Grammar space 2 TG

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 desig

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Teacher’s Guide

Grammar

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Grammar Space 02

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

Split the students into two or three teams Have a student from each team come to the front of the class Tell them that you’re going to read a word definition out loud, and that if they know the answer they should ring a bell or hit a buzzer (if you have props) or raise their hands Ask the student who reacts first what the answer is If their answer is correct, they get a point for their team If it is incorrect, the other student(s) may have a chance to answer 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 to help you explain what singular and plural nouns are to the students Tell them that singular nouns are for one person or thing and that plural nouns are for two or more people or things (ex cup vs cups) Make sure to cover the spelling

rules for plural nouns (i.e normal nouns: add –s; nouns ending in –o, –x, –s, –ch, and –sh: add –es; nouns ending in –y: take the –y away and add –ies; nouns ending

in –f and –fe: take the –f(e) away and add –ves) Also make sure to point out the

irregular nouns at the bottom of the chart for the students to memorize 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 When you feel that the students have a good grasp of the grammar point, draw their attention to exercise A Explain that they need to write the plural forms of the singular nouns and the singular forms of the plural nouns If you like, you can tell

Unit 1 | Nouns & Articles

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

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them that the fastest student will win a prize (ex a piece of candy) Have the class say the answers aloud all together

4 For exercise B, have the class read the sentences all together and then call on individual students to say how to make the incorrect word right again (including spelling)

Grammar Point 2

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

Use the pictures to help you explain the difference between the indefinite articles

a and an and the definite article the Tell the students that all singular nouns need

articles in front of them, and that a and an are used before unspecified objects or

people (with an coming before vowel sounds), while the is used before specific or unique singular nouns 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 fill in the blanks with the correct articles, and then read through the sentences and pause

at the blanks for the students to yell out the correct answer If too many students yell out the wrong answer, explain why it is not correct If you like, you can have the class read the sentences aloud themselves after the exercise is finished

4 The PLUS+ box to the right should be explained between exercises A and B Have

already on the board to explain it

5 For exercise B, tell the students to fill in the sentences with either a, an, or no

article at all if needed Then have them finish the exercise on their own and call on individual students to read through the sentences to check them

6 Extra Idea (optional):

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

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, tell the students that they need to complete the sentences with the given nouns, and go through the first sentence on the board if necessary Then have the students finish the exercise on their own Call on different students to read the

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sentences out loud when everyone is finished.

3 For exercise B, put the students into pairs and have them complete the dialogues

together with the correct articles or X’s to indicate no article After they are finished,

have them practice the dialogues out loud If you like, you can have some pairs present the dialogues in front of the class

4 For exercise C, ask four students to come up to the board and write phrases describing the objects in the pictures (ex for picture #1, a student could write “three peaches,” “an orange,” and “five strawberries”) When they are finished, go over the pictures and phrases as a class Then tell the students to fill in the sentences using the phrases and call on some students to read the sentences out loud

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 using articles and plural nouns 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 describe their rooms in paragraphs about five sentences long similar to exercise A Edit these paragraphs and have the students take turns presenting them at the 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 2) 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 | Count & Noncount

Nouns

Unit Objectives:

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

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 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 (nouns and articles, ex “What do you see?” while holding various classroom objects)

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 for 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): 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 vocabulary words that you have highlighted Tell the students that spelling and grammar still count, and that each correct sentence they make is worth one point

The team with the most points wins the game

Grammar Point 1

1 The box at the top of the page introduces the unit’s first grammar point Use the charts and pictures to help you explain what count nouns and noncount nouns are to the students Tell them that count nouns are nouns that we can count with numbers, but that noncount nouns (ex liquids) cannot be counted with numbers

Go over the expressions used to express the amounts of noncount nouns (ex “a piece of paper”) Leave these explanations on the board throughout the class for easy reference

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3 When you feel that the students have a good grasp of the grammar point, draw their attention to exercise A Tell the students that they need to circle the count nouns and underline the noncount nouns, and then have them complete the exercise

on their own Ask the two students who finish first to write the count nouns and noncount nouns in lists on the board for you to go over

4 For exercise B, go through the pictures first and ask different students to describe them Then have the students fill in the phrases with the correct noncount

measures When the students are finished, have the class read the sentences aloud all together

Grammar Point 2

Explain the difference between some and any to the students Tell them that some

is used in positive sentences and that any is used in questions and negative sentences 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 Have the students write some and any

on different pieces of paper Then tell them to read the sentences and circle the correct word on their own When they are finished, have all the students hold up which word they think is best while the sentences are read out loud

4 For exercise B, have the class read through the full sentences on the left all together Then tell them that they need to change the sentences from positive to negative or vice versa, and demonstrate the first problem on the board Have the students finish the exercise on their own, but have the class read through the new sentences all together

5 The PLUS+ box to the right should be explained before exercise A Have one or more students read through the box, and then use previous examples already on the board to explain it

Put pictures of noncount nouns on some flashcards Make sure that there are different numbers of the nouns on the cards Start on one side of the room and have a pair of students compete to describe the pictures using the noncount noun measuring words (ex “three bowls of rice”) Let the student who wins compete against the next student, and the student who wins that competition compete against the next one, and so on Continue until all the cards have been used

Practice

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2 For exercise A, tell the students that they need to find the mistakes in the underlined parts of the sentences and correct them Then have the first five students that finish go up to the board and write the sentences up there

3 For exercise B, have the students choose partners out of a hat and work together

to fill in the dialogues with some or any When they are finished, have them practice

the dialogues in both roles If you like, you can have some of the pairs present the dialogues to the class

4 For exercise C, ask the students to thoroughly describe what they see in the picture

Then have them fill in the sentences with the noncount noun measuring words from the box When everyone is finished, have the class read the sentences out loud 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 Call on different students to describe the recipe pictures that they see, focusing on how many ingredients are in each step Then have the students fill in the blanks on their own from the noncount noun measuring words in the box When everyone is finished, have the students read through the exercise out loud all together or in turns

Either choose a simple recipe for a common dish in your country or have the students choose a favorite recipe of their own Write the recipe’s ingredients on the board as well as the measuring words used for any noncount nouns Then have the students write paragraphs about five sentences long describing how to make that dish 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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noncount nouns, some vs any, ex “Do you have any pieces of paper?”)

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 for 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): Guess the Word

Have the students work in groups of two to four Give the students one minute to look at the keywords and their definitions on the board Then erase the definitions and have each group write down what they think each word means Call on different groups for answers and write 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 chart and pictures to help you explain what pronouns are to the students Tell them that they can use pronouns to replace nouns in their sentences Explain that subject pronouns replace subjects (ex “Sarah sees Cathy.” → “She sees Cathy.”) and that object pronouns replace objects (ex “Sarah sees Cathy.” → “Sarah sees her.”) 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 change the underlined subjects into subject pronouns, and then have them finish the exercise

on their own Check the answers by reading the starting sentences and having the

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class read the new sentences all together

4 For exercise B, have the students underline the objects in the starting sentences

Then have them fill in the blanks in the second sentences with the correct object pronouns Either call on individual students to read the sentences or have the class read them all together to check them

Grammar Point 2

Use the chart and picture to help you explain what possessive adjectives and possessive pronouns are to the students Tell them that possessive adjectives describe who a person, animal, place, or thing belongs to (ex “my,” “his,” “their,”

etc.), and that possessive pronouns replace possessive adjectives and their nouns (ex “mine,” “yours,” “hers,” 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 second grammar point, draw their attention to exercise A Tell the students that they need to complete the sentences with the correct possessive adjectives, and demonstrate the first problem on the board Have the students finish the rest of the problems on their own Then call on individual students to read them aloud

4 For exercise B, have individual students read the starting sentences out loud, but tell the entire class to yell out the possessive pronouns that can replace the

underlined phrases in the sentences If you like, you can also have the class go back and reread the sentences with the pronouns instead

Go around the room and indicate an object for each student to make a sentence with using a possessive adjective or pronoun (ex “This is my pencil.” “That bag is his.”) Once the students understand the idea, they can point out objects for other students to make sentences with Continue until you feel that the students are comfortable with the grammar point

Practice

2 For exercise A, put the students in pairs and explain that they need to complete the dialogues with the possessive pronouns and possessive adjectives of the given subjects Demonstrate the first dialogue on the board if needed Then have the students finish and practice the rest of the dialogues together If you want, you can have some pairs perform the dialogues in front of the class

3 For exercise B, tell the students to underline the subjects and objects in each

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first sentence Then have them use those to figure out which pronouns to use in the blanks of the second sentences Check the sentences by calling on individual students to read through them

4 For exercise C, go over the family tree on the board, making sure to cover basic family vocabulary until the students understand how to talk about the family tree

Then have the students complete the sentences with the pronouns and possessive adjectives in the box Have the class read the sentences all together to check them

1 Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future Have the students look at the picture and describe everything they see in it Then have them fill in the blanks on their own with pronouns and possessive adjectives When everyone is finished, have the students read through the exercise out loud all together or in turns

Collect five or six items from the students and put them in front of the class where all the students can see them Make sure they know which items belong to which students, and have them write paragraphs about five sentences long using pronouns and possessive adjectives to describe the items in the style of exercise A

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 4 | Parts of a Sentence

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

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

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 (pronouns and possessives, ex “Whose 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): 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 to help you explain what subjects and predicates 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 predicates are everything else after the subject (ex “She goes home.”) Leave these explanations 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 divide the subjects and predicates of the sentences with slashes (/) Have five students write the sentences on the board for you Then go through each sentence on the board and ask different students what the subjects are, what the predicates are, and where the slashes should go

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4 For exercise B, tell the students to underline the subject in each sentence, and have them complete the exercise on their own To check the exercise, have the class read the sentences together, but tell the students to put their hands in the air any time they read a subject.

Grammar Point 2

1 Like the previous page, use the charts to help you explain more about predicates, objects, and complements Write on the board that predicates must have at least one verb Also write that an object is the person or thing that receives the action of

a verb (ex “Jeff listens to the CD.”) and that a complement gives more information

about the subject, usually after the verb be (ex “Anita is a funny person.”) Leave

these explanations 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 Show them how to identify verbs and underline predicates on the board Then ask different students to come to the board and write

a sentence each with the verb circled and the predicate underlined while the rest of the students work on the exercise on their own

4 For exercise B, put the students into pairs and tell them to work together to circle the verbs and identify the parts of each sentence’s predicate Go through the example on the board if necessary, making sure the students understand all the grammar terms involved in the exercise When the students are finished, call on different pairs to give you their answers

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

2 For exercise A, have the students write the numbers 1, 2, and 3 on small pieces

of paper Then call on different students to read each sentence without putting the verb in while the rest of the class holds up which number they think should have the verb After you give the answer for each sentence, have the class read through it all together

3 For exercise B, ask different students to write the exercise’s sentences on the board Then go through each sentence as a class and have the students yell out together whether the underlined parts are objects, complements, adverbs, and/or

prepositional phrases You may have to briefly explain that adverbs describe verbs and prepositional phrases describe place directions to the students Then have the

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students write O, C, A, or P in the blanks to indicate what the underlined phrases

are

4 For exercise C, tell the students that S stands for subject, V for verb, C for complement, O for object, A for adverb, and P for prepositional phrase Have them

match up the sentences with their sentence part breakdowns Draw the matching

on the board when you check the answers

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 circle the correct sentence parts on their own in each paragraph After you have checked the exercise, have the students read through it out loud all together or in turns

2 For exercise B, tell the students to write the number of each underlined phrase in the box that matches its sentence part type After you check the answers, have the students read through the paragraph all together

Have the students write paragraphs about five sentences long on topics of their choice (you may need to give them some suggestions) Then have them switch

paragraphs with another student and write S, V, O, C, A, and P above the subjects,

verbs, objects, complements, adverbs, and prepositional phrases in the other student’s paragraph

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Unit 5 | Present & Past Simple:

The Verb Be

1 The students will learn about making positive sentences, negative sentences, and

yes/no questions in the present and past simple with the verb be

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

LESSON GUIDE

Introduction

1 Before starting the day’s lesson, go around the room and give each student a sentence Tell them to identify the parts of speech in it using the previous lesson’s grammar as a review (subjects, predicates, objects, and complements)

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 charts and picture to help you explain to the students that the verb be in the present simple tells who, what, or where the subject is (ex “The students are hungry.”) Also, explain that the students just need to put not after the verb be

to make negative sentences (ex “I am not sleepy.”), and that they should put be

before subjects to make yes/no questions (ex “Is he happy?”) Finally, point out

that is and are can be written as ’s and ’re after subjects, and that is not and are

not can be shortened to isn’t and aren’t Leave these explanations 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 fill in the blanks

with the verb be either positively or negatively as indicated If necessary, do the first

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problem on the board before having the students finish the rest of the exercise on their own Then call on different students to read the sentences out loud

4 For exercise B, tell the students to match up the questions and answers on their own Then have one side of the room ask the questions for the other side of the room to answer before switching roles

Grammar Point 2

1 Like the previous page, use the charts to help you explain how the verb be in the

past simple tells about how or where the subject was in the past (ex “She was tired.”) Point out that making negative sentences and questions with the verb

be has the same rules as the present simple Also, explain to the students that was and were cannot be shortened after subjects, but that was not and were not

can be shortened into wasn’t and weren’t Leave these explanations 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 several students describe the pictures thoroughly Then explain to the students that they need to fill in the sentences with

was, were, wasn’t, and weren’t, and demonstrate the first problem on the board Call

on several students to read through the sentences out loud to check them

4 For exercise B, put the students into pairs and tell them to complete the dialogues together in the past simple If necessary, demonstrate how to complete the first

dialogue on the board When the pairs finish the exercise, have them practice the dialogues together If you like, you can call on some pairs to perform the dialogues

in front of the class

Have all the students write down three different yes/no 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, tell the students to circle the correct word in each sentence, and then call on different students to read the sentences out loud

3 For exercise B, put the students into pairs and have them complete the dialogues

together in the present or past simple using the verb be After they have finished,

tell them to practice the dialogues together, making sure to switch roles so that they

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each get experience asking and answering the questions If you like, you can have some pairs present the dialogues to the class as well

4 For exercise C, have the students choose new partners out of a hat and complete the dialogue together When all the students are finished, have all the pairs present the dialogue to the class, and give the pair with the best acting a small prize (ex a cookie each)

1 Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future Go through the table with the students and make sure that they all understand it Then have them fill in the

blanks on their own with the verb be in its present and past simple forms When

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

Have the students make simple charts about themselves like the one in exercise

A comparing how they are now to how they were a few years ago Then have them write paragraphs about five sentences long based on their charts Edit these paragraphs 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

past simple of the verb be, ex “Are you hungry?”)

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 to help you explain the present simple to the students

Write on the board that the present simple tells about facts, habits, or what is

happening now (ex “He listens to music.”) Point out that do not (don’t) or does not (doesn’t) come before the base form of the verb in negative sentences Last, go

through the basic rules of spelling for most verbs in the third-person singular Leave these explanations on the board throughout the class for easy reference

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3 When you feel that the students have a good grasp of the grammar point, draw their attention to exercise A Tell them to circle the correct words on their own before reading the sentences aloud as a class

4 For exercise B, tell the students to match the verbs to the sentences that they complete When they are finished, tell them to fill in the blanks with the correct forms of the verbs Call on one student to read through the first sentence out loud, let them choose the next student to read, and so on

Grammar Point 2

1 Like the previous page, use the chart to help you explain to the students how to make yes/no questions in the present simple (ex “Do you like sports?”) Write on

the board that they just need to put do or does before the subject and base verb to

make yes/no questions 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 that they need to make questions out of the given sentences, and demonstrate how to do the first problem on the board

Then have the students finish the rest on their own Have the class as a whole ask the questions and answer them with the previous sentences

4 For exercise B, put the students into pairs and tell them to complete the dialogues together Then have them practice the dialogues, making sure to switch roles so

that everybody has a chance to go through the questions and answers If you like, you can have some pairs present the dialogues to the class

Have the students write three yes/no questions on pieces of paper using common present simple verbs Put all the questions into a hat or bag, and then have the students take turns drawing them out and answering them in full sentences If the grammar in the question is wrong, ask the student who picked the question to fix

it Continue until all the questions have been used or the students are comfortable answering them

Practice

2 For exercise A, ask five volunteers to come to the board (or simply call on some students) and change the sentences you give them into negative sentences if they are positive or vice versa If you like, tell them that the fastest one will get a small prize (ex one or two pieces of candy)

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3 For exercise B, ask several students to thoroughly describe the pictures Then have all the students complete the sentences on their own before reading them aloud as

a class

4 For exercise C, have the students choose partners out of a hat and complete the dialogues together in the present simple Then have each pair practice the dialogues, making sure to switch roles so that both students have a chance to speak both questions and answers If you like, you can have some pairs present the dialogues to 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 Go through the list with the students and make sure that they understand everything on it Then have the students fill in the blanks on their own with the present simple verbs from the list

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

Have the students make lists of what they or someone they know does for a job

or activity Then have them write paragraphs about five sentences long using the present simple to describe their lists in the style of exercise A Edit these 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 Continuous

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 keywords 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 charts to help you explain the present continuous to the students Write on the board that the present continuous is for actions happening right now, around now, or in the near future (ex “I am reading.”) Explain that to make this tense, the

students just have to use the verb be with another verb’s base form + –ing, and that

to make negative sentences in the present continuous they just have to add not after the verb be (ex “I am not reading.”) Leave these explanations on the board

throughout the class for easy reference

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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 complete the sentences in the present continuous with the given verbs, and demonstrate the first problem on the board Then have the students finish the rest of the sentences on their own

4 For exercise B, tell the students that they need to complete the sentences in the negative present continuous Demonstrate the first problem on the board as an example, and then have the students finish the rest of the exercise on their own

When all the students have finished, have the class read the exercise out loud all together to go over it

Grammar Point 2

1 Like the previous page, use the chart to help you explain how to make yes/no questions in the present continuous Write on the board that the students need

to place the verb be in front of the subjects to make these questions (ex “Is he

making dinner?”) and after the subjects to give their answers (ex “Yes, he is.”)

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 Put the students into pairs and have them complete the dialogues together When they are finished, have them practice the dialogues, switch roles, and repeat them

4 For exercise B, keep the students in their pairs and have them complete the dialogues’ answers together Have them practice the dialogues like they did in the previous exercise, and if you like you can have some pairs present the dialogues at the front of the class

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 complete the sentences in the same way that they did with exercise A on p 30 Then call on one student to read through the first sentence Let them choose the next student to answer, who chooses the next student, and so on

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3 For exercise B, have several students thoroughly describe the pictures Then tell the students that they need to use the given verbs to complete the sentences in the present continuous When all of the students are finished, have one side of the room read through the first and third sentences out loud and the other side of the room read through the second and fourth sentences

4 For exercise C, have the students choose new partners out of a hat or bag and complete the dialogues together When they are finished, have them practice the dialogues twice through with the students switching roles for the second time Then have all the girls read the questions and all the boys give the answers as a class

1 Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future Go through the poster with them and make sure the students understand the information that is on it Then have the students fill in the blanks on their own in the present continuous using the poster’s information When everyone is finished, have the students read through the exercise out loud all together or in turns

Have the students make posters similar to the one in exercise A about an event that their school has Then have them write paragraphs about five sentences long pretending that the event is happening now When they are finished, edit these

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 | Modal Verbs

1 The students will learn about how to use must, must not, have to, and don’t have to.

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

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 points as a review (present continuous, ex “What are you doing now?”)

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 what must and must not are to the students Write on the board that must indicates something is necessary to do, while must not (mustn’t) indicates an action that is prohibited (ex “You must do

your homework.” “You must not fall asleep in class.”) Leave these definitions on the board throughout the class for easy reference

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

attention to exercise A Have them write must and must not/mustn’t on two pieces

of paper Then call on different students to read through the sentences while all the students hold up which word they think best completes each sentence

4 For exercise B, go through the pictures thoroughly with the students until they

understand what each sign means Then tell them to fill in the blanks with must,

mustn’t, and the correct verbs Have the students complete the exercise on their

own, and then have the class read the sentences all together when everyone is finished

Grammar Point 2

1 Like the previous page, use the charts and pictures to help you explain what have

to and don’t have to are to the students Write on the board that have to is a

synonym to must showing necessity (ex “I have to do the dishes.”) Then write that

don’t have to indicates that an action is not necessary (ex “You don’t have to wait

for me.”) Make sure to also point out the third-person singular forms has to and

doesn’t have to Leave these explanations 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 they need to circle the correct words to complete each sentence Then have different students read through the sentences, but when they reach the word options have all the students

yell out what they think the answer is

4 For exercise B, tell the students that they need to complete the sentences on

their own using have to When they are finished, have all the girls read the positive

sentences and all the boys read the negative sentences out loud

Start on one end of the room and have a student give a simple command to the

next student using must or have to (ex “You must/have to draw a picture.”) That

student then has to do the action, but afterwards they get to tell the next student

a simple command That student does the action, gives a command to the next student, and so on If you like, after the first round you can start the exercise over,

but instead have each student who gives a command cancel it quickly using don’t

have to before the student has a chance to do it (ex “You have to draw a picture …

You don’t have to draw a picture.”)

Practice

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2 For exercise A, put the students into pairs and have them complete the dialogues together When they are finished, have them practice the dialogues, switch roles, and practice them again If you like, you can have some pairs present the dialogues

to the class

3 For exercise B, tell the students that they need to complete the sentences with

have to/don’t have to and the verbs from the box If necessary, demonstrate the

first problem on the board Then have them finish the rest of the exercise on their own, and call on different students to read the sentences out loud when they are finished

4 For exercise C, call on a student to read through the first sentence, but have all the students fill in the blank with what they think the answer is Then have that student pick the next student, who picks the next one, and so 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 fill in the blanks on their own from the options they are given When everyone is finished, have the students read through the exercise out loud all together or in turns

Have the students imagine that they are taking a trip somewhere, and tell them to make a short list of things they need to do to prepare for it Then have them write

a paragraph about five sentences long in the style of exercise A describing their preparations Edit these paragraphs and have the students take turns presenting them at the front of the class when everyone is finished

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Unit 9 | Past Simple

verbs must/have to, ex “What do you have to do after school?”)

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

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 past simple is to the students Write on the board that the past simple tells about what happened in the past (ex “I opened the door.”) Go over the rules for spelling regular verbs in the

past tense on the board, and explain to the students that they just need to put did

not (didn’t) in front of the base verb to make negative sentences in the past simple

Leave these explanations 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 Have them look at the verbs on the left and say their past tense forms after you say each base verb Then have the students complete the

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sentences in the past simple and call on different students to read them out loud

4 For exercise B, have the students read through the sentences on the left all together Then demonstrate how to change the first one from positive to negative on the board and have the students finish the rest of the exercise on their own Then have the class read the new sentences out loud all together

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 change the first sentence into a question, and then have the students finish the rest of the exercise

on their own Then check the exercise by having one side of the class ask the new questions for the other side to answer using the sentences

4 For exercise B, put the students into pairs and tell them to complete the dialogues together in the past simple When they are finished, have them practice the

dialogues, switch roles, and practice them again If you like, you can call on some pairs to present the dialogues to the class

Make flashcards with irregular past tense verbs on them Put the students into two teams and have each team send up one person to the board For each pair of students, show them a flashcard and have them write the past tense of that verb

as fast as they can The first student to correctly write the past tense form earns a point for their team Continue until all the flashcards have been used and give the winning team a small prize (ex one or two pieces of candy each)

Practice

2 For exercise A, have the students look at the verbs on the left and say their past tense forms after you say each base verb Then have the students complete the sentences in the past simple and call on different students to read them out loud

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3 For exercise B, have several students thoroughly describe the pictures Then tell the students that the first sentence in each exercise is in the positive past simple while the second sentence is in the negative past simple, and have them complete the exercise on their own When everyone is finished, have the class read the sentences together to check them

4 For exercise C, have the students choose new partners out of a hat and complete the dialogues together Explain that the underlined words in the answers tell them what verb to use in the question When they are finished, have them practice the dialogues, switch roles, and practice them again If you like, you can ask several pairs to present the dialogues to 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 Go over the checklist thoroughly until the students understand the information on it Then have the students fill in the blanks on their own using that information When everyone is finished, have the students read through the exercise out loud in pairs

Have the students make a checklist of things that they did the previous weekend

Then have them write paragraphs about five sentences long based off of these checklists Edit these paragraphs and have the students take turns presenting them

at the front of the class when everyone is finished

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Unit 10 | Past Continuous

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 charts and picture to help you explain what the past continuous is to the students Write on the board that the past continuous tells about actions happening

at a specific time in the past (ex “At 8:00, I was doing my homework.”) Explain

that the students need to use was/were + –ing after a verb to make this tense If necessary, you may need to review the spelling rules for putting –ing on a verb (see

p 30) Also, point out that the students should use was not (wasn’t) or were not (weren’t) to make negative past continuous sentences Leave these explanations on

the board throughout the class for easy reference

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3 When you feel that the students have a good grasp of the grammar point, draw their attention to exercise A Have the students look at the verbs on the left and say the past continuous form of each verb after you say the base verb out loud Then have the students use those forms to complete the sentences, and have the class read the sentences out loud all together

4 For exercise B, have different students read through the sentences on the left, and then demonstrate how to change the first sentence into the past continuous on the board Tell the students to finish the rest of the exercise on their own, and have the boys read the past tense sentences on the left for the girls to respond with the past continuous sentences on the right when everyone is finished

5 For exercise C, tell the students to complete the sentences in the past continuous

on their own as fast as possible using the words in the box Give the fastest student with all the answers correct a small prize (ex one or two pieces of candy)

Then have different students read the sentences out loud

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 into pairs and have them complete the dialogues together in the past continuous If necessary, demonstrate how to complete the first dialogue on the board When each pair finishes, tell them

to practice the dialogues together If you like, you can call on different pairs to present the dialogues to the class

Start a story with a simple sentence in the past continuous (ex “At 9:00, Bob was getting up.”) Start on one side of the room and have each student make up

a sentence to continue the story either in the past simple or past continuous (ex

“He got out of bed.” → “He was getting dressed ten minutes later.”) Tell them that

if they use specific times, they should use the past continuous, but if they describe

a one-time action, they should use the past simple Continue the exercise until the students are comfortable switching between the past simple and past continuous

Practice

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