Grammar space beginner 2 TG

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... Then at the start of

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Grammar

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Grammar Space Beginner 2

Contents

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Grammar Station

1 Use the chart and pictures to help you explain what the different types of sentences are to the students Write on the board that sentences always start with a capital letter and end with a question mark Then go through the four types of sentences:

statements – telling something (ex “You are students.”), questions – asking something (ex “What time is it?”), imperatives – giving an order (ex “Be quiet.”), and exclamations – showing strong feelings (ex “I’m so happy!”) Go through the end marks for each type of sentence, making sure to emphasize that statements always have periods (.), questions always have question marks (?), and exclamations always have exclamation marks (!), but imperatives can have either periods (.) or exclamation marks (!) 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):

Bring all the students to the board and have them each write sentences without end marks Then have them line up and take turns throwing a wadded-up paper ball at the board with a blindfold on Whichever sentence the ball lands closest to is their sentence to complete with an end mark Continue until all the students understand the differences in the sentence end marks

4 When you feel that the students have a good grasp of the grammar point, draw their attention to the exercise below Have all the students read the sentences out loud and yell, “Correct!” or “Incorrect!” while they check the correct sentences

Unit 1 | It’s very delicious!

Objectives

1 The students will learn about the different types of sentences

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, have the students circle all the capital letters and end marks on their

own Then ask several students to write the sentences on the board for you with the answers circled in Check these sentences all together before moving on

2 For exercise B, have the students match all the sentences together Then have the

girls and boys alternate reading them out loud However, tell them that they should scoop their inflection up for questions to pronounce them correctly

3 For exercise C, ask several students to describe the pictures Then have them circle

all the correct end marks for the sentences If it looks like either end mark could be correct, tell the students to look at the picture to determine which emotion is being conveyed

Practice

1 For exercise A, give the students a little bit of time to check each sentence’s type

Then call on individual students to read the sentences out loud, but have all the students yell out what type it is

Split the students into two to four groups Have each group of students work together

to create a quiz for the other students about classifying sentences according to their type Tell each group to write six or seven sentences without end marks Then when all the groups are finished, have them switch quizzes with each other and work together

to put end marks on all the sentences and categorize them as statements, questions, imperatives, or exclamations When each group has finished taking the quiz, tell them

to give it back to its creators, who will then grade it The team that has the best quiz score is the winner

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 using the words and end marks in the box Ask the different sides of the class to take turns reading the sentences out loud

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

Grammar in Writing

1 Emphasize to the students that this writing exercise ties the grammar they have learned into practical writing for the future Start the exercise by asking general

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a What is an advice column?

b What kind of advice do people ask for?

c Do you read advice columns? Why or why not?

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

Have the students write their own advice columns to a friend that is doing poorly in

school Encourage them to write four or five sentences with ideas that the student can use to improve their grades If necessary, give them this structure (with or without the end marks) to work with: “Hi, _ I know that _ One good thing you can do

is Do you ? If so, you can also With these ideas, you will

do really well!” Edit these advice columns and have the students take turns presenting them at the front of the class when everyone is finished

Review and Workbook

1 Tell the students to complete the chart at the bottom of the page as fast as they can

as a review They shouldn’t have any problems with it by this point While they do that, put the chart’s structure on the board Have the students fill it in for you as they start finishing up

2 Before class, print enough unit review tests for all the students from www

nebuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space Beginner 2) When everyone is finished with the review chart, have all the students take the tests on their own If possible, have them check their answers with a partner

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

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 ANSWER KEY: STUDENT BOOK

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Unit 2 | The sun is hot

LESSON GUIDE

Introduction

1 Review the previous unit (types of sentences) before starting your lesson Bring a

pinwheel to class with “statement,” “question,” “imperative,” and “exclamation”

written on it Then have each student spin the wheel and make whichever type of sentence the spinner lands on

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

Grammar Station

1 Use the chart and pictures to help you explain what articles, count nouns, and

noncount nouns are to the students Write on the board that the articles a and an come before singular nouns that can be counted (count nouns), while the article the

comes before nouns that cannot be counted (noncount nouns) as well as specific count nouns and nouns that are unique Explain to the students that liquids and abstract ideas are usually not countable (ex “water,” “information,” etc.), and that

the only difference between a and an is that a comes before nouns that start with consonant sounds while an comes before nouns that start with vowel sounds Leave

these explanations on the board throughout the class for easy reference

Have all the students come to the board and each 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

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

attention to the exercise below Read each phrase out loud and have them yell,

“Correct!” or “Incorrect!” while they check the correct phrases

Check Up

1 For exercise A, remind the students that the is used when the noun has already been

specified, and tell them to choose X if no article is need Then have them circle the correct word in front of each noun and read the sentences all together

2 For exercise B, tell the students that one article in each sentence is unnecessary

and should be crossed out Then ask a few students to write the sentences on the board for you with the answers in them while the rest of the class reads through the sentences all together

3 For exercise C, ask a few students to describe the pictures Then put the students into

pairs and have them complete the dialogues with the correct articles or no article at all if necessary Make sure that they practice the dialogues before you move on

Before class, make flashcards of common count nouns and noncount nouns Start

on one end of the room and have two students stand and compete to see who can identify whether the noun you show them is a count or noncount noun Then let the winner compete against the next student, and the winner of that round compete

against the next one, and so on Continue until you have a winner or run out of flashcards

Practice

1 For exercise A and B, ask several students to describe the picture Then have the students complete the sentences in both exercises on their own as fast as they can while you visibly time them Ask the fastest students to write the sentences on the board for you, if you like, and have the two sides of the class alternate reading through them all

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

a What is an advertisement?

b What kinds of advertisements do you see every day?

c Do you like amusement parks? Why or why not?

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students fill in the blanks on their own using the articles that they have learned about

When everyone is finished, have the students read through the exercise out loud all together or in turns

Have the students make advertisements for their own favorite amusement parks or

water parks Encourage them to write four or five sentences describing the attractions

of their parks with as many articles as they can so that people will want to go there

If necessary, give them this structure to work with: “ _ is _ great amusement park! There are _ and _ _, as well The best part is _ _ because it has _ In the evening, you can watch _ _ _ is such _ fun place!” Edit these advertisements and have the students take turns presenting them at the front

of the class when everyone is finished

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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Unit 3 | Children like stories.

Objectives

1 The students will learn about singular nouns and plural nouns

point

LESSON GUIDE

Introduction

1 Review the previous unit (articles, count nouns, and noncount nouns) before starting

your lesson Bring a deck of common count noun and noncount noun flashcards to class with you and show one of them to each student If it is a count noun, have the student say a or an before the noun, but if it is a noncount noun, have them just say the noun

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

4 When you feel that the students have a good grasp of the grammar point, draw their attention to the exercise below Have them match the singular and plural nouns

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together, and then say the singular nouns at random and have all the students yell out their plurals together

Check Up

1 For exercise A, have the students circle the correct words on their own Then have the

class read through the sentences all together to check them

2 For exercise B, ask several students to describe the pictures Then have the students

complete the sentences on their own and ask a few of the fastest to come to the board and write the correct spellings of the plural nouns If you like, have the two sides

of the classroom alternate reading the sentences as loud as they can

3 For exercise C, read through the singular nouns on the left and have the students all

say their plural forms Then have the students complete the sentences on their own and ask the fastest students to put the correct spellings of the plural nouns on the board for you If you like, you can ask the boys and girls to alternate reading through the sentences as quietly as possible

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

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 of the same type is the winner Make sure all the objects are returned to their original owners after the game is done

2 For exercise B, have the students underline the object nouns in the starting sentence

of each problem before doing anything else Then have them complete the second sentences with the plural forms of those nouns If you like, you can ask several students to write the answers 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

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questions about the writing type Some possible ideas are:

a What is a recipe?

b Why do we use recipes?

c Do you use recipes to cook? Why or why not?

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 recipes for a simple snack or dish that they often

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

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

Beginner 2) When everyone is finished with the review chart, have all the students take the tests on their own If possible, have them check their answers with a partner

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Unit 4 | I like him

Objectives

1 The students will learn about pronouns, subject pronouns, and object pronouns

point

LESSON GUIDE

Introduction

1 Review the previous unit (singular nouns and plural nouns) before starting your lesson

Show each student a flashcard of a common singular noun and have them say and spell its plural

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

Grammar Station

1 Use the chart and pictures to help you explain what pronouns, subject pronouns, and object pronouns are to the students Write on the board that pronouns are short words that replace nouns, and that subject pronouns replace subject nouns (i.e “I,” “you,”

“he,” “she,” “it,” “we,” “they,”) while object pronouns replace object nouns (i.e “me,”

“you,” “him,” “her,” “it,” “us,” “them”) You may need to remind the students that subjects do an action while objects have an action happen to them (ex “Cathy hit Alice.” → “She hit Alice.” vs “Cathy hit her.”) 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 each student come to the front all at once, spin the pinwheel, run back to their desk, and write their subject pronoun, the correct form of be, and the appropriate name of someone(s) in the class (including their own, if applicable) For example, if a student spun “We,” they might run back and write “We are Tom and Jessica.” Repeat as often

as you want and have the students read their sentences out loud when you’re finished

4 When you feel that the students have a good grasp of the grammar point, draw their attention to the exercise below First, have them circle all the subject pronouns

Then have them underline the object pronouns You may need to prompt them by

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asking which person/word is doing the action or having the action done to it Then have all the students read the sentences out loud, but have them put their hands in the air when they read any subject pronouns and on the desk when they read object pronouns

Check Up

1 For exercise A, have the students circle the correct words to complete the sentences

on their own Then have all the students read the sentences together If you like, you can have them use their hands to indicate which people are doing the action or having

it done to them

2 For exercise B, write each starting subject on the board, draw arrows pointing below

them, and then have the whole class work together to think of the subject pronouns they can change into, which you can write on the board below the arrows When you are finished, call on individual students to read through the sentences out loud

3 For exercise C, ask several students to describe the pictures, including who is in

them, what they are doing, and where they are Then have the boys and girls alternate reading the lines all together After each first line, write the object noun(s) on the board like you did in the previous exercise and have the whole class brainstorm together what its object pronoun is Then continue with the second line

Draw a few buildings on the board as well as a horizontal line to indicate a landscape

Then have all the students come to the board and take turns drawing as many people doing activities with or to each other as they can in the space of a couple of minutes

Then have all the students make a line, and one by one blindfold them, spin them around, and have them walk to the board and touch a random spot The picture closest to where they touch is their subject, and they should practice making a simple three-word sentence in the form “subject pronoun + verb + object pronoun.” If they happen to touch a drawing with no obvious subject or object pronoun, quickly draw a stick figure doing something there Continue until the students understand how to use both types of pronouns

Practice

1 For exercise A, ask several students to describe the picture Then have the students write the pronouns based on the indicated nouns as fast as they can Call on individual students to read through the sentences when everyone has finished

2 For exercise B, demonstrate how to work backwards from the object pronoun to find out what the original noun was Then call on an individual student to read through the first sentence, but have all the students shout out what they think the answer is Let the original student choose the next person to read, who chooses the next person, and so on

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

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

a What kind of stories do you like? Why?

b What is your favorite story? Why?

c Do you like trick-or-treating? Why or why not?

students fill in the blanks on their own using the pronouns that they have learned

Have the students write their own stories about trick-or-treating (if they have never

been trick-or-treating, explain what it is and tell them to imagine what it would be like)

Encourage them to write about four or five sentences with as many pronouns as they can similar to the story in the previous exercise If necessary, give them this structure

to work with: “I go trick-or-treating with my mom and dad each year _ always have a great time! The neighbors give _ candy, and _ show _ my costume My parents also wear costumes _ dress as ghosts and scare _ _ love Halloween!” Edit these stories and have the students take turns presenting them at the front of the class when everyone is finished

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ANSWER KEY: Review Test 1

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Unit 5 | The cap is mine

Objectives

1 The students will learn about possessive adjectives and possessive pronouns

point

LESSON GUIDE

Introduction

1 Review the previous unit (subject pronouns and object pronouns) before starting

your lesson Show each student a simple sentence with either the subject or object underlined (ex “Henry helped Anne.”) Have each student read their sentence while switching the underlined portion for the correct pronoun (ex “Henry helped her.”)

Grammar Station

1 Use the chart and pictures to help you explain what possessive adjectives and possessive pronouns are to the students Write on the board that possessive adjectives come before nouns and show who owns something (ex “This is my seat.” “That is her coat.”) Then explain that both possessive adjectives and their nouns can be replaced with possessive pronouns when the listener knows what object is being referred to (ex

“This is mine.” “That is hers.”) Go through all the possessive adjectives (i.e “my,”

“your,” “his,” “her,” “its,” “our,” and “their”) and possessive pronouns (i.e “mine,”

“yours,” “his,” “hers,” “ours,” “yours,” and “theirs”) Last, explain that ’s can be added

to a name or noun to indicate that that person or noun owns the following object (ex

“Dan’s room,” “the cat’s dish”) Leave these explanations on the board throughout the class for easy reference

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

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attention to the exercise below Say each subject pronoun at random and have the students chant its possessive adjective and possessive pronoun after you Feel free to expand to subject pronouns not included in the exercise When you are finished, have the students match the pronouns and adjectives on their own

Check Up

1 For exercise A, demonstrate how to change the example possessive adjective + noun

phrase into a possessive pronoun Then have the students finish the rest of the exercise on their own When they are finished, say the phrases at random and have the students all yell out the correct pronouns

2 For exercise B, use the example sentence to point out that possessive pronouns are

only used when the possessive adjective + noun phrase has already been clarified

Then have the students complete the exercise on their own and tell the two sides of the class to take turns reading the sentences as loud as they can

3 For exercise C, ask several students to describe the pictures Then put the students

into pairs and have them complete the dialogue answers together, explaining that whose asks about ownership of an item Make sure that they practice the dialogues when they are finished

Have the students pick partners out of a hat Teach the students to say, “Whose is this/that?” to ask about ownership of an object Then have the students take turns with their partner pointing at objects and asking, “Whose is this/that?” for their partners to answer, “This/That is _.” Encourage them to use a variety of objects and possessive pronouns If you think it is feasible, you can let the pairs move about the classroom while they point at objects Of course, make sure that all objects end up with their rightful owners at the end of the activity

Practice

1 For exercise A, ask several students to describe the pictures to you Then demonstrate how to complete the example sentence with possessives, and have the students finish the rest of the exercise on their own Call on individual students to read through the sentences when they are done

2 For exercise B, use the example dialogue to demonstrate how to ask and answer about ownership Then have the students pick partners out of a hat or bag and work together to complete the rest of the dialogues Have each pair roll a die to see which dialogue they have to perform in front of the class

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

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a What is your favorite story? Why do you like it?

b What are the kings in stories usually like?

c Why is it good to be honest?

students fill in the blanks on their own using the possessives that they have learned

When everyone is finished, have the students act out the story

Have the students write their own stories about owning treasure like the previous

exercise Encourage them to write four or five sentences with as many possessive adjectives and pronouns as they can If necessary, give them this structure to work with: “King/Queen _ found some treasure, so it is _ Many people think the treasure is _, though They take _ weapons and attack _ castle _

soldiers fight them and win _ is so happy that he/she tells the soldiers that _

treasure is _, too.” Edit these stories and have the students take turns presenting them at the front of the class when everyone is finished

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Unit 6 | He’s a mail carrier

Objectives

1 The students will learn how to use the verb be in positive sentences, negative

sentences, and yes/no questions

point

LESSON GUIDE

Introduction

1 Review the previous unit (possessive adjectives and pronouns) before starting your

lesson Ask each student, “Whose is that?” while pointing to an object, and have them respond, “That is _.”

Grammar Station

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

in positive sentences, negative sentences, and yes/no questions Write on the board

that the verb be changes into am, are, or is depending on the subject, and that we put not after it to form negative sentences (ex “You are a kid.” “She is not happy.”) Then

demonstrate how to make yes/no questions with the verb be by putting it before the subject, and how to answer these questions by putting it after the subject (ex “Is he handsome?” → “Yes, he is.” / “No, he isn’t.”) Last, show the students how to make contractions in both the positive (ex “I am” → “I’m,” “We are” → “We’re,” etc.) and negative forms (ex “are not” → “aren’t,” “is not” → “isn’t”) Leave these explanations

on the board throughout the class for easy reference

Write different common nouns on cards with a piece of tape on the back of them, and stick them on the students’ foreheads without them seeing the words Then have the students wander around and ask their classmates, “Am I a _?” and have the classmates respond, “Yes, you are,” or “No, you aren’t.” Encourage the students to narrow down their objects with questions like, “Am I an animal/object?” The student that figures out what they are first is the winner

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attention to the exercise below Read each phrase out loud and have the students yell,

“Correct!” or “Incorrect!” while they check the correct phrases

Check Up

1 For exercise A, have the students circle the correct words on their own When they are

finished, have them all read the sentences out loud together to check them

2 For exercise B, remind the students that singular nouns should have is after them,

while plural nouns should have are Then go through the sentences as a class and have the students call out which forms of be they think should go in the blanks

3 For exercise C, ask several students to describe the pictures Then put the students

into pairs and have them work together to complete the dialogue answers Make sure that they practice the dialogues when they are finished, and call on different pairs to read through them in front of the class

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

Practice

1 For exercise A, demonstrate how to complete the sentences with the indicated form

of the verb be Then ask five volunteers to come to the board and compete to write the sentences that you give them as fast as possible Check these sentences before moving on

2 For exercise B, ask several students to describe the picture for you, including who is in

it, what they are doing, and where they are Then have the students draw partners out

of a hat or bag and complete the dialogues together Roll a die to see which pairs have

to perform them for the class

a What is a donation?

b Who or what do people donate to?

c Do you donate money? Why or why not?

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

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ANSWER KEY: STUDENT BOOK

Have the students write their own donation requests like the previous exercise for

victims of an earthquake Encourage them to write four or five sentences and use the verb be as much as possible If necessary, give them this structure to work with:

“ _ _ a boy/girl in _ _ _ poor because of an earthquake Good food _ rare in _ town, so _ and his/her family _ hungry and sick You _ _

hungry and sick Will you help _ and his/her family?” Edit these requests and have the students take turns presenting them at the front of the class when everyone

is finished

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ANSWER KEY: WORKBOOK Unit 7 | There is some water

Objectives

1 The students will learn how to use there is, there are, some, and any

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 (the verb be) before starting your lesson Ask each student,

“Are you _?” Make sure they answer with “Yes, I am,” or “No, I’m not.”

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

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Grammar Station

1 Use the chart and pictures to help you explain to the students how to use there is,

there are, some, and any Write on the board that there is (for singular and noncount nouns) and there are (for plural nouns) indicate that things exist, usually in a particular

place (ex “There is a student.” “There are students.”) Explain that the normal rules

apply to make negative sentences and yes/no questions with there is and there are Then tell the students that some comes between there is and a noncount noun (ex “There is some juice.”), or after there are (ex “There are some sandwiches.”)

However, some changes into any in negative sentences and questions (ex “There isn’t

any juice.” “There aren’t any sandwiches.” “Is there any candy?” → “Yes, there is.”

/ “No, there isn’t.”) 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 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 _.” Once they are comfortable with those sentences, have them say, “Is/Are there ?” for their partners

to answer Encourage them to move freely about the classroom as long as they stay focused on the task

attention to the exercise below Give the students some time to match the sentences, and encourage them to look at the specific rules for some and any in the table above

if they get confused When they are finished, have all the students read the sentences out loud to check them

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, have the students circle the correct words on their own Then have the two sides of the class alternate reading the sentences out loud

2 For exercise B, remind the students of the basic rules of some and any Then have them complete the sentences on their own To check them, say each sentence number out loud and have the students vote on which word is best before asking why the correct students chose their word Finish the exercise by having the girls and boys alternate reading the sentences out loud

3 For exercise C, ask several students to describe the pictures Then put them into pairs and have them complete the dialogues together Make sure that they practice the dialogues together when they are finished, and ask several pairs to perform them for the class

Bring a cloth bag into class with you Have the students make a line in front of you, and for each one 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

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1 For exercise A, ask several students to describe the pictures, making sure to ask them

whether the nouns they see are countable or not Then have all the students complete the sentences as fast as possible Have them compare their answers with a neighbor when they finish, and call on individual students to read through the sentences out loud

2 For exercise B, have the students draw partners out of a hat or bag and complete the

dialogues together Make sure that they practice them when they finish, and roll a die

to determine which dialogue each pair has to perform for the class

3 For exercise C, keep the students in their pairs Have them work together to identify

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 are FAQs?

b Why do people write FAQs?

c What questions do you often have about museums?

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 grammar they learned in this unit When everyone is finished, have the students read through the exercise out loud all together

Give the students one or two minutes to draw museums with rooms inside them like the one in the previous exercise Then have them pass their papers to the right and write three there is/there are questions for the museum drawings they receive Then have them pass the papers back for the original drawers to answer in full sentences, and tell them that these are the FAQs for their museums Edit these FAQs and have the students take turns presenting them at the front of the class when everyone is finished

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Grammar Station

1 Use the chart and pictures to help you explain to the students that it is is often

used to talk about the time, day, date, and weather Show them how to make both sentences (ex “It is Wednesday.” “It isn’t Thursday.”) and questions (ex “Is it Friday

yet?”) Make sure to explain that it acts as the sentence’s subject in these situations

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

Bring an analog clock, a calendar, and various weather pictures to class with you Go around the room and point at different days, dates, times, and weather conditions to refresh the students’ memories on how to say them Make sure that they use the form

“It is _,” each time they respond

4 When you feel that the students have a good grasp of the grammar point, draw their attention to the exercise below Have all the students read the sentences out loud, and after each one have them check the correct box describing its topic

Unit 8 | It is 12 o’clock

Objectives

1 The students will learn how to use it is to talk about the time, day, date, or weather

point

LESSON GUIDE

Introduction

1 Review the previous unit (there is, there are, some, and any) before starting your

lesson Show each student a different picture and ask them, “What is there?” Make sure they answer with, “There is/are _.”

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Check Up

1 For exercise A, have the students circle the correct words To check the answers, ask

the students what the answer for all of them is and have them all yell, “it!” Then have the students read the sentences all together

2 For exercise B, have the students match the questions and answers together Then

put them into pairs and have them practice asking and answering all the questions If you like, you can roll a die to determine which question and answer each pair has to perform for the class

3 For exercise C, ask several students to describe the pictures Then have the students

choose new partners and complete the dialogues together Make sure that they practice them when they’re finished, and ask several pairs to read through them in front of the class

Have all the students write three or four days, dates, times, or weather conditions

on slips of paper and put them into a hat or bag Then split the students into two or three teams and have them each send someone to the board For each round, roll a die to determine whether the students will be writing a positive sentence, negative sentence, or question After the die has been rolled, draw out a slip of paper and the students the day/date/time/weather condition that they need to write in a sentence

The fastest student to correctly write the sentence wins the round, and can roll the die and read the slip of paper for the next round, if you like Continue until all the students have participated

Practice

1 For exercise A, remind the students that it doesn’t always refer to a day, date, time, or weather condition when it starts a sentence Then call on individual students and have them read the sentences out loud After each one, have all the students yell out which type of sentence it is If too many students say the wrong answer, explain why it is incorrect

2 For exercise B, ask several students to describe the picture for you, including who is

in it, what they are doing, and where they are Then have the students answer all the questions on their own When they are finished, put them into pairs and have them practice asking and answering all the questions If you like, you can call on several pairs to read the questions and answers for the class

a What are fun facts?

b Why do people care about fun facts?

c What are some fun facts that you know of?

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

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the students read through the exercise out loud all together or in turns

Have all the students make up their own fun facts about the weather, date, day, and

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

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ANSWER KEY: WORKBOOK

ANSWER KEY: Review Test 2

Unit 9 | She studies English.

LESSON GUIDE

Introduction

1 Review the previous unit (it is with the weather, days, dates, and times) before starting your lesson Ask each student a simple day/date/time/weather question like “What time is it?” Make sure they answer with “It is _.”

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Grammar Station

1 Use the charts and pictures to help you explain to the students how to make positive

and negative sentences in the present simple Write on the board that the present

simple is used for facts and regular actions, and that sentences with I, you, we, and they take the base form of the verb for positive sentences and do not before the base verb for negative sentences (ex “I read.” “You don’t read.”) Then write that he, she, and it usually have –s or –es added to the base verb for positive sentences, but that they take does not before the base verb for negative sentences (ex “He plays.” “She

doesn’t watch TV.”) However, make sure to point out that verbs ending in a consonant

and –y usually delete the –y and add –ies Last, show the students how to shorten

do not and does not into don’t and doesn’t Leave these explanations on the board

throughout the class for easy reference

Before class, make flashcards of regular verbs that follow the normal spelling rules

covered in the chart Divide the students into two to four teams Have each team send one person to the board, and show them one of the flashcards As soon as they see what the verb is, the students at the board should write its third-person form correctly, with their teams giving them hints if they want The first student who correctly spells the verb earns a point for their team Continue until all the students have gone or all

the flashcards have been used

4 When you feel that the students have a good grasp of the grammar point, draw their attention to the exercise below Have all the students stand up Read the subjects and each of their verbs one by one in phrases (ex “You play, you runs, you flies,” etc.) and have the students jump and say, “Correct!” for each phrase that has no problems in it

When you are finished, have them cross out the wrong phrases in their books

Check Up

1 For exercise A, have the students circle the correct words on their own Then ask volunteers to come to the board and write the answers for you while the rest of the students read through the sentences out loud Check the words to make sure they are all spelled correctly before you move on

2 For exercise B, ask several students to describe the pictures for you Then tell them to match the sentence parts together on their own Have the different sides of the class alternate reading the sentences out loud when they are all finished

3 For exercise C, read through the verbs on the left out loud After each one, have the students say its third-person form all together Then have them complete the sentences using those forms on their own Call on different students to write the answers on the board for you when they are finished

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Have all the students stand in a circle and tell them each to hold up five fingers Then

go around the circle and have each student say, “I don’t like/have/read/eat/etc

_.” Do not allow the students to repeat any ideas, and after every sentence tell the students that everyone who does like, have, read, etc that object or activity should put down one finger Eventually, some students will have all their fingers down, which means that they are out of the game (but can still make sentences) Continue until there is only one student still in the game, and declare that person the winner

Practice

1 For exercise A, ask several students to describe the pictures Then have the students

complete the sentences as fast as possible using the phrases underneath the pictures while you visibly time them When all the students are finished, have the boys and girls take turns reading the sentences out loud

2 For exercise B, demonstrate how to fill in the example’s first sentence with the positive

form of the given verb and the second sentence with the negative form of the verb

When the students finish, have them check their answers with a partner Then call on one student to read through the first problem, let them choose the next student to read, and so on

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

a What is a survey?

b Why do people make or take surveys?

c Do you like to take surveys? Why or why not?

2 Ask several students to describe what they see in the pictures Then go over the survey chart until all the students understand the information in it When they are ready, have the students fill in the blanks on their own using the survey’s information

Have the students make their own simple surveys of daily habits like the previous exercise and ask three of their classmates to take it When they are finished, have them write four or five sentences summarizing the information that they learned If necessary, give them this structure to use for their summary: “According to my survey, _ and _ , but _ _ _ also , but _

and _ don’t _ However, all three students , even though none

of them Last, _ and _ often _, but _ only sometimes .” Edit these survey 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 10 | Do you want the robot?

Objectives

1 The students will learn how to make yes/no and what questions in the present simple

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 (positive and negative sentences in the present simple) before starting your lesson Show each student a different picture and have them describe it with “A boy/girl _.”

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

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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 charts and pictures to help you explain to the students how to make yes/no

questions and what questions in the present simple Write on the board that yes/no questions in the present simple start with do or does and have the base verb after the

subject (ex “Do you have any gum?”) Then tell the students that the answers to these

questions have do/does or don’t/doesn’t after the subject (ex “Yes, I do.” “No, she

doesn’t.”) When the students are comfortable with yes/no questions, tell them that what questions ask for information about animals or things Explain that the students need to put what before do or does to make these kinds of questions (ex “What do you want?” “What does she have?”) Then explain that they need to include the main verb in the answer, unlike yes/no questions (ex “I want pizza.” “She has a cold.”)

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

Have all the students come to the board and write as many verbs as they can think of

all over it Then have them make a line and take turns throwing a wadded-up paper ball

at the board Whichever verb the ball hits closest to is the verb you will use to ask a simple “Do you _?” question for the student Make sure that they answer, “Yes, I do,” or “No, I don’t,” before the next student goes

4 When you feel that the students have a good grasp of the grammar point, draw their attention to the exercise below Have them match the questions and answers on their own, and put them into partners to practice the questions and answers Make sure they practice them when they are finished If you like, have the girls and boys alternate reading through the sentences out loud

Check Up

1 For exercise A, have the students circle the correct words on their own Then have the whole class read through the sentences all together

2 For exercise B, put the students back into the pairs they were in before Have them complete the dialogues together and practice them back and forth Then if you like, you can have the two sides of the room alternate reading through the sentences out loud to check them

3 For exercise C, ask several students to describe the pictures Then have them pick new partners out of a hat or bag and complete the rest of the dialogues with them

Make sure that all the pairs practice the dialogues back and forth Then roll a die to determine which pairs have to perform the dialogues for the class

Before class, make a simple 3x3 grid full of “What do you _?” questions, and print enough copies for all the students Tell the students that they are in a competition to

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see who can fill out their grids the fastest The way to do this is by asking their fellow students the questions in their grids and receiving full answers If you like, you can have the students sign their names in the boxes that they have answered on the other students’ papers to keep track of how many questions each student has asked and answered

Practice

1 For exercise A, ask several students to describe the picture Then have the students

pick new partners out of the hat or bag and work together to complete the dialogues

as fast as they can The first pair to correctly complete the dialogues does NOT have

to present any of them to the class Instead, the other pairs have to play rock, paper, scissors to see which of them have to present the dialogues

2 For exercise B, go through the chart with the students until they understand the

information in it Then let the students choose their own partners to complete the dialogues with When they are finished, make sure they practice the dialogues together Then roll a die for each pair to see which dialogue they have to perform for the class in happy/sad/excited/angry/tired voices

3 For exercise C, have the students work on their own to identify what is wrong in each

underlined phrase and rewrite the sentences As the students start to finish the exercise, call on some of them to write the sentences on the board for you

a What is a guessing game?

b Do you have any guessing games in your country?

c Do you like guessing games? Why or why not?

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 grammar for yes/no questions and what questions that they have learned When everyone is finished, have the students read through the exercise out loud all together or in turns

Have the students choose partners out of a hat or bag and think of a word to use in their own guessing games (without telling their partners the word) Have the student guessing write down questions and pass them over for the person thinking of the word

to answer in full sentences Tell the students that the pair that does this the quietest and fastest wins the game Once all the pairs have finished, have them switch roles and play the game over again Both times, encourage them to use both yes/no and what questions to figure out the answer Edit these questions and answers and have the students take turns presenting them at the front of the class when everyone is finished, if you like

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