Grammar space beginner 3 TG

Then at the start of class, post pictures or write simple definitions of the words on the side of the board for the students to refer back to throughout the class... Then at the start of

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Grammar

B e gi nn e r

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Grammar Space Beginner 3

Contents

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Grammar Station

1 Read the sentences at the top of the Grammar Station section as a class Explain to the students that a sentence is made up of a subject and a predicate Tell them that the subject is who or what the sentence is about and can be a noun or a pronoun

The predicate is the rest of the sentence after the subject and says what the subject

is or does The predicate must include a verb

2 Ask the students to look at the chart Read the subjects and the predicates in the chart as a class Then choose individual students to read the example sentences under the chart After each sentence has been read, ask the class to call out the subject and predicate in the sentence

3 Extra Idea (optional):

Split the class into two teams Have one team read the first subject in the chart

Encourage them to change their voices by making them louder, quieter, higher, lower, etc Then ask the second team to read the first predicate Tell them to read it the same way that the first team did Have the two teams switch roles

4 Read the sentences as a class Then ask the students to circle the subjects Check the answers as a class Write extra sentences on the board Have the students take turns coming to the front Tell them to read one of the sentences out loud and then flip a coin If the coin lands on “heads,” they will circle the subject If the coin lands

on “tails,” they will circle the predicate

1 The students will learn about the parts of a sentence

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

point

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

point

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

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

2 Scan the unit before the class starts and identify any words that your students may

not understand Then at the start of class, post pictures or write simple definitions

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

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sure to check each exercise and explain any common errors so that the students can correct their answers and learn from their mistakes

1 Read the sentences together as a class for exercise A Then ask the students to look

at the underlined parts and check whether they are subjects or predicates Check the answers as a class

Afterward, have the children think of similar sentences Write down the sentences

they call out on the board Then choose some of the students to come to the front

Have them take turns underlining either the subject or the predicate in each sentence and then asking the other students which one it is

2 Look at the pictures at the top of exercise B as a class What do the students see

in each picture? Do they know what city is in the last picture? Have they ever visited there? Ask the students to match the subjects with the predicates Check the answers as class

Write subjects and predicates all over the board Draw a box around each one Give

a student a foam ball and tell them to try and hit one of the boxes If they hit a box, ask them if it contains a subject or a predicate Then have them add a subject or a predicate to it to make a full sentence

4 Start off exercise C by reading all of the sentences as a class Ask the students if

the first sentence (“I eat healthy food every day.”) is true or false for them If it’s false, why don’t they eat healthy food every day? Have the students look at all of the sentences again Tell them to circle and write the verbs in the underlined predicates

Check the answers as a class

Practice

1 Read the sentences as a class Then tell the students to put a slash between the subjects and the predicates Check the answers by having some of the students read the sentences out loud and saying “slash” where the slashes should be Encourage each student to change their voice in a funny way when they say “slash.” Afterward, write more sentences on the board and let other students take turns reading them and saying with a funny voice where the slashes should go

2 Look at the pictures for exercise B What do the students see in each picture? What

is the name of their best friend? Tell the students to use the words in the box at the top of the activity to complete the sentences Check the answers as a class

Afterward, ask the students to think of other words that can be used to complete each

of the sentences

3 For exercise C, tell the students to correct the underlined words and then rewrite the sentences Have the students check their answers with a partner Write similar sentences on the board Put errors in most of them, but write a few with no errors

Choose some of the students to come up and fix your mistakes

Grammar in Writing

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

a When do people make a speech?

b Have the students ever had to give a speech?

c What are some good things to do when giving a speech?

2 Look at the picture as a class What do the students see in the picture? What do

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ANSWER KEY: STUDENT BOOK

they think the boy’s speech will be about? Tell the students to use the words in the box at the bottom of the exercise to complete the speech Check the answers as a class Then have the students read through the speech together

Have the students write their own speeches about why people should vote for them

to be class president Ask them to think of three things that would make their school better and then to use the exercise as a guideline for writing their speech Check everyone’s speeches for any spelling or grammar problems Then have the students take turns reading their speeches at the front of the class

Review and Workbook

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

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

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

nebuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space Beginner 3) When everyone is finished with the review chart, have all the students take the tests on their own If possible, have them check their answers with a partner

or go through the tests all together before the end of class If the students struggled with any of the test questions, review the material some more

3 The corresponding workbook unit is intended as homework so the students can

review what they have learned at home However, you can also go through the workbook in class if you would like to be present for additional grammar practice with the students

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ANSWER KEY: WORKBOOK Unit 2 | I need a lot of sugar.

Objectives

1 The students will learn about the quantifiers many, much, and a lot of.

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

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

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

LESSON GUIDE

Introduction

1 Review the previous unit (subjects and predicates) before starting your lesson Show each student a sentence on a flashcard with either its subject or predicate underlined and have them identify which part of a sentence it is (subject or predicate)

2 Ask the students to read the unit’s title out loud Write it on the board to use as an example later

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Grammar Station

1 Read the sentences at the top of the Grammar Station section as a class Explain to

the students that the words “many,” “much,” and “a lot of” all mean a large number

or amount Tell them that we use “many” with plural count nouns and “much” with noncount nouns Teach the students that “a lot of” can be used with both plural and noncount nouns

2 Ask the students to look at the chart Read the count and noncount nouns along

with the quantifiers as a class Then choose individual students to read the example sentences under the chart

3 Read the sentences as a class Then ask the students to circle the correct words

Check the answers as a class Write “many,” “much,” “and a lot of” at the top of the board Then write extra count and noncount nouns all over the board Have the students take turns coming to the front Tell them to choose one of the nouns and to write the proper quantifier next to it Have the class vote on whether they think the answer is correct or not

Play tic-tac-toe with the nouns from the exercise Draw a 3x3 grid on the board and

write the nouns in each square (there are eight nouns and nine squares, so ask the students to think of one extra count or noncount noun) Split the students into two teams (team X and team O) Give a student from one team a foam ball and ask them

to throw it at the grid If they hit one of the squares, tell them to say the noun and ask them what quantifier goes with it If they say the correct quantifier, ask them to put their team’s symbol (X or O) in the square Then ask them to try and use the noun and quantifier in a sentence The first team to make a straight line with three of their symbols is the winner

Check Up

1 Read the nouns in the picture frame in exercise A together as a class Then ask the students to write the nouns in either the count or noncount column Check the answers as a class

Have a spelling race with the nouns from the exercise Split the students into two teams Ask a member of each team to stand at the back of the class Tell them one of the nouns and practice spelling the word together several times Then shout

“Go!” and have them run to the board and write the word down Whoever finishes first scores a point for their team After the students have written down the word, ask them if it is a count or noncount noun

3 Read the sentences for exercise B as a class Ask the students if they drink a lot

of water and/or if they have a lot of homework today to personalize the sentences for them Then ask the students to read the sentences again and to change “a lot of” into either “many” or “much.” Tell them to write the correct words next to the sentences Check the answers as a class

4 Look at the pictures for exercise C as a class What do the students see in each picture? Ask the students to read the sentences and fill in the blanks with “many” or

“much.” Check the answers as a class

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1 Write “many,” “much,” and “a lot of” on the board Have the students take turns

making their own simple sentences with each of the quantifiers Then ask the students to read the sentences in exercise A Have them circle the correct quantifiers and write them in the blanks Check the answers as a class Afterward, write

sentences on the board that are similar to the ones in the exercise Leave blanks where the quantifiers should go Choose some of the students to come to the front and fill in the blanks with the correct quantifiers

2 Look at the picture for exercise B What do the students see in the picture? Do they

have any similar items as Harry? Tell the students to circle the correct quantifiers and use the words in the box at the top of the activity to complete the sentences Check the answers as a class

3 For exercise C, tell the students to correct the underlined words and then rewrite

the sentences Have the students check their answers with a partner Write similar sentences on the board Put errors in most of them, but write a few with no errors

1 Start the exercise by asking general questions about the writing type Some possible

ideas are:

a How often do the students write stories?

b What kind of stories do the students like?

c What is each student’s favorite story?

2 Look at the pictures as a class What do the students see in the pictures? What do

they think the story will be about? Tell the students to use quantifiers and the words

in the box at the bottom of the exercise to complete the story Check the answers as

a class Then have the students read through the story together

Have the students write their own stories Tell them to make their stories similar to the one in the exercise but to think of different animals, and a different type of food for one of the animals to carry on their back If the students have time, encourage them

to draw some pictures for their story as well Check everyone’s stories for any spelling

or grammar problems Then have the students take turns reading their stories and showing their pictures to the class

3 The corresponding workbook unit is intended as homework so the students can review what they have learned at home However, you can also go through the workbook in class if you would like to be present for additional grammar practice with the students

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ANSWER KEY: WORKBOOK ANSWER KEY: STUDENT BOOK

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Unit 3 | She has a cup of coffee.

Objectives

1 The students will learn about noncount nouns

point

retention

LESSON GUIDE

Introduction

1 Review the previous unit (quantifiers “many,” “much,” and “a lot of”) before starting

your lesson Point to different objects around the room and have the students say,

“There are many/a lot of _.”

2 Ask the students to read the unit’s title out loud Write it on the board to use as an

2 Ask the students to look at the chart Read the quantifiers and the noncount nouns they are used for as a class Then choose individual students to read the examples under the chart

Make flashcards for the pictures in the chart Put all of the flashcards in a box and have a student pick one of them Then give the student a die and ask them to roll

it Tell them to use the number on the die to make a sentence with “There is / There are,” the noun, and the correct quantifier (for example, if the student rolls a three, they will say, “There are three slices of ham.”) Let other students have a turn as well

4 Ask the students to match the quantifiers with the correct nouns Check the answers

as a class Afterward, write the quantifiers on the board Can the students think of other noncount nouns for each quantifier? Encourage them to use the nouns from the chart and to try and think of other ones as well (for example, a bag of potato chips, a bottle of Coke, etc.)

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Check Up

1 Look at the picture for exercise A together as a class Do the students like any of the

food or drinks in the picture? Ask the students to read the sentences and circle the correct words Check the answers as a class

2 Ask the students to look at exercise B Read the quantifiers and noncount nouns

as a class Then tell the students to fill in the blanks with the plural forms of the quantifiers Check the answers as a class

3 Read the words in the box at the top of exercise C as a class Ask the students to

make simple sentences using the words and “I want.” Then have them look at the pictures and fill in the blanks with the correct words Check the answers as a class

Make flashcards with the pictures from exercise C Put the flashcards in a pile and

shuffle them Give the flashcards to a student and time how long it takes them to say all six of the noncount nouns with the correct numbers and quantifiers After they have finished, ask another student to do the same thing Whoever can say all the sentences the fastest is the winner

Practice

1 Ask the students to match the quantifiers with the correct nouns and write them

Then read the answers in a funny or strange voice and ask the students to repeat what you say in a similar way

2 Look at the pictures for exercise B What do the students see in each picture? Which

of the meals do they want to eat? Ask the students to look at Nelly’s lunch schedule

class

Have the students make a weekly lunch schedule like Nelly’s for themselves Tell them to write the name of each day on a piece of paper and then draw what they want

to eat and drink When they are finished tell them to write a sentence about what they will have each day for lunch Then have them show their lunch schedule and read their sentences to a partner

b What restaurants do the students think have the best menus?

c If the students had their own restaurant, would they make the menu prices expensive or cheap? Why?

2 Look at the pictures as a class What do the students see in the pictures? Which of the foods do they want to order from the menu? Do the students think the prices on the menu are fair? Tell the students to complete the sentences on the menu with the correct quantifiers Check the answers as a class

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3 The corresponding workbook unit is intended as homework so the students can review

what they have learned at home However, you can also go through the workbook in class if you would like to be present for additional grammar practice with the students

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ANSWER KEY: WORKBOOK Unit 4 | I’m cold and hungry.

Objectives

1 The students will learn about conjunctions

LESSON GUIDE

Introduction

1 Review the previous unit (noncount nouns) before starting your lesson Bring pictures

of noncount food items to class and have each student describe one of them by saying, “There is a _ of _.”

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Grammar Station

the students that “and,” “but,” and “or” are conjunctions and can be used to connect sentences or parts of sentences Tell them we use “and” to connect similar ideas,

“but” to connect two different ideas, and “or” to connect choices or possibilities

2 Ask the students to look at the chart Read the conjunctions and the sentences as

a class Then choose individual students to read the example sentences under the chart

3 Read the sentences as a class Then ask the students to circle the conjunctions

Split the class into two teams Have one team read the first sentence out loud

Encourage them to change their voice by making it louder, quieter, higher, lower, etc

Then ask the second team to read the second sentence Tell them to read it the same way that the first team did After reading through all the sentences once, have the two teams switch roles and read them again

Check Up

1 Look at the pictures for exercise A as a class What do the students see in each picture? Ask the students how they get to school Do they have a pet? If so, what does it look like? Tell the students to read the sentences and circle the correct words

2 For exercise B, ask the students to match the sentence parts to make complete sentences Write the sentence parts all over the board (spread them out as much as possible) Choose some of the students to come to the front and draw lines between the sentences parts to connect them

3 For exercise C, ask the students to complete the sentences using “and,” “but,” or “or.”

Have the students work in pairs Have the first student in one of the pairs read all

of the sentences out loud Then ask their partner to do the same thing Time them

to see how long it takes them to finish Then do the same thing with the other pairs

Whichever pair can read all of the sentences the fastest is the winner

Practice

1 Read the sentence pairs as a class Then tell the students to use conjunctions

to connect each pair of sentences so that they make one sentence Check the answers as a class Afterward, ask the students to work in pairs to try and write

a few sentence pairs similar to the ones in the exercise Have each pair read their sentences out loud Can the other students combine the sentences using conjunctions?

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2 Look at the pictures for exercise B What do the students see in each picture? Which

sport do they like better, baseball or soccer? Tell the students to use the words in the box at the side of the activity to complete the sentences Check the answers as a class

Play hangman with the corrected sentences from exercise C Ask the students to

close their books Choose one of the sentences and write dashes on the board The number of dashes will match the number of letters in the sentence The students then have to call out letters, with too many wrong answers leading to the completion of the gallows

ideas are:

a What kind of books can the students see an explanation like this in?

b What do the students think the explanation will be about?

2 Look at the pictures as a class What do the students see in the pictures? What

do they think the man’s job is? Tell the students to use the words in the box at the bottom of the exercise to complete the explanation Check the answers as a class

Then have the students read through the explanation together

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ANSWER KEY: Review Test 1

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Unit 5 | Andy helps his dad.

Objectives

1 The students will learn about the present simple

point

retention

LESSON GUIDE

Introduction

1 Review the previous unit (conjunctions) before starting your lesson Show each student

a sentence that contains an incorrect conjunction and have them fix it

example later

Grammar Station

1 Read the sentences at the top of the Grammar Station section as a class Explain to the students that the present simple is used to talk about facts or habits Teach them that we use base verbs with I you, we, and they However, we add -s or -es to the base verbs for he, she, and it

2 Ask the students to look at the charts Read the positive and negative present simple sentences as a class Then read the yes/no questions and the answers as a class

Choose individual students to read the example sentences under the charts Ask the students to change “Andy” and “Dana” into different subject pronouns and to read the sentences again

Have the class stand in a circle Tap a balloon to one student and say “I run.” The student will hit the balloon back to you and say “He runs.” Hit the balloon to another student and say “I don’t run.” The student will hit the balloon back and say “He doesn’t run.” Hit the balloon to a third student and say “Do you run?” The student will hit the balloon back and say “Yes, I do / No, I don’t.” Keep doing this with different verbs until all of the students have had a chance to say positive and negative sentences in the present simple and answer questions in the present simple as well

4 Ask the students to read the sentences and circle the correct words Have them check their answers with a partner Afterward, ask the students some simple “do”

questions about themselves and their classmates Make the questions funny and tell the students they can choose to answer the questions with either “yes” or “no” (it

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doesn’t matter if the answers are true or not)

Check Up

1 Read the base verbs together as a class Ask the students to make their own simple

sentences about themselves or their classmates using the base verbs in the present simple Then have the students read the sentences and complete them in the present simple

2 Have the students complete the negative sentences in the present simple Check the

answers as a class

3 Look at the pictures at the top of exercise C as a class What do the students see in

each picture? Do the students like going to the library? Ask the students to use the pictures to help them complete the dialogues Check the answers as a class

Have the students work in pairs Ask one student to read the questions from the

exercise Their partner will flip a coin If the coin lands on “heads,” they will answer

“yes.” If the coin lands on “tails,” they will answer “no.” After all the questions have been asked, have the students switch roles

Practice

1 Read the school subjects at the top of the exercise together as a class Ask the students which school subjects they like the best Tell the students to look at Larry’s schedule and complete the sentences using the verbs in the box on the side of the page Check the answers as a class

Have the students make their own school schedule Tell them to draw a grid similar to the one at the top of exercise A and to write the times of their classes, the names of their classes, and to draw small pictures to represent the school subjects Then ask them to write short sentences about their schedule similar to the ones in exercise A

Have the students show their schedule and read their sentences to a partner

3 Ask the students to use the base verbs in the box on the side of the page to complete the sentences in the present simple Check the answers as a class

1 Start the exercise by asking general questions about the writing type Some possible ideas are:

a What kinds of things could the students describe in a descriptive writing piece?

b If the students are writing a descriptive paragraph about someone’s life, what kinds

of things could they include in their writing?

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2 Look at the pictures as a class What do the students see in the pictures? Do they

think Jessica is a busy person? Tell the students to use the words in the box on the side of the exercise to complete the descriptive writing Check the answers as a class Then have the students read through the descriptive writing together Would the students like to have a similar schedule as Jessica?

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ANSWER KEY: WORKBOOK Unit 6 | I usually eat breakfast.

Objectives

1 The students will learn about frequency adverbs

LESSON GUIDE

Introduction

1 Review the previous unit (the present simple) before starting your lesson Ask each student, “What do you/he/she/they do after school?” Make sure that they answer in full sentences using the present simple

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Grammar Station

1 Read the sentences at the top of the Grammar Station section as a class Explain

to the students that frequency adverbs tell us how often something happens Teach them that the common frequency adverbs are “always,” “usually,” “often,” “sometimes,”

and “never.” Then go over the percentages that are often associated with each of the frequency adverbs to show the students when to use each word Tell the students that frequency adverbs usually come after the verb be or before action verbs

2 Ask the students to look at the chart Read the “Verb Be + Frequency Adverb” and

the “Frequency Adverb + Action Verb” sentences as a class Then choose individual students to read the example sentences under the chart Ask the students to use the chart to say how often they are busy and how often they eat breakfast

3 Have the students match the frequencies with the correct frequency adverbs Write

percentages on the board and choose some of the students to come to the front and write the correct frequency adverb next to them

Write 100%, 80%, 60%, 40%, and 0% in different spots on the board Place two

chairs in front of the board with a fly swatter on each chair Divide the class into two teams Have one student from each team sit on the chairs with their backs to the board Say a sentence that contains a frequency adverb (for example, “I always do

my homework.”) The first student to stand up and hit the correct percentage with their fly swatter gets a point for their team

Check Up

1 Read the sentences together as a class for exercise A Then ask the students to look

at the sentences again and place check marks where they think the correct places for the frequency adverbs are Check the answers as a class

2 Say the percentages in exercise B as a class Then ask the students to complete the sentences with the correct frequency adverbs

Write the four sentences from the exercise on the board but make them all “my” or

“I” sentences and leave blank spaces where all the frequency adverbs should go

Ask one of the students to come to the front Give them a die and tell them that the numbers on the die equal the percentages for the frequency adverbs (six = 100%, five = 80%, four = 60%, three = 40%, two / one = 0%) Tell them to roll the die before saying each of the sentences and then to use the correct frequency adverbs to fill in the blanks Time the student to see how long it takes them say the four sentences

Then let the other students take turns Whoever says all the sentences the fastest is the winner

4 Ask the students to look at the schedule in exercise C Read the things that Lydia does every week as a class Then ask the students to complete the sentences with the correct frequency adverbs Check the answers as a class

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1 Call out percentages to the class (100%, 80%, 60%, 40%, 0%) and have the students

say which frequency adverb is used for each one Ask the students to read the sentences in exercise A and fill in the blanks with the correct frequency adverbs

2 Look at the pictures for exercise B What do the students see in each picture? How

often does it snow in winter where the students live? Tell the students to read the questions and to use frequency adverbs to complete the answers Check the answers

as a class Afterward, ask the questions from the exercise (for example, “How often

do you go to America?”) and give each student an opportunity to answer them

ideas are:

a How often do the students usually write letters to their family and friends?

b What are some things people can write about in letters to their family or friends?

c How do people usually begin and end a letter?

2 Look at the pictures as a class What do the students see in the pictures? Where

do they think Josh is? Do they think he is having fun there? Tell the students to unscramble the words in the brackets under each blank to complete the letter Check the answers as a class Then have the students read through the letter together

Divide the class into three groups Ask one group to read the letter in a high voice, tell the second group to read in a normal voice, and have the third group read with a low, deep voice Tell each group that they should read only when you gesture to them As the conductor, you can have the groups read individually, two at a time, or all at once

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3 Scan the unit before the class starts and identify any words that your students may not understand Then at the start of class, post pictures or write simple definitions

Grammar Station

to the students that the present continuous is used to talk about things that are

happening now Teach them that we use the verb be +verb-ing for the present

continuous Practice this by asking the students what they are doing right now Help them make correct sentences about what they are doing

2 Ask the students to look at the first chart and read the positive and negative sentences as a class Then look at the second chart as a class Explain that for most verbs we simply add -ing to the base verbs to make the present continuous

However, if a verb ends with an “e,” we drop the “e” first before adding -ing And if a verb ends in a vowel and a double consonant, we double the consonant and then add -ing Read through the examples for each of the situations as a class Then choose individual students to read the example sentences under the charts

Play tic-tac-toe Draw a 3x3 grid on the board and write one of the base verbs from the Grammar Station section in each of the squares Split the students into two teams (team X and team O) Give a student from one team a foam ball and ask them to throw it at the grid If they hit one of the squares, tell them to erase the base verb and write the present continuous form in the square Then ask them to put their team’s symbol (X or O) in the corner of the square The first team to make a straight line with three of their symbols is the winner

Unit 7 | Bob is writing a letter.

retention

LESSON GUIDE

Introduction

1 Review the previous unit (frequency adverbs) before starting your lesson Ask each

student, “How often do you _?”

example later

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4 Ask the students to look at the words at the bottom of the page Tell them to cross

out the wrong -ing forms When they are finished, write all of the words on the board

Have the students take turns coming up to the front and either putting a check mark next to one of the words if it’s correct, or crossing it out if it is wrong

Check Up

1 Read the base verbs in exercise A together as a class Then ask the students to write

the -ing forms of all the verbs Check the answers as a class

Write the base verbs from exercise on the board Have the students work in pairs

Ask one pair of students to stand up Give them a balloon and ask them to hit it back and forth while saying each base verb and its present continuous form (for example, have - having) Can the pair make it through the full list without dropping the balloon?

When they are finished, let the other pairs try to do the same thing

3 Ask the students to read the sentences in exercise B and circle the correct words

4 Look at the pictures for exercise C as a class What do the students see in each

picture? What do they think is happening? Tell the students to complete the sentences in the present continuous

Practice

1 Read the base verbs for exercise A as a class Ask the students to make their own simple sentences in the present continuous with the verbs Then tell them to complete the sentences in the exercise in the present continuous Check the answers

as a class

2 Look at the pictures for exercise B What do the students see in each picture? Can any of them play guitar? Tell the students to use the words in the box at the top of the activity to complete the sentences in the present continuous Check the answers

as a class Afterward, ask the students to think of other words that can be used

to complete each of the sentences in the present continuous (for example, “People aren’t sitting on chairs They are jumping on the bed.”)

Play hangman with the corrected sentences from exercise C Ask the students to close their books Choose one of the sentences and write dashes on the board The number of dashes will match the number of letters in the sentence The students then have to call out letters, with too many wrong answers leading to the completion of the gallows

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a Do you know the names of any famous plays?

b Have you ever acted in a play?

c What are “characters” in plays?

2 Look at the picture as a class What do the students see in the picture? What do

they think the play will be about? Tell the students to use the words in the brackets to write sentences in the present continuous and complete the play Check the answers

as a class Then have the students read through the play’s scenes together

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ANSWER KEY: WORKBOOK Unit 8 | Is Ron Watching TV?

LESSON GUIDE

Introduction

1 Review the previous unit (positive and negative present continuous) before starting your lesson Show each student a picture and have them describe what the person or people in it are doing with a present continuous sentence

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3 Start off exercise C by reading all of the answers as a class Then ask the students

to complete the questions using “what” or “where.” Check the answers as a class

Write the answers from the exercise in different spots on the board Place two chairs

in front of the board with a fly swatter on each chair Divide the class into two teams

Have one student from each team sit on the chairs with their backs to the board

Have another student read one of the questions from the exercise The first student

to stand up and hit the correct answer with their fly swatter gets a point for their team

2 Look at the pictures for exercise B What do the students see in each picture?

Where do they think the people at the airport are flying to? Ask the students to use

Grammar Station

to the students that to make yes/no questions in the present continuous, we put the

verb be before the subject Tell them that to make wh-questions, we put the question

words “what” or “where” before the verb be

2 Ask the students to look at the chart Read the yes/no questions and answers

together as a class And then read the wh-questions and answers as a class Ask the students “What are you eating?” and tell them to answer the sentence by saying they are eating whatever their favorite food is Then choose individual students to read the example sentences under the chart

3 Read the questions as a class Ask the students to match the questions with the

correct answers Check the answers as a class Afterward, ask a student a silly “Are you” question and have them answer it with “yes” or “no.” After they answer, tell them they can ask another student a silly question

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the words in the box to complete the dialogues in the present continuous Check the answers as a class.

Have the students work in pairs One student will read each question and the other

student will say the answers Time each pair to see how long it takes them to finish saying all the questions and answers Whichever pair can do it the fastest is the winner

ideas are:

a How often do the students make phone calls?

b How do phone conversations start and end in English?

c Have the students ever spoken on the phone in English?

2 Look at the pictures as a class What do the students see in the pictures? What do

they think the boy and the girl will have a conversation about on the phone? Tell the students to use the words in the brackets to complete the dialogue in the present continuous Check the answers as a class Then have the students read through the phone conversation together

Have the students work with a partner and write their own phone conversations Tell them they can use the exercise as a guideline for how to do this Check everyone’s written phone conversations for any spelling or grammar problems Then have the pairs take turns pretending to have their phone conversations in front of the class

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ANSWER KEY: Review Test 2

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Grammar Station

1 Read the sentences at the top of the Grammar Station section as a class Explain to the students that we use the past simple to talk about something that happened in

the past Teach them that the verb be has two past forms, was and were Tell them

that we often use the past simple with words like yesterday, last week, last year, etc

2 Ask the students to look at the chart Read the positive and negative sentences as

a class Then choose individual students to read the example sentences under the chart

Write positive and negative past simple sentences similar to the ones in the Grammar Station section (I as in London last week / I wasn’t in London last week.) on strips of paper Spread the strips of paper all over the board facedown Split the students into two teams Have one of the students come to the front and turn over two of the strips

of paper Tell them to read the sentences on each of them If the two sentences are matching positive and negative past simple sentences, the student scores a point for their team

4 Tell the students to read the sentences and put check marks next to the ones that are correct Check the answers as a class Write sentences on the board just like the ones from the exercise with mistakes in them Choose some students to come to the front and correct the errors

Unit 9 | I was very scared.

retention

LESSON GUIDE

Introduction

1 Review the previous unit (present continuous questions) before starting your lesson

Ask each student, “Are you _?” Make sure they answer with a full sentence

example later

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Check Up

1 Ask the students to read the sentences in exercise A and circle the correct words

2 Ask the students to complete the sentences in exercise B with “wasn’t” or “weren’t.”

3 Look at the pictures for exercise C as a class What do the students see in each

picture? Tell the students to use the “before” and “now” pictures to help them complete the sentences Check the answers as a class

Have the students draw similar “before” and “now” pictures for members of their

family Then tell them to write sentences about the pictures similar to the sentences

in the exercise Check everyone’s sentences for any spelling or grammar problems

Then have the students take turns showing their picture and reading their sentences

to the class

Practice

1 Look at the pictures in exercise A as a class What do the students see in each

picture? Tell the students to use the pictures and words in the boxes to complete the sentences in the past simple Check the answers as a class

2 Ask the students what they did this morning and what they are doing right now Make

sure they answer in the past and present tense Then have the students complete the sentences in exercise B in the past and present tense When they have finished, ask the boys to read the first past tense sentence out loud Tell them to change their voices by making them louder, quieter, higher, lower, etc The girls will read the present

tense sentence and try and mimic the boys’ voices Have the boys and girls switch roles for each set of sentences

Write one of the sentences from the exercise on the board but scramble the letters

in each of the words Call three students to the front Ask them to look at the scrambled sentence and then write the sentence properly Whoever finishes and then says whether the sentence is in the past or present tense first is the winner

a Have the students ever written a report before?

b What kinds of things can reports be about?

2 Look at the pictures as a class What do the students see in the pictures? What

do they think the report will be about? Tell the students to use the past simple to complete the report Check the answers as a class Then have the students read through the report together

Do the students know any information about other dinosaurs? If so, encourage them

to share it with the class Use the information they know to write a report on the

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board Then have the whole class read the report together

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ANSWER KEY: WORKBOOK Unit 10 | Was he sick last night?

Objectives

1 The students will learn about the questions in the past simple (the verb be).

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Grammar Station

the students that to make yes/no questions, we put the verb “was” or “were” before the subject And to make wh-questions, we put the question words “where” or “who”

at the beginning of sentences

2 Ask the students to look at the chart Read the yes/no questions and answers as a

class And then read the wh-questions and answers as a class Ask all the students the “Where were you last night?” question one more time and let them answer with their own information Then choose individual students to read the example sentences under the chart

Give one student a die and ask them to roll it Tell them the number the die lands

on will equal the number of yes/no past simple questions they have to ask the other students in the class After the student has asked all their questions, let the other students take turns doing the same thing

4 Read the questions as a class Then ask the students to match the questions with

the correct answers Check the answers as a class

2 Ask the students to complete the dialogues in exercise B in the past simple Check the answers as a class Afterward, ask the students the “Were you busy yesterday”

question and let them answer with their own information

3 Look at the pictures at the top of exercise C as a class What do the students see

in each picture? Then ask the students to complete the dialogues in the past simple using “where” or “who.” Check the answers as a class

Make flashcards for the four pictures in exercise C Pass one student the first flashcard and ask “Where were you after lunch?” Have them answer “I was in the music room.” Then tell them to ask the same question before passing the flashcard

to the next student Then pass the first student the second flashcard and ask “Who

is the boy with glasses?” Keep passing all of the flashcards around the room until everyone has asked and answered all of the questions Time the students to see how long it takes them to finish Then do it one more time Were they able to do it faster the second time around?

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1 Ask the students to complete the questions in the past simple When they have

finished, ask the girls to read the first question out loud Tell them to change their voices by making them louder, quieter, higher, lower, etc The boys will read the answer and try and mimic the girls’ voices Have the boys and girls switch roles for each question and answer set

2 Look at the pictures for exercise B What do the students see in each picture? Tell

the students to use the words in the box at the top of the activity to complete the answers in the past simple Check the answers as a class

Have the students draw their own pictures for the questions in exercise B Tell

them that the pictures need to be about the same things (someone next to them, somewhere their parents are, their shoes, and Nick), but they can change the person

in first question and the locations in the other questions When they are finished their pictures, have the students work in pairs Tell them to take turns and asking and answering questions about each other’s pictures

a Do the students like detective stories?

b Why do detectives have to ask many people questions?

c What are some questions that a detective might ask someone?

2 Look at the pictures as a class What do the students see in the pictures? Who do they think the people are? Tell the students to complete the detective story in the past simple Check the answers as a class Then have the students work in pairs

Give them some time to read through the dialogue together a few times, and then ask them to act it out in front of the class

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