Grammar Space Beginner 1 TG

m a r
Gram
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B
Te a c h e r ’s G u i d e
Grammar Space Beginner 1
Contents
2 Grammar Space Beginner 1 Teacher’s Guide 3

Unit 1 | Grammar Station
Harry is my dog. 1. Use the chart and pictures to help you explain what nouns are to the students. Write
on the board that a noun is a person, place, animal, or thing (ex. “student,” “school,”
“cat,” “pencil,” etc.), and have the students point out nouns in the classroom. Then
explain that there are two types of nouns. Common nouns are just normal nouns.
However, proper nouns are the names of specific nouns (ex. “Joe,” “Madrid,” “New
Year’s,” etc.) and must always have a capital (big) letter. Write on the board that
Objectives people, city, country, animal, days of the week, month, and holiday names are all proper
nouns with capital letters. Leave these explanations on the board throughout the class
1. The students will learn about common nouns and proper nouns.
for easy reference.
2. The students will complete exercises to familiarize themselves with the key grammar
point.
2. Give the students as many simple examples as necessary for them to understand
3. The students will identify and correct simple mistakes related to the key grammar
the grammar point. Make sure to write these on the board using different colors, if
point.
possible, to highlight the different parts of the sentences. You can ask the students to
4. The students will apply their new grammar knowledge in a practical writing exercise.
give you example topics to make this portion of the lesson more interactive.
5. The students will review the grammar point before the end of class to aid retention.
3. Extra Idea (optional):

Give the students one minute to draw a picture of any noun they want. When they are
finished, collect all the pictures and pass them back out to the students at random.
Then write “people,” “places,” “animals,” and “things” on the board and tell the
LESSON GUIDE students to tape their pictures under the right category and write the correct words
beside them.
Introduction
1. Ask a student to read the title out loud for the class, and then write it on the board to 4. When you feel that the students have a good grasp of the grammar point, draw their
use as an example later. attention to the exercise below. Tell them to stand up. Slowly read through all the
words in the exercise, and have the students jump or clap and say, “Noun!” any time
2. Scan the unit before class and identify any words that your students may not they hear a noun. Once you’ve finished saying them all, have the students circle them
understand. Then at the start of class, post pictures or write simple definitions of the in their books.
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, have the class read the sentences all together, but call on students at
and encourage the students to ask you questions if they ever get confused. Also, make random to tell you what the nouns in each sentence are. Once you have gone through
sure to check each exercise and explain any common errors so that the students can all the sentences, say each noun and have the students yell, “Common!” or “Proper!”
correct their answers and learn from their mistakes. and write it in the appropriate column.
1. For exercise A, ask several students to describe what they see in the pictures. Then 2. For exercise B, ask several students to describe the pictures for you, including who is
go back through and have the students match the pictures to the nouns and types of in them, what they are doing, and where they are. Then have the students fill in the
nouns. If you like, put the exercise structure on the board and ask a student to match sentences on their own, and ask the different sides of the class to take turns reading
it for you. the sentences out loud.
2. For exercise B, go through a few of the nouns in the box as a class and put them into 3. For exercise C, put the students into pairs. Have them work together to identify what is
the correct categories. Once the students understand how to do the exercise, have wrong in each underlined phrase and rewrite the sentences. As the students start to
them finish it on their own. Call the fastest four students to list the people, animals, finish the exercise, call on some of them to write the sentences on the board for you.
places, and things on the board for you, and check them as a class.
3. For exercise C, tell the students that they need to choose whether to have a big
or small letter in the option. Then call on different students to read through the
sentences, but have the whole class use their hands to show “big” or “small” when
the students reach the options at the end of the sentences.
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
Split the students into two or three teams. Have each team send a person to the
questions about the writing type. Some possible ideas are:
board and say a simple noun for them to write as fast as they can. However, tell them
a. Why do people write emails?
that if you say a proper noun, they should include a big letter when they write it. Give
b. Do you have your own email account?
the fastest student to correctly write the noun a point for their team and have the
c. Who do you email the most?
teams switch writers. Continue until all the students have participated once or twice.
2. Ask several students to describe what they see in the pictures. Then have the
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.

3. Extra Idea (optional): ANSWER KEY: STUDENT
WORKBOOKBOOK
Have the students write their own emails about three or four sentences long like the
one in the previous exercise on extra pieces of paper. Encourage them to use both
common nouns and proper nouns, and if necessary give them the structure, “Dear
_____, My name is ______. I am a ______. My dad is a ______. His name is ______.
My mom is a _____. Her name is ______. I hope to see you soon! From, ______.” Edit
these emails 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 1). 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
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
what they have learned at home. However, you can also go through the workbook in
class if you would like to be present for additional grammar practice with the students.

ANSWER KEY: WORKBOOK
Unit 2 |
This is a dress.
Objectives
1. The students will learn about the articles a, an, and the.
point.
point.
LESSON GUIDE
Introduction
1. Review the previous unit (common and proper nouns) before starting your lesson.
Show each student a flashcard with a common noun and a proper noun on it (ex. “boy”/
“ben”) and ask them which word should start with a big letter.
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.
3. Scan the unit before class and identify any words that your students may not
understand. Then at the start of class, post pictures or write simple definitions of the

Check Up
As you work through the checkup and practice exercises, walk around the classroom
and encourage the students to ask you questions if they ever get confused. Also,
make sure to always check each exercise and explain any common errors so that the
students can correct their answers and learn from their mistakes.
Grammar Station 1. For exercise A, continue using flashcards of the nouns or say them like you did in the
1. Use the chart and pictures to help you explain what articles are to the students. Write previous exercise. If you like, you can speed up the rate you go through the cards or
on the board that the articles a, an, and the go in front of nouns (ex. “a pen,” “an even expand into common items around the classroom. Then have the students write
elf,” “the cat,” etc.), and that a and an go before singular nouns (with an going before down the nouns and articles.
vowels). Then have them point out objects in the classroom and say them with the
proper articles in front. Explain that the goes in front of unique nouns or specific nouns 2. For exercise B, give the students 15-20 seconds to complete the sentences while
that have already been defined (ex. “the sky,” “the cat [that was already mentioned]”). making it obvious that you are timing them. Once the students are finished, have the
Leave these explanations on the board throughout the class for easy reference. two sides of the classroom alternate reading the sentences out loud.
2. Give the students as many simple examples as necessary for them to understand 3. For exercise C, ask a few students to describe the pictures. Remind the students
the grammar point. Make sure to write these on the board using different colors, if that the first time they refer to something, they should use a or an, but after that
possible, to highlight the different parts of the sentences. You can ask the students to they should use the. Then slowly read through the sentences, but pause at the word
give you example topics to make this portion of the lesson more interactive. options so that the students can yell out which article best completes them. Call on
individual students to read the sentences out loud when you are finished.
Have all the students come to the board and write two or three nouns on it anywhere
they choose. Then have them make a line, and give the first student a wadded-up
paper ball. Tell them to throw it at the board and say whichever noun it 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 has already been
Practice
said, they have to say the in front of it instead.
1. For exercise A, ask the class to yell out what they see in the picture. Then have them
say only what they see on the girl’s table, followed by only what is on the boy’s table.
4. When you feel that the students have a good grasp of the grammar point, draw their
Tell the students to complete the sentences describing the pictures when they have
attention to the exercise below. Hold up flashcards of the nouns in the exercise and/or
identified everything on both tables, and have the whole class read them out loud.
say them. For each one, have the students respond with “a!” or “an!” as appropriate.
Then have them circle the words in the exercise.

2. Extra Idea (optional): is finished, have the students read through the story out loud all together or in turns.
Have all the students stand up and rotate three chairs to the right. Then put them into If you like, have different students read the story in different emotions.
pairs and have them describe the objects on the desk that they just arrived at to their
partners using the sentence structure from the previous exercise (i.e. “ [name] has 3. Extra Idea (optional):
_____, _____, _____, and _____.” Repeat as often as you like. Have the students write their own stories about three or four sentences long like the
one in the previous exercise. Tell them that the topic is “going to a birthday party,”
3. For exercise B, ask a student to read through the example. Then read through the first and encourage them to use articles to talk about the things that they see there. If
sentence of the first problem, omitting the article. Ask the student if we know which necessary, give them this structure to work with: “My friend _____ has a birthday party
elephant, and when they say “no” tell them that means they should use an. Then today! There is ___ _____, ___ _____, ___ ____, and ___ ____. ___ _____ tastes very
do the same with the second sentence, but when they respond “yes” tell them that good. I gave my friend ___ _____ as a present. ___ _____ is very interesting.” Edit
means they should use the. Continue like this through the rest of the problems or have these stories and have the students take turns presenting them at the front of the
the students finish them on their own. Then have the boys and girls alternate reading class when everyone is finished.
the sentences out loud.
4. 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.
Review and Workbook

finishing up.
Grammar in Writing
1. Emphasize to the students that this writing exercise ties the grammar they have 2. Before class, print enough unit review tests for all the students from www.
learned into practical writing for the future. Start the exercise by asking general nebuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space
questions about the writing type. Some possible ideas are: Beginner 1). When everyone is finished with the review chart, have all the students
a. Do you like stories? Why or why not? take the tests on their own. If possible, have them check their answers with a partner
b. What is your favorite story? or go through the tests all together before the end of class. If the students struggled
c. Who usually tells you stories? 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
fill in the blanks on their own using the articles that they have learned. When everyone

3. The corresponding workbook unit is intended as homework so the students can review ANSWER KEY: STUDENT BOOK

Unit 3 |
He has three watches.
Objectives
1. The students will learn about singular nouns and plural nouns.
point.
point.
LESSON GUIDE
Introduction
1. Review the previous unit (articles) before starting your lesson. Show each student a
flashcard with a picture on it and have them say, “There is a/an _____.”

Grammar Station Check Up
1. Use the chart and pictures to help you explain what singular nouns and plural nouns As you work through the check up and practice exercises, walk around the classroom
are to the students. Write on the board that singular nouns are for one person, place, and encourage the students to ask you questions if they ever get confused. Also, make
animal, or thing, while plural nouns are for more than one person, place, animal, or sure to check each exercise and explain any common errors so that the students can
thing (ex. “cat” vs. “cats”). Then go over the spelling rules for plural nouns (most correct their answers and learn from their mistakes.
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) 1. For exercise A, say each noun in the box and ask the students to tell you what its
and add –ves). Leave these explanations on the board throughout the class for easy plural form is. Then tell them to divide the nouns into the right boxes based on their
reference. spellings. Ask the first four students who finish to write the nouns on the board for you
under the correct categories.
the grammar point. Make sure to write these on the board using different colors, if 2. For exercise B, ask several students to describe what noun is in each picture as
possible, to highlight the different parts of the sentences. You can ask the students to well as how many of the noun there are. Then read through the phrases, but let the
give you example topics to make this portion of the lesson more interactive. students all say the plural nouns together while they write them in. Finish the exercise
by pointing at the different pictures randomly and having the students say the phrases
3. Extra Idea (optional): that go with them.
Bring as many students to the board as you can fit. Give them each a marker and
tell them to write out the plural noun that you say as fast as possible. Then give the 3. For exercise C, give the students 15 seconds to choose which plural noun spelling
student who correctly writes the noun the fastest a point, and bring up new students. is correct in all of the problems. Then read through the sentences, but make the
Continue as long as you like, but make sure to use a variety of nouns with different students yell out the answer for each one and spell it out loud. Either have the class
spelling rules. read the sentences all together or call on different students to read them out loud
when you’re finished.
attention to the exercise below. Tell them to check all the correct plural nouns on their
own. Then have them hold up the right number of fingers and say the numbers of the
problems that they checked. Last, have all the students read the phrases out loud and
correct the ones that were wrong.
Practice
1. For exercise A, ask several students to describe what they see in the picture in as
much detail as possible. Then go through the nouns in the box above and have the
students say their plural forms after you say their singular forms. When you are
finished, have the students complete the exercise on their own and read through it all

together. 2. Ask several students to describe what they see in the pictures. Then read through the
information about the garage sale and have the students fill in the blanks on their own
2. Extra Idea (optional): based on the pictures. When everyone is finished, point at the pictures randomly and
Tell the students that you are going to have an objects competition. Explain that they have the students say the phrases that go with them.
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 3. Extra Idea (optional):
student may find 12 pencils, another may find 15 books, and another may find 8 Have the students write their own garage sale advertisements like the previous
jackets. Go around the room and have each student say, “I have ___ _____.” The one exercise. Tell them to take a blank sheet of paper, write “Garage Sale!” at the top,
with the most objects is the winner. Make sure all the objects are returned to their and make up “When” and “Where” details to write under the title. Then give them two
original owners after the game is done. minutes to draw five or six pictures of items with prices to sell at their garage sales,
but say that these objects all have to be plural. When they are finished, tell them to
3. For exercise B, go through the example on the board to show the students how to write, “There are ___ _____,” under each picture to practice the unit’s grammar. Edit
change the starting sentences into plurals. Then ask four volunteers to come to the these advertisements and have the students take turns presenting them at the front
board and write out the sentences that you give them as fast as possible. Check the of the class when everyone is finished.
sentences as a class when they are done.
Review and Workbook

finishing up.
Grammar in Writing
1. Emphasize to the students that this writing exercise ties the grammar they have 2. Before class, print enough unit review tests for all the students from www.
learned into practical writing for the future. Start the exercise by asking general nebuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space
questions about the writing type. Some possible ideas are: Beginner 1). When everyone is finished with the review chart, have all the students
a. What is an advertisement? take the tests on their own. If possible, have them check their answers with a partner
b. What advertisements do you see a lot? or go through the tests all together before the end of class. If the students struggled
c. Do you like seeing advertisements? Why or why not? with any of the test questions, review the material some more.


Unit 4 |
He wants some water.
Objectives
1. The students will learn about count nouns, noncount nouns, and some.
point.
point.
LESSON GUIDE
Introduction
1. Review the previous unit (singular and plural nouns) before starting your lesson. Show
each student a flashcard with a common singular noun on it (ex. “baby”) and ask them
to spell its plural out loud.

words on the side of the board for the students to refer back to throughout the class. Corner.” Say each noun from the exercise and tell them that they should run to the
correct side of the room. Then have the students say the plurals for the nouns in
the Count Corner and “some _____” for nouns in the Noncount Corner. When you
are finished, have them run back to their seats and circle the count nouns and draw
triangles around the noncount nouns afterward.
Grammar Station
1. Use the chart and pictures to help you explain what count nouns and noncount nouns
are to the students. Write on the board that count nouns are nouns we can count that
have singular and plural forms (ex. “student,” “desk,” “chair,” etc.), while noncount
nouns are nouns we can’t count that only have singular forms (ex. “water,” “milk,” “air,”
Check Up
etc.). Go over the common noncount nouns with the students and explain that liquids As you work through the check up and practice exercises, walk around the classroom
and abstract ideas that they can’t see (ex. “information,” “music,” etc.) are noncount and encourage the students to ask you questions if they ever get confused. Also, make
nouns. Then explain that we usually use some in front of noncount nouns instead of sure to check each exercise and explain any common errors so that the students can
a or an, and that some can also go in front of count nouns to mean a few or several. correct their answers and learn from their mistakes.
Leave these explanations on the board throughout the class for easy reference.
1. For exercise A, tell the students that they need to put a or an in front of the count
2. Give the students as many simple examples as necessary for them to understand nouns and X in front of the noncount nouns. Then have them go through the exercise
the grammar point. Make sure to write these on the board using different colors, if as fast as they can and read all the phrases together (without saying the X’s).
give you example topics to make this portion of the lesson more interactive. 2. For exercise B, ask a few students to describe the pictures. Then go through each
problem and have the students yell out together which word goes in front of the noun
3. Extra Idea (optional): while they circle it.
Write a bunch of nouns all over the board and have the students line up and take turns
throwing a wadded-up paper ball at it. For whichever noun the ball lands closest to, 3. For exercise C, give the students thirty seconds to read through the sentences and
have the entire class say “Count!” or “Noncount!” all together. A little bit of repetition circle the correct phrases to complete them. Then call on different students to read
is all right, but if possible try to use nouns that are different from the ones in the next the sentences on their own. Another option is to have all the students stand up and
exercise. read them together as dramatically as possible.
attention to the exercise below. Have them all stand in a group, and designate one
side of the room as the “Count Corner” and the opposite side as the “Noncount

Practice c. Is it better for stories to have a happy or sad ending? Why?
1. For exercise A, have a few students describe the picture. Then say the nouns in the
2. Ask several students to describe what they see in the picture, and ask them questions
box at the top and have the students say “Count!” or “Noncount!” after each of them.
about it. Then have the students fill in the blanks on their own from the words in the
When the students are ready, have them fill in the list, but remind them that only the
box. When everyone is finished, have the students read through the exercise out loud
count nouns should be plural. Call on several students to come write the words on the
all together or in turns.
board for you when they are finished.

Have the students write their own stories about three or four sentences long like
Give the students one or two minutes to draw pictures of things that their parents buy
the one in the previous exercise on extra pieces of paper. Encourage them to use
at the grocery store. When the time is up, have each of them show their pictures to
both count nouns and noncount nouns, and tell them that their stories should be
the class and say, “My mom/dad needs _____.” Encourage them to be as creative as
about finding a house full of food like Hansel and Gretel. If necessary, give them this
they want in the things their parents buy.
structure to work with: “I am in a house full of food. There are ___ _____, ___ _____,
and ___ _____. I also see some _____ and _____. I like to eat/drink the _____ the
3. For exercise B, ask the students whether count nouns or noncount nouns need
most.” Edit these stories and have the students take turns presenting them at the
articles, and then tell them they have 20 seconds to fill in the sentences with either
front of the class when everyone is finished.
a, an, or X. When the time is up, have the two sides of the room alternate reading the
sentences out loud in a competition to see which side is louder.
Review and Workbook
finishing up.
Grammar in Writing
a. Do you like fairytales? Why or why not?
b. Do you know the story of Hansel and Gretel?

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

Unit 5 |
He is Bob.
Objectives
1. The students will learn about subject pronouns and the verb be.
point.
point.
ANSWER KEY: Review Test 1
LESSON GUIDE
Introduction
1. Review the previous unit (count and noncount nouns) before starting your lesson.
Show each student a flashcard with a noun on it (ex. “girl,” “milk,” etc.) and have them
say, “There is a/some _____.” Make sure the flashcards are split between count and
noncount nouns.

understand. Then at the start of class, post pictures or write simple definitions of the 4. When you feel that the students have a good grasp of the grammar point, draw their
words on the side of the board for the students to refer back to throughout the class. attention to the exercise below. Tell the students to match the subjects with the
correct forms of the verb be. Then say each subject pronoun in a random order and
have the students respond with the correct form.
Grammar Station
1. Use the chart and pictures to help you explain what subject pronouns are to the
students. Write on the board that subject pronouns are short words that replace nouns
Check Up
(ex. “I,” “you,” “he,” “she,” etc.). Point out that it and they are used for animals and As you work through the check up and practice exercises, walk around the classroom
things. Have the students point at different people (including themselves) around the and encourage the students to ask you questions if they ever get confused. Also, make
classroom and use the pronouns to describe them. Then go through the verb be and sure to check each exercise and explain any common errors so that the students can
how it changes depending on the subject (i.e. “I am,” “You/We/They are,” “He/She/It correct their answers and learn from their mistakes.
is”). Last, go over how to shorten subject pronouns and the verb be into contractions
(ex. “You’re,” “She’s,” “It’s,” etc.). Leave these explanations on the board throughout 1. For exercise A, read each subject out loud and have the students all say its subject
the class for easy reference. pronoun together as they write it. Then have the boys and girls take turns reading the
sentences out loud.
the grammar point. Make sure to write these on the board using different colors, if 2. For exercise B, have a few students describe what they see in the pictures. Then
possible, to highlight the different parts of the sentences. You can ask the students to have the students go through the exercise and complete the sentences on their own
give you example topics to make this portion of the lesson more interactive. with the verb be. When they are finished, call on various students to read through the
sentences out loud.
Bring a pinwheel with all the subject pronouns written on it to class with you. Have the 3. For exercise C, have the students look at the example and remind them that subject
students come to the front all at once and take turns spinning the pinwheel, running pronouns and be can be shortened into contractions. Then ask for volunteers to come
back to their desks, and writing their subject pronouns, the correct forms of be, and to the board and write the contractions for the problems that you give them while the
the appropriate names of people in the class (including their own, if applicable). For other students work on them in their books. Check the contractions on the board all
example, if a student spun “We” they might run back and write, “We are Tom and together before moving on.
Jessica.” Repeat as often as you want and have the students read their sentences out
loud when everyone is finished.

Practice 2. Ask several students to describe what they see in the pictures, and then ask them
questions about The Wizard of Oz. Have the students fill in the blanks on their own
1. For exercise A, give the students 30-45 seconds to write the subject pronouns for the
using the correct forms of the verb be, and when everyone is finished have the
sentences as fast as they can. Then have the two sides of the class compete to see
students read through the exercise out loud all together or in turns.
how loud/quiet they can read the sentences.

Have the students write their own book reports about Harry Potter (or another book
Make a bunch of simple sentences for the students before class and scramble them
they are familiar with). Encourage them to write at least three or four sentences
up. Give each student one or two sentences to unscramble and have them read them
like the previous exercise while using the verb be and subject pronouns correctly. If
out loud and/or write them on the board.
necessary, give them this structure to work with: “Harry Potter ___ a wizard. _____
and _____ ___ his best friends. They ___ at Hogwarts. It ___ a school for magic. Harry
3. For exercise B, ask several students to describe the pictures for you, including who
___ very brave. ___ ___ a hero for many people.” Edit these book reports and have
is in them, what they are doing, and where they are. Then go through the sentences
the students take turns presenting them at the front of the class when everyone is
as a class and call on different students to read the first sentence, but have all the
finished.
students read the second sentences together.
Review and Workbook

Grammar in Writing finishing up.
a. What is a book report?
b. What books have you written reports on?
c. What is your favorite book? Why?


Unit 6 |
I’m not a teacher.
Objectives
1. The students will learn how to use the verb be in negative sentences and yes/no
questions.
point.
point.
LESSON GUIDE
Introduction
1. Review the previous unit (subject pronouns and the verb be) before starting your
lesson. Bring a pinwheel with all the subject pronouns on it to class. Have each
student spin the wheel and make a simple sentence using the pronoun they spun, the
correct form of be, and the appropriate name of someone in the class. For example, if
a student spun “They” they could say, “They are Sally and Joe.”

3. Scan the unit before class and identify any words that your students may not exercise out loud randomly and tell the students to jump or clap and say “Correct!” if
understand. Then at the start of class, post pictures or write simple definitions of the there are no mistakes in them. You can expand to other sentences as well. Then have
words on the side of the board for the students to refer back to throughout the class. the students check the correct ones in their books.

1. Use the chart and pictures to help you explain to the students how to use the verb be As you work through the check up and practice exercises, walk around the classroom
in negative sentences and yes/no questions. Write on the board that they just need to and encourage the students to ask you questions if they ever get confused. Also, make
put not after the verb be to make sentences negative (ex. “I am not sad.”), and that sure to check each exercise and explain any common errors so that the students can
is not and are not can be shortened to isn’t and aren’t. If you like, have the students correct their answers and learn from their mistakes.
stand and take turns making simple negative sentences. Then explain that to make
yes/no questions, they just need to put the verb be before the subject (ex. “Am I a 1. For exercise A, go through the sentences all together. Call on different students to
student?”), while to make answers they should put the verb be after the subject (ex. read through the first sentences, and after each one say the subject of the next
“Yes, you are.” “No, you aren’t.”). Leave these explanations on the board throughout sentence and let the students fill in the blanks for you. If you like, have the girls and
the class for easy reference. boys alternate reading the sentences out loud when they are finished filling them in.
2. Give the students as many simple examples as necessary for them to understand 2. For exercise B, use the example to demonstrate how to change the starting sentence
the grammar point. Make sure to write these on the board using different colors, if into a question. Then ask five students to come to the board and compete to see who
possible, to highlight the different parts of the sentences. You can ask the students to can change the sentence you give them the fastest. If you like, you can make up more
give you example topics to make this portion of the lesson more interactive. sentences for other students to change at the board so that they have a chance to
participate too.
Have all the students write down three different be questions on slips of paper and 3. For exercise C, ask several students to describe the picture for you in as much
put them into a bag or hat. Then have them make a line, draw out the questions, detail as possible. Then put the students into pairs and have them work together
read them out loud, and answer them in full sentences. If any of the questions have to complete the answers to the questions. When they are finished, have the pairs
mistakes in them, have the students that picked them identify and fix them. practice the questions and answers together.
attention to the exercise below. Tell them to stand up. Say the sentences in the

Grammar in Writing
Give the students one or two minutes to draw a picture of anything they want. Then
have all the students stand up, leave their drawings, and move three chairs to the
left. Underneath their new drawings, have them write three questions about them.
Then have them move three more chairs to the left. Underneath those drawings and
a. What is an interview?
questions, tell the students to answer the questions that the previous student wrote.
b. Have you interviewed someone before? Who?
Also, if they see any mistakes in the questions, tell them to fix them. Put the students
c. What kind of things can you ask someone in an interview?
into pairs and have them practice the questions and answers when they are done.
fill in the blanks on their own with the correct subjects and forms of be. When
everyone is finished, have the students read through the exercise out loud in pairs.

Practice Have the students choose partners to interview. Encourage them to each write three
1. For exercise A, have the class read each starting sentence all together once. Then or four questions to ask that person, and then switch papers so their partners can
have them read the same sentence, but tell them to yell out “not!” each time the verb write their answers down. If necessary, give them these question structures to work
be appears. Then remind them how to make contractions out of be + not and have with: “____ ____ ____ years old? ____ your mom/dad a _____? ____ _____ your friend?
them finish the exercise on their own. If you like, have them read through the new ____ ____ in ____ grade?” Edit these interviews and have the students take turns
sentences all together. presenting them at the front of the class when everyone is finished.
or what is in them, what they are doing, and where they are. Then use the first Q&A
pair as an example to show the students how to figure out which subject to use in
the question based on the answer. Have the students pick partners out of a hat and
practice the sentences together.
Review and Workbook
finishing up.

Beginner 1). When everyone is finished with the review chart, have all the students ANSWER KEY: STUDENT BOOK

Unit 7 |
Who is she?
Objectives
1. The students will learn about asking questions with who or what before the verb be.
point.
point.
LESSON GUIDE
Introduction
1. Review the previous unit (negative sentences and yes/no questions with the verb be)
before starting your lesson. Show each student a picture and ask “Is this a _____?”
for them to answer with “Yes, it is,” or “No, it isn’t.”

Check Up
As you work through the check up and practice exercises, walk around the classroom
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
correct their answers and learn from their mistakes.
Grammar Station 1. For exercise A, give the students 30 seconds to circle the correct question words. Then
1. Use the chart and pictures to help you explain what who and what are to the students. have the boys and girls alternate asking and answering the questions all together.
Write on the board that who is used to ask for information about people, while what
is used to ask for information about animals, places, and things (ex. “Who are you?” 2. For exercise B, give the students 30 seconds to match the questions with the
“What is that?”). Then explain how to answer questions with all the different subject answers. Then call on different students to read the questions out loud, but have the
pronouns. Leave these explanations on the board throughout the class for easy whole class answer them all together.
reference.
3. For exercise C, ask several students to describe the pictures. Then have the students
2. Give the students as many simple examples as necessary for them to understand pick partners out of a hat and work together to complete the questions based on the
the grammar point. Make sure to write these on the board using different colors, if answers. Make sure that they practice them together when they are finished.
give you example topics to make this portion of the lesson more interactive. 4. Extra Idea (optional):
Have the students form two lines facing each other. Make sure each student has
3. Extra Idea (optional): paper and a pen or pencil, and then tell them that on your signal all the students in
Give the students one or two minutes to run up to the board and draw anything that the line you indicate should write a who or what question as fast as they can and show
they want to. You may have to have the students take turns so that everyone has a it to their partner across from them. That person then has to write a full-sentence
chance. An alternative is to have the students all draw pictures at their desks, collect answer as fast as they can. When they are finished, both students should hold up their
the pictures, and spread them out on the floor or board so that everyone can see question/answer in the air. The students in the fastest pair with a correct question/
them. Then split the students into pairs and have them point at different objects on answer combination each win a point for that round. Then have the students in one of
the board and ask “What/Who is it/he/she?” for their partner to answer. the lines shift one spot over so they all have new partners, and repeat the activity.
attention to the exercise below. Ask several students to describe the pictures. Then
give them five seconds to match them with who or what, making sure to visibly time
them. When they are finished, point at the pictures randomly and have the students all
say who or what together.

Practice 3. Extra Idea (optional):
Have the students make their own comic strips with dialogues using who and what.
1. For exercise A, call on different students to read through the questions. After each
Give them two minutes to draw three or four comic strip panels with one character
one, ask the class what the answer’s subject is to prompt them to say the subject and
asking a second character questions. If necessary, give them these sentence
write the answer down before saying the answer all together.
structures to work with: “_____ ___ you?” “_____ ___ that/it?” “_____ ___ he/she?”
Edit these comics and have the students take turns presenting them at the front of
2. For exercise B, ask several students to describe the pictures for you, including who is
the class when everyone is finished.
in them, what they are doing, and where they are. Then give the students 30 seconds
to write the questions on their own, and ask the different sides of the class to take
turns reading the sentences out loud.
3. For exercise C, have the students choose partners out of a hat and 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
Review and Workbook
the board 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 is a comic strip?
b. Do you like to read comics? Why or why not?
c. What are some of the most famous comic strips in your country?
2. Ask several students to describe what they see in the pictures. If possible, encourage
them to make some sort of story out of it. Then have the students fill in the blanks
on their own using who, what, 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 ANSWER KEY: WORKBOOK

There is a table. 1. Use the chart and pictures to help you explain what there is and there are are to the
students. Write on the board that there + be before nouns indicates that they exist,
usually in a certain spot (ex. “There is a book.” “There are chairs.”). Explain that there
is is used for singular nouns and noncount nouns, while there are is used for plural
nouns. Leave these explanations on the board throughout the class for easy reference.
Objectives 2. Give the students as many simple examples as necessary for them to understand
1. The students will learn about how to use there is and there are.
point.
point.
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 say together, “There is ___ _____,” or “There are _____.” Encourage them to move
freely about the classroom as long as they stay focused on the task.
attention to the exercise below. Give the students ten seconds to circle the correct
LESSON GUIDE words, and then have them all read the sentences together. If you like, you can have
them read the There is sentences very loudly and the There are questions very quietly.
Introduction
1. Review the previous unit (who and what) before starting your lesson. Show each
student a picture and ask “Who/What is it?” for them to answer.
Check Up

1. For exercise A, call on some students to come up one at a time to the board and to the board and compete to see who can write the sentence that you give them the
write one of the phrases in the correct category. Once all the students have finished neatest. Let the other students act as judges on their handwriting.
categorizing the phrases, have them all make a sentence out loud with any of the
phrases that you point to. 3. For exercise C, put the students into pairs. Have them work together to identify what is
2. For exercise B, ask several students to describe the picture. Then give the students finish the exercise, call on some of them to write the sentences on the board for you.
ten seconds to complete the sentences with is or are, and check them by having all
the students say the answer after you say each sentence number. If you like, call on
individual students to read through the sentences out loud on their own.
3. For exercise C, give the students 15-20 seconds to circle the correct phrases. Then
put the students into pairs and have them check their answers together and point at
Grammar in Writing
sentences for their partner to read out loud.
Bring a cloth bag into class with you. Have the students make a line in front of you,
a. Do you know Alice in Wonderland?
and put one or more things into the bag without the students seeing. Then have each
b. Would you like to go to Wonderland? Why or why not?
student take a turn putting their hand into the bag, feeling what is in there, and saying,
c. What is the strangest thing Alice sees in Wonderland?
“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 student left.
fill in the blanks on their own with There is and There are. When everyone is finished,
have the students read through the exercise out loud all together or in turns.

Give the students one or two minutes to draw their own versions of Wonderland. Then
Practice collect the pictures and redistribute them to the students. Have them write three or
1. For exercise A, have the students see who can fill in the sentences the fastest, and four sentences describing what they see with There is and There are, and encourage
give whoever correctly finishes everything first a point. Then have the slowest students them to be as creative as possible. Edit these descriptions and have the students
read the sentences out loud. take turns presenting them at the front of the class when everyone is finished.
2. For exercise B, ask several students to describe the pictures for you, including what is
in them, what they are doing, and where they are. Then ask several students to come

Review and Workbook
ANSWER KEY: STUDENT BOOK
finishing up.

Unit 9 |
This is a bat.
Objectives
1. The students will learn about demonstrative pronouns.
point.
point.
LESSON GUIDE
Introduction
1. Review the previous unit (there is and there are) before starting your lesson. Show
each student a picture and have them say, “There is/are _____.”

1. Use the chart and pictures to help you explain what demonstrative pronouns are to the As you work through the check up and practice exercises, walk around the classroom
students. Write on the board that demonstrative pronouns refer to nouns that are near and encourage the students to ask you questions if they ever get confused. Also, make
or far from us (i.e. “this,” “that,” “these,” “those”). Explain that this is for singular sure to check each exercise and explain any common errors so that the students can
objects near us, that is for singular objects away from us, these is for plural objects correct their answers and learn from their mistakes.
near us, and those is for plural objects away from us. Then go over how to make
positive sentences, negative sentences, and yes/no questions with demonstrative 1. For exercise A, ask several students to describe what they see in the picture.
pronouns (ex. “This is a pencil.” “That is not a toy.” “Are those cookies?”). To make Then go through the sentences with the class and have the students all yell which
it easier, tell the students that demonstrative pronouns do not change the sentence demonstrative pronoun is best together. If they become confused, remind them to look
structure. Leave these explanations on the board throughout the class for easy at how far the object is from the people in the picture.
reference.
2. For exercise B, ask a few students to describe the pictures. Then give the students
2. Give the students as many simple examples as necessary for them to understand a minute to go through and choose which pronouns and verbs should be used to
the grammar point. Make sure to write these on the board using different colors, if complete the sentences. Have the students say the sentences out loud together when
possible, to highlight the different parts of the sentences. You can ask the students to everybody is finished.
3. For exercise C, use the example to show the students how to change the first
3. Extra Idea (optional): sentence into a question. Then have the students work together in pairs to finish the
Draw four large squares on the board with one demonstrative pronoun each in them. rest of the questions. When they are finished, have them ask each other the questions
Have the students line up and take turns throwing a wadded-up paper ball at the and answer them with the starting sentences.
squares. Whichever one they get closest to is their pronoun. Then have them pick a
common classroom object word out of a bag, find the object, either point to it if they
have that or those are a pronoun or stand by it if they have this or these, and make a
sentence. Continue the activity as long as you want.
Practice
attention to the exercise below. Give them five seconds to match the pictures with the
1. For exercise A, ask a few students to describe the pictures, including who is in them,
correct demonstrative pronouns, and then point at the pictures randomly and have all
what they have, and whether the object is far away from the person or not. Then go
the students yell out their pronouns.
through the example with them to review positive and negative sentences, and have
the students finish them on their own. Then have the girls and boys alternate reading
through the problems.

2. Extra Idea (optional): 3. Extra Idea (optional):
Have all the students stand in a circle. Go around the circle and have each student Have the students write their own narrations about the classroom they are in
point at an object for the person on their left to make a sentence out of. For example, similar to the previous exercise. Encourage them to write four sentences using each
if a student points at some textbooks across the room, the student on their left should demonstrative pronoun one time. If necessary, give them this structure to work with:
say, “Those are textbooks.” “Welcome to my classroom! This is ___ _____. That is ___ _____. These are _____.
Those are _____. I’m glad you’re here!” Edit these narrations and have the students
3. For exercise B, ask several students to describe the pictures for you, including who take turns presenting them at the front of the class when everyone is finished.
is in them, what they are doing, and where they are. Then have the students draw
partners out of a hat and work together to complete the dialogues like the example.
Make sure that they practice the dialogues before moving to the next exercise.
4. 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
Review and Workbook
start to finish the exercise, call on some of them to write the sentences on the board
for you.
finishing up.
Grammar in Writing Beginner 1). When everyone is finished with the review chart, have all the students
1. Emphasize to the students that this writing exercise ties the grammar they have take the tests on their own. If possible, have them check their answers with a partner
learned into practical writing for the future. Start the exercise by asking general or go through the tests all together before the end of class. If the students struggled
questions about the writing type. Some possible ideas are: with any of the test questions, review the material some more.
a. What is a narration?
b. What are some times when you hear narrations? 3. The corresponding workbook unit is intended as homework so the students can review
c. Would you like to live in a spacecraft? Why or why not? what they have learned at home. However, you can also go through the workbook in
fill in the blanks on their own with demonstrative pronouns and the verb be. When
everyone is finished, have the students read through the exercise out loud all together
or in turns.


Unit 10 |
These are my sneakers.
Grammar Station
Objectives 1. Use the chart and pictures to help you explain what possessive adjectives are to the
students. Write on the board that possessive adjectives show who owns something (ex.
1. The students will learn about possessive adjectives.
“my book,” “her car,” “our house,” etc.). Make sure to point out that ’s can be added
to a person’s name to show that they have ownership (ex. “Henry’s horse”). Leave
point.
these explanations on the board throughout the class for easy reference.
point.

Grab a bunch of different things from the students’ desks. Then have them each come
LESSON GUIDE up one at a time, find the object you took from them, say, “This is my _____,” and sit
back down. If you want, you can let them take any object they want as long as they say
Introduction the owner’s name in place of “my.” Then those owners can go, take their object back,
1. Review the previous unit (demonstrative pronouns) before starting your lesson. Point say, “No, this is my _____,” and sit back down. Of course, make sure that all the things
at different objects around the classroom and have each student take a turn saying, are returned to their rightful owners by the end of the game.
“This/That is _____,” or “These/Those 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. Tell them to stand up. Slowly say all the subjects in
use as an example later. the exercise and have the students jump or clap and say their possessive adjectives.
Once you’ve finished reading them all, have the students circle them in their books.

Check Up Practice
As you work through the check up and practice exercises, walk around the classroom 1. For exercise A, demonstrate how to complete the sentences with the example. Then
and encourage the students to ask you questions if they ever get confused. Also, make have the students complete the rest of the exercise on their own. When they are
sure to check each exercise and explain any common errors so that the students can finished, call on one student to read through the first sentence, let them choose the
correct their answers and learn from their mistakes. next student to read, and so on.
1. For exercise A, call on individual students to read through the sentences. Then have all 2. For exercise B, ask several students to describe the pictures for you, including who
the students yell out together what the possessive adjectives are as they circle them is in them, what they are doing, and where they are. Then have the students fill in
in the book. the sentences on their own, and ask the fastest ones to write them on the board for
you. If you like, have the whole class read through the sentences out loud in squeaky
2. For exercise B, give the students about 30 seconds to circle all the right words. Then voices.
have the different sides of the classroom read the sentences out loud all together.
3. For exercise C, ask a few students to describe the pictures. Then prompt each wrong in each underlined phrase and rewrite the sentences. As the students start to
sentence by asking, “Whose _____ is/are _____?” for the students to answer all finish the exercise, call on some of them to write the sentences on the board for you.
together. When applicable, point out students in the class that have the same
characteristics are the people in the sentences. If you like, have the boys and girls
alternate reading through the sentences when you are finished.

Make a bunch of simple sentences with possessive adjectives before class and
Grammar in Writing
scramble them up for the students. If you want, you can make it into a competition to
see who can unscramble their sentences the fastest. Alternatively, you could mix a ton
of subjects, forms of the verb be, possessive adjectives, and objects on little slips of
paper all together, pour them in the center of a large table or the floor, and have all the
a. What are webpages or online profiles for?
students group around and make as many sentences as they can.
b. Do you have an online profile?
c. What are some of the most famous online social networks?
students fill in the blanks on their own using the possessive adjectives that they have
learned. When everyone is finished, have the students take turns reading through the
exercise out loud.

3. Extra Idea (optional): ANSWER KEY: STUDENT BOOK
Draw the basic format for Facebook or another major social network on the board.
Have the students make their own online profiles similar to the one in the previous
exercise with pictures and sentences about things that their family and friends have.
Encourage them to write about four sentences using possessive adjectives, and if
necessary give them this structure to work with: “This is ___ friend _____. ___ pet
dog/cat is very cute. Here are ___ mom and dad. ____ new car/sofa/toaster is nice.
My friend _____ new book/movie/dress is also nice.” Edit these sentences and have
the students take turns presenting their online profiles at the front of the class when
everyone is finished.
Review and Workbook

finishing up.

Unit 11 |
My bag is green.
Objectives
1. The students will learn about adjectives.
point.
point.
LESSON GUIDE
Introduction
1. Review the previous unit (possessive adjectives) before starting your lesson. Go
around the room and point at an object on each student’s desk. Have them say, “This
is my _____.”

Check Up
Grammar Station 1. For exercise A, ask several students to describe what they see in the pictures. Then
1. Use the chart and pictures to help you explain what adjectives are to the students. have all the students read the sentences together while circling the adjectives that
Write on the board that adjectives describe nouns (ex. “This pencil is short.” “He has complete the sentences.
a black jacket.”). Then tell them that they can use adjectives either before nouns or
after the verb be. Leave these explanations on the board throughout the class for easy 2. For exercise B, write each sentence on the board with both blanks left in. After you
reference. write each sentence, have the students vote on which blank to put the adjective in
before reading the sentence all together.
the grammar point. Make sure to write these on the board using different colors, if 3. For exercise C, have the students underline all the adjectives in the sentences on
possible, to highlight the different parts of the sentences. You can ask the students to the left. Then demonstrate on the board how to change the example adjective + noun
give you example topics to make this portion of the lesson more interactive. sentence on the left into the verb be + adjective sentence on the right. When the
students understand, have them finish the rest of the exercise on their own before
3. Extra Idea (optional): having the two sides of the classroom alternate reading the sentences out loud.
Have all the students stand up. Point at different objects around the classroom and
have them jump or clap and say what color they are as fast as they can. You can also
bring in pictures of different feelings or have the students say the sizes of different
objects you point at to familiarize them with a wide variety of adjectives.
4. When you feel that the students have a good grasp of the grammar point, draw
Practice
their attention to the exercise below. Call on different students to read through
1. For exercise A, ask several students to describe what they see in the picture. Then
the sentences, but after each one have all the students yell out together what the
have the students fill in the blanks with the adjectives in the box and read the
adjective is and circle it.
sentences all together when everyone is finished.

Give the students one or two minutes to draw pictures of anything they want on
separate pieces of paper. When the time is up, collect all the pictures, mix them up,

and pass them back out to different students. Then have all the students stand up and 3. Extra Idea (optional):
find partners. Tell them to describe the pictures to their partners with one sentence in Ask for three or four volunteers to draw pictures of any animals they want on the board,
the form “There is a _____ _____,” and one sentence in the form “The _____ is _____.” and give them one minute to complete their drawings. Then have all the students
You can repeat the exercise by giving the students different pictures and new partners, choose two of the animals to compare in three or four sentences like the previous
if you wish. exercise. If necessary, give them this structure to work with: “The _____ has a _____
_____, but the _____ has a _____ _____. Also, the _____ is _____, but the _____ is
3. For exercise B, go over the example sentence and remind the students that they need _____. Last, the _____’s _____ are _____, but the _____’s _____ are _____.” Edit these
to include an article in front of a singular noun and adjective. Then have the students sentences and have the students take turns presenting them at the front of the class
complete the exercise like they did with exercise C on the previous page. Another when everyone is finished.
option is to ask four volunteers to come to the board and compete to write the
sentences you give them as fast as they can.
Review and Workbook
finishing up.
Grammar in Writing nebuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space
1. Emphasize to the students that this writing exercise ties the grammar they have Beginner 1). When everyone is finished with the review chart, have all the students
learned into practical writing for the future. Start the exercise by asking general take the tests on their own. If possible, have them check their answers with a partner
questions about the writing type. Some possible ideas are: or go through the tests all together before the end of class. If the students struggled
a. What do “compare” and “contrast” mean? with any of the test questions, review the material some more.
b. How is comparative writing useful?
c. Do you like deer or pigs better? Why? 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 pictures. 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 from the words in the box. When everyone is finished,
have the students read through the exercise out loud all together or with partners.


Unit 12 |
They are on the sofa.
Grammar Station
Objectives 1. Use the chart and pictures to help you explain what prepositions of place are to the
students. Write on the board that prepositions of place usually come before nouns
1. The students will learn about prepositions of place.
and describe where people or objects are (ex. “I am in the classroom.”). Then go
over the common prepositions of place that are covered in this unit with pictures so
point.
the students can easily understand them. Leave these explanations on the board
throughout the class for easy reference.
point.

LESSON GUIDE Have all the students stand up. It is up to you whether to put them into pairs or let
them choose their own partners. Tell them that they need to take turns pointing at
Introduction first one object, then another for their partner to say the preposition that relates the
1. Review the previous unit (adjectives) before starting your lesson. Go around the second object to the first one. For example, if the first student points at a desk and
classroom and point at different objects for the students to say, “This/That _____ is then a pencil on top of it, the second student would say, “on.” Let the students move
_____.” freely around the classroom to give them more options.
use as an example later. attention to the exercise below. Give them some time to match the numbers to the
prepositions. When they are finished, call out random numbers and have all the
3. Scan the unit before class and identify any words that your students may not students say the correct prepositions.

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, focusing on the
and encourage the students to ask you questions if they ever get confused. Also, make differences between them. Then go through the sentences as a class and call on
sure to check each exercise and explain any common errors so that the students can different students to tell you which prepositions go in the blanks. If you like, you can
correct their answers and learn from their mistakes. have the two sides of the class alternate reading the sentences out loud all together
when you are finished.
1. For exercise A, ask several students to describe what they see in the picture. Then
have the students read the sentences all together and yell out, “T!” or “F!” after each 2. For exercise B, put the students into pairs and have them complete the dialogues by
one. referring to Picture A from the previous exercise. When they are finished, have them
practice asking and answering the questions. If you like, you can ask different pairs to
2. For exercise B, ask several students to describe what they see in the pictures. Then perform the questions and answers for the class as happy/sad/excited as they can.
read through the sentences yourself, but pause at all the options and have the
students yell out which prepositions complete the sentences while they circle them. 3. For exercise C, put the students into pairs. Have them work together to identify what is
If you like, you can have the students read the sentences themselves when they are wrong in each underlined phrase and rewrite the sentences. As the students start to
finished. finish the exercise, call on some of them to write the sentences on the board for you.
3. For exercise C, ask several students to describe what they see in the picture. Then
give them 15 seconds to complete the sentences, and put them into pairs. Have the
pairs practice asking and answering the questions, making sure to switch roles so that
all the students get practice in both roles.
Grammar in Writing
Draw a few simple buildings on the board with a long horizontal line as a landscape.
Have all the students come up and add simple drawings to your picture so that you
have one big mural. Then tell them to line up and take turns pointing at a drawing for
a. What is a note?
the person on their right. That person then needs to describe the object’s location
b. When do you like to write notes to people?
using the structure: “The _____ is _____ the _____.” After one round, have the
c. Do your parents ever leave you at home by yourself? Why or why not?
students add more pictures and shuffle up the line to make it a bit different.
fill in the blanks with the prepositions that they have learned. When everyone is

3. Extra Idea (optional): ANSWER KEY: STUDENT BOOK
Give the students one or two minutes to draw a refrigerator with visible food in it. Then
have them write a note three or four sentences long describing the placement of the
food like the previous exercise did. If necessary, give the students this structure to
work with: “Dear _____, There is food ___ the fridge. The _____ is ___ the _____, and
the _____ is ___ the _____. Also, there is _____ ___ the _____. Eat whatever you want!
From, _____.” Edit these notes and have the students take turns presenting them at
the front of the class when everyone is finished.
Review and Workbook

finishing up.

Unit 13 |
He eats bread every day.
Objectives
1. The students will learn about action verbs and subject-verb agreement in the present
simple.
point.
point.
ANSWER KEY: Review Test 3 5. The students will review the grammar point before the end of class to aid retention.
LESSON GUIDE
Introduction
1. Review the previous unit (prepositions of place) before starting your lesson. For each
student, point at an object in the classroom and have them describe its location by
saying, “The _____ is ___ the _____.”

Check Up
1. For exercise A, have the students read through all the sentences out loud before
anything else. Then have them go through and circle all the subjects. When they have
Grammar Station finished that, have them circle all the verbs. Ask two students to make lists of the
1. Use the charts and pictures to help you explain what action verbs and subject-verb subjects and verbs on the board for you when they are finished.
agreement are to the students. Write on the board that action verbs show actions
done by subjects. Also, explain that subjects and verbs in the present simple must 2. For exercise B, remind the students that he and she need verbs with –(e)s on the end,
agree with each other, and that the way to do this is by putting –(e)s on verbs that and then have them circle the right verbs to complete the sentences on their own.
come after he, she, or it (ex. “I jump high.” vs. “She jumps high.”). Leave these When they are finished, go around the room and have the students take turns reading
explanations on the board throughout the class for easy reference. the sentences out loud.
2. Give the students as many simple examples as necessary for them to understand 3. For exercise C, ask some students to describe the pictures. Then put the students
the grammar point. Make sure to write these on the board using different colors, if into pairs and have them complete the sentences with their partner. When they are
possible, to highlight the different parts of the sentences. You can ask the students to finished, have them take turns reading the sentences out loud.
3. Extra Idea (optional): Split the students into two or three teams. Have each team send a person to the
Go around the room and have each student take a turn demonstrating an action verb board, and ask one of them to spin a wheel determining what the round’s subject
for the other students to guess. Make sure that the other students say full sentences pronoun will be. Then draw a verb from a flashcard deck and show it to all the
like “He/She reads,” when they guess. Continue the exercise until the students are students. As soon as they see the verb, the students at the board should write
comfortable conjugating verbs in the third person. a complete sentence using the verb and the subject pronoun that was spun. For
example, if the pronoun is “We” and the verb drawn is “play,” the students should
4. When you feel that the students have a good grasp of the grammar point, draw their write “We play.” Continue until everyone in the class has had a chance to participate.
attention to the exercise below. Tell them to stand up, and slowly read through all the
words in the exercise. For the words that are verbs, have the students act them out.
For the words that are not verbs, have them stay still. When you’ve finished saying the
words, have the students circle the verbs in their books.

Have the students make information signs about an animal of their choice. If you like,
1. For exercise A, give the students ten seconds to circle all the correct subjects while
give them one or two minutes to draw pictures of their animals. Then have them write
you visibly time them. Then call on one student to read through the first sentence, let
three or four sentences on signs about their animals similar to the previous exercise.
them pick the next student to read, and so on.
If necessary, give them this structure to work with: “_____ _____ very well. An adult
_____ ___________. However, a baby _____ _________. In addition, _____ are _____.”
2. For exercise B, ask several students to describe the pictures for you, including who is
Edit these information signs and have the students take turns presenting them at the
in them, what they are doing, and where they are. Then have the students fill in the
sentences on their own using the given verbs, and ask the different sides of the class
to take turns reading the sentences out loud.
Review and Workbook
finishing up.
Grammar in Writing
a. What are information signs?
b. What kinds of information do signs often have?
c. Can you think of some information signs you see every day?
2. Ask several students to describe what they see in the pictures. Then have 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.


Unit 14 |
She brushes her teeth.
Grammar Station
Objectives 1. Use the chart and pictures to help you explain what the present simple is to the
students. Write on the board that the present simple is used for facts and regular
1. The students will learn how to make positive sentences in the present simple.
actions (ex. “The sky is blue.” “I go to school early.”). Remind the students that they
should just use base verbs after I, you, we, and they, but that they should put –(e)s on
point.
base verbs after he, she, and it (ex. “I run.” vs. “She runs.”). Then go over the spelling
rules for regular verbs in the third person present simple: for most verbs → add –s (ex.
point.
love → loves); for verbs ending in –ch, -sh, -s, or –x → add –es (ex. watch → watches);
for verbs ending in a consonant and –y → delete the –y and add –ies (ex. cry → cries).
Last, go over the exceptions at the bottom (have → has, go → goes, do → does),
making sure to explain both their spelling and pronunciation. 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 (action verbs and subject-verb agreement) before starting
your lesson. Show each student a flashcard with a picture and ask, “What does the 3. Extra Idea (optional):
boy/girl do?” so that the students answer, “He/She _____.” 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
2. Ask a student to read the title out loud for the class, and then write it on the board to one person to the board, and show them one of the flashcards. As soon as they see
use as an example later. what the verb is, the students at the board should write its third-person form correctly,
with their teams giving them hints if they want. The first student who correctly spells
3. Scan the unit before class and identify any words that your students may not the verb earns a point for their team. Continue until all the students have gone or all
understand. Then at the start of class, post pictures or write simple definitions of the the flashcards have been used.

4. When you feel that the students have a good grasp of the grammar point, draw their board. Whichever drawing is the closest to where the paper ball hits is the student’s
attention to the exercise below. Say each problem number out loud and have the topic. They then need to say, “This person ________,” describing the drawing before
students check it and say, “Yes!” if it is correct or “No!” if it isn’t correct. the next student takes a turn. If you want, you can write different pronouns above the
drawings so that the students have more variety in the sentences they make.
Check Up
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 the pictures. Then give the students
sure to check each exercise and explain any common errors so that the students can 20 seconds to complete the sentences with the verbs in the box. When all the
correct their answers and learn from their mistakes. students have finished, ask one of them to read through the first sentence. Then let
that student choose the next student to read, who chooses the next student, and so
1. For exercise A, read the starting subject of each sentence and have the students all on.
say which verb is correct together. Then have the class read through the sentences out
loud. 2. For exercise B, demonstrate how to change the first sentence from first person into
third person. Then ask for five volunteers to come to the board and compete to write
2. For exercise B, ask several students to describe the pictures, including who is in the sentences that you give them as fast as possible. The first student to correctly
them, what they are doing, and where they are. Remind the students that have is an write their sentence earns a point for their team. Check the sentences on the board
irregular verb that changes to has for he, she, and it. Then have the students complete before you move on.
the sentences on their own using have or has, and have the girls and boys alternate
reading through 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, read through the verbs on the left and have the students say their third- finish the exercise, call on some of them to write the sentences on the board for you.
person forms out loud. Then give the students 30 seconds to complete the sentences
with the correct verbs. When everyone is finished, call on several students to write the
answers on the board for you while other students read the sentences out loud.

Let all the students come to the board and draw people doing different activities. Then
have all the students form a line and take turns throwing a wadded-up paper ball at the

Grammar in Writing 2. Before class, print enough unit review tests for all the students from www.
a. What is a postcard?
b. Have you ever gotten a postcard? Who from?
c. Would you like to visit Paris? Why or why not?
students fill in the blanks on their own from the verbs in the box. When everyone is

Have the students write their own postcards about three or four sentences long like
the one in the previous exercise. Tell them to imagine that they are in New York City
(or another city they are familiar with) and are writing to a friend or family member. If
necessary, give them this structure to work with: “Dear _____, I’m in New York right
now! There are many people at the Statue of Liberty. A girl ________. A boy ________.
A man and woman _________. I _________. Wish you were here. See you soon! From,
_____.” Edit these postcards and have the students take turns presenting them at the
Review and Workbook

finishing up.


We don’t play soccer. 1. Use the chart and pictures to help you explain how to make negative sentences in the
present simple to the students. Write on the board that we make negative sentences
in the present simple by putting do not or does not before the base verb in a positive
sentence (ex. “I do not play.” “He doesn’t like vegetables.”). Tell the students that we
use do not after I, you, we, and they, and that we use does not after he, she, and it.
Last, explain that do not and does not can be shortened to don’t and doesn’t. Leave
Objectives these explanations on the board throughout the class for easy reference.
1. The students will learn how to make negative sentences in the present simple.
point.
point.
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
put down one finger. Eventually, some students will have all their fingers down, which
LESSON GUIDE means that they are out of the game (but can still make sentences). Continue until
there is only one student still in the game, and declare that person the winner.
Introduction
1. Review the previous unit (positive present simple) before starting your lesson. Show 4. When you feel that the students have a good grasp of the grammar point, draw their
each student a picture and have them describe it with “A boy/girl _____.” attention to the exercise below. Say the subject pronouns at random and have the
students yell, “Don’t!” or “Doesn’t!” depending on which pronoun they follow. When
2. Ask a student to read the title out loud for the class, and then write it on the board to you are finished, have the students go back to their desks and match the pronouns
use as an example later. with don’t and doesn’t in their books.

Check Up 2. Extra Idea (optional):
Make a number of simple present negative sentences and scramble them up for the
students. Pass them out and tell the students that the first person to unscramble
their sentence(s) is the winner. Another option is to make a number of simple present
negative sentences, cut them all up and mix the pieces together, and then pass out
the pieces to small groups of students. The group with the most complete, correct
sentences wins.
1. For exercise A, have the students write don’t and doesn’t on small pieces of paper.
Then give them 20 seconds to circle the correct words to complete the sentences, and
3. For exercise B, demonstrate how to change the positive example sentence on the
read through the sentences while the students each hold up which word they think is
left into the negative example sentence on the right. Then ask for four volunteers to
the answer. If too many students hold up the wrong word, explain why it is incorrect. If
come to the board and write out the sentences that you give them as fast as they can.
you like, have the whole class read the sentences together when they are all finished.
Check these sentences all together when they are finished, and ask different students
to read them out loud.
2. For exercise B, give the students time to complete the sentences with don’t or doesn’t,
and then call on individual students to read through them. However, tell the students
that they should all yell the answer any time the student who is reading gets to a
blank.
3. For exercise C, ask the students to describe the pictures. Then demonstrate how to
complete the second sentence in the example with a negative verb. When the students
understand it, put them in pairs to finish the rest of the exercise on their own. Make
sure that they practice reading the sentences out loud when they finish.
Grammar in Writing
Practice a. What is a journal?

b. What do people write about in journals?
1. For exercise A, ask several students to describe the pictures. Then keep the students
c. Do you keep a journal? Why or why not?
in their pairs and tell them to work on the exercise in the same way that they did with
the previous exercise. When all the students are finished, call on different pairs to
read through the sentences as loud/quiet as they can.

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 using the verbs from the positive sentences. 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 write their own journals about three or four sentences long
comparing themselves to a friend or sibling. Encourage them to use as many negative
sentences as they can. If necessary, give them this structure to work with: “I have a
friend/brother/sister named _____. We are not alike. I like _____, but she/he _____
_____ _____. Every day, she/he ________, but I _____ ________. I also ________,
but she/he _____ ________. We are very different!” Edit these journals and have
finished.
Review and Workbook

finishing up.


Unit 16 |
Do you like carrots?
Grammar Station
Objectives 1. Use the chart and pictures to help you explain how to make yes/no questions in the
present simple to the students. Write on the board that the students just need to put
1. The students will learn how to make yes/no questions in the present simple.
do or does before the subject to make yes/no questions (ex. “Do you exercise?”).
Then explain that either “Yes, ___ do/does,” or “No, ___ don’t/doesn’t,” is an
point.
acceptable short answer for these kinds of questions since the main verb does not
need to be repeated. Leave these explanations on the board throughout the class for
point.
easy reference.
LESSON GUIDE 3. Extra Idea (optional):

Have all the students come to the board and write as many verbs as they can think of
Introduction all over it. Then have them make a line and take turns throwing a wadded-up paper ball
1. Review the previous unit (negative sentences in the present simple) before starting at the board. Whichever verb the ball hits closest to is the verb you will use to ask a
your lesson. Show each student a picture of an activity with an X over it, and have simple “Do you _____?” question for the student. Make sure that they answer, “Yes, I
them say, “I don’t _____.” do,” or “No, I don’t,” before the next student goes.
use as an example later. attention to the exercise below. Say all the subject pronouns at random and have the
students yell, “Do!” or “Does!” for each of them. Then give the students a little bit of
3. Scan the unit before class and identify any words that your students may not time to circle the correct verbs to complete the questions. Have the students read the
understand. Then at the start of class, post pictures or write simple definitions of the questions all together when they are finished.

Check Up move to another part of the classroom to work. Make sure both the students in each
pair ask and answer all the questions that they get. When they are finished, call on
different pairs to go through one of their questions in front of the class speaking with
the emotion you give them (ex. happy, sad, excited, angry, surprised, afraid, etc.).
3. For exercise B, demonstrate how to change the example sentence on the left into the
question on the right. Then ask five volunteers to come to the board and write the
1. For exercise A, encourage the students to yell out which word best completes each
questions that you give them as fast as possible. Check the answers on the board
sentence at the beginning before individual students finish reading the sentences. If
when they are finished.
too many students say the wrong word, explain why it is not correct.
2. For exercise B, have the students match up the questions and answers on their own.
Then have the two sides of the class alternate asking and answering the questions.
3. For exercise C, ask several students to describe the pictures, including who is in them,
what they are doing, and where they are. Then read the questions and have the whole
class give the answers together while they write them in. If you like, you can put the
students into pairs to practice the questions and answers together.
Grammar in Writing
Practice a. What is a questionnaire?

b. Why do people make questionnaires?
1. For exercise A, ask several students to describe the pictures. Then put the students
c. Have you ever made or taken a questionnaire?
into pairs and have them complete the dialogues together. After they have finished,
make sure that they practice the dialogues together. If you like, you can ask some
2. Have the students fill in the question blanks and tick their responses on their own.
pairs to perform the dialogues as fast as they can.
When everyone is finished, have the students read through them out loud all together
or in turns.
Have all the students write three or four yes/no questions on small slips of paper
and put them into a hat or bag. Put the students into pairs and give each pair a few
Have the students make their own questionnaires like the one in the previous
questions to go through together. If you want, you can let the students stand and

exercise. Tell the students to make four or five questions about daily habits using ANSWER KEY: STUDENT BOOK
the structure “Do you ________?” Edit these questionnaires, and then have all of the
students interview three of their fellow classmates and mark their answers on their
questionnaires. If you like, you can have the students take turns presenting their
results at the front of the class when everyone is finished.
Review and Workbook

finishing up.

Unit 17 |
What does he like?
Objectives
1. The students will learn how to make what questions in the present simple.
point.
point.
LESSON GUIDE
Introduction
1. Review the previous unit (yes/no questions in the present simple) before starting your
lesson. Ask each student a simple yes/no question like “Do you watch _____?” Make
sure they answer with “Yes, I do,” or “No, I don’t.”

Check Up
Grammar Station 1. For exercise A, give the students a little bit of time to circle the correct words in the
1. Use the chart and pictures to help you explain to the students how to make what sentences. Then have the boys and girls alternate reading through them as loud as
questions in the present simple. Write on the board that what questions ask for they can.
information about animals or things. Explain that the students need to put what before
do or does to make these kinds of questions (ex. “What do you want?” “What does 2. For exercise B, give the students ten seconds to match the questions and answers
she have?”). Then explain that they need to include the main verb in the answer, unlike while you visibly time them. When everyone is finished, have the two sides of the
yes/no questions (ex. “I want pizza.” “She has a cold.”). Leave these explanations on classroom alternate asking and answering the questions as quietly as they can.
the board throughout the class for easy reference.
3. For exercise C, ask several students to describe the pictures. Then put the students
2. Give the students as many simple examples as necessary for them to understand into pairs and have them complete the dialogues on their own. When they are finished,
the grammar point. Make sure to write these on the board using different colors, if call on different pairs to perform the dialogues for the class.
give you example topics to make this portion of the lesson more interactive. 4. Extra Idea (optional):
Before class, make a simple 3x3 grid full of “What do you _____?” questions, and print
3. Extra Idea (optional): enough copies for all the students. Tell the students that they are in a competition
Write the words “like,” “have,” “want,” “enjoy,” “hate,” “eat,” and “learn” on the board. to see who can fill out their grids the fastest. The way to do this is by asking their
Have the students take turns standing up and choosing one of the words. Using the fellow students the questions in their grids and receiving full answers. If you like, you
word that they have chosen, the rest of the class should say, “What do you _____?” can have the students sign their names in the boxes of the questions on the other
all together. The student should then answer, “I _____ _____.” Continue until all the students’ papers that they answer to keep track of how many questions each student
students have participated. has asked and answered.
attention to the exercise below. Remind them that he and she should have does
before them in what questions. Then tell them to circle the correct verbs on their own,
and have the two sides of the class alternate reading through them.

Let the students choose new partners, if they wish. Have them create a texting
1. For exercise A, demonstrate how to change the first example question into its new
conversation like the one in the previous exercise where each student has three or
form. Then ask four volunteers to come to the board and compete to write out the
four lines of dialogue and they are talking about their friend’s birthday. Encourage them
questions that you give them the fastest.
to ask as many what questions as they in it. If necessary, give them this structure to
work with:
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 choose partners
“Hey, _____. What does _____ _____ for his/her birthday?”
out of a hat or bag and complete the questions together. Make sure they practice
“I’m not sure. What _____ he/she like?”
the dialogues when they finish. If you like, you can ask different pairs to perform the
“He/She _____ _____. Is that a good birthday present?”
dialogues for the class using the emotions you give them.
“Maybe. _____ _____ he/she hate?”
“He/She really _____ _____. Let’s not get that.”
3. For exercise C, have the students pick new partners out of the hat or bag. Have them
“Okay. What _____ he/she _____ doing?”
work together to identify what is wrong in each underlined phrase and rewrite the
“He/She enjoys reading books. Let’s get him/her one of those.”
sentences. As the students start to finish the exercise, call on some of them to write
“All right!”
the sentences on the board for you.
Edit these conversations and have the students take turns presenting them at the
Grammar in Writing
learned into practical writing for the future. Start the exercise by asking general Review and Workbook
a. Why do people text each other so much?
b. Do you text people? If so, who?
c. Do you have a smartphone? If not, would you like one?
finishing up.
2. Have the students fill in the conversation blanks on their own using the grammar that
they have learned. When everyone is finished, have the students read through the
exercise out loud in pairs.

take the tests on their own. If possible, have them check their answers with a partner ANSWER KEY: STUDENT BOOK

Unit 18 |
He can play the piano.
Objectives
1. The students will learn how to use can and can’t to talk about ability.
point.
point.
LESSON GUIDE
Introduction
1. Review the previous unit (what questions in the present simple) before starting your
lesson. Ask each student a simple what question like “What do you eat for breakfast/
lunch?”

Check Up
Grammar Station 1. For exercise A, read the start of each sentence and have the students call out all
1. Use the charts and pictures to help you explain to the students how to talk about together what they think should be circled to complete it. If you like, you can have
ability with can and can’t. Write on the board that can before a base verb indicates the two sides of the room alternate reading the sentences out loud when they are
that someone is able to do that action, while cannot (can’t) indicates that they are finished.
not able to do it (ex. “I can swim.” “He can’t fly.”). Then explain that to ask about
ability the students just need to put can in front of the subject and base verb (ex. 2. For exercise B, ask several students to describe the picture. Then give them all a
“Can you speak French?”) and answer with “Yes, I can,” or “No, I can’t.”). Leave these limited amount of time to complete the sentences with can or can’t. When all the
explanations on the board throughout the class for easy reference. students are finished, have them all read the sentences out loud together, but have
them switch between reading loudly and quietly.
the grammar point. Make sure to write these on the board using different colors, if 3. For exercise C, ask several students to describe the pictures. Then put them into pairs
possible, to highlight the different parts of the sentences. You can ask the students to to complete the dialogue answers, and have them practice the dialogues together
give you example topics to make this portion of the lesson more interactive. when they are finished.
3. Extra Idea (optional): 4. Extra Idea (optional):

Tell the students that you’re starting a bragging contest. Say, “I can _____,” with some Have all the students stand up and make a circle, if possible. Tell them that you will
ability that you have. Then go around the room and have each student say something ask them questions, and that if they are able to do them they should answer, “Yes, I
that they can do that is unusual or funny, and have them demonstrate, if possible. can!” and demonstrate, but if they are not able to do them, they should answer, “No,
Continue the activity as long as the students are having fun hearing about their I can’t!” Think of it as a variation of Simon Says. Some questions could be “Can you
classmates’ funny talents. touch your head?” or “Can you touch your toes?” while others could be “Can you
wiggle your ears?” or “Can you touch the ceiling?” Make sure to have a variety of
4. When you feel that the students have a good grasp of the grammar point, draw their questions that are possible and impossible for the students to do.
attention to the exercise below. Ask several students to describe the pictures. Then
give the students five or ten seconds to match the letters to the sentences, and have
all the students call out the correct letter and read its sentence when you say each
number.

Have the students choose different partners and interview each other about their
1. For exercise A, have the students fill in the blanks on their own using can or can’t and
abilities. Tell each student to write four or five can questions, give them to their
the verbs in the box. Then call on individual students to read the sentences out loud.
partner, and write the answers to the questions that they receive. If they want, they
If you like, you can ask them to read in different emotions.
can also write questions asking about their classmates’ abilities. Edit these questions
and answers and have the students take turns presenting them with their partners at
the front of the class when everyone is finished.
is in them, what they are doing, and where they are. Then have the students draw
partners out of a hat and complete the dialogues together. Make sure that they
practice the dialogues back and forth when they are finished. If you like, have each
pair roll a die to see which dialogue they have to perform for the class.
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
Review and Workbook
start to finish the exercise, call on some of them to write the sentences on the board 1. Tell the students to complete the chart at the bottom of the page as fast as they can
for you. as a review. They shouldn’t have any problems with it by this point. While they do that,
finishing up.
Grammar in Writing Beginner 1). When everyone is finished with the review chart, have all the students
a. What is an interview?
b. What kind of questions do people ask in interviews?
c. Do you want to interview anyone? Who?
2. Ask several students to describe what they see in the picture, and go over the table
with the students until they understand the information in it. Then have the students
fill in the blanks on their own using the table’s information. When everyone is finished,
have the students read through the exercise out loud in pairs.


May I sit here? 1. Use the charts and pictures to help you explain to the students how to use can and
may to give and ask for permission. Write on the board that can and may come before
the base verb in a sentence to give permission to do something (ex. “You can/may
play video games.”) and that can’t and may not indicate that permission is not given (ex.
“You can’t/may not play video games.”). Make sure to point out that may not cannot
be shortened. Then go over how to ask for permission by placing can or may before
Objectives the subject and base verb (ex. “Can/May I go outside?”) and how to give it by saying,
“Yes, you can/may,” or “No, you can’t/may not.” Last, explain to the students that may
1. The students will learn how to ask for and give permission with can and may.
is more formal and polite than can, but that they can be used interchangeably. Leave
these explanations on the board throughout the class for easy reference.
point.
point.

Tell the students to stand up and make a line. Have each student take a turn asking,
“Can/May I _____?” Give each student an appropriate answer and let them carry out
LESSON GUIDE the action that they requested. If you like, you can only give permission to students
who use “may” to encourage all the students to be more polite. You can also tell the
Introduction students that they are much more likely to get permission if they use “please” in their
1. Review the previous unit (can: ability) before starting your lesson. Ask each student, request.
“Can you _____?” Make sure they answer with “Yes, I can,” or “No, I can’t.”
4. When you feel that the students have a good grasp of the grammar point, draw
2. Ask a student to read the title out loud for the class, and then write it on the board to their attention to the exercise below. Ask several students to describe the pictures,
use as an example later. including whether they indicate if something is allowed or not. Then have the class
read the sentences out loud together while they circle the correct words to complete
3. Scan the unit before class and identify any words that your students may not them.

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 who is in them,
and encourage the students to ask you questions if they ever get confused. Also, make what they are doing, and whether they have permission or not to do it. Then have the
sure to check each exercise and explain any common errors so that the students can students complete the exercise on their own and ask the three fastest students to
correct their answers and learn from their mistakes. write the sentences on the board for you.
1. For exercise A, have the students circle all the correct words on their own to complete 2. For exercise B, explain to the students that there are actually many ways of giving or
the sentences. When they are finished, have the two sides of the class alternate denying permission, and put them in pairs to work on the exercise together. When
reading through them out loud. they are finished, call on different pairs to perform the questions and answers for the
class.
2. For exercise B, ask several students to describe the pictures, including whether
permission is given or not. Then read the subject of each sentence and prompt the 3. For exercise C, keep the students in their pairs. Have them work together to identify
students to all yell, “Can!” or “Can’t!” to fill in the blank before you finish reading the what is wrong in each underlined phrase and rewrite the sentences. As the students
sentence. If you like, you can have individual students read the sentences out loud start to finish the exercise, call on some of them to write the sentences on the board
when you are finished. for you.
3. For exercise C, put the students into pairs and have them work together to check the
correct answers for the questions. Make sure that they practice asking and answering
the questions when they finish.

Grammar in Writing
Teach the students how to play Mother May I. For this game, choose one student to be
“mother” and put them on one side of the classroom. Put all the rest of the students
on the other side of the classroom. Tell them that the objective is to be the first
student to make it across the room to the mother’s side. They may do this by asking,
a. Do you like comics? Why or why not?
“Mother, may I ________?” with some kind of movement. The mother may either say,
b. Which comics are the best?
“Yes, you may,” or “No, but you may __________,” and counter with a different kind of
c. What do you want for Christmas/your birthday?
movement. The first student to reach the other side becomes the new “mother.”
students fill in the blanks on their own using can or may. When everyone is finished,
have the students read through the exercise out loud in pairs.

3. Extra Idea (optional): with any of the test questions, review the material some more.
Have the students draw their own comics three or four panels big about asking for
permission. Tell them that they should have two characters in their comics, themselves 3. The corresponding workbook unit is intended as homework so the students can review
and one of their parents. Then have them write about three lines of dialogue for each what they have learned at home. However, you can also go through the workbook in
character pretending to ask for permission to do something. If necessary, give them class if you would like to be present for additional grammar practice with the students.
this structure to work with for their dialogues:
“Mom/Dad, can I ________?”

“No, ___ ___ ___. It’s not a good idea.”
“Then ___ ___ _________?”
“Hmm, that’s not a good idea either.”
“Well, ___ ___ _________?”
“Yes, ___ ___, I think that’s a good idea. Have fun!”
Edit these comic dialogues and have the students take turns presenting them at the
Review and Workbook

finishing up.


Unit 20 |
Clean your room. 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 imperatives to give commands and make
1. Use the chart and pictures to help you explain what imperatives are to the students.
suggestions.
Write on the board that imperatives begin with a base verb and tell people what to do
or not do (ex. “Do your homework.” “Eat your vegetables.”). However, tell the students
point.
that negative imperatives add Don’t before the base verb (ex. “Don’t watch TV.”
“Don’t do that!”). Also, explain that imperatives can be made more polite with please
point.
(ex. “Please follow me.” “Be quiet, please.”). Finally, show the students how to turn
imperatives into suggestions by putting Let’s before them (ex. “Let’s go outside.” “Let’s
play a game.”). 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 (can and may: permission) before starting your lesson. Ask 3. Extra Idea (optional):
each student for permission to do a simple action (ex. “May I sit here?”) and have Choose a class leader, for example the student with the best homework or behavior
them answer with “Yes, you may/can,” or “No, you may not/ can’t.” Act dramatically record. Have all the students stand up, and then have the leader read some
happy or sad depending on their answer. commands that you give them for the students to do. Make sure that these commands
are simple, like “Touch something blue,” or “Jump up and down three times.” After
2. Ask a student to read the title out loud for the class, and then write it on the board to a few commands, rotate through the students and give them all a chance to be the
use as an example later. leader.

4. When you feel that the students have a good grasp of the grammar point, draw their the rest of the students to do. If you like, you can also have the students write their
attention to the exercise below. Read each sentence and then have the students say, own commands to put into the bag as well.
“Imperative!” or “Not imperative!” all together while they check the imperatives.
Practice
Check Up 1. For exercise A, put the students into pairs and have them work together to complete
As you work through the check up and practice exercises, walk around the classroom the imperatives and suggestions as indicated. Have the different sides of the class
and encourage the students to ask you questions if they ever get confused. Also, make read through the sentences when all the students are finished.
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 fill in the
1. For exercise A, explain the difference between be and do to the students. Then have sentences on their own and ask individual students to read through the commands as
them circle the words to complete the sentences on their own and have them all read forcefully as possible.
the sentences together to check them.
2. For exercise B, demonstrate how the first sentence in the example sets up a situation wrong in each underlined phrase and rewrite the sentences. As the students start to
while the matching second sentence gives an imperative to follow it. Put the students finish the exercise, call on some of them to write the sentences on the board for you.
into pairs and have them work together to match the sentences before practicing
them.
3. For exercise C, ask the students to describe the pictures, including who is in them,
what they are doing, and whether it is something they should be doing. Based off of
the pictures, have the students complete the sentences with Don’t or Let’s and read
Grammar in Writing
them all together.
Before class, make small slips of paper with a number of silly commands like “Put a
a. What are some signs that have instructions on them?
pencil on your nose,” or “Draw a flower on your neighbor’s hand.” Have all the students
b. Do you usually follow the instructions on signs? Why or why not?
stand up and take turns drawing the slips of paper out of a bag and reading them for

c. Do you like camping? 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, including whether the 3. The corresponding workbook unit is intended as homework so the students can review
people are behaving well or not. Then have the students fill in the blanks on their own what they have learned at home. However, you can also go through the workbook in
from the words in the box. When everyone is finished, have the students read through class if you would like to be present for additional grammar practice with the students.
the exercise out loud all together or in turns.

Have the students make their own information signs like the one in the previous
exercise. Tell them that they are making signs for a popular beach and should have
four or five commands for visitors to follow while they are there. If necessary, give
them this structure to work with: “_____ _____ alone. Always _____ a lifejacket. _____
_____ outside of the swimming area. Please _____ trash from the beach. Last, _____
considerate to the other people here. Thank you.” Edit these instructions and have
finished.
Review and Workbook

finishing up.


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Review and Workbook

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Review and Workbook

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Review and Workbook

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3. Extra Idea (optional):

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ANSWER KEY: Review Test 1

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3. Extra Idea (optional):

Review and Workbook

Grammar in Writing finishing up.

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Grammar Station Check Up

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3. Extra Idea (optional):

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3. Extra Idea (optional):

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ANSWER KEY: Review Test 2

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Review and Workbook

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Review and Workbook