students to ask you questions if they ever get confused. Also, make through the dialogues out loud.
correct their answers and learn from their mistakes. 2. For exercise B, ask several students to describe the pictures for you, including who
is in them, what they are doing, and where they are. Then have the students choose
1. For exercise A, have the students circle the correct words on their own. Then have the partners out of a hat or bag and work together to complete the dialogues. Make sure
whole class read through the questions all together. that they practice the dialogues, and then roll a die to determine which dialogue each
pair has to perform for the class.
2. For exercise B, say the verbs on the left one at a time and have the students respond
with their –ing forms. Then have them complete the questions on their own, and ask 3. For exercise C, have the students identify what is wrong in each underlined phrase and
the boys and girls to alternate reading them out loud while the group that isn’t reading rewrite the sentences on their own. As the students start to finish the exercise, call on
acts out what the question is about. some of them to write the sentences on the board for you.
into pairs and have them work together to complete the dialogues. Make sure that
they practice them back and forth when they are finished.

Split the students into groups of three or four. In each group, have the students
take turns acting out something for the others to guess using yes/no questions in
the present continuous like “Are you _____?” After each question, the student who

a. What is a news broadcast? finishing up.
b. Why do people like listening to news broadcasts?
c. Do you watch the news? Why or why not? 2. Before class, print enough unit review tests for all the students from www.
2. Ask several students to describe what they see in the picture. Then have the students Beginner 2). When everyone is finished with the review chart, have all the students
fill in the blanks on their own using the given words. When everyone is finished, have take the tests on their own. If possible, have them check their answers with a partner
the students read through the exercise out loud all together or in turns. or go through the tests all together before the end of class. If the students struggled
Have the students write their own news broadcasts about climbing the Egyptian 3. The corresponding workbook unit is intended as homework so the students can review
pyramids similar to the broadcast in the previous exercise. Let them choose partners what they have learned at home. However, you can also go through the workbook in
to work with, and encourage them to write three or four lines of dialogue each using as class if you would like to be present for additional grammar practice with the students.
many yes/no and what questions in the present continuous as possible. If necessary,
give them this structure to work with:
“This is _____ from Today’s News. Hello, _____. What ___ you _____?”
“Hello, _____. I ___ _____ Mr./Ms. _____ set a new record!”
“That’s interesting! _____ ___ he/she _____?”
“He/She ___ _____ up the biggest pyramid of Giza.”
“___ he/she _____ well? ___ many people _____ him/her?”
“Yes, he/she ___ _____ great! Many people ___ _____ their hands for him/her!”
Edit these broadcasts and have the students take turns presenting them at the front
of the class when everyone is finished.


Unit 16 |
I get up at seven o’clock.
Grammar Station
Objectives 1. Use the chart and pictures to help you explain what prepositions of time are to
the students. Write on the board that prepositions of time are used to say when
1. The students will learn how to use prepositions of time.
something happens, but that different prepositions are used in different situations. Go
over at, on, and in with the students. Tell them that at is used for time (ex. “at 4:00”)
point.
and some parts of the day (ex. “at noon”); on is used for the day (ex. “on Friday”), the
date (ex. “on March 7”), and special days (ex. “on Independence Day”); and that in is
point.
used for the month (ex. “in September”), the year (ex. “in 2109”), the season (ex. “in
spring”), and some parts of the day (ex. “in the afternoon”). Finally, explain that when
and what time are used to ask questions about time and are answered with normal
positive sentences. Leave these explanations on the board throughout the class for
easy reference.
1. Review the previous unit (yes/no and what questions in the present continuous) before
starting your lesson. Ask each student, “What are you _____?” Make sure they answer 3. Extra Idea (optional):
in a full sentence. Bring a calendar and analog clock with you into the classroom. Start on one end of the
classroom and have two students stand and compete to say the time, day, or date that
2. Ask a student to read the title out loud for the class, and then write it on the board to you point to with the correct preposition of time before it. Have the winner compete
use as an example later. against the next student, and then have that winner compete against the next student,
and so on. This activity can alternatively be done before studying the grammar point to
3. Scan the unit before class and identify any words that your students may not remind the students how to tell times and dates. Continue until all the students have
understand. Then at the start of class, post pictures or write simple definitions of the participated.

4. When you feel that the students have a good grasp of the grammar point, draw their on them with a blank for the correct preposition of time in front of each of them. Divide
attention to the exercise below. Have them all stand up. Say the phrases and have the class into two teams and have the students take turns representing their team at
the students jump or clap and yell, “Right!” or “Wrong!” for each one. Then have them the front of the class. For each pair of students that comes up, show them a flashcard
circle the correct phrases in their books. and have them compete to say the entire phrase with the correct preposition. The
student that says it first gets a point for their team and sits down. Continue until all
the students have participated a couple of times.
Check Up
Practice
sure to check each exercise and explain any common errors so that the students can 1. For exercise A, ask several students to describe the pictures, including who is in them,
correct their answers and learn from their mistakes. what they are doing, where they are, and what time it is. Then have the students
complete the sentences on their own with the given phrases and correct prepositions
1. For exercise A, say each time expression in the box above and have the students of time, and have the two sides of the classroom alternate reading the sentences all
shout which preposition should go with it. Then have them write the entire expressions together as loud as they can.
in the appropriate boxes, and ask the fastest students to write the expressions in lists
on the board for you. 2. For exercise B, have the students choose partners out of a hat or bag and work
together to complete the dialogues. Make sure that they practice the dialogues back
2. For exercise B, ask several students to describe the pictures for you, including what and forth when they are finished. If you like, you can roll a die to see which dialogue
time or day it is for each one. Then have all the students circle the correct words, and each pair has to perform for the class.
have the class read the sentences out loud all together.
3. For exercise C, keep the students in their pairs. Have them work together to identify
3. For exercise C, put the students into pairs. Have them work together to complete the what is wrong in each underlined phrase and rewrite the sentences. As the students
second sentences with the correct prepositions and then match the questions and start to finish the exercise, call on some of them to write the sentences on the board
answers. Make sure that they practice the questions and answers when they are for you.
finished. If you like, you can ask several pairs to perform the questions and answers
for the class as dramatically as possible.

Make flashcards with times, days, dates, months, years, parts of the day, etc. written

a. What is an interview?
b. Why do people have interviews?
c. Do you like watching interviews? Why or why not?
students fill in the blanks on their own using the prepositions and questions of time.
When everyone is finished, have the students read through the exercise out loud all

Have the students write their own interviews about daily schedules. Tell each student
to write four questions asking about someone’s daily routine (ex. “When do you wake
up?”). Then collect the questions, mix them up, and pass them back out to different
students. Another option is to have the students pair up and exchange their questions
with their partner. Tell the students to answer the questions that they have received in
full sentences, and then tell them that these are their interviews. Edit these interviews
and have the students take turns presenting them in pairs at the front of the class
when everyone is finished.
Review and Workbook

finishing up.


Unit 17 |
I was sick last night. words on the side of the board for the students to refer back to throughout the class.

1. Use the chart and pictures to help you explain to the students what the past tense is
1. The students will learn how to use the verb be in positive and negative past simple
and how to use the verb be in it. Write on the board that the past simple is used to
sentences.
talk about events that happened in the past, oftentimes with words like yesterday, last
week, last year, awhile ago, etc. Then explain that the verb be has two forms in the
point.
past simple: was and were. Was is used with the subjects I, he, she, and it, while were
is used with we, you, and they (ex. “I was happy.” “You were late.”). Tell the students
point.
that negative sentences with the verb be in the past simple are made by putting
not after the verb be (ex. “She was not in the library.” “They were not upset.”). Last,
explain that was not and were not can be shortened into wasn’t and weren’t. Leave
these explanations on the board throughout the class for easy reference.
Introduction
1. Review the previous unit (prepositions of time) before starting your lesson. Ask 3. Extra Idea (optional):
each student, “When/What time do you _____?” Make sure that they answer in full Make several decks of flashcards with subjects and the verb be in the present and
sentences with prepositions of time. past simple (ex. “I am,” “She wasn’t,” etc.). Then split the students into groups of
three or four, and have them each make a circle with a deck of flashcards upside
2. Ask a student to read the title out loud for the class, and then write it on the board to down in the middle. Have the students take turns turning over the flashcards. If the
use as an example later. card has a past simple phrase on it, tell them to just say it out loud and then continue
on. However, if the card has a present simple phrase on it, tell them that they should
3. Scan the unit before class and identify any words that your students may not compete to slap it, and that whoever slaps it first should say its past tense form out

loud. For example, if the students turn over the phrase “He is,” they would all slap it 4. Extra Idea (optional):
and the fastest student should say, “He was.” Continue as long as you like. Keeping Start at one end of the room and have each student say what they were or weren’t
points is optional in this activity. like the previous day/month/year (ex. “Last month I was in Korea.” “Last year I wasn’t
very short.”). If you like, you can make it into a kind of bragging contest between the
4. When you feel that the students have a good grasp of the grammar point, draw their students by encouraging them to say the strangest or funniest things they were in the
attention to the exercise below. Tell the students to match the subjects with the past. Continue until each student has had a chance to participate.
correct forms of the verb be. When everyone is finished, have the students take turns
saying the phrases out loud.
Practice
1. For exercise A, ask several students to describe the pictures, and tell the students
Check Up that these pictures show what the people in them did at 5:00 the day before. Then
As you work through the check up and practice exercises, walk around the classroom have the students complete the sentences on their own. Call on individual students to
and encourage the students to ask you questions if they ever get confused. Also, make read them out loud when everyone is finished.
correct their answers and learn from their mistakes. 2. For exercise B, demonstrate how to use the given phrases to make a past simple
sentence with the negative short forms. Then ask four volunteers to come to the
1. For exercise A, have the students circle the correct words on their own. Then have the board and compete to write out the sentences that you give them. The fastest student
whole class read through the sentences all together. to correctly write their sentence is the winner.
2. For exercise B, use the example sentence to demonstrate how to change a present 3. For exercise C, have the students choose partners out of a hat or bag. Have them
simple sentence into a past simple one, and make sure to point out that the present work together to identify what is wrong in each underlined phrase and rewrite the
simple sentences have today in them while the past simple sentences have yesterday. sentences. As the students start to finish the exercise, call on some of them to write
Then have the students complete the sentences on their own. Have the two sides of the sentences on the board for you.
the class alternate reading the sentences all together as loud as they can.
3. For exercise C, ask the students to describe the pictures. Then put them into pairs
and have them complete the sentences and practice them together. When everyone is
finished, call on individual students to read the sentences out loud.

a. What is a diary?
b. What do people write in diaries?
c. Do you have a diary? Why or why not?
fill in the blanks on their own using the verb be in the past simple. When everyone is

Have the students write their own diaries about what they did the day before.
Encourage them to write four or five sentences using the verb be in the past simple as
much as possible. If necessary, give them this structure to work with: “Yesterday I ___
at/in _____. My friends _____ and _____ ___ there, too. We ___ there for ___ hours.
Then I ___ sad since _____ and _____ went home. After that, I ___ at/in _____ for ___
hours.” Edit these diaries and have the students take turns presenting them at the
front of the class when everyone is finished.
Review and Workbook

finishing up.


Unit 18 |
We played baseball. words on the side of the board for the students to refer back to throughout the class.

1. Use the charts and pictures to help you explain how to use regular verbs in the past
1. The students will learn how to use regular verbs in positive and negative past simple
simple. Tell the students that most verbs just need the suffix –d or –ed to be put in
sentences.
the past tense (ex. “looked,” “jumped,” “helped,” etc.). However, explain that verbs
ending in –e just need –d on the end (ex. “liked”), that verbs ending in a vowel + a
point.
consonant need a double consonant + -ed (ex. “stopped”), and that verbs ending in
a consonant + -y must have the –y changed into –ied (ex. “carried”). Also, warn the
point.
students that there are many exceptions to these rules, some of which will be covered
in the next lesson. Then explain that did not is put in front of the base verb to make
negative sentences in the past simple (ex. “They did not have fun.”), and that it can be
shortened to didn’t. Leave these explanations on the board throughout the class for
easy reference.
1. Review the previous unit (the verb be in the past simple) before starting your lesson.
Ask each student, “Where were you at 8:00 last night?” Make sure that they answer in 3. Extra Idea (optional):
a full sentence. Make a deck of regular base verbs before class. Split the students into two or three
teams and have each team send one person up to the board. Show the students one
2. Ask a student to read the title out loud for the class, and then write it on the board to of the cards and have them compete to write the past tense form as fast as they can.
use as an example later. The student that correctly writes it the fastest wins a point for their team. Continue
until all the students have participated or you have no more flashcards left.

Practice
attention to the exercise below. Tell the students to circle all the correct past simple
1. For exercise A, ask several students to describe the pictures. Then say each verb on
forms on their own. Then ask the two fastest students to put the circled and un-circled
the right and have the students follow with its past tense form. When you are finished,
words in lists on the board for you.
have the students complete the sentences as fast as they can and call on individual
students to read them out loud.

Split the students into groups of three or four. Make up the start of a story and
have the students take turns adding past simple sentences to it in their groups. For
Check Up example, if you started the story with “Yesterday I played on the computer,” a student
As you work through the check up and practice exercises, walk around the classroom could follow it with “I enjoyed the game,” and another student could continue the story
and encourage the students to ask you questions if they ever get confused. Also, make with “Then I baked cookies,” and so on. Continue until you feel that the students are
sure to check each exercise and explain any common errors so that the students can comfortable using the past simple in stories.
3. For exercise B, demonstrate how to make a negative past simple sentence with the
1. For exercise A, have the students circle the correct words on their own. Then have the example. Then ask four volunteers to come to the board and compete to write the
whole class read through the sentences all together. sentence that you give them the fastest. Check these sentences all together before
moving on.
2. For exercise B, say each verb on the left out loud and have the students say its past
simple form after you. Then have them use these forms to complete the sentences 4. For exercise C, put the students into pairs. Have them work together to identify what is
on their own. When everyone is finished, ask the girls and boys to alternate reading wrong in each underlined phrase and rewrite the sentences. As the students start to
through the sentences. finish the exercise, call on some of them to write the sentences on the board for you.
into pairs and have them complete the sentences in the positive and negative past
simple together. When everyone is finished, call on different pairs to read through the
sentences together.

a. Do you know any stories from China? finishing up.
b. Do you like reading stories? Why or why not?
c. Is it good to copy people? Why or why not? 2. Before class, print enough unit review tests for all the students from www.
2. Ask several students to describe what they see in the pictures. Then have the Beginner 2). When everyone is finished with the review chart, have all the students
students fill in the blanks on their own using the given words in the past simple. When take the tests on their own. If possible, have them check their answers with a partner
everyone is finished, have the students read through the exercise out loud all together or go through the tests all together before the end of class. If the students struggled
or in turns. with any of the test questions, review the material some more.
3. Extra Idea (optional): 3. The corresponding workbook unit is intended as homework so the students can review
Have the students write their own stories in the past simple. Encourage them to write what they have learned at home. However, you can also go through the workbook in
down a famous story that they have heard using as many different verbs in the past class if you would like to be present for additional grammar practice with the students.
simple as they can. For example, if the students choose to write Harry Potter they
could work with this structure: “Harry Potter ___ ___ an ordinary boy. He _____ with
his aunt and uncle, but later _____ at Hogwarts to become a wizard. While he was
at school, he _____ and _____ with his friends Ron and Hermione. He also _____
everyone from the evil Lord Voldemort. Harry Potter ___ a hero!” Edit these stories and
have the students take turns presenting them at the front of the class when everyone
is finished.


Unit 19 |
They went to the zoo.
Grammar Station
Objectives 1. Use the charts and pictures to help you explain to the students how to use irregular
verbs in the past simple. Write on the board that some verbs have irregular forms in
1. The students will learn how to make positive and negative sentences with irregular
the past simple that must be memorized, but that negative sentences with them are
verbs in the past simple.
still made with didn’t before the base verb (ex. “Today I eat.” vs. “Yesterday I ate.” vs.
“Yesterday I didn’t eat.”). However, point out that these verbs keep the same irregular
point.
past tense form for all subjects. Then put the irregular verbs from the chart on p. 78
(as well as any others you want to cover) on the board and have the students practice
point.
them by saying, “Today I _____. Yesterday I _____,” with them all. If you like, leave
these verbs on the board throughout the class for easy reference.
LESSON GUIDE
Introduction Make flashcards with the irregular verbs from the chart on p. 78. Put the students
1. Review the previous unit (regular verbs in the past simple) before starting your lesson. into two teams and have each team send one person to the board. For each pair of
Have each student say, “Yesterday at ___ I ________.” students, show them a flashcard and have them write the past tense form of that verb
as fast as they can. The first student to correctly write the form earns a point for their
2. Ask a student to read the title out loud for the class, and then write it on the board to team. Continue until all the flashcards have been used, and then give the winning
use as an example later. team a small prize (ex. one or two pieces of candy each).
3. Scan the unit before class and identify any words that your students may not 4. When you feel that the students have a good grasp of the grammar point, draw their
understand. Then at the start of class, post pictures or write simple definitions of the attention to the exercise below. Have them match the present and past simple verb

forms together, and then say each present simple verb at random for the students to irregular verbs. The student that makes a “bingo” of five spaces in a row wins the
respond with its past simple form. game.
Check Up Practice
As you work through the check up and practice exercises, walk around the classroom 1. For exercise A, ask several students to describe the pictures in Lisa’s schedule. Then
and encourage the students to ask you questions if they ever get confused. Also, make have the students complete the sentences with the phrases in the box and the given
sure to check each exercise and explain any common errors so that the students can irregular verbs. Call on individual students to read the sentences out loud once you
correct their answers and learn from their mistakes. are finished.
1. For exercise A, have the students circle the correct words on their own. Then have the 2. For exercise B, go through the table until all the students understand the information
whole class read through the sentences all together. that is on it. Then have the students complete the sentences in the positive and
negative past simple as fast as they can while you visibly time them. As the students
2. For exercise B, say each verb on the left out loud and have the students say its past start to finish, ask the fastest ones to write the sentences on the board for you to
simple form after you. Then have the students complete the sentences with these check all together.
forms, and ask the two sides of the class to alternate reading the sentences out loud.
3. For exercise C, ask several students to describe the pictures, including the pictures wrong in each underlined phrase and rewrite the sentences. As the students start to
with X’s. Then put the students into pairs and have them complete the positive and finish the exercise, call on some of them to write the sentences on the board for you.
negative sentences together. When everyone is finished, call on different students to
read the sentences out loud.

Before class, make Bingo 3x3 or 5x5 cards with the irregular past forms of a number
of verbs. Then bring the cards and counters to class for the students to play Bingo
Grammar in Writing
with. Also bring a bag with all the base forms of the verbs in it, and let the students
take turns choosing different verbs to call out for the rest of the class to look for on
their boards. This way they will have to recognize the present simple verbs and look
for their past simple irregular forms, which will help them memorize all the past simple

a. What is a newspaper article? with any of the test questions, review the material some more.
b. Why do people read news articles?
c. Do you read news articles? Why or why not? 3. The corresponding workbook unit is intended as homework so the students can review
2. Ask several students to describe what they see in the picture. Then have the students class if you would like to be present for additional grammar practice with the students.
fill in the blanks on their own using the given verbs. When everyone is finished, have
the students read through the exercise out loud all together or in turns.

Have the students write their own news articles about four or five sentences long like
the one in the previous exercise. One possible topic is the story of a brave pet. If
necessary, give them this structure to work with: “Yesterday, ________ and his/
her dog/cat _____ into an old cave. They _____ and _____ in the cave for a while.
Suddenly, the cave ________! _____ ___ still inside! Fortunately, his/her dog/cat _____
_____ for help and _____ ______.” Edit these news articles and have the students take
turns presenting them at the front of the class when everyone is finished.
Review and Workbook

finishing up.


Unit 20 |
You must be quiet. understand. Then at the start of class, post pictures or write simple definitions of the
Objectives
Grammar Station
1. The students will learn how to use the modal verbs must, must not, have to, and don’t
1. Use the charts and pictures to help you explain to the students how to use the modal
have to.
verbs must, must not, have to, and don’t have to. Write on the board that each of these
of these verbs comes before the sentence’s base verb and has a different function:
point.
must and have to indicate that something is necessary to do (ex. “She must/has to
pass her test.”), but must not (mustn’t) indicates that something is not allowed while
point.
don’t have to indicates that something is not necessary to do (ex. “You must not feed
the dog.” vs. “You don’t have to feed the dog.”). Therefore, must and have to mean the
same thing even though must not and don’t have to mean different things. Leave these
explanations on the board throughout the class for easy reference.
Introduction
1. Review the previous unit (irregular verbs in the past simple) before starting your 3. Extra Idea (optional):
lesson. Ask each student a simple question like “What did you eat for breakfast/ Write three categories on the board: Must/Have to, Must not, and Don’t have to. Then
lunch?” Make sure that they answer in a full sentence to practice their grammar. challenge the students to see how many classroom rules they can come up with, and
let them take turns putting simple ideas like “talk loudly” or “do my homework” in
2. Ask a student to read the title out loud for the class, and then write it on the board to the appropriate categories. Encourage them to think of silly rules like “wear green on
use as an example later. Tuesdays” or “give the teacher a cookie” to make the activity more fun. If you want,
you can give a point to the students as a whole for each rule that they think up and a
point to yourself for each additional rule that you think up.

4. When you feel that the students have a good grasp of the grammar point, draw their so on. Encourage the students to be as silly with their commands as they want. If you
attention to the exercise below. Point to each sign at random and have the students like, after the first round you can start the exercise over, but instead have each student
yell out, “Must!” or “Mustn’t!” all together while they match the picture with the right who gives a command cancel it quickly using don’t have to before the student has a
modal verb. chance to do it (ex. “You have to draw a picture. … You don’t have to draw a picture.”).
Check Up Practice
As you work through the check up and practice exercises, walk around the classroom 1. For exercise A, ask several students to describe the pictures, including whether the
and encourage the students to ask you questions if they ever get confused. Also, make actions of the people are good or not. Then have the students complete the sentences
sure to check each exercise and explain any common errors so that the students can as fast as they can with the given verbs and correct modal verbs while you visibly time
correct their answers and learn from their mistakes. them. When everyone is finished, call on individual students to read the sentences out
loud.
1. For exercise A, have the students circle the correct words on their own. Then have the
whole class read through the sentences all together. 2. For exercise B, ask four volunteers to come to the board and compete to write the
sentences that you give them as fast as possible (they only have to write the second
2. For exercise B, ask several students to describe the pictures, including whether the sentence in each problem). Correct these sentences before moving on.
people’s activities are good or not. Then have them fill in the blanks with must or must
not, and ask the two sides of the class to alternate reading the sentences out loud. 3. For exercise C, put the students into pairs. Have them work together to identify what is
3. For exercise C, remind the students that don’t have to means that something is not finish the exercise, call on some of them to write the sentences on the board for you.
necessary or is optional. Then have them complete the sentences on their own as
fast as possible while you visibly time them. When they are finished, call on individual
students to read them out loud.

Start on one end of the room and have a student give a simple command to the next
Grammar in Writing
student using must or have to (ex. “You must/have to draw a picture.”). That student
then has to do the action, but afterwards they get to tell the next student a simple
command. That student does the action, gives a command to the next student, and

questions about the writing type. Some possible ideas are: Beginner 2). When everyone is finished with the review chart, have all the students
a. What are tips? take the tests on their own. If possible, have them check their answers with a partner
b. Do you like to get tips? Why or why not? or go through the tests all together before the end of class. If the students struggled
c. Do you like hiking? Why or why not? with any of the test questions, review the material some more.
2. Ask several students to describe what they see in the picture. Then have the students 3. The corresponding workbook unit is intended as homework so the students can review
fill in the blanks on their own using the words in the box. When everyone is finished, what they have learned at home. However, you can also go through the workbook in
have the students read through the exercise out loud all together or in turns. class if you would like to be present for additional grammar practice with the students.

Have the students write their own tips about swimming like the ones in the previous
exercise. Encourage them to write four or five sentences using as many modal verbs
from this unit as they can. If necessary, give them this structure to work with: “To go
swimming, you ___ ___ ___ use a lot of equipment. Instead, you ___ wear a swimming
suit, and you ___ ___ learn how to float in the water. You ___ ___ ___ wear a life
jacket in a swimming pool, but you ___ wear one in rivers, lakes, or the ocean. Also,
be careful! You ___ ___ swim close to boats or other dangerous things.” Edit these
tips and have the students take turns presenting them at the front of the class when
everyone is finished.
Review and Workbook

finishing up.


MEMO

Grammar Space Beginner 2 TG

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Grammar Space Beginner 2 TG

Uploaded by

Copyright:

Available Formats

a r

2 Grammar Space Beginner 2 Teacher’s Guide 3

3. Extra Idea (optional):

4 Grammar Space Beginner 2 Teacher’s Guide 5

6 Grammar Space Beginner 2 Teacher’s Guide 7

3. Extra Idea (optional):

Review and Workbook

8 Grammar Space Beginner 2 Teacher’s Guide 9

10 Grammar Space Beginner 2 Teacher’s Guide 11

Introduction 3. Extra Idea (optional):

12 Grammar Space Beginner 2 Teacher’s Guide 13

14 Grammar Space Beginner 2 Teacher’s Guide 15

3. Extra Idea (optional):

Review and Workbook

16 Grammar Space Beginner 2 Teacher’s Guide 17

18 Grammar Space Beginner 2 Teacher’s Guide 19

20 Grammar Space Beginner 2 Teacher’s Guide 21

4. Extra Idea (optional):

22 Grammar Space Beginner 2 Teacher’s Guide 23

3. Extra Idea (optional):

Review and Workbook

24 Grammar Space Beginner 2 Teacher’s Guide 25

26 Grammar Space Beginner 2 Teacher’s Guide 27

28 Grammar Space Beginner 2 Teacher’s Guide 29

30 Grammar Space Beginner 2 Teacher’s Guide 31

32 Grammar Space Beginner 2 Teacher’s Guide 33

ANSWER KEY: Review Test 1

34 Grammar Space Beginner 2 Teacher’s Guide 35

Objectives Grammar Station

36 Grammar Space Beginner 2 Teacher’s Guide 37

38 Grammar Space Beginner 2 Teacher’s Guide 39

3. Extra Idea (optional):

Review and Workbook

40 Grammar Space Beginner 2 Teacher’s Guide 41

42 Grammar Space Beginner 2 Teacher’s Guide 43

44 Grammar Space Beginner 2 Teacher’s Guide 45

46 Grammar Space Beginner 2 Teacher’s Guide 47

Review and Workbook

48 Grammar Space Beginner 2 Teacher’s Guide 49

50 Grammar Space Beginner 2 Teacher’s Guide 51

52 Grammar Space Beginner 2 Teacher’s Guide 53

54 Grammar Space Beginner 2 Teacher’s Guide 55

56 Grammar Space Beginner 2 Teacher’s Guide 57

LESSON GUIDE 3. Extra Idea (optional):

58 Grammar Space Beginner 2 Teacher’s Guide 59

4. Extra Idea (optional):

60 Grammar Space Beginner 2 Teacher’s Guide 61

3. Extra Idea (optional):

Review and Workbook

62 Grammar Space Beginner 2 Teacher’s Guide 63

ANSWER KEY: Review Test 2

64 Grammar Space Beginner 2 Teacher’s Guide 65

66 Grammar Space Beginner 2 Teacher’s Guide 67

68 Grammar Space Beginner 2 Teacher’s Guide 69

70 Grammar Space Beginner 2 Teacher’s Guide 71

72 Grammar Space Beginner 2 Teacher’s Guide 73

74 Grammar Space Beginner 2 Teacher’s Guide 75

76 Grammar Space Beginner 2 Teacher’s Guide 77

78 Grammar Space Beginner 2 Teacher’s Guide 79

80 Grammar Space Beginner 2 Teacher’s Guide 81

82 Grammar Space Beginner 2 Teacher’s Guide 83

Practice 3. Extra Idea (optional):

Review and Workbook

84 Grammar Space Beginner 2 Teacher’s Guide 85