Grammar space beginner 1 TG

Then write “people,” “places,” “animals,” and “things” on the board and tell the students to tape their pictures under the right category and write the correct words beside them.. Then a

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Grammar

B e gi nn e r

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Grammar Space Beginner 1

Contents

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Grammar Station

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 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 for easy reference

2 Give the students as many simple examples as necessary for them to understand the grammar point Make sure to write these on the board using different colors, if possible, to highlight the different parts of the sentences You can ask the students to give you example topics to make this portion of the lesson more interactive

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 students to tape their pictures under the right category and write the correct words beside them

4 When you feel that the students have a good grasp of the grammar point, draw their attention to the exercise below Tell them to stand up Slowly read through all the words in the exercise, and have the students jump or clap and say, “Noun!” any time they hear a noun Once you’ve finished saying them all, have the students circle them

in their books

Unit 1 | Harry is my dog.

Objectives

1 The students will learn about common nouns and proper nouns

2 The students will complete exercises to familiarize themselves with the key grammar

point

3 The students will identify and correct simple mistakes related to the key grammar

point

4 The students will apply their new grammar knowledge in a practical writing exercise

5 The students will review the grammar point before the end of class to aid retention

LESSON GUIDE

Introduction

1 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

2 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 words on the side of the board for the students to refer back to throughout the class

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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

1 For exercise A, ask several students to describe what they see in the pictures Then

go back through and have the students match the pictures to the nouns and types of nouns If you like, put the exercise structure on the board and ask a student to match

it for you

2 For exercise B, go through a few of the nouns in the box as a class and put them into

the correct categories Once the students understand how to do the exercise, have them finish it on their own Call the fastest four students to list the people, animals, 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

Split the students into two or three teams Have each team send a person to the

board and say a simple noun for them to write as fast as they can However, tell them that if you say a proper noun, they should include a big letter when they write it Give the fastest student to correctly write the noun a point for their team and have the teams switch writers Continue until all the students have participated once or twice

Practice

1 For exercise A, have the class read the sentences all together, but call on students at random to tell you what the nouns in each sentence are Once you have gone through all the sentences, say each noun and have the students yell, “Common!” or “Proper!”

and write it in the appropriate column

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 sentences on their own, and ask the different sides of the class to take turns reading the sentences out loud

3 For exercise C, put the students into pairs Have them work together to identify what is wrong in each underlined phrase and rewrite the sentences As the students start to finish the exercise, call on some of them to write the sentences on the board for you

Grammar in Writing

1 Emphasize to the students that this writing exercise ties the grammar they have learned into practical writing for the future Start the exercise by asking general questions about the writing type Some possible ideas are:

a Why do people write emails?

b Do you have your own email account?

c Who do you email the most?

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

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ANSWER KEY: WORKBOOK ANSWER KEY: STUDENT BOOK

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

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ANSWER KEY: WORKBOOK Unit 2 | This is a dress

Objectives

1 The students will learn about the articles a, an, and the

2 The students will complete exercises to familiarize themselves with the key grammar point

3 The students will identify and correct simple mistakes related to the key grammar 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

Grammar Space Beginner 1 Teacher’s Guide 11 10

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words on the side of the board for the students to refer back to throughout the class

Grammar Station

1 Use the chart and pictures to help you explain what articles are to the students Write

on the board that the articles a, an, and the go in front of nouns (ex “a pen,” “an elf,” “the cat,” etc.), and that a and an go before singular nouns (with an going before

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

that have already been defined (ex “the sky,” “the cat [that was already mentioned]”)

Leave these explanations on the board throughout the class for easy reference

2 Give the students as many simple examples as necessary for them to understand

the grammar point Make sure to write these on the board using different colors, if possible, to highlight the different parts of the sentences You can ask the students to give you example topics to make this portion of the lesson more interactive

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

said, they have to say the in front of it instead

4 When you feel that the students have a good grasp of the grammar point, draw their

attention to the exercise below Hold up flashcards of the nouns in the exercise and/or say them For each one, have the students respond with “a!” or “an!” as appropriate

Then have them circle the words in the exercise

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

1 For exercise A, continue using flashcards of the nouns or say them like you did in the previous exercise If you like, you can speed up the rate you go through the cards or even expand into common items around the classroom Then have the students write down the nouns and articles

2 For exercise B, give the students 15-20 seconds to complete the sentences while making it obvious that you are timing them Once the students are finished, have the two sides of the classroom alternate reading the sentences out loud

3 For exercise C, ask a few students to describe the pictures Remind the students that the first time they refer to something, they should use a or an, but after that they should use the Then slowly read through the sentences, but pause at the word 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

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Have all the students stand up and rotate three chairs to the right Then put them into

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 _, _, _, and _.” Repeat as often as you like

3 For exercise B, ask a student to read through the example Then read through the first

sentence of the first problem, omitting the article Ask the student if we know which elephant, and when they say “no” tell them that means they should use an Then

do the same with the second sentence, but when they respond “yes” tell them that means they should use the Continue like this through the rest of the problems or have the students finish them on their own Then have the boys and girls alternate reading 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

1 Emphasize to the students that this writing exercise ties the grammar they have

learned into practical writing for the future Start the exercise by asking general questions about the writing type Some possible ideas are:

a Do you like stories? Why or why not?

b What is your favorite story?

c Who usually tells you stories?

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

is finished, have the students read through the story out loud all together or in turns

If you like, have different students read the story in different emotions

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,”

and encourage them to use articles to talk about the things that they see there If necessary, give them this structure to work with: “My friend _ has a birthday party today! There is _ _, _ _, _ , and _ _ _ tastes very good I gave my friend _ _ as a present _ _ is very interesting.” Edit these stories and have the students take turns presenting them at the front of the class when everyone is finished

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK Unit 3 | He has three watches

Objectives

1 The students will learn about singular nouns and plural nouns

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Grammar Station

1 Use the chart and pictures to help you explain what singular nouns and plural nouns

are to the students Write on the board that singular nouns are for one person, place, animal, or thing, while plural nouns are for more than one person, place, animal, or thing (ex “cat” vs “cats”) Then go over the spelling rules for plural nouns (most

nouns: add –s; nouns ending in –ch, -sh, -s, -x, or –o: add –es; nouns ending in a consonant and –y: delete the –y and add –ies; nouns ending in –f(e): delete the –f(e) and add –ves) Leave these explanations on the board throughout the class for easy

reference

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 student who correctly writes the noun the fastest a point, and bring up new students

Continue as long as you like, but make sure to use a variety of nouns with different spelling rules

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

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

1 For exercise A, say each noun in the box and ask the students to tell you what its plural form is Then tell them to divide the nouns into the right boxes based on their spellings Ask the first four students who finish to write the nouns on the board for you under the correct categories

2 For exercise B, ask several students to describe what noun is in each picture as well as how many of the noun there are Then read through the phrases, but let the 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 that go with them

3 For exercise C, give the students 15 seconds to choose which plural noun spelling

is correct in all of the problems Then read through the sentences, but make the students yell out the answer for each one and spell it out loud Either have the class read the sentences all together or call on different students to read them out loud when you’re finished

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

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together

Tell the students that you are going to have an objects competition Explain that they

need to find as many of the same item as they can anywhere in the classroom, bring them to their desks, and sit down within the space of 30 seconds For example, one student may find 12 pencils, another may find 15 books, and another may find 8 jackets Go around the room and have each student say, “I have _ _.” The one with the most objects is the winner Make sure all the objects are returned to their original owners after the game is done

3 For exercise B, go through the example on the board to show the students how to

change the starting sentences into plurals Then ask four volunteers to come to the board and write out the sentences that you give them as fast as possible Check the sentences as a class when they are done

a What is an advertisement?

b What advertisements do you see a lot?

c Do you like seeing advertisements? Why or why not?

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 based on the pictures When everyone is finished, point at the pictures randomly and have the students say the phrases that go with them

Have the students write their own garage sale advertisements like the previous exercise Tell them to take a blank sheet of paper, write “Garage Sale!” at the top, and make up “When” and “Where” details to write under the title Then give them two 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 write, “There are _ _,” under each picture to practice the unit’s grammar Edit these advertisements and have the students take turns presenting them at the front

of the class when everyone is finished

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ANSWER KEY: WORKBOOK Unit 4 | He wants some water

Objectives

1 The students will learn about count nouns, noncount nouns, and some

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

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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,”

etc.) Go over the common noncount nouns with the students and explain that liquids and abstract ideas that they can’t see (ex “information,” “music,” etc.) are noncount nouns Then explain that we usually use some in front of noncount nouns instead of

a or an, and that some can also go in front of count nouns to mean a few or several

Leave these explanations on the board throughout the class for easy reference

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, have the entire class say “Count!” or “Noncount!” all together A little bit of repetition

is all right, but if possible try to use nouns that are different from the ones in the next exercise

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

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

Check Up

1 For exercise A, tell the students that they need to put a or an in front of the count nouns and X in front of the noncount nouns Then have them go through the exercise

as fast as they can and read all the phrases together (without saying the X’s)

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 while they circle it

3 For exercise C, give the students thirty seconds to read through the sentences and circle the correct phrases to complete them Then call on different students to read the sentences on their own Another option is to have all the students stand up and read them together as dramatically as possible

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1 For exercise A, have a few students describe the picture Then say the nouns in the

box at the top and have the students say “Count!” or “Noncount!” after each of them

When the students are ready, have them fill in the list, but remind them that only the count nouns should be plural Call on several students to come write the words on the board for you when they are finished

Give the students one or two minutes to draw pictures of things that their parents buy

at the grocery store When the time is up, have each of them show their pictures to the class and say, “My mom/dad needs _.” Encourage them to be as creative as they want in the things their parents buy

3 For exercise B, ask the students whether count nouns or noncount nouns need

articles, and then tell them they have 20 seconds to fill in the sentences with either

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

a Do you like fairytales? Why or why not?

b Do you know the story of Hansel and Gretel?

c Is it better for stories to have a happy or sad ending? Why?

2 Ask several students to describe what they see in the picture, and ask them questions about it 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

Have the students write their own stories about three or four sentences long like the one in the previous exercise on extra pieces of paper Encourage them to use both count nouns and noncount nouns, and tell them that their stories should be about finding a house full of food like Hansel and Gretel If necessary, give them this 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 most.” Edit these stories and have the students take turns presenting them at the front of the class when everyone is finished

or go through the tests all together before the end of class If the students struggled

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with any of the test questions, review the material some more

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ANSWER KEY: WORKBOOK

ANSWER KEY: Review Test 1

Unit 5 | He is Bob

Objectives

1 The students will learn about subject pronouns and the verb be

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

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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

(ex “I,” “you,” “he,” “she,” etc.) Point out that it and they are used for animals and

things Have the students point at different people (including themselves) around the classroom and use the pronouns to describe them Then go through the verb be and how it changes depending on the subject (i.e “I am,” “You/We/They are,” “He/She/It 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 the class for easy reference

Bring a pinwheel with all the subject pronouns written on it to class with you Have the

students come to the front all at once and take turns spinning the pinwheel, running back to their desks, and writing their subject pronouns, the correct forms of be, and the appropriate names of people in the class (including their own, if applicable) For example, if a student spun “We” they might run back and write, “We are Tom and Jessica.” Repeat as often as you want and have the students read their sentences out loud when everyone is finished

4 When you feel that the students have a good grasp of the grammar point, draw their 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

Check Up

1 For exercise A, read each subject out loud and have the students all say its subject pronoun together as they write it Then have the boys and girls take turns reading the sentences out loud

2 For exercise B, have a few students describe what they see in the pictures Then have the students go through the exercise and complete the sentences on their own with the verb be When they are finished, call on various students to read through the sentences out loud

3 For exercise C, have the students look at the example and remind them that subject pronouns and be can be shortened into contractions Then ask for volunteers to come

to the board and write the contractions for the problems that you give them while the other students work on them in their books Check the contractions on the board all together before moving on

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1 For exercise A, give the students 30-45 seconds to write the subject pronouns for the

sentences as fast as they can Then have the two sides of the class compete to see how loud/quiet they can read the sentences

Make a bunch of simple sentences for the students before class and scramble them

up Give each student one or two sentences to unscramble and have them read them out loud and/or write them on the board

3 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 go through the sentences

as a class and call on different students to read the first sentence, but have all the students read the second sentences together

a What is a book report?

b What books have you written reports on?

c What is your favorite book? Why?

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

using the correct forms of the verb be, and when everyone is finished have the students read through the exercise out loud all together or in turns

Have the students write their own book reports about Harry Potter (or another book they are familiar with) Encourage them to write at least three or four sentences like the previous exercise while using the verb be and subject pronouns correctly If 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 _ very brave _ _ a hero for many people.” Edit these book reports and have the students take turns presenting them at the front of the class when everyone is finished

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ANSWER KEY: WORKBOOK Unit 6 | I’m not a teacher.

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.”

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Grammar Station

1 Use the chart and pictures to help you explain to the students how to use the verb be

in negative sentences and yes/no questions Write on the board that they just need to

put not after the verb be to make sentences negative (ex “I am not sad.”), and that

is not and are not can be shortened to isn’t and aren’t If you like, have the students

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 student?”), while to make answers they should put the verb be after the subject (ex

“Yes, you are.” “No, you aren’t.”) Leave these explanations on the board throughout the class for easy reference

Have all the students write down three different be questions on slips of paper and

put them into a bag or hat Then have them make a line, draw out the questions, read them out loud, and answer them in full sentences If any of the questions have mistakes in them, have the students that picked them identify and fix them

attention to the exercise below Tell them to stand up Say the sentences in the

exercise out loud randomly and tell the students to jump or clap and say “Correct!” if there are no mistakes in them You can expand to other sentences as well Then have the students check the correct ones in their books

Check Up

1 For exercise A, go through the sentences all together Call on different students to read through the first sentences, and after each one say the subject of the next sentence and let the students fill in the blanks for you If you like, have the girls and boys alternate reading the sentences out loud when they are finished filling them in

2 For exercise B, use the example to demonstrate how to change the starting sentence into a question Then ask five students to come to the board and compete to see who can change the sentence you give them the fastest If you like, you can make up more sentences for other students to change at the board so that they have a chance to participate too

3 For exercise C, ask several students to describe the picture for you in as much detail as possible Then put the students into pairs and have them work together

to complete the answers to the questions When they are finished, have the pairs practice the questions and answers together

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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 questions, tell the students to answer the questions that the previous student wrote

Also, if they see any mistakes in the questions, tell them to fix them Put the students into pairs and have them practice the questions and answers when they are done

Practice

1 For exercise A, have the class read each starting sentence all together once Then

have them read the same sentence, but tell them to yell out “not!” each time the verb

be appears Then remind them how to make contractions out of be + not and have

them finish the exercise on their own If you like, have them read through the new sentences all together

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

a What is an interview?

b Have you interviewed someone before? Who?

c What kind of things can you ask someone in an interview?

2 Ask several students to describe what they see in the picture Then have the students 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

Have the students choose partners to interview Encourage them to each write three

or four questions to ask that person, and then switch papers so their partners can write their answers down If necessary, give them these question structures to work with: “ years old? your mom/dad a _? _ your friend?

in grade?” Edit these interviews and have the students take turns presenting them at the front of the class when everyone is finished

nebuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space

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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

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ANSWER KEY: WORKBOOK Unit 7 | Who is she?

Objectives

1 The students will learn about asking questions with who or what before the verb be

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.”

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Grammar Station

1 Use the chart and pictures to help you explain what who and what are to the students

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?”

“What is that?”) Then explain how to answer questions with all the different subject pronouns Leave these explanations on the board throughout the class for easy reference

Give the students one or two minutes to run up to the board and draw anything that

they want to You may have to have the students take turns so that everyone has a chance An alternative is to have the students all draw pictures at their desks, collect the pictures, and spread them out on the floor or board so that everyone can see them Then split the students into pairs and have them point at different objects on the board and ask “What/Who is it/he/she?” for their partner to answer

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

Check Up

1 For exercise A, give the students 30 seconds to circle the correct question words Then have the boys and girls alternate asking and answering the questions all together

2 For exercise B, give the students 30 seconds to match the questions with the answers Then call on different students to read the questions out loud, but have the whole class answer them all together

3 For exercise C, ask several students to describe the pictures Then have the students pick partners out of a hat and work together to complete the questions based on the answers Make sure that they practice them together when they are finished

Have the students form two lines facing each other Make sure each student has paper and a pen or pencil, and then tell them that on your signal all the students in the line you indicate should write a who or what question as fast as they can and show

it to their partner across from them That person then has to write a full-sentence answer as fast as they can When they are finished, both students should hold up their question/answer in the air The students in the fastest pair with a correct question/

answer combination each win a point for that round Then have the students in one of the lines shift one spot over so they all have new partners, and repeat the activity

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1 For exercise A, call on different students to read through the questions After each

one, ask the class what the answer’s subject is to prompt them to say the subject and write the answer down before saying the answer all together

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 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 the board for you

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

Have the students make their own comic strips with dialogues using who and what

Give them two minutes to draw three or four comic strip panels with one character asking a second character questions If necessary, give them these sentence structures to work with: “ _ _ you?” “ _ _ that/it?” “ _ _ he/she?”

Edit these comics and have the students take turns presenting them at the front of the class when everyone is finished

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

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Unit 8 | There is a table.

Objectives

1 The students will learn about how to use there is and there are

point

LESSON GUIDE

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

Grammar Station

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

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

4 When you feel that the students have a good grasp of the grammar point, draw their attention to the exercise below Give the students ten seconds to circle the correct 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

Check Up

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1 For exercise A, call on some students to come up one at a time to the board and

write one of the phrases in the correct category Once all the students have finished categorizing the phrases, have them all make a sentence out loud with any of the phrases that you point to

2 For exercise B, ask several students to describe the picture Then give the students

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 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,

and put one or more things into the bag without the students seeing Then have each student take a turn putting their hand into the bag, feeling what is in there, and saying,

“There is/are _.” If you want, you can make it a competition by having students who incorrectly identify the objects get “out” until there is only one student left

Practice

1 For exercise A, have the students see who can fill in the sentences the fastest, and

give whoever correctly finishes everything first a point Then have the slowest students read the sentences out loud

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

to the board and compete to see who can write the sentence that you give them the neatest Let the other students act as judges on their handwriting

a Do you know Alice in Wonderland?

b Would you like to go to Wonderland? Why or why not?

c What is the strangest thing Alice sees in Wonderland?

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 collect the pictures and redistribute them to the students Have them write three or

four sentences describing what they see with There is and There are, and encourage

them to be as creative as possible Edit these descriptions and have the students take turns presenting them at the front of the class when everyone is finished

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ANSWER KEY: WORKBOOK Unit 9 | This is a bat

Objectives

1 The students will learn about demonstrative pronouns

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 _.”

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 words on the side of the board for the students to refer back to throughout the class

ANSWER KEY: Review Test 2

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Grammar Station

1 Use the chart and pictures to help you explain what demonstrative pronouns are to the

students Write on the board that demonstrative pronouns refer to nouns that are near

or far from us (i.e “this,” “that,” “these,” “those”) Explain that this is for singular objects near us, that is for singular objects away from us, these is for plural objects 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 pronouns (ex “This is a pencil.” “That is not a toy.” “Are those cookies?”) To make

it easier, tell the students that demonstrative pronouns do not change the sentence structure Leave these explanations on the board throughout the class for easy reference

Draw four large squares on the board with one demonstrative pronoun each in them

Have the students line up and take turns throwing a wadded-up paper ball at the 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

attention to the exercise below Give them five seconds to match the pictures with the correct demonstrative pronouns, and then point at the pictures randomly and have all the students yell out their pronouns

Check Up

1 For exercise A, ask several students to describe what they see in the picture

Then go through the sentences with the class and have the students all yell which demonstrative pronoun is best together If they become confused, remind them to look

at how far the object is from the people in the picture

2 For exercise B, ask a few students to describe the pictures Then give the students

a minute to go through and choose which pronouns and verbs should be used to complete the sentences Have the students say the sentences out loud together when everybody is finished

3 For exercise C, use the example to show the students how to change the first sentence into a question Then have the students work together in pairs to finish the rest of the questions When they are finished, have them ask each other the questions and answer them with the starting sentences

Practice

1 For exercise A, ask a few students to describe the pictures, including who is in them, what they have, and whether the object is far away from the person or not Then go 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

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Have all the students stand in a circle Go around the circle and have each student

point at an object for the person on their left to make a sentence out of For example,

if a student points at some textbooks across the room, the student on their left should say, “Those are textbooks.”

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 start to finish the exercise, call on some of them to write the sentences on the board for you

a What is a narration?

b What are some times when you hear narrations?

c Would you like to live in a spacecraft? Why or why not?

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

Have the students write their own narrations about the classroom they are in similar to the previous exercise Encourage them to write four sentences using each demonstrative pronoun one time If necessary, give them this structure to work with:

“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 take turns presenting them at the front of the class when everyone is finished

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

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Unit 10 | These are my sneakers

Objectives

1 The students will learn about possessive adjectives

point

LESSON GUIDE

Introduction

1 Review the previous unit (demonstrative pronouns) before starting your lesson Point

at different objects around the classroom and have each student take a turn saying,

“This/That is _,” or “These/Those are _.”

understand Then at the start of class, post pictures or write simple definitions of the

Grammar Station

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

“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 these explanations on the board throughout the class for easy reference

Grab a bunch of different things from the students’ desks Then have them each come

up one at a time, find the object you took from them, say, “This is my _,” and sit back down If you want, you can let them take any object they want as long as they say the owner’s name in place of “my.” Then those owners can go, take their object back, say, “No, this is my _,” and sit back down Of course, make sure that all the things are returned to their rightful owners by the end of the game

4 When you feel that the students have a good grasp of the grammar point, draw their attention to the exercise below Tell them to stand up Slowly say all the subjects in 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

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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

1 For exercise A, call on individual students to read through the sentences Then have all

the students yell out together what the possessive adjectives are as they circle them

in the book

2 For exercise B, give the students about 30 seconds to circle all the right words Then

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

sentence by asking, “Whose _ is/are _?” for the students to answer all 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

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 students group around and make as many sentences as they can

Practice

1 For exercise A, demonstrate how to complete the sentences with the example Then have the students complete the rest of the exercise on their own When they are finished, call on one student to read through the first sentence, let them choose the next student to read, and so on

is in them, what they are doing, and where they are Then have the students fill in 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 voices

a What are webpages or online profiles for?

b Do you have an online profile?

c What are some of the most famous online social networks?

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 possessive adjectives that they have learned When everyone is finished, have the students take turns reading through the exercise out loud

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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

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