Grammar Space Kids 3 TG

Teacher’s Guide
3
Grammar Space Kids 3
2 Grammar Space Kids Teacher’s Guide 3 3

an or no article (depending on whether the object is a count noun or noncount noun).
Unit 01 |
The cookie is big. The second sentence will start with “the.” Have other students do the same thing.
Let the students practice the grammar points with the Grammar Cards. The Grammar
Cards can be found at the back of the student book. Tell the students to remove the
Unit 1 Grammar Cards from their student books. Have them work with a partner or
individually to fill in the missing information on the cards (they can either write the
missing information or simply say it). Tell the students to work with a partner to ask
Unit Objectives: and answer questions about the cards.
1. Students will learn about nouns and articles.

After they have finished practicing with the grammar cards, ask the students to fill in
2. Students will be able to understand how to use count and noncount nouns.
the chart at the bottom of page 6. Check the answers as a class.
3. Students will be able understand when to use “the” before nouns.
Check Up
LESSON GUIDE 1. Read the nouns together as a class. Tell the students to match “a”, “an”, and “X”
to the correct nouns. Check the answers as a class.
Grammar Board
Have the students look at the Grammar Board. Read the count nouns together as 2. Look at the pictures as a class. What do the students see in each picture? Ask
a class. Explain that we can count a count noun with numbers. Read the noncount the students to read the sentences and circle the correct articles. Check the
nouns as a class. Explain to the students that we cannot count a noncount noun with answers as a class.
numbers. Look at the “the + Nouns” section as a class. Explain that we use “a” and
“an” before singular nouns. “The” can be used before a singular or plural noun when
we talk about a specific thing.
Extra Idea (optional): Practice

Tell the class to close their eyes. Pick up two things from the classroom and put them
1. Look at the picture as a class. What do the students see in the picture? Do they
behind your back. Ask the students to open their eyes. Choose one student and tell
want to eat any of the food on the table? Tell the students to look at the picture
them to say “left” or “right.” They will describe the object you’re holding in that hand.
and put the words in the correct boxes. Check the answers as a class.
Tell them to say two sentences about the object. The first sentence will start with a/

Extra Idea (optional): students. Hand the test out and ask the students to answer the questions on their
Write the words from the activity on pieces of paper and put them on a desk at the own. Have the students work with a partner to check their test sheets, check the
front of the class. Draw three columns on the board and write “a”, “an” and “X” in answers as a class, or collect the test sheets and grade them on your own. If the
them. Split the class into two teams. Tell the first team that one student will run students struggled with any of the test questions, review the material before class
to the desk, pick up one of the pieces of paper, and put it in the correct column. ends.
They will them tag the next student who will do the same thing. The team will keep
doing this until all the pieces of paper are in the correct columns. Then the second
team will do it. Time both teams to see how long it takes them to finish. The team
with the faster time is the winner.
2. Tell the students to write sentences about the picture from the first activity. Check
the answers as a class.
3. Look at the pictures as a class. What do the students see in the pictures? Tell
the students to use the pictures and the nouns under the activity to complete the
sentences. Check the answers as a class.
Extra Idea (optional):

Have the girls read the sentences out loud together. Time them to see how fast
they can do it. Then have the boys do the same thing. Who had the faster time,
the boys or the girls?
Review
1. Write a/an/the/X on the board. Review when to use each of the articles with the
class. Then call out some words and ask the students which article they would
use. Have the students look at Robo’s Note. Tell them to read the sentences and
circle the correct articles. Check the answers as a class.
2. Print off enough unit review tests from http://www.ibuildandgrow.com for all the

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK

Unit 02 |
There is some cheese. the chart at the bottom of page 10. Check the answers as a class.
Check Up
Unit Objectives: 1. Tell the students to match “There is” and “There are” to the correct nouns. Check
the answers as a class. Have the students look around the classroom. Can they
1. Students will learn about there and the verb be.
see other nouns that could go with the “There is” or “There are” magnets?
2. Students will be able to understand how to use “There is” and “There are” with
count nouns and “There is” with noncount nouns.
2. Look at the pictures as a class. What do the students see in each picture? Ask
3. Students will be able to understand how to use “some” before plural nouns and
the students to read the sentences and color the correct words. Check the
noncount nouns.
answers as a class.

Put the pictures from the activity and other pictures of singular, plural, and noncount
nouns in a box. Have the students take turns pulling a picture out of the box. Ask
them to use “There is” or “There are” to make a sentence about the noun in the
LESSON GUIDE picture.
Grammar Board
Have the students look at the Grammar Board. Read the sentences in the There is/
are + Count Nouns section as a class. Explain to the students that we use “there is”
for singular nouns and “there are” for plural nouns. Tell them we use “a” for singular
Practice
nouns and we can use “some” for plural nouns. Look at the There is + Noncount
Nouns section as a class. Tell them we can use “some” with noncount nouns as well. 1. Tell the students to read the sentences and fill in the blanks with a, an, or some.
Check the answers as a class.
Let the students practice the grammar points with the Grammar Cards. Have them
work with a partner or individually to fill in the missing information on the cards (they 2. Look at the pictures as a class. What do the students see in each picture? Ask
can either write the missing information or simply say it). Tell the students to work the students to write is or are and match the sentences to the pictures. Check the
with a partner to ask and answer questions about the cards. answers as a class.

ANSWER KEY: STUDENT BOOK
Play tic-tac-toe. Draw a 3 X 3 grid on the board and write the foods from the activity
and three other plural or noncount foods in the squares. Split the students into two
teams (team X and team O). Give a student from one team a foam ball and ask
them to throw it at the grid. If they hit one of the squares, tell them to use “There
is” or “There are” and “some” to talk about the food item. Then ask them to put
their team’s symbol (X or O) in the square. The first team to make a straight line
with three of their symbols is the winner.
3. Look at the picture as a class. What can the students see in the picture? Do they
think the children will have a good meal? Ask the students to use the picture to
complete the sentences.

Have the students draw their own table of food. When they are finished their
picture, tell them to write sentences about the food that is the on table using “There
is” and “There are.”
Review
1. Write “There is” and “There are” on the board. Ask the students to make some
sentences with both of them. Then have them look at Robo’s Note. Ask the
students to complete the three sentences. Check the answers as a class.
students. Hand the test out and ask the students to answer the questions on their
own. Have the students work with a partner to check their test sheets, check the
answers as a class, or collect the test sheets and grade them on your own. If the
students struggled with any of the test questions, review the material before class
ends.

ANSWER KEY: WORKBOOK
Unit 03 |
She isn’t a doctor.
Unit Objectives:
1. Students will learn about the verb be.
2. Students will be able to understand how to use the verb be properly.
3. Students will be able to make negative sentences with be verbs and ask yes/no
questions with be verbs.
LESSON GUIDE
Grammar Board
Have the students look at the Grammar Board. Look at the pictures and read the
sentences as a class. Explain to the students that the verb be tells who, what, or
where the subject is. Tell them that to make a yes/no question with the verb be,
we put the verb be before the subject. Teach them that they can make negative
sentences with be verbs by placing the word “not” after the verb be.
Let the students practice the grammar points with the Grammar Cards. Tell the
students to remove the Grammar Cards for the unit from their student books. Have
them work with a partner or individually to fill in the missing information on the cards
(they can either write the missing information or simply say it). Tell the students to
work with a partner to ask and answer questions about the cards.

After they have finished practicing with the grammar cards, read the chart at the
Practice
bottom of page 14 together as a class. Have the students practice using the
structures with other nouns as well. 1. Tell the students to look at the pictures and read the sentences. Ask them to
complete the sentences with is/isn’t or are/aren’t. Check the answers as a class.

Put both of the pictures from the activity on different sides of the board and
write their sentences next to them. Draw a line where the verb be goes in each
Check Up sentence. Have the students work in groups of four. Have two groups stand at the
1. Look at the pictures as a class. What do the students see in the pictures? Tell the back of the class. Tell the students that when you say “Go!” the first student will
students to read the sentences and circle the correct words. Check the answers as run to the front and complete the first sentence. They will then tag their teammate
a class. who will finish the second sentence. The teams will keep doing this until all the
sentences are finished. The team that finishes first is the winner.

Play hangman with the sentences from the activity. Ask the students to close their 2. Look at the pictures as a class. What do the students see? Tell the students to
books. Choose one of the sentences and write dashes on the board. The number read the questions and complete the answers. Check the answers as a class.
of dashes will match the number of letters in the sentence. Students then have
to call out letters, with too many wrong answers leading to the completion of the 3. Look at the job pictures as a class. Which of the jobs do the students think is the
gallows. most fun? What job do they want to have when they grow up? Ask the students
to match the children to the jobs and complete the sentences and questions. Tell
2. Look at the pictures as a class. What do the students see in the pictures? Tell the them that they can choose which job each of the children will have. Have them
students to read the questions and put check marks next to the correct answers. check their answers with a partner.

Make flashcards with the pictures and questions from the activity. Put the
flashcards in a pile and shuffle them. Have the students work with a partner. Give Review
the flashcards to one pair of students. Tell one student to ask the questions and
1. Write “is” and “isn’t” on the board. Have the students make some questions
their partner with answer them. Time how long it takes them to finish. After they
with “is” and ask them to make some sentences with “is” and “isn’t”. Have the
have finished, give the flashcards to another pair. Whichever pair of students can
students look at Robo’s Note. Tell them to complete the question and answers.
say all the sentences the fastest is the winner.

ends.

Unit 04 |
Test Your Grammar
(Units 01-03)
Unit Objectives:
1. Students will be able to check their understanding of the three previous units.
2. Students will be able to use nouns and articles, make sentences with “there” and
the verb be, ask yes/no questions with the verb be, and make negative sentences
with the verb be.
LESSON GUIDE
Test Your Grammar
Before starting the test, have the students go through the Grammar Cards from the
previous three units to review what they have learned. Tell the students to work with a
partner to ask and answer questions about the cards.
Ask the students to open their student books to Unit 4. Explain what they need to
do in each section of the test. Then ask them to answer all of the questions. When
everyone is finished, you can check the answers as a class or have the students
exchange books with a partner and check the answers that way. If the students
struggled with any of the test questions, review the material before moving on.

Grammar in Writing
Ask the students about the picture. What do they see in the picture? What are all the
pigs doing? Tell the students to look at the questions underneath the story. Ask them
to circle the correct answers in questions 1–2 and to fill in the blanks in questions 3–5
to complete the story. Check the answers as a class.
It’s Your Turn

Ask the students to look at the picture. What do they see in the picture? What do
they think is happening? Ask the students to use the picture to help them fill in the
blanks and complete the story. Check the answers as a class.

Have the children draw a picture of them and their friend in their kitchen. Tell the
students to use the activity as a guideline and to write about them and their friend.
Have the students take turns showing their pictures and reading their stories to the
class.
Review
Have the students play some fun card games with the Grammar Cards from units
1–3 to continue practicing what they have learned. Here’s one game idea. Have the
students work in pairs. Ask them to put one set of their Grammar Cards in a pile and
shuffle them. They can take turns choosing cards and asking each other about them.
The pair that finishes asking about all their cards the fastest is the winner.

Unit 05 |
She walks to school.
Unit Objectives:
1. Students will learn about the present simple (positive and negative).
2. Students will be able to understand how to change the forms of verbs depending on
the subjects.
3. Students will be able to use don’t and doesn’t.
LESSON GUIDE
Grammar Board
sentences as a class. Explain to the students that when using verbs in the present
simple, their forms stay the same with the subjects I, you, we, and they. But when the
subject is he, she, or it, the verb forms change. Also tell the students that to make
negative sentences in the present simple, we use “don’t” for I, you, we, and they and
“doesn’t” for he, she, and it. Tell the students that when making negative sentences
in the present simple, the verb doesn’t change.

Split the class into two teams. Have one team read the first sentence from the I/you/
we/they section. Encourage them to change their voice by making it louder, quieter,

higher, lower, etc. Then ask the second team to read the first sentence from the he/
Practice
she/it section. Tell them to read it the same way that the first team did.
1. Read the words at the top of the chart together as a class. Ask the students to say
Let the students practice the grammar points with the Grammar Cards. Tell the which of the things they have and don’t have. Tell the students to use the chart to
students to remove the Grammar Cards for the unit from their student books. Have complete the sentences. Check the answers as a class.
(they can either write the missing information or simply say it). Tell the students to 2. Look at the pictures as a class. What do the students see in each picture? Ask
work with a partner to ask and answer questions about the cards. the students to read the sentences and fill in the blanks with don’t or doesn’t.
the chart at the bottom of page 22. Check the answers as a class. 3. Look at the pictures at the top of the page. What do the students see? Do the
students play any instruments? Do they have any pets? Tell the students to use
the pictures to help them complete the sentences. Check the answers as a class.

Have the students work in pairs. Give each pair a die. Tell the first student to
Check Up read sentences 1–3. Have them roll the die before reading each sentence. If the
1. Read the verbs on the balloons as a class. Then ask the students to match the die lands on an even number, their answer will be positive. If it lands on an odd
verbs to the correct subjects. Check the answers as a class. number, their answer will be negative. Have the second student do the same thing
with sentences 4–6.

Write all 10 of the verbs on the board. Give a student a balloon and ask them
to keeping hitting it in the air while saying all the verbs with both subjects (for
example, “I read. Tom reads.”) Can they make it through all of the verbs without
dropping the balloon? Let other the other students try to do it as well.
Review
2. Look at the pictures as a class. What do the students see in each picture? Ask 1. Write several verbs on the board. Give the students different subjects and ask
the students to read the sentences and circle the correct words. Check the them to make positive and negative sentences with the verbs. Have the students
answers as a class. look at Robo’s Note. Tell the students to read the sentences and fill in the blanks
with the correct words. Check the answers as a class.

ends.

Unit 06 |
Does he go to bed at
9:30?
Unit Objectives:
1. Students will learn about making questions in the present simple.
2. Students will be able to understand how to make questions with do and does.
3. Students will be able to answer yes/no questions in the present simple.
LESSON GUIDE
Grammar Board
Have the students look at the Grammar Board. Look at the pictures in the I/you/we/
they section and read the questions and answers as a class. Explain to the students
that to make a yes/no question in the present simple, we place “do” before the
subject when it is I, you, we, or they. When answering the questions, we use “do” for
yes and “don’t” for no. Then look at the pictures in the he/she/it section and read
the questions and answers as a class. Explain to the students that to make a yes/no
question in the present simple, we place “does” before the subject when it is he, she,
or it. When answering the questions, we use “does” for yes and “doesn’t” for no.

Extra Idea (optional): students to read the questions and put check marks next to the correct answers.
Make individual flashcards with all the photos and sentences on them. Write the Check the answers as a class. Afterwards, have the students take turns asking
questions for the pairs at the top of each of the flashcards. Spread the flashcards each other the questions and answering them with their own information.
all over the board facedown. Split the students into two teams. Have one of the
students come to the front and turn over two of the flashcards. Tell them to read the
question and sentence on each of the flashcards. If the two sentences match, the
student scores a point for their team.
Practice
Let the students practice with the Grammar Cards. Tell the students to remove the
Grammar Cards for the unit from their student books. Have them work with a partner 1. Look at the pictures as a class. What do the students see in each picture? Tell the
or individually to fill in the missing information on the cards (they can either write the students to follow the lines matching the subjects to the pictures and then answer
missing information or simply say it). Tell the students to work with a partner to ask the questions. Check the answers as a class.
and answer questions about the cards.

After they have finished practicing with the grammar cards, ask the students to fill in Make flashcards for the four pictures from the activity on them. Show the students
the chart at the bottom of page 26. Check the answers as a class. one of the flashcards and then choose three students to come to the front of the
class. Have the three students stand close together and tell them to pass the
flashcard behind their backs until you say “stop.” Have the students sitting down
try to guess which student is holding the flashcard. Point to one of the students
and ask “Does (name) teach English?” If the students think the person is holding
the English flashcard they will answer “Yes, he/she does.” If they don’t think the
Check Up person is holding the English flashcard they will answer “No, he/she doesn’t.”
1. Ask the students to read the questions and circle the correct words. Then have
them match the questions to the correct answers. Check the answers as a class. 2. Tell the students to fill in the blanks in the questions and answers to complete the
dialogues. Check the answers as a class.

Play hangman with the questions from the activity. Ask the students to close their 3. Look at the pictures at the top of the activity as a class. What do the students
books. Choose one of the questions and write dashes on the board. The number think is happening in each picture? Read over the different action as a class.
of dashes will match the number of letters in the question. Students then have Tell the students to write what time they do the actions at and then complete the
to call out letters, with too many wrong answers leading to the completion of the dialogues. Have the students check their answers with a partner.
gallows.
2. Look at the pictures as a class. What do the students see in each picture? Tell the

Review
1. Write “Do” and “Does” on the board. Ask the students to make some questions
using both words. Choose other students to answer the questions that are being
asked. Then have the students look at Robo’s Note. Ask them to complete the
questions and answers. Check the answers as a class.
ends.

Unit 07 |
He walks slowly.
Unit Objectives:
1. Students will learn about adverbs.
2. Students will be able to understand the forms and meanings of adverbs.
LESSON GUIDE
Grammar Board
sentences as a class. Explain to the students that adverbs give more information
about verbs. An adverb describes how, when, or where something happens. Adverbs
usually come after verbs.

Make flashcards with the pictures and sentences on them. Put the flashcards in a
pile and shuffle them. Give the flashcards to a student and time how long it takes
them to say all six of the sentences. After they have finished, ask another student to
do the same thing. Whoever can say all six sentences the fastest is the winner.
Let the students practice with the Grammar Cards. Tell the students to remove the
Grammar Cards for the unit from their student books. Have them work with a partner
or individually to fill in the missing information on the cards (they can either write the

missing information or simply say it). Tell the students to work with a partner to ask as a class.
and answer questions about the cards.

After they have finished practicing with the grammar cards, ask the students to fill in Look at the adverbs in the activity as a class. Can the students think of any
the chart at the bottom of page 30. Check the answers as a class. opposite adverbs for those words? Write the adverbs and their opposites on the
board (for example, quietly–loudly). Encourage the students to think of some more
opposite adverbs as well. Read over the list a few times as a class. Then have the
students work in pairs. Give each pair a balloon and tell them to hit it back and
forth while saying the adverbs. Can they make it through all the opposites without
Check Up dropping the balloon?
1. Look at the pictures as a class. What can the students see in each picture? Tell 3. Look at the pictures together as a class. What do the students see in each of
the students to match the pictures and the first parts of the sentences to the the pictures? Tell them to use the pictures and the words on the right side of the
correct adverbs. Check the answers as a class. activity to complete the sentences. Check the answers as a class.
2. Tell the students to read the sentences and circle the correct adverbs. Check the
answers as a class.

Make a word search for the students with the adverbs from the two activities on
Review
page 31. There are free programs that can be found online that will generate word 1. Have the students work in pairs. Tell them to ask their partners what time they get
searches using vocabulary inputted by teachers. up and go to bed. Have each student stand up and tell the class what time their
partner gets up and goes to bed at. The class will vote on whether the times are
early or late. Ask the students to look at Robo’s Note. Tell them to draw times
on the clocks and to write “early” or “late” to complete the sentences. Have the
students check their answers with a partner.
Practice
1. Read the adverbs at the top of the activity as a class. Ask the students to make students. Hand the test out and ask the students to answer the questions on their
their own sentences with the words. Then have the students look at the pictures own. Have the students work with a partner to check their test sheets, check the
and complete the sentences with the words. Check the answers as a class. answers as a class, or collect the test sheets and grade them on your own. If the
2. Read the words on the left side of the activity together as a class. Tell the students ends.
to change the words into adverbs and complete the sentences. Check the answers


Unit 08 | Grammar in Writing
Test Your Grammar Ask the students about the pictures. What do they see in the pictures? What do they
(Units 05-07) think is happening in each picture? Do they like going to the park, riding their bike,
and watching TV? Tell the students to circle the correct words and fill in the blanks to
complete the story.
Unit Objectives: It’s Your Turn

1. Students will be able to check their understanding of the previous three units. Ask the students to look at the pictures. What animal do they see in the pictures?
2. Students will be able to make positive and negative sentences in the present What do they think the panda is doing in each picture? Tell the students to use the
simple, ask questions in the present simple, and use adverbs. stickers on page 89 to complete the pictures. Then ask them to fill in the blanks to
complete the story.

Have the students draw pictures and write about their own friend. Tell them to use the
activity as a guideline when making their pictures and writing their sentences. When
LESSON GUIDE all the students are finished, have them take turns showing their pictures to the class
and reading their sentences.
Test Your Grammar
Review


point for their team.
Unit 09 |
Catch the ball. Let the students practice the grammar points with the Grammar Cards. Tell the
Unit Objectives: After they have finished practicing with the grammar cards, ask the students to fill in
1. Students will learn about imperatives.
2. Students will be able to understand how to make imperatives.
3. Students will be able to use imperatives properly.
Check Up
1. Look at the pictures as a class. What do the students think is happening in each
picture? Ask the students to read the sentences and match them with the correct
LESSON GUIDE pictures. Check the answers as a class.
Grammar Board Extra Idea (optional):

Have the students look at the Grammar Board. Look at the pictures and read the Play “Simon Says” with the imperative sentences from the activity. If you say “Simon
sentences as a class. Explain to the students that imperative sentences are used Says” before one of the sentences the students should do it. If you don’t say “Simon
to tell someone what to do. Base verbs are used in imperative sentences. Tell the Says” the students shouldn’t do it. Use other imperative sentences in addition to
students that “don’t” is put before base verbs to make imperative sentences in the the ones in the activity.
negative form.
2. Look at the pictures as a class. What do the students see in each picture? Ask
Extra Idea (optional): the students to read the sentences and put check marks next to the correct
Make flashcards for each of the pictures on the Grammar Board. Put the flashcards imperative sentences. Check the answers as a class.
on the board. Place two chairs in front of the board with a fly swatter on each chair.
Divide the class into two teams. Have one student from each team sit on the chairs
with their backs to the board. Say one of the sentences (for example, “Don’t eat it.”).
The first student to stand up and hit the correct picture with their fly swatter gets a

Practice
1. Ask the students how often they go the movie theater. When they go the movie
theater, what do they do first? Read the verbs on the right side of the activity as
a class. Ask the student to use the verbs to complete the sentences. Check the
answers as a class.
2. Have the students use the verbs at the top of the activity to complete the
sentences. Then ask them to write the number of each sentence next to the
correct picture. Check the answers as a class.
3. Look at the picture at the top of the page. What do the students see? What are all
the children doing? Tell the students to use the picture and the verbs at the bottom
of the activity to help them complete the sentences.

Using the activity as a guideline, tell the students to think of some imperative
sentences that could be used as rules for the classroom. Write the imperative
sentences they say on the board.
Review
1. Have the students look at Robo’s Note. Tell them to complete the imperative
sentences. Check the answers as a class.
ends.

Unit 10 |
She is smiling.
Unit Objectives:
1. Students will learn about the present continuous.
2. Students will be able to understand the meaning of the present continuous.
3. Students will learn how to make -ing forms.
LESSON GUIDE
Grammar Board
Tell the students that the present continuous is used to talk about actions that are
happening now. Practice this by asking the students what they are doing right now.
Help them make correct sentences about what they are doing. Have the students look
at the Grammar Board. Look at the pictures and read the sentences as a class. Tell
the students that -ing is added to most verbs in the present continuous. However, if
a verb ends with “e”, we drop the “e” and then add -ing. Also, if a verb ends with a
vowel and a consonant, we double the consonant and then add -ing.

Play tic-tac-toe. Draw a 3 X 3 grid on the board and write one of the base verbs from
the Grammar Board in each of the squares. Split the students into two teams (team
X and team O). Give a student from one team a foam ball and ask them to throw it at

the grid. If they hit one of the squares, tell them to erase the base verb and write the
Practice
present continuous form in the square. Then ask them to put their team’s symbol (X
or O) in the corner of the square. The first team to make a straight line with three of 1. Read the verbs in the box at the top of the page. Ask the students to make their
their symbols is the winner. own simple sentences using the verbs in the present continuous. Then have the
students use the verbs to complete the sentences. Check the answers as a class.
students to remove the Grammar Cards for the unit from their student books. Have Extra Idea (optional):
them work with a partner or individually to fill in the missing information on the cards Before starting the activity, have the students close their books. Write the
(they can either write the missing information or simply say it). Tell the students to sentences on the board but make errors in all of them. Have the students take
work with a partner to ask and answer questions about the cards. turns coming to the front and fixing the mistakes.
After they have finished practicing with the grammar cards, ask the students to fill in 2. Read the sentences together as a class. Then tell the students to change all the
the chart at the bottom of page 42. Check the answers as a class. sentences into the present continuous. Check the answers as a class.
3. Look at the picture at the top of the page. Ask the students what all the bears
Have the class stand in a circle. Tap a balloon to one student and say “I sleep.” The are doing. Tell the students to use the pictures and verbs under the activity to
student will hit the balloon back to you and say “I am sleeping.” Hit the balloon to complete the sentences. Check the answers as a class.
another student and say “They swim.” The student will hit the balloon back to you
and say “They are swimming.” Keep doing this with different verbs. Encourage the
students to think of other verbs to use as well.
Review
1. Write the base verbs from the Grammar Board on the board (read, talk, eat, write,
etc.). Have some of the students come to the front and change the verbs into the
Check Up present continuous form. Have the students look at Robo’s Note. Tell them to use
1. Look at the picture as a class. Ask the students what all the squirrels are doing. the verbs in brackets to complete the sentences. Ask the students to check their
Tell the students to read each sentence and write the letter for the squirrel it answers with a partner.
matches with. Check the answers as a class.

2. Look at the pictures as a class. What do the students see in each picture? Tell students. Hand the test out and ask the students to answer the questions on their
the students to look at the pictures and match the subjects with the correct verbs. own. Have the students work with a partner to check their test sheets, check the
Check the answers as a class. answers as a class, or collect the test sheets and grade them on your own. If the

ends.

Unit 11 |
Are they swimming?
Unit Objectives:
1. Students will learn about negative sentences and questions in the present
continuous.
2. Students will be able to make negative sentences and questions.
3. Students will be able to answer yes/no questions in the present continuous.
LESSON GUIDE
Grammar Board
Have the students look at the Grammar Board. Look at the pictures for the negative
sentences and read the sentences as a class. Teach the students that to make
negative sentences in the present continuous we put “not” after the verb be. Then
look at the pictures for the questions and read the questions and answers as a class.
Explain to the students that we place the verb be before the subject to make yes/no
questions in the present continuous.

Make flashcards with the pictures for brushing your teeth, flying a kite, swimming, and
drawing. Show the students one of the flashcards and then choose three students to
come to the front of the class. Have the three students stand close together and tell

them to pass the flashcard behind their backs until you say “stop.” Have the students 2. Ask the students to match the questions and answers. Check the answers as a
sitting down try to guess which student is holding the flashcard. Point to one of the class.
students and ask “Is (name) flying a kite?” If the students think the person is holding
the flying a kite flashcard they will answer “Yes, he/she is.” If they don’t think the
person is holding that flashcard they will answer “No, he/she isn’t.”
Practice
them work with a partner or individually to fill in the missing information on the cards 1. Read the verbs in the box at the top of the activity as a class. Have the students
(they can either write the missing information or simply say it). Tell the students to use the verbs to make their own positive and negative sentences in the present
work with a partner to ask and answer questions about the cards. continuous. Then ask the students to look at the pictures and use the verbs to
complete the sentences. Check the answers as a class.
After they have finished practicing with the grammar cards, read the chart at the
bottom of page 46 together as a class. Have the students practice using the 2. Read the questions for the second activity together as a class. Then ask the
structures with other verbs as well. students to fill in the blanks to complete the answers. Check the answers as a
class.
3. Look at the picture as a class. What do the students see in the picture? What
do they think all of the children are doing? Tell the students to use the stickers
on page 89 to complete the picture. Then ask them to fill in the blanks in the
Check Up dialogue. Check the answers as a class.
1. Look at the pictures as a class. What do the students see in the pictures? Tell the
students to read the sentences and write “T” for true or “F” for false next to them. Extra Idea (optional):
Check the answers as a class. Have the students work in pairs. Tell them to act out the dialogue together.
Encourage them to use actions and change their voices to match the characters.
Stand at the front of the class. Raise your arms in an X to indicate “no”. Then do
an action. Encourage the students to call out what you’re not doing (for example,
“You’re not dancing.”). Hold up your thumb in a “thumbs up” gesture. Then do one
more action. Encourage the students to call out what you’re doing (for example,
Review
“You’re sitting.”). Have them combine the two sentences together (“You’re not
dancing. You’re sitting.”). Have the students take turns doing the same thing. 1. Write “are” and “is” on the board. Ask the students to use both words to ask
simple questions in the present continuous. Choose other students in the class to

answer the questions. Then have the students look at Robo’s Note. Tell them to
look at the pictures and fill in the blanks. Check the answers as a class.
ends.

Unit 12 |
Test Your Grammar
(Units 09-11)
Unit Objectives:
1. Students will be able to check their understanding of the previous three units.
2. Students will be able to use imperatives, make positive and negative sentences in
the present continuous, and ask questions in the present continuous.
LESSON GUIDE
Test Your Grammar

Grammar in Writing
Ask the students about the pictures. What do they thinking is happening in each
picture? Tell the students to circle the correct answers and fill in the blanks to
complete the dialogue. Check the answers as a class.
It’s Your Turn

Ask the students to look at the pictures. What do they think is happening in each
picture? Have the students complete the sentences to finish the dialogue. Check the
answers as a class.

Have the students work in groups of three. Tell them to practice the dialogue together.
Encourage them to use actions and to change their voices to match their characters.
Have the groups all take turns performing the dialogue in front of the class.
Review

Unit 13 |
He was at home.
Unit Objectives:
1. Students will learn about the past tense (was/were).
2. Students will be able to understand how to use the past tense of be verbs.
3. Students will be able to make negative sentences and questions in the past tense.
LESSON GUIDE
Grammar Board
Have the students look at the Grammar Board. Look at the pictures in the I/he/she/
it section and read the sentences as a class. Explain to the students that the past
tense is used to tell about what happened in the past. Teach them that the past
simple of the verb be for singular subjects is “was.” Tell them that we place “not”
after the verb be to make a negative sentence in the past tense. To make a yes/no
question in the past tense, we place the verb be before the subject. Then look at the
pictures in the you/we/they section and read the sentences as a class. Explain that
the past simple of the verb be for plural subjects is “were.” Tell the students that
negative sentences and questions are made the same way as they are for singular
subjects.

Let the students practice the grammar points with the Grammar Cards. Tell the Extra Idea (optional):
students to remove the Grammar Cards for the unit from their student books. Have Play hangman with the sentences from the activity. Ask the students to close their
them work with a partner or individually to fill in the missing information on the cards books. Choose one of the sentences and write dashes on the board. The number
(they can either write the missing information or simply say it). Tell the students to of dashes will match the number of letters in the sentence. Students then have
work with a partner to ask and answer questions about the cards. to call out letters, with too many wrong answers leading to the completion of the
gallows.
the chart at the bottom of page 54. Check the answers as a class. 2. Look at the pictures together as a class. What do the students see in each
picture? Ask the students to read the questions and put check marks next to the
correct answers. Check the answers as a class.

Check Up Make flashcards with the pictures and questions from the activity. Put the
flashcards in a pile and shuffle them. Have the students work with a partner. Give
1. Ask the students to read the sentences, circle the verbs, and stick the stickers from
the flashcards to one pair of students. Tell one student to ask the questions and
page 89 in the correct squares. Have them check their answers with a partner.
their partner with answer them. Time how long it takes them to finish. After they
have finished, give the flashcards to another pair. Whichever pair of students can
Extra Idea (optional): say all the questions and answers the fastest is the winner.
Write locations on strips of paper and put them in a hat or box. Have the students
take turns pulling out two strips of paper. Ask them to make sentences with the 3. Look at the picture at the top of the activity. What places can the students see in
locations. Tell them that the location on the first strip of paper is where they were the picture? Tell the students to use the stickers on page 89 to put Kate, Mike,
yesterday. The location on the second strip of paper is where they are today. and Mary in places on the picture. Then ask them to use the picture to help them
complete the sentences. Have them check their answers with a partner.
2. Tell the students to read the sentences and color the correct words. Check the
answers as a class.
Review
Practice 1. Write “was” and “were” on the board. Ask the students to make simple questions
with each of the words. Tell them they can choose who they want to answer the
1. Have the students read the sentences and fill in the blanks with wasn’t or weren’t. questions. Have the students look at Robo’s Note. Tell them to complete the
Check the answers as a class. question and the answer. Check the answers as a class.

ends.

Unit 14 |
We listened to music.
Unit Objectives:
1. Students will learn about the past tense of regular verbs.
2. Students will be able to understand how to add ed/d/ied to form past tense verbs.
LESSON GUIDE
Grammar Board
sentences as a class. Explain to the students that we use the past tense to tell about
what happened in the past. Most of the time, -ed is added to verbs to make the past
tense. But when a verb ends in “e” we only add -d. Also, if a verb ends in “y,” we drop
the “y” and add -ied.

the Grammar Board in each of the squares. Since there are only six verbs on the
Grammar Board, choose three more verbs (one for each ending) to fill in the rest of
the squares. Split the students into two teams (team X and team O). Give a student
from one team a foam ball and ask them to throw it at the grid. If they hit one of the
squares, tell them to erase the base verb and write the past tense of the verb in the

square. Then ask them to put their team’s symbol (X or O) in the corner of the square.
Practice
The first team to make a straight line with three of their symbols is the winner.
1. Tell the students to match the verbs with the correct endings and then to write them
Let the students practice the grammar points with the Grammar Cards. Tell the in the past tense. Check the answers as a class.
them work with a partner or individually to fill in the missing information on the cards 2. Read the verbs in the box at the top of the activity as a class. Have the students
(they can either write the missing information or simply say it). Tell the students to use the words to make their own past tense sentences. Then have the students
work with a partner to ask and answer questions about the cards. look at the pictures and use the verbs to complete the sentences. Check the
answers as a class.
the chart at the bottom of page 58. Check the answers as a class. Extra Idea (optional):
Split the students into two teams. Ask a member of each team to stand at the
back of the class. Write the first sentence from the activity on the board. Leave a
blank space where the verb should go. Tell the students that when you say “Go!”
they will run to the board and write the past tense of the verb down. Whoever
finishes first scores a point for their team.
Check Up
1. Look at the pictures as a class. What do the students see in the pictures? Tell the 3. Tell the students to look at the picture. What can they see in each house? Which
students to use the stickers from page 89 to complete the sentences. Check the house do they think would be more fun to live in? Why? Read the verbs on the
answers as a class. right side of the activity together as a class. Tell the students to use the verbs to
complete the sentences. Check the answers as a class.

Have the class stand in a circle. Tap a balloon to one student and say “I study
math today.” The student will hit the balloon back to you and say “I studied math
last night.” Hit the balloon to another student and say “She bakes a pie today.”
The student will hit the balloon back to you and say “She baked a pie last night.”
Review
Keep doing this with different verbs and subjects. Encourage the students to think
of other verbs to use as well. 1. Write the base verbs from the Grammar Board on the board (watch, listen, dance,
bake, study, cry). Have some of the students come to the front and change the
2. Read all of the verbs on the Christmas tree together as a class. Tell the students verbs into the past tense. Have the students look at Robo’s Note. Tell them to use
to draw a circle around the verbs that end with -ed, a triangle around the verbs the verbs in brackets to complete the sentences. Ask the students to check their
that end with -d, and a star around the verbs that end with -ied. Have the students answers with a partner.
check their answers with a partner.

ends.

Unit 15 |
I did my homework.
Unit Objectives:
1. Students will learn about the past tense of irregular verbs.
2. Students will be able to understand how to use the irregular past tense forms of
verbs.
LESSON GUIDE
Grammar Board
sentences as a class. Explain to the students that some verbs change their forms
irregularly in the past tense. Write down the base forms of the all the verbs in the
Grammar Board section on the board and have the students call out what the irregular
past tense form is.

the Grammar Board in each of the squares. Split the students into two teams (team
X and team O). Give a student from one team a foam ball and ask them to throw it
at the grid. If they hit one of the squares, tell them to erase the base verb and write
the irregular past tense of the verb in the square. Then ask them to put their team’s

symbol (X or O) in the corner of the square. The first team to make a straight line with
Practice
three of their symbols is the winner.
1. Read all of the verbs in the candy machine as a class. Then ask the students to
Let the students practice the grammar points with the Grammar Cards. Tell the write the verbs in the past tense. Check the answers as a class.
them work with a partner or individually to fill in the missing information on the cards Extra Idea (optional):
(they can either write the missing information or simply say it). Tell the students to Write the verbs and their past tenses on the board (for example, do–did). Read
work with a partner to ask and answer questions about the cards. over the list a few times as a class. Then have the students work in pairs. Give
each pair a balloon and tell them to hit it back and forth while saying the words.
After they have finished practicing with the grammar cards, ask the students to fill in Can they make it through all the verbs without dropping the balloon?
2. Read the verbs in the box at the top of the activity as a class. Tell the students to
make their own past tense sentences with the verbs. Then have the students use
the past tense of the verbs to complete the sentences.
3. Look at the pictures as a class. What do the students see in each picture? Tell
Check Up the students to read the email and use the past tense of the verbs in brackets to
1. Ask the students to match all of the verbs with their irregular past tense forms. complete the sentences.

Write the irregular verbs in different places all over the board. Draw mittens around
each verb just like in the activity. Place two chairs in front of the board with a fly
Review
swatter on each chair. Divide the class into two teams. Have one student from each
team sit on the chairs with their backs to the board. Say the base form of one of 1. Write the base verbs from the Grammar Board on the board. Have the students
the verbs (for example, “see”). The first student to stand up and hit the correct take turns coming to the front, erasing one of the base verbs, and writing the verb
mitten with their fly swatter gets a point for their team. in the past tense instead. Have the students look at Robo’s Note. Tell them to
use the past tense of the verbs in brackets to complete the sentences. Check the
2. Look at the pictures as a class. What do the students see in each picture? Tell the answers as a class.
students to read the sentences and circle the correct verbs. Check the answers as
a class. 2. Print off enough unit review tests from http://www.ibuildandgrow.com for all the

ends.

Unit 16 |
Test Your Grammar
(Units 13-15)
Unit Objectives:
2. Students will be able to make positive and negative sentences in the past tense
with was/were, ask questions in the past tense with was/were, and use regular and
irregular verbs in the past tense.
LESSON GUIDE
Test Your Grammar

Grammar in Writing
Ask the students to look at the picture. What do they think the children are doing in
the picture? Tell them to circle the correct words and fill in the blanks to complete the
story. Check the answers as a class.
It’s Your Turn

Ask the students to look at the picture. What do they think each person is doing? Tell
them to use the stickers on page 89 to complete the picture and then to fill in the
blanks to complete the story. Check the answers as a class.

Have the students draw a picture of their own home that shows what everyone in their
family did last Sunday. When they are finished, ask them to write sentences about
what they and their family members did. Tell them to use the sentences in the activity
as a guideline. Afterward, have the students take turns showing their picture to the
class and reading their sentences out loud.
Review
Have the students play some fun card games with the Grammar Cards from units 13–
15 to continue practicing what they have learned. Here’s one game idea. Have the

Unit 17 |
I didn’t walk.
Unit Objectives:
1. Students will learn about negative sentences and questions in the past tense.
2. Students will be able to use “didn’t” to make negative sentences.
3. Students will learn how to make and answer yes/no questions with “did.”
LESSON GUIDE
Grammar Board
Have the students look at the Grammar Board. Look at the pictures for the “didn’t”
sentences and read the sentences as a class. Explain to the students that we put
“did not (didn’t)” before the base form of verbs to make negative sentences in the
past tense. Then look at the pictures for the “did” questions and read the questions
and answers as a class. Tell the students that to make a yes/no question in the past
tense, we put “did” before the subject.

After they have finished practicing with the grammar cards, ask the students to fill in Extra Idea (optional):
the chart at the bottom of page 70. Check the answers as a class. After finishing the activity, ask the boys to read the positive sentences. Tell them to
change their voice for each sentence by making it louder, quieter, higher, lower, etc. The
girls will read the negative sentences and try to speak the exact same way the boys did.
After the boys have read all the positive sentences, have the teams switch roles.
Check Up 2. Look at the pictures as a class. What do the students see in all of the pictures?
Tell the students to use the verbs in the box at the top of the activity to complete
1. Read the “To Do” list together as a class. Do the students ever make lists like the questions. Check the answers as a class.
this? Tell the students to read the sentences about the list and color the right
words. Check the answers as a class. 3. Look at the pictures for the dialogues. What do the students think is happening in
each scene? Ask the students to fill in the blanks in the questions and answers to
Extra Idea (optional): complete the dialogues.
Give one student a die. Tell them to roll it before reading each sentence. If the
number the die lands on is even, the students will make the sentence positive. If Extra Idea (optional):
the die lands on an odd number, they will make the sentence negative. Time the Have the students work in groups of four to act out the dialogues. Encourage them
student to see how long it takes them to say all five sentences. Then let the other to use actions and to change their voices to sound like their characters. Have the
students try. Whoever finishes with the fastest time is the winner. groups take turns performing their dialogues in front of the class.
2. Read the questions as a class. Tell the students to put check marks next to the
correct answers. Check the answers as a class.
Review
1. Write “did” on the board. Ask the students to make “did” questions and let them
Practice choose who will answer the questions. Have the students look at Robo’s Note. Tell
them to complete the question and answer. Check the answers as a class.
1. Read all of the sentences as a class. Then tell the students to make the sentences
negative. Check the answers as a class. 2. Print off enough unit review tests from http://www.ibuildandgrow.com for all the students.
Hand the test out and ask the students to answer the questions on their own. Have the
2. Read the questions as a class. Tell the students to put check marks next to the students work with a partner to check their test sheets, check the answers as a class, or
correct answers. Check the answers as a class. collect the test sheets and grade them on your own. If the students struggled with any of
the test questions, review the material before class ends.


Unit 18 |
I will be seven. the chart at the bottom of page 74. Check the answers as a class.
Check Up
Unit Objectives: 1. Look at the pictures as a class. What do the students see? Tell the students to
read the sentences and circle the correct words. Check the answers as a class.
1. Students will learn about the future tense (will / won’t).
2. Students will be able to understand how to use will or won’t to talk about future
events.
Make “will” questions for the sentences in the activity. Give one of the students a
coin. Ask them a question and tell them to flip the coin. If the coin lands on “heads”
tell them to answer with “will.” If the coin lands on “tails” tell them to answer with
“won’t.” Let all of the students try flipping the coin and answering a question.
2. Look at the pictures as a class. What do the students see? Tell the students to
LESSON GUIDE read the sentences and write “T” if they are true and “F” if they are false. Check
the answers as a class.
Grammar Board
sentences as a class. Teach the students that the future tense tells about events in
the future. Explain that will or will not (won’t) comes before the base form of the verb
in the future tense.
Practice
Let the students practice the grammar points with the Grammar Cards. Tell the 1. Ask the students to read the sentences and fill in the blanks with will or won’t.
students to remove the Grammar Cards for the unit from their student books. Have Check the answers as a class.
(they can either write the missing information or simply say it). Tell the students to 2. Look at the pictures as a class. What do the students see? Tell the students to
work with a partner to ask and answer questions about the cards. follow the lines from the family members to the pictures. Then ask them to write
will or won’t to complete the sentences. Check the answers as a class.

Write one of the sentences on the board but scramble the letters in each of
the words. Call three students to the front. Ask them to look at the scrambled
sentence and then write the sentence properly. Whoever finishes first is the winner.
3. Look at the pictures next to the letter. What do the students think is happening in
the pictures? Read the verbs in the party hat. Tell the students to use the verbs
to help them complete the sentences. Check the answers as a class.

Write the sentences from the letter on pieces of paper. Put one sentence on each
piece of paper. Stick the sentences to the board with magnets and then mix them
up. Have the students work in pairs or small groups to put the sentences in the
correct order. Have them read the letter out loud once they have put it in order.
Time them to see long it takes them to do everything. Whichever pair or group does
it the fastest is the winner.
Review
1. Write will and won’t on the board. Ask the students to use both of the words to
make sentences. Then have the students look at Robo’s Note. Tell them to look at
the pictures and complete the sentences with will or won’t. Check the answers as
a class.
ends.

Unit 19 |
Will you go swimming?
Unit Objectives:
1. Students will learn about the future tense and “will” questions.
2. Students will be able to understand how to ask and answer yes/no questions with
“will.”
LESSON GUIDE
Grammar Board
questions and answers as a class. Explain that to make yes/no questions in the
future tense, we place “will” before the subject.

Make individual flashcards with all the photos and sentences on them. Write the
questions for the pairs at the top of each of the flashcards. Spread the flashcards
all over the board facedown. Split the students into two teams. Have one of the
students come to the front and turn over two of the flashcards. Tell them to read the
question and sentence on each of the flashcards. If the two sentences match, the
student scores a point for their team.

Practice
them work with a partner or individually to fill in the missing information on the cards 1. Read the answers as a class. Then have the students fill in the blanks to complete
(they can either write the missing information or simply say it). Tell the students to the questions.
2. Read the weekly schedule as a class. Then ask the students to read the questions
After they have finished practicing with the grammar cards, ask the students to fill in and complete the answers. Check the answers as a class.
3. Look at the pictures at the top of the page. What do the students see in each
suitcase? Which student do they think will have more fun on their trip? Tell the
students to look at the pictures and complete the dialogues. Check the answers
as a class.
Check Up Extra Idea (optional):

1. Look at the pictures as a class. What activities do the students think the different Have the students work in pairs. Tell the first student to read questions 1–3. Their
pieces of equipment can be used for? Tell the students to match the questions to partner will answer the questions. Then have the second student read questions
the correct answers. Check the answers as a class. 4–6 and the first student will answer them. Time each pair to see how long it takes
them to finish asking and answering the questions. The pair with the fastest time
Extra Idea (optional): is the winner.
Have the students work in pairs. Give each pair a coin. One student will ask the
questions. Before answering each question, their partner will flip the coin. If the
coin lands on “heads,” they will answer “Yes, I will.” If the coin lands on “tails,”
they will answer “No, I won’t.” After the first student has asked all the questions,
the students will switch roles.
Review
2. Look at the pictures as a class. What do the students think is happening in each 1. Write “will” on the board. Ask the students to use “will” to make some questions.
picture? Tell the students to read the questions and put check marks next to the Choose other students to answer the questions. Then have the students look
correct answers. Check the answers as a class. at Robo’s Note. Tell them to look at the picture and fill in the blanks. Check the
answers as a class.

ends.

Unit 20 |
Test Your Grammar
(Units 17-19)
Unit Objectives:
2. Students will be to make negative sentences and ask questions in the past tense,
make positive and negative sentences in the future tense, and ask questions in the
future tense.
LESSON GUIDE
Test Your Grammar

Grammar in Writing
Read the schedule as a class. Do the students think Sally has a good schedule this
week? Why or why not? Tell the students to circle the correct words and fill in the
blanks to complete the dialogue. Check the answers as a class.
It’s Your Turn

Read the schedule as a class. Do the students think Sam has a good schedule this
week? Why or why not? Whose schedule do they like better, Sally’s or Sam’s? Ask
the students to fill in the blanks to complete the dialogue. Check the answers as a
class.

Have the students work in pairs. Tell them to make a weekly schedule together.
Then ask them to talk about their weekly schedule by following the dialogue in the
activity. After they have practiced it a few times, have each pair talk about their weekly
schedule in front of the class.
Review
Have the students play some fun card games with the Grammar Cards from units 17–
19 to continue practicing what they have learned. Here’s one game idea. Have the

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Teacher’s Guide

2 Grammar Space Kids Teacher’s Guide 3 3

1. Students will learn about nouns and articles.

Extra Idea (optional): Practice

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Extra Idea (optional):

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Extra Idea (optional):

Extra Idea (optional):

Check the answers as a class.

Extra Idea (optional):

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It’s Your Turn

Extra Idea (optional):

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Extra Idea (optional):

24 Grammar Space Kids Teacher’s Guide 3 25

Extra Idea (optional):

Extra Idea (optional):

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and answer questions about the cards.

Extra Idea (optional):

32 Grammar Space Kids Teacher’s Guide 3 33

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Extra Idea (optional):

36 Grammar Space Kids Teacher’s Guide 3 37

Extra Idea (optional):

Check Up dropping the balloon?

Extra Idea (optional):

38 Grammar Space Kids Teacher’s Guide 3 39

40 Grammar Space Kids Teacher’s Guide 3 41

Unit Objectives: It’s Your Turn

Extra Idea (optional):

42 Grammar Space Kids Teacher’s Guide 3 43

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Grammar Board Extra Idea (optional):

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Extra Idea (optional):

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matches with. Check the answers as a class.

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It’s Your Turn

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