Grammar space 1 TG

Ask one or two students to read the sentences out loud for the class, and write them on the board to refer to later.. Some methods for this are to call on students at random, go around t

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Teacher’s Guide

Grammar

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Grammar Space 01

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3 Extra Idea for Vocabulary Practice (optional): Quiz Show

Write any keywords on the board and have the students take turns coming to the front of the class For each student, read the definition of a keyword and have him or her state what the keyword is Giving points is an option to encourage participation, and this activity can also be turned into a competition between teams of students for points Continue until all the keywords have been used

Grammar Point 1

1 The box at the top of the page introduces the unit’s first grammar point Use the chart and pictures to help you explain what subjects and verbs are to the students

Write on the board that a subject is who or what the sentence is about (ex “I,” “She,”

“They,” “The boy,” etc.) and that a verb is what the subject is or does (ex “is/are,”

“run,” “play,” etc.) Leave these definitions 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 When you feel that the students have a good grasp of the grammar point, draw their attention to exercise A Explain to the students that they need to circle the subjects and underline the verbs in the sentences, and then do the first sentence as a class

if necessary Then have the students finish the exercise on their own and check it together

4 For exercise B, go through each sentence on the board and ask different students what the missing parts of the sentences are After the students have checked the

Unit 1 | Parts of a Sentence

Unit Objectives:

1 The students will learn about subjects, verbs, objects, and complements

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

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

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

LESSON GUIDE

Introduction

1 Each unit opens with simple sentences that show the use of the unit’s grammar points Ask one or two students to read the sentences out loud for the class, and write them on the board to refer to later

2 Grammar Space 1 is not meant to be a vocabulary book and thus uses relatively

simple vocabulary However, you may find it useful to refresh certain words in your students’ minds at the beginning of the lesson 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 on the board for the students to refer to throughout the class

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appropriate boxes, have them write in the missing parts above the sentences

5 The PLUS+ box to the right can be explained at your own discretion between exercises A and B or after both exercises Have one or more students read through the box, and then use previous examples already on the board to explain it

Grammar Point 2

1 Similar to the previous page, this box introduces the unit’s second grammar point

Use the charts to help you explain what objects and complements are to the students Write on the board that an object is the person or thing that receives the

action of the verb (ex “She reads books.”) and that a complement simply describes the subject, usually after the verb be (ex “The boy is tall.”) Leave these definitions

on the board throughout the class for easy reference

2 Also similar to the previous page, give the students as many simple examples as necessary for them to understand the grammar point Again, write them on the board and highlight them as necessary

3 When you feel that the students have a good grasp of the second grammar point, draw their attention to exercise A Explain to the students that they need to identify each underlined section as an object or a complement Then go through the

sentences as a class and have the students yell out the answers all together

4 For exercise B, put the students into pairs and tell them to circle all the verbs in the exercise’s sentences and identify whether there is an object or a complement after each verb Then call on different pairs to answer together as you go through the answers

5 Like the previous page, have one or more students read the PLUS+ box on the right and explain it with previous examples already on the board

6 Extra Idea (optional):

Make flashcards with simple sentences and underline either the subject, verb, object, or complement in them Tell the students to shout out which part of the sentence is underlined, and then go through the flashcards at the front of the class

You can divide the class into teams and/or give points to the fastest students

Practice

1 As you work through the additional 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 Finally, vary the way you elicit answers from the students to keep the class interesting Some methods for this are to call on students at random, go around the room so that students take turns answering, have the class answer all together, have each student who answers designate the next person to answer, and to read sentences out loud yourself while the students yell out answers as fast as possible

2 For exercise A, put the students into pairs and explain that they need to identify the underlined parts of the sentences as subjects, objects, or complements Tell them that the fastest pair to go through all the sentences will earn some kind of small reward (ex a piece of candy each)

3 For exercise B, ask several students to write the exercise’s sentences on the board

so that several other students can come up and put circles around the subjects, lines under the verbs, boxes around the objects, and wavy circles around the

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complements in each of them Then go through and have the class identify which parts are in each sentence all together

4 For exercise C, ask four volunteers to come up to the board and have them compete

to unscramble the sentence that they are each given If you like, you can give the winner a small prize afterward

Grammar for Writing

1 Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future As such, have the students fill in the blanks on their own from the words in the boxes When everyone is finished, have the students read through the exercise out loud all together or in turns

2 Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify the parts of the sentence that they have just learned

Have the students work in pairs to identify each underlined phrases by writing its number in the box with its correct sentence part

Have the students write self-introductions in the style of exercise A on extra pieces

of paper Edit their introductions and have the students take turns presenting them

in front of the class when everyone is finished

Extra Materials: Online Test and Workbook

1 If needed, you can use the online unit tests at www.ibuildandgrow.com (For Teachers

→ Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how much of the grammar the students have understood Treat them like you would any normal test to ensure the best assessment

2 It is recommended to assign the corresponding workbook unit 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: STUDENT BOOK ANSWER KEY: WORKBOOK

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Unit 2 | Nouns & Articles

1 The students will learn about singular nouns, plural nouns, and articles

LESSON GUIDE

Introduction

1 Before starting the day’s lesson, go around the room and give each student one or two sentences Tell them to identify the parts of speech in them using the previous lesson’s grammar as a review (ex “The girl likes cookies.” The girl → subject, likes

→ verb, cookies → object)

2 Each unit opens with simple sentences that show the use of the unit’s grammar points Ask one or two students to read the sentences out loud for the class, and write them on the board to refer to later

simple vocabulary However, you may find it useful to refresh certain words in your

students’ minds at the beginning of the lesson 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 on the board for the students to refer to throughout the class

4 Extra Idea for Vocabulary Practice (optional): Time is Ticking

Have the students work in pairs Tell each pair that they have one minute (you can extend the time limit if necessary) to make as many sentences as possible using any words that you have highlighted as vocabulary for this unit However, remind the students that spelling and grammar still count Each correct sentence they make is worth one point The pair with the most points is the winner

Grammar Point 1

1 The box at the top of the page introduces the unit’s first grammar point Use the chart and pictures to help you explain what nouns and articles are to the students

Write on the board that a noun is a person, animal, place, or thing (ex “girl,” “dog,”

“park,” “pen,” etc.) Then write that articles come before singular nouns and that a and an are for non–specific things while the is for specific or unique things Leave

these definitions on the board throughout the class

3 When you feel that the students have a good grasp of the grammar point, draw their attention to exercise A Explain to the students that they need to decide whether to

put a or an before the given nouns Have the students say the answers all together

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as you go through the sentences as a class

4 For exercise B, tell the students to read through each sentence on their own and choose the correct articles to put in the blanks As you check the sentences, explain why the other articles are incorrect

Grammar Point 2

Use the chart to help you explain what plural nouns are to the students Write on the board that a plural noun is a noun that indicates two or more people, animals, places, or things Highlight each of the five different noun types mentioned in the

table on the board: most nouns; nouns ending in –o, –x, –s, –ch, or –sh; nouns ending in a consonant + –y; nouns ending in –f or –fe; and irregular nouns Leave

these definitions on the board throughout the class for easy reference

3 When you feel that the students have a good grasp of the second grammar point, draw their attention to exercise A Have the students work in pairs to make the given nouns plural, and then call on different pairs to spell out their answers

4 For exercise B, fill in the first sentence with the correct plural form as an example

on the board and then have the students finish the exercise on their own When you check the answers, either call on individual students to spell out the nouns or have all the students spell them out together

5 Like the previous page, have one or more students read the PLUS+ box on the right and explain it with previous examples already on the board

Write common singular nouns that follow the plural noun rules (or irregular nouns that are listed in the book) on flashcards Have two students come to the board and compete to write the plural form of the noun that you show them as fast as possible Allow the winner to stay at the board to compete against the next student

Continue until all the students have had a chance to compete

Practice

2 For each sentence in exercise A, have a student read through it, and then take a

vote among the students for whether a, an, or the should go into the blank After

you give each answer, explain why the other options are incorrect

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3 For each sentence in exercise B, pull a student’s name out of a hat or bag and have them read through the sentence while including the correct plural noun that completes it

4 For exercise C, put the students into pairs and have them finish each dialogue and practice it Then have four different pairs stand up and perform the dialogues in front of the class

1 Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future As such, have the students fill in the blanks on their own from the nouns in the boxes When everyone is finished, have the students read through the exercise out loud all together or in turns

2 Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes Give the students time to find all five mistakes and fix them, then check them together on the board while explaining why they were wrong

Have the students make their own shopping lists for camping, groceries, a party, etc and write a sentence to say what each item is for in the style of exercise A

Then have them present them to the class

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2 Each unit opens with simple sentences that show the use of the unit’s grammar points Ask one or two students to read the sentences out loud for the class, and then write them on the board to refer to later

simple vocabulary However, you may find it useful to refresh certain words in your

students’ minds at the beginning of the lesson 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 on the board for the students to refer to throughout the class

4 Extra Idea for Vocabulary Practice (optional): Guess the Word

Have the students work in groups of two to four Give them one minute to look at the keywords you have on the board Then erase the keywords’ definitions and have the groups write down what they think each word’s definition is Call on different groups for answers and rewrite the best definitions on the board

Grammar Point 1

1 The box at the top of the page introduces the unit’s first grammar point Use the charts to help you explain what subject pronouns and object pronouns are to the students Write on the board that a subject pronoun is what replaces subject nouns (ex “I,” “You,” “We,” “She,” etc.) and that an object pronoun is what replaces object nouns (ex “me,” “you,” “us,” “him,” etc.) Leave these definitions on the board throughout the class for easy reference

3 When you feel that the students have a good grasp of the grammar point, draw their attention to exercise A Explain to the students that they need to choose the correct subject pronoun in each sentence, and then have the students vote on each option after they read them out loud After you give them the answer for each sentence,

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explain why the other option was wrong

4 For exercise B, tell the students to write the object pronouns for the underlined parts of the sentences Do the first sentence on the board as an example, and then have the students finish the rest of the exercise on their own before you check it

5 For exercise C, put the students into pairs and have them compete to see who can correctly finish the exercise the fastest Give the winners a small prize if you like and have them write the answers on the board for the other students

Grammar Point 2

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

to the students Write on the board that demonstrative pronouns point out which people or things the writer or speaker is talking about (ex “this,” “that,” “these,”

and “those”) Write what each demonstrative pronoun is used for and leave these definitions on the board throughout the class for easy reference

3 When you feel that the students have a good grasp of the second grammar point, draw their attention to exercise A Call on students to describe the subject in each picture as being near or far, singular or plural Using those lead-ins, call on other students to provide the demonstrative pronouns that should fill in the blanks in the sentences

Have students point at different objects around the classroom and say short sentences using demonstrative pronouns (ex “This is a pencil.” “Those are books.”) Continue until you feel that each student is comfortable making sentences constructed like this

Practice

2 For exercise A, explain to the students that they need to use subject pronouns to complete the sentences, and do the first one on the board as an example Then have them finish the sentences on their own, and ask the fastest students to write their answers on the board

3 For exercise B, put the students into pairs to finish the dialogues with the correct pronouns When all the pairs have finished, have the students play rock, paper, scissors to determine which pairs have to perform the dialogues in front of the class

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4 For exercise C, ask for six volunteers (or call on six students if none of them are willing) to come up to the board and change the given sentences from singular

to plural and vice versa As they do that, have all the other students work on the exercise on their own Edit the sentences on the board as needed

1 Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future As such, have the students fill in the blanks on their own from the words in the boxes When everyone is finished, have the students read through the exercise out loud all together or in turns

Have the students write short paragraphs about five sentences long similar to exercise A about their family members Encourage them to use as many pronouns

in as many ways as possible When all the students are finished, have them present their paragraphs at the front of the class

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Unit 4 | Possessives

1 The students will learn about possessive adjectives and possessive pronouns

4 Extra Idea for Vocabulary Practice (optional): Scramble for Words

Prepare small cards with the unit’s keywords on half of them and their meanings on the other half before class Erase the keywords and their definitions on the board, and then spread all the cards out on a table or the floor Have the students come over and pick out two cards that match to stick on the board Continue the activity until there are no cards left on the floor

Grammar Point 1

1 Use the chart and pictures in the box at the top of the page to help you explain what possessive adjectives are to the students Write on the board that a possessive adjective comes before a noun and tells who the noun belongs to (ex

“my,” “your,” “his,” “our,” etc.) Go through all the possessive adjectives and leave their definitions on the board throughout the class for easy reference

3 When you feel that the students have a good grasp of the grammar point, draw their attention to exercise A Explain to the students that they need to write the nouns with the correct possessive adjectives in front of them Do the first phrase together and then let the students finish the exercise on their own If you want, ask the fastest students to write the answers on the board for you

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4 For each question in exercise B, go around the room and have a student read the first sentence out loud Then have the whole class yell out what possessive adjective that sentence’s subject changes to, and have the same student read the second sentence with that adjective in the blank

3 When you feel that the students have a good grasp of the second grammar point, draw their attention to exercise A Change the first phrase to a possessive pronoun

as an example, then let the students finish the rest of them on their own

4 For exercise B, put the students in pairs and have them complete the dialogue by practicing it twice so that each of them has a chance to speak through each role

Then call on different pairs to perform the dialogues in front of the class

Make a set of flashcards with various subjects and a set of flashcards with possessive adjectives on them before class For the subject flashcards, tell the

students to say the corresponding possessive adjectives For the possessive adjective flashcards, tell the students to say the corresponding possessive pronouns Start on one end of the room and have a pair of students compete to say the answer to the flashcard you show them Then have the winner compete with the next student, and so on until you have gone all the way around the room and/or used all your flashcards

Practice

2 For exercise A, demonstrate on the board how to fill in the first sentence with a possessive adjective and change it to the second sentence with a possessive pronoun Then call up five students to the board and have them write the rest of the sentences on there while the other students do the exercise on their own

3 For each dialogue in exercise B, have one student ask another student the question with the correct possessive included Have the second student give the answer with the correct possessive included as well Change students between dialogues and make sure all the other students are listening and completing the exercise on their own

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4 For exercise C, go through the example on the board and then have the students do the exercise on their own Tell them that you will give the fastest student to correctly finish the exercise a small reward (ex a piece of candy)

1 Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future As such, have the students fill

in the blanks on their own using the words in the boxes and/or possessives as needed When everyone is finished, have the students read through the exercise out loud all together or in turns

Have the students pull out three or more objects from their backpacks and write

a few sentences about them in the style of exercise A For advanced classes, have them write about other students’ possessions as well Edit their sentences and have the students take turns presenting them at the front of the class when everyone is finished

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Unit 5 | Present Simple: The

Verb Be

1 The students will learn about the positive, negative, and yes/no question forms of

be in the present simple

LESSON GUIDE

Introduction

1 Before starting the day’s lesson, go around the room and ask each student a question to answer using the previous lesson’s grammar as a review (possessive adjectives and possessive pronouns, ex “Whose is ?”)

2 Ask one or two students to read the sentences under the title out loud for the class and then write them on the board to refer to 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 words on the side on the board for the students to refer back to throughout the class

4 Extra Idea for Vocabulary Practice (optional): Word Lottery

Prepare small slips of paper with any vocabulary words from this unit written on them Put them in a hat or bowl Have a student come to the front of the class and pull out a word Tell the student to read the word out loud and use it in a sentence

Repeat until all the words have been used

Grammar Point 1

1 Use the chart and pictures at the top of the page to help you explain what the verb

be is in its positive and negative forms (ex “is,” “are,” “is not,” “aren’t,” etc.) Show

how the verb changes with different subjects and how to write it in its long and short negative forms

3 When you feel that the students have a good grasp of the grammar point, draw their attention to exercise A Explain to the students that they need to choose the correct

forms of be for the sentences, and demonstrate the first problem on the board as

an example Have the students finish the rest of the problems on their own and then have all the students read the sentences out loud together

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4 For exercise B, ask different students to read the sentences out loud and identify their subjects Have all the students underline the subjects as this happens, and then tell them to write the subjects in their short forms after you do the first one as

an example on the board

Grammar Point 2

1 Like the previous page, use the chart to help you explain how to form yes/no

questions with the verb be (ex “Am I …?” “Are you …?” “Is she …?” etc.) Make it clear that be has to come before the subject in questions, but after the subject in

answers

3 When you feel that the students have a good grasp of the second grammar point, draw their attention to exercise A Demonstrate on the board how to figure out the start of a question based off of its answer Then put the students in pairs and have them complete the exercise together Call on different pairs to read the dialogues out loud when you go over the answers

4 For exercise B, ask different students to describe the pictures, and then ask the questions yourself for all the students to answer together Once the students have finished the exercise, have them practice the dialogues on both sides in pairs

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 take turns drawing the questions out, reading them out loud, and answering them in full sentences If any of the questions have mistakes in them, have the students that picked them identify and fix them

Practice

2 For exercise A, have different students describe the pictures Then use the first

problem to show the students how to complete the sentences with the verb be,

and have them finish the exercise on their own Have all the students read the sentences out loud together to check them

3 For exercise B, demonstrate how to make a full sentence from the phrases in the first problem Then ask five students to come up and make the next five sentences

on the board while the rest of the class goes through the exercise

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4 For exercise C, complete the first dialogue as a class on the board Then split the students into pairs to finish the next three dialogues After they complete them, tell them to practice them out loud, switch roles, and practice them again

1 Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future As such, have the students fill in

the blanks on their own using 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 ask two of their classmates what their age and hobbies are

Then have them write a few sentences each about themselves and their classmates

in the style of exercise A Edit their sentences and have the students take turns presenting them at the front of the class when everyone is finished

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Unit 6 | Present Simple 1

1 The students will learn about the present simple and its negative form

LESSON GUIDE

Introduction

1 Before starting the day’s lesson, go around the room and ask each student a question to answer using the previous lesson’s grammar as a review (present

simple: the verb be, ex “What is this?”)

2 Ask one or two students to read the sentences under the title out loud for the class, and then write them on the board to refer to 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 words on the side on the board for the students to refer back to throughout the class

4 Extra Idea for Vocabulary Practice (optional): Draw Something

Prepare small slips of paper with any vocabulary words you want to highlight Put the slips in a hat or bowl Divide the class into two teams and ask one member from each team to come up to the front Have one of them pick a word from the bowl

or hat and show it to the other student Split the board into two halves, and have the students draw pictures that will help their teams guess the word (no letters or numbers allowed) The team that guesses the word first gets a point Repeat until all the keywords have been used

Grammar Point 1

1 Use the charts and pictures at the top of the page to help you explain the present simple to the students Write on the board that the present simple describes facts

or habits that a subject has or does now (ex “He wakes up late.” “They eat pizza

on the weekend.”) Go through how to conjugate most verbs into the present simple

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

3 When you feel that the students have a good grasp of the grammar point, draw their attention to exercise A Explain to the students that they need to choose which form

of the verb is correct and circle it Have them do this individually, and then call on different students for the answers afterward

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4 For exercise B, go through the first sentence on the board as a class Split the students into pairs to finish the rest of the exercise, and then have a few students give the answers If you like, a student that gives an answer can choose the next student to answer to make it more interesting

Grammar Point 2

1 Like the previous page, use the chart to help you explain how to make negative

sentences in the present simple with do not or does not (ex “He doesn’t eat vegetable.”) Also explain how to make the short forms don’t and doesn’t Leave

these definitions on the board throughout the class for easy reference

3 When you feel that the students have a good grasp of the second grammar point, draw their attention to exercise A Tell them to choose the best-fitting word like they did on the previous page Then pull names out of a hat to determine who has to answer each question

4 For exercise B, demonstrate how to make the positive sentences into negative sentences with the first problem Then put the students into pairs and have them finish the exercise together Tell them that the fastest pair to finish all the questions correctly will get a small reward (ex a piece of candy each)

Make several groups of flashcards: one with lots of subjects, one with lots of verbs, and one with lots of objects and complements Have the students all choose one from each group and make them into a sentence on the board Then have them change them into negative sentences right underneath Go through and correct any spelling or grammar mistakes that you find

Practice

2 For exercise A, have several students thoroughly describe who is in the pictures and what they are doing Then have the students choose the best verb from the word box to complete each sentence Have the students check a partner’s answers before going over them on the board

3 For each sentence in exercise B, ask the students what is wrong with it and pick someone who knows the answer If the answer is correct, have that student rewrite the full sentence on the board while you ask the students about the next question, and so on Check the sentences on the board for any mistakes in grammar or

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spelling before you continue

4 For exercise C, explain why the word but means a change between positive and

negative or vice versa Then demonstrate on the board how to fill in the sentences

in the first problem Have the students finish the rest of the problems on their own before you check them all together

1 Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future Before they start writing, go through the chart with them so that they understand which kids have which habits Then have the students fill in the blanks on their own with the right positive or negative forms of the verbs from the chart When everyone is finished, have the students read through the exercise out loud all together or in turns

Have the students ask two of their classmates about their sleeping habits (go to bed early, wake up early, sleep more than eight hours, etc.) Tell them to make a simple chart about them like the one in exercise A if it helps them remember their classmates’ answers Then have them write a short paragraph stating the habits of their classmates and themselves Edit their paragraphs and have the students take turns presenting them at the front of the class when everyone is finished

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Unit 7 | Present Simple 2

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 on the board for the students to refer back to throughout the

class

4 Extra Idea for Vocabulary Practice (optional): Missing Words

Prepare sample sentences containing any vocabulary words you would like to focus

on in this unit, and write them on slips of paper with the actual keyw ords blanked out Put all the slips of paper into a hat or bowl Have each student come up to the front and pull out one piece of paper Tell them to read the sentence out loud and guess what the correct word for the blank is

Grammar Point 1

1 Use the chart and pictures to help you explain how to make yes/no questions in the

present simple Tell the students that they need to put do or does before the subject

in questions and after the subject in answers (ex “Do you want to …?” “Does she like to …?”) Leave these notes on the board throughout the class for easy reference

3 When you feel that the students have a good grasp of the grammar point, draw their attention to exercise A Explain to the students that they need to make questions out of the given sentences Do the first question all together on the board Then have the students finish the rest of the questions on their own Check the questions

by calling on students to ask you them

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4 For exercise B, go through the first dialogue on the board to show the students how

to correctly choose which word best completes the question, and how to answer the question in a full sentence Then put the students into pairs to finish the rest of the questions When they have finished, tell them to ask and answer them with each student in each role before you correct them as a class

Grammar Point 2

1 Like the previous page, use the charts to help you explain what frequency adverbs (ex “never,” “sometimes,” “often,” “usually,” and “always”) are Tell the students how each one is used, and leave these definitions on the board throughout the class for easy reference

3 When you feel that the students have a good grasp of the second grammar point, draw their attention to exercise A For each problem, have a student read the sentence, and then ask the students what percentage of the time the subject does the action Have the students translate that percentage to a frequency adverb and write it in the second sentence

4 For exercise B, tell the students to figure out where to put the frequency adverbs

by using the chart at the top of the page When you check the answers, ask the students to vote on which places the adverbs ought to go before you give them the answer

Make a simple survey to give the students about their habits with categories of

“never,” “sometimes,” “often,” “usually,” and “always.” When you collect the results

of this survey, make a chart on the board and ask different students questions based off of it (ex “How often do students in this class ?”) Make sure that they answer in full sentences

Practice

2 For exercise A, tell the students to use the word prompts to complete the questions

in the present simple Tell them that the fastest student to finish all the questions correctly will get a small prize (ex a piece of candy) If you want, have the students ask and answer the questions with a partner

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3 For exercise B, go through the table as a class so that the students understand exactly which kids do which activities Do the first dialogue together on the board to show the students how to complete them Then put the students into pairs and tell them to finish and perform the rest of the dialogues with each other When all the groups are done, call on some of the pairs to perform their dialogues

4 For exercise C, have the kids play rock, paper, scissors Tell five of the losers to rewrite the sentences in the exercise on the board while everyone else goes through them on their own in the book Check the sentences for any spelling and grammar mistakes before moving on

1 Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future As such, have the students use the table to fill in the blanks on their own They should not have any trouble by this time understanding the table When everyone is finished, have the students read through the exercise out loud all together or in turns

Have the students describe a normal day for them in a short paragraph of about five sentences in the style of exercise A Encourage them to use as many frequency adverbs as they can Edit their paragraphs and have the students take turns

presenting them at the front of the class when everyone is finished

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Unit 8 | Information Questions

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 on the board for the students to refer back to throughout the class

4 Extra Idea for Vocabulary Practice (optional): Word Associations

Write one of the unit’s keywords on the board Ask the students to think of other words or phrases associated with it For example, if one of the words was “habitat,”

you could ask the students, “What comes to mind when you read the word ‘habitat’?”

The students can call out (or write on the board) things like “home,” “natural,”

“man-made,” “artificial,” “forest,” “land,” “sea,” etc for you to write on the board under the keyword Another option is to have the students come to the board and write as many related words that they can think of themselves Continue the activity until all the keywords have been used

Grammar Point 1

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

where in information questions Write on the board that what asks about things (ex

“What is that?” “What animal do you like?”) and that where asks about places (ex

“Where is the bathroom?” “Where do you live?”) Leave these definitions on the board throughout the class for easy reference

3 When you feel that the students have a good grasp of the grammar point, draw their attention to exercise A Explain to the students that they need to match the questions and answers, and then put them in pairs to finish the activity and practice

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asking and answering them

4 For exercise B, pick on different students to read the question answers out loud and then tell the class as a whole to shout out whether to complete the question with

what or where Then put the students in their same pairs to practice asking and

answering the questions

Grammar Point 2

1 Like the previous page, use the chart and pictures to help you explain how to make information questions with action verbs Explain to the students that you have to put

what or where before do or does to ask about something that requires more than a

yes/no answer (ex “What do you do after school?”) Leave this explanation on the board throughout the class for easy reference

3 When you feel that the students have a good grasp of the second grammar point, draw their attention to exercise A Explain to the students that this is almost the same as the last exercise that they did, but still do the first question together

on the board Then have the students go through the exercise on their own and complete the questions When they are all finished, put them in different pairs to practice asking and answering all the questions

4 For exercise B, keep the students in their pairs, but go through the first dialogue all together on the board Have the students finish the other dialogues, and then have each pair pick a number out of a hat to determine which dialogue they have to do in

front of the class

Tell the students to write three simple information questions using what and where

on small slips of paper Mix all these slips in a bag and then call the students up

to the front one by one to read a question out loud and answer it If you like, the students can answer multiple questions or write their answers on the board for you

to check

Practice

2 For exercise A, tell the students to pretend that they are conducting an interview for each dialogue Put them in pairs by drawing their names out of a hat, and then

go through the first dialogue with them to help them make the question out of the answer When each pair finishes, tell them to interview each other using the dialogues

3 For exercise B, make the first question as a class all together on the board Then ask for four volunteers (or have the students play rock, paper, scissors) to write the

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next four questions on the board When they are finished, check them for spelling and grammar mistakes and have the entire class ask and answer them together

4 For exercise C, go through the table as a class and have the students fill in the questions and answers with a partner determined at random When they are all finished, have them roll a die to see which dialogue they have to perform in front of the class

1 Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing and speaking for the future As such, have the students fill in the questions on their own When everyone is finished, have the girls read the first two questions and the boys give the first two answers Then switch for the second two questions and answers

Have the students make up three questions to ask their favorite athlete or celebrity When they are finished, have them cover up the name of the person being

“interviewed” and give them to another student to answer After the student writes down their answers, let them see what they made the athlete or celebrity say in the

“interview.” Then tell them to give the paper back to the student who originally wrote the questions

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Unit 9 | Present Continuous 1

1 The students will learn how to use the present continuous in positive and negative sentences

2 The students will learn how to properly spell the present continuous forms

LESSON GUIDE

Introduction

1 Before starting the day’s lesson, go around the room and ask each student a question to answer using the previous lesson’s grammar as a review (information questions, ex “Ask me about ”)

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 on the board for the students to refer back to throughout the class

4 Extra Idea for Vocabulary Practice (optional): Act It Out

Prepare small pieces of paper with the unit’s keywords on them Put the pieces of paper in a bowl or hat Ask a student to pull out a piece of paper and mime the keyword for the other students to guess Tell them that they are only allowed to use actions to demonstrate the keyword (no talking) Whichever student guesses the word correctly gets to be the next actor

Grammar Point 1

1 Use the charts and pictures to help you explain what the present continuous is to the students Tell them that the present continuous is used to describe actions happening right now (ex “I am doing my homework.” “They are sleeping.”) Explain

to the students that to spell the second part of the tense, most verbs only require

–ing, but that verbs ending in –e should have the –e taken away before adding the

–ing Also, demonstrate how verbs that end in a vowel and a consonant sometimes need a double consonant before –ing (ex “jogging,” “hitting,” etc.) Leave these

definitions on the board throughout the class for easy reference

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

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attention to exercise A Explain to the students that they need to correctly put

–ing on all the given verbs Have them do this exercise on their own, and then check

it by calling on individual students to spell out what they wrote for you to put on the board

4 For exercise B and C, go through the first sentence on the board to show the students how to fill in the sentences with the present continuous Then have the students work in partners to go through both exercises When each pair finishes, have them write a sentence on the board until you have all the sentences on there

aren’t Leave these definitions on the board throughout the class for easy reference

3 When you feel that the students have a good grasp of the second grammar point, draw their attention to exercise A Ask four volunteers to come to the board and write the four sentences in the negative present continuous while the other students work on the exercise alone Then go through and check them as a class

Have each student take a turn standing up and miming an action for the student on their right to guess and identify using the present continuous (ex “He is sleeping.”)

Encourage them to use props in the classroom if they want to make their acting more interesting Go around the room as many times as you like until the students are comfortable making the sentences quickly

Practice

2 For exercise A, put the students in pairs and explain that they need to complete the first sentence in each problem with the present simple and the second sentence with the present continuous Demonstrate the first question on the board and emphasize how the two sentences are different Then have each pair complete the rest of the exercise and take turns reading each sentence out loud

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3 For exercise B, remind the students how to construct negative present continuous sentences Then go through the first problem with them together on the board Have the students finish the rest of the exercise on their own before reading through the entire exercise all together as a class

4 For exercise C, ask five volunteers to come up to the board and compete to write out the five different sentences that they are given If you like, you can give the winner a small prize afterward When they are finished, have all the students write out the sentences in their books

1 Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future As such, have the students fill in the blanks on their own from the phrases on the left Remind them not to forget the negative present continuous sentences When everyone is finished, have the students read through the exercise out loud all together or in turns

Have the students pretend that they are making dinner with their family Tell them

to write out what each member of their family is doing and not doing similar to exercise A When all the students have finished, edit their sentences and have them share them with the rest of the class

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Unit 10 | Present Continuous 2

1 The students will learn about making yes/no questions and information questions

in the present continuous

LESSON GUIDE

Introduction

1 Before starting the day’s lesson, go around the room and ask each student a question to answer using the previous lesson’s grammar as a review (present continuous, ex “What are you doing now?”)

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 on the board for the students to refer back to throughout the class

4 Extra Idea for Vocabulary Practice (optional): Whispering Game

Divide the class into two teams and have each team form a line If there are an odd number of students, one student can be the teacher’s “helper.” Whisper the meaning of one of the unit’s keywords into the ear of the first student in line for each team On your signal, have the students whisper the message down the line until it gets to the last student for each team Those students must then write the correct word on the blackboard Whoever writes the correct word first wins a point for their team Continue the game until all the words have been used

Grammar Point 1

1 Use the chart and pictures to help you explain to the students how to make yes/

no questions in the present continuous Tell them that they must place the verb be

before the subject, and show them how to do it for all the different types of subjects (ex “Are you feeling all right?” “Is she meeting a friend?”) Leave these definitions

3 When you feel that the students have a good grasp of the grammar point, draw their attention to exercise A Explain to the students that they need to use the subjects and verbs to complete the present continuous questions Do the first one together

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as an example, and then have the students finish the rest of the exercise on their own

4 For exercise B, put the students into pairs and have them complete the questions together When they are finished, have them practice asking and answering them

Grammar Point 2

1 Like the previous page, use the chart and pictures to help you explain how to make information questions in the present continuous Tell the students that they have to

place what or where at the beginning of a yes/no question to ask about an object or

a place (ex “What are they doing?” “Where am I going?”) Leave these definitions

3 When you feel that the students have a good grasp of the second grammar point, draw their attention to exercise A Put the students back into their pairs and have them complete the questions after you do the first one on the board as an example

Then have the students practice asking and answering all the questions with their partners

4 For exercise B, give the students 15 seconds to match the questions and answers together Then have all the boys read the first two questions for the girls to answer and vice versa for the second two questions

Have the students write down any three present continuous questions on small slips of paper and put them into a hat or bag Call each student to the front and have them pick out a question to answer If you like, you can have the students write their answers on the board and/or answer multiple questions

Practice

2 For exercise A, tell the students that they need to finish the present continuous questions using the given verbs Do the first one all together if needed, and then have the students finish the rest on their own When everyone has finished, have the class read the questions out loud all together

3 For exercise B, put the students into new pairs by having them pick their partner’s name out of a bag Do the first dialogue all together on the board to show them how

to properly answer a yes/no question, and then have the pairs finish the dialogues

on their own When all the students have finished, call on different pairs to perform the dialogues in front of the class

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