Grammar space kids 3 teacher guide

Tell the students to work with a partner to ask and answer questions about the cards.. Tell the students to work with a partner to ask and answer questions about the cards.. Tell the stu

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3Teacher’s Guide

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Grammar Space Kids 3

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an or no article (depending on whether the object is a count noun or noncount noun)

The second sentence will start with “the.” Have other students do the same thing

Let the students practice the grammar points with the Grammar Cards The Grammar Cards can be found at the back of the student book Tell the students to remove the Unit 1 Grammar Cards from their student books Have them work with a partner or individually to fill in the missing information on the cards (they can either write the missing information or simply say it) Tell the students to work with a partner to ask and answer questions about the cards

After they have finished practicing with the grammar cards, ask the students to fill in the chart at the bottom of page 6 Check the answers as a class

Check Up

1 Read the nouns together as a class Tell the students to match “a”, “an”, and “X”

to the correct nouns Check the answers as a class

2 Look at the pictures as a class What do the students see in each picture? Ask the students to read the sentences and circle the correct articles Check the answers as a class

Practice

1 Look at the picture as a class What do the students see in the picture? Do they want to eat any of the food on the table? Tell the students to look at the picture and put the words in the correct boxes Check the answers as a class

Unit 01 | The cookie is big.

Unit Objectives:

1 Students will learn about nouns and articles

2 Students will be able to understand how to use count and noncount nouns

3 Students will be able understand when to use “the” before nouns

LESSON GUIDE

Grammar Board

Have the students look at the Grammar Board Read the count nouns together as

a class Explain that we can count a count noun with numbers Read the noncount nouns as a class Explain to the students that we cannot count a noncount noun with numbers Look at the “the + Nouns” section as a class Explain that we use “a” and

“an” before singular nouns “The” can be used before a singular or plural noun when

we talk about a specific thing

Extra Idea (optional):

Tell the class to close their eyes Pick up two things from the classroom and put them behind your back Ask the students to open their eyes Choose one student and tell them to say “left” or “right.” They will describe the object you’re holding in that hand

Tell them to say two sentences about the object The first sentence will start with a/

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Write the words from the activity on pieces of paper and put them on a desk at the front of the class Draw three columns on the board and write “a”, “an” and “X” in them Split the class into two teams Tell the first team that one student will run

to the desk, pick up one of the pieces of paper, and put it in the correct column

They will them tag the next student who will do the same thing The team will keep doing this until all the pieces of paper are in the correct columns Then the second team will do it Time both teams to see how long it takes them to finish The team with the faster time is the winner

2 Tell the students to write sentences about the picture from the first activity Check the answers as a class

3 Look at the pictures as a class What do the students see in the pictures? Tell the students to use the pictures and the nouns under the activity to complete the sentences Check the answers as a class

Have the girls read the sentences out loud together Time them to see how fast they can do it Then have the boys do the same thing Who had the faster time, the boys or the girls?

Review

1 Write a/an/the/X on the board Review when to use each of the articles with the class Then call out some words and ask the students which article they would use Have the students look at Robo’s Note Tell them to read the sentences and circle the correct articles Check the answers as a class

students Hand the test out and ask the students to answer the questions on their own Have the students work with a partner to check their test sheets, check the answers as a class, or collect the test sheets and grade them on your own If the students struggled with any of the test questions, review the material before class ends

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ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK

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Unit 02 | There is some cheese

1 Students will learn about there and the verb be.

2 Students will be able to understand how to use “There is” and “There are” with count nouns and “There is” with noncount nouns

3 Students will be able to understand how to use “some” before plural nouns and noncount nouns

LESSON GUIDE

Grammar Board

Have the students look at the Grammar Board Read the sentences in the There is/

are + Count Nouns section as a class Explain to the students that we use “there is”

for singular nouns and “there are” for plural nouns Tell them we use “a” for singular nouns and we can use “some” for plural nouns Look at the There is + Noncount Nouns section as a class Tell them we can use “some” with noncount nouns as well

Let the students practice the grammar points with the Grammar Cards Have them work with a partner or individually to fill in the missing information on the cards (they can either write the missing information or simply say it) Tell the students to work with a partner to ask and answer questions about the cards

Check Up

1 Tell the students to match “There is” and “There are” to the correct nouns Check the answers as a class Have the students look around the classroom Can they see other nouns that could go with the “There is” or “There are” magnets?

2 Look at the pictures as a class What do the students see in each picture? Ask the students to read the sentences and color the correct words Check the answers as a class

Put the pictures from the activity and other pictures of singular, plural, and noncount nouns in a box Have the students take turns pulling a picture out of the box Ask them to use “There is” or “There are” to make a sentence about the noun in the picture

Practice

1 Tell the students to read the sentences and fill in the blanks with a, an, or some

Check the answers as a class

2 Look at the pictures as a class What do the students see in each picture? Ask the students to write is or are and match the sentences to the pictures Check the answers as a class

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Play tic-tac-toe Draw a 3 X 3 grid on the board and write the foods from the activity and three other plural or noncount foods in 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 use “There is” or “There are” and “some” to talk about the food item Then ask them to put their team’s symbol (X or O) in the square The first team to make a straight line with three of their symbols is the winner

3 Look at the picture as a class What can the students see in the picture? Do they think the children will have a good meal? Ask the students to use the picture to complete the sentences

Have the students draw their own table of food When they are finished their picture, tell them to write sentences about the food that is the on table using “There is” and “There are.”

Review

1 Write “There is” and “There are” on the board Ask the students to make some sentences with both of them Then have them look at Robo’s Note Ask the students to complete the three sentences Check the answers as a class

2 Print off enough unit review tests from http://www.ibuildandgrow.com for all the students Hand the test out and ask the students to answer the questions on their own Have the students work with a partner to check their test sheets, check the answers as a class, or collect the test sheets and grade them on your own If the students struggled with any of the test questions, review the material before class ends

ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

Unit 03 | She isn’t a doctor.

1 Students will learn about the verb be.

2 Students will be able to understand how to use the verb be properly.

3 Students will be able to make negative sentences with be verbs and ask yes/no questions with be verbs.

LESSON GUIDE

Grammar Board

Have the students look at the Grammar Board Look at the pictures and read the

sentences as a class Explain to the students that the verb be tells who, what, or where the subject is Tell them that to make a yes/no question with the verb be,

we put the verb be before the subject Teach them that they can make negative sentences with be verbs by placing the word “not” after the verb be.

Let the students practice the grammar points with the Grammar Cards Tell the students to remove the Grammar Cards for the unit from their student books Have them work with a partner or individually to fill in the missing information on the cards (they can either write the missing information or simply say it) Tell the students to work with a partner to ask and answer questions about the cards

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After they have finished practicing with the grammar cards, read the chart at the bottom of page 14 together as a class Have the students practice using the structures with other nouns as well.

Check Up

1 Look at the pictures as a class What do the students see in the pictures? Tell the students to read the sentences and circle the correct words Check the answers as

a class

Play hangman with the sentences from the activity 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 Students then have

to call out letters, with too many wrong answers leading to the completion of the gallows

2 Look at the pictures as a class What do the students see in the pictures? Tell the students to read the questions and put check marks next to the correct answers

Make flashcards with the pictures and questions from the activity Put the flashcards in a pile and shuffle them Have the students work with a partner Give the flashcards to one pair of students Tell one student to ask the questions and their partner with answer them Time how long it takes them to finish After they have finished, give the flashcards to another pair Whichever pair of students can say all the sentences the fastest is the winner

Practice

1 Tell the students to look at the pictures and read the sentences Ask them to complete the sentences with is/isn’t or are/aren’t Check the answers as a class

Put both of the pictures from the activity on different sides of the board and write their sentences next to them Draw a line where the verb be goes in each sentence Have the students work in groups of four Have two groups stand at the back of the class Tell the students that when you say “Go!” the first student will run to the front and complete the first sentence They will then tag their teammate who will finish the second sentence The teams will keep doing this until all the sentences are finished The team that finishes first is the winner

2 Look at the pictures as a class What do the students see? Tell the students to read the questions and complete the answers Check the answers as a class

3 Look at the job pictures as a class Which of the jobs do the students think is the most fun? What job do they want to have when they grow up? Ask the students

to match the children to the jobs and complete the sentences and questions Tell them that they can choose which job each of the children will have Have them check their answers with a partner

Review

1 Write “is” and “isn’t” on the board Have the students make some questions with “is” and ask them to make some sentences with “is” and “isn’t” Have the students look at Robo’s Note Tell them to complete the question and answers

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2 Print off enough unit review tests from http://www.ibuildandgrow.com for all the students Hand the test out and ask the students to answer the questions on their own Have the students work with a partner to check their test sheets, check the answers as a class, or collect the test sheets and grade them on your own If the students struggled with any of the test questions, review the material before class ends.

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(Units 01-03)

1 Students will be able to check their understanding of the three previous units

2 Students will be able to use nouns and articles, make sentences with “there” and

the verb be, ask yes/no questions with the verb be, and make negative sentences with the verb be.

LESSON GUIDE

Test Your Grammar

Before starting the test, have the students go through the Grammar Cards from the previous three units to review what they have learned Tell the students to work with a partner to ask and answer questions about the cards

Ask the students to open their student books to Unit 4 Explain what they need to

do in each section of the test Then ask them to answer all of the questions When everyone is finished, you can check the answers as a class or have the students exchange books with a partner and check the answers that way If the students struggled with any of the test questions, review the material before moving on

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Grammar in Writing

Ask the students about the picture What do they see in the picture? What are all the pigs doing? Tell the students to look at the questions underneath the story Ask them

to circle the correct answers in questions 1–2 and to fill in the blanks in questions 3–5

to complete the story Check the answers as a class

It’s Your Turn

Ask the students to look at the picture What do they see in the picture? What do they think is happening? Ask the students to use the picture to help them fill in the blanks and complete the story Check the answers as a class

Have the children draw a picture of them and their friend in their kitchen Tell the students to use the activity as a guideline and to write about them and their friend

Have the students take turns showing their pictures and reading their stories to the class

Review

Have the students play some fun card games with the Grammar Cards from units 1–3 to continue practicing what they have learned Here’s one game idea Have the students work in pairs Ask them to put one set of their Grammar Cards in a pile and shuffle them They can take turns choosing cards and asking each other about them

The pair that finishes asking about all their cards the fastest is the winner

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1 Students will learn about the present simple (positive and negative)

2 Students will be able to understand how to change the forms of verbs depending on the subjects

3 Students will be able to use don’t and doesn’t

LESSON GUIDE

Grammar Board

Have the students look at the Grammar Board Look at the pictures and read the sentences as a class Explain to the students that when using verbs in the present simple, their forms stay the same with the subjects I, you, we, and they But when the subject is he, she, or it, the verb forms change Also tell the students that to make negative sentences in the present simple, we use “don’t” for I, you, we, and they and

“doesn’t” for he, she, and it Tell the students that when making negative sentences

in the present simple, the verb doesn’t change

Split the class into two teams Have one team read the first sentence from the I/you/

we/they section Encourage them to change their voice by making it louder, quieter,

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higher, lower, etc Then ask the second team to read the first sentence from the he/

she/it section Tell them to read it the same way that the first team did

Check Up

1 Read the verbs on the balloons as a class Then ask the students to match the verbs to the correct subjects Check the answers as a class

Write all 10 of the verbs on the board Give a student a balloon and ask them

to keeping hitting it in the air while saying all the verbs with both subjects (for example, “I read Tom reads.”) Can they make it through all of the verbs without dropping the balloon? Let other the other students try to do it as well

2 Look at the pictures as a class What do the students see in each picture? Ask the students to read the sentences and circle the correct words Check the answers as a class

Practice

1 Read the words at the top of the chart together as a class Ask the students to say which of the things they have and don’t have Tell the students to use the chart to complete the sentences Check the answers as a class

2 Look at the pictures as a class What do the students see in each picture? Ask the students to read the sentences and fill in the blanks with don’t or doesn’t

3 Look at the pictures at the top of the page What do the students see? Do the students play any instruments? Do they have any pets? Tell the students to use the pictures to help them complete the sentences Check the answers as a class

Have the students work in pairs Give each pair a die Tell the first student to read sentences 1–3 Have them roll the die before reading each sentence If the die lands on an even number, their answer will be positive If it lands on an odd number, their answer will be negative Have the second student do the same thing with sentences 4–6

Review

1 Write several verbs on the board Give the students different subjects and ask them to make positive and negative sentences with the verbs Have the students look at Robo’s Note Tell the students to read the sentences and fill in the blanks with the correct words Check the answers as a class

2 Print off enough unit review tests from http://www.ibuildandgrow.com for all the students Hand the test out and ask the students to answer the questions on their

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own Have the students work with a partner to check their test sheets, check the answers as a class, or collect the test sheets and grade them on your own If the students struggled with any of the test questions, review the material before class ends.

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9:30?

1 Students will learn about making questions in the present simple

2 Students will be able to understand how to make questions with do and does

3 Students will be able to answer yes/no questions in the present simple

LESSON GUIDE

Grammar Board

Have the students look at the Grammar Board Look at the pictures in the I/you/we/

they section and read the questions and answers as a class Explain to the students that to make a yes/no question in the present simple, we place “do” before the subject when it is I, you, we, or they When answering the questions, we use “do” for yes and “don’t” for no Then look at the pictures in the he/she/it section and read the questions and answers as a class Explain to the students that to make a yes/no question in the present simple, we place “does” before the subject when it is he, she,

or it When answering the questions, we use “does” for yes and “doesn’t” for no

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Make individual flashcards with all the photos and sentences on them Write the questions for the pairs at the top of each of the flashcards Spread the flashcards 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 flashcards Tell them to read the question and sentence on each of the flashcards If the two sentences match, the student scores a point for their team

Let the students practice with the Grammar Cards Tell the students to remove the Grammar Cards for the unit from their student books Have them work with a partner

or individually to fill in the missing information on the cards (they can either write the missing information or simply say it) Tell the students to work with a partner to ask and answer questions about the cards

Check Up

1 Ask the students to read the questions and circle the correct words Then have them match the questions to the correct answers Check the answers as a class

Play hangman with the questions from the activity Ask the students to close their books Choose one of the questions and write dashes on the board The number

of dashes will match the number of letters in the question Students then have

to call out letters, with too many wrong answers leading to the completion of the gallows

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

students to read the questions and put check marks next to the correct answers

Check the answers as a class Afterwards, have the students take turns asking each other the questions and answering them with their own information

Practice

1 Look at the pictures as a class What do the students see in each picture? Tell the students to follow the lines matching the subjects to the pictures and then answer the questions Check the answers as a class

Make flashcards for the four pictures from the activity on them Show the students one of the flashcards and then choose three students to come to the front of the class Have the three students stand close together and tell them to pass the flashcard behind their backs until you say “stop.” Have the students sitting down try to guess which student is holding the flashcard Point to one of the students and ask “Does (name) teach English?” If the students think the person is holding the English flashcard they will answer “Yes, he/she does.” If they don’t think the person is holding the English flashcard they will answer “No, he/she doesn’t.”

2 Tell the students to fill in the blanks in the questions and answers to complete the dialogues Check the answers as a class

3 Look at the pictures at the top of the activity as a class What do the students think is happening in each picture? Read over the different action as a class

Tell the students to write what time they do the actions at and then complete the dialogues Have the students check their answers with a partner

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Review

1 Write “Do” and “Does” on the board Ask the students to make some questions using both words Choose other students to answer the questions that are being asked Then have the students look at Robo’s Note Ask them to complete the questions and answers Check the answers as a class

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Unit 07 | He walks slowly.

1 Students will learn about adverbs

2 Students will be able to understand the forms and meanings of adverbs

LESSON GUIDE

Grammar Board

Have the students look at the Grammar Board Look at the pictures and read the sentences as a class Explain to the students that adverbs give more information about verbs An adverb describes how, when, or where something happens Adverbs usually come after verbs

Make flashcards with the pictures and sentences on them 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 sentences After they have finished, ask another student to

do the same thing Whoever can say all six sentences the fastest is the winner

Let the students practice with the Grammar Cards Tell the students to remove the Grammar Cards for the unit from their student books Have them work with a partner

or individually to fill in the missing information on the cards (they can either write the

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missing information or simply say it) Tell the students to work with a partner to ask and answer questions about the cards.

Check Up

1 Look at the pictures as a class What can the students see in each picture? Tell the students to match the pictures and the first parts of the sentences to the correct adverbs Check the answers as a class

2 Tell the students to read the sentences and circle the correct adverbs Check the answers as a class

Make a word search for the students with the adverbs from the two activities on page 31 There are free programs that can be found online that will generate word searches using vocabulary inputted by teachers

Practice

1 Read the adverbs at the top of the activity as a class Ask the students to make their own sentences with the words Then have the students look at the pictures and complete the sentences with the words Check the answers as a class

2 Read the words on the left side of the activity together as a class Tell the students

as a class

Look at the adverbs in the activity as a class Can the students think of any opposite adverbs for those words? Write the adverbs and their opposites on the board (for example, quietly–loudly) Encourage the students to think of some more opposite adverbs as well Read over the list a few times as a class Then have the students work in pairs Give each pair a balloon and tell them to hit it back and forth while saying the adverbs Can they make it through all the opposites without dropping the balloon?

3 Look at the pictures together as a class What do the students see in each of the pictures? Tell them to use the pictures and the words on the right side of the activity to complete the sentences Check the answers as a class

Review

1 Have the students work in pairs Tell them to ask their partners what time they get

up and go to bed Have each student stand up and tell the class what time their partner gets up and goes to bed at The class will vote on whether the times are early or late Ask the students to look at Robo’s Note Tell them to draw times

on the clocks and to write “early” or “late” to complete the sentences Have the students check their answers with a partner

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Unit 08 | Test Your Grammar

(Units 05-07)

1 Students will be able to check their understanding of the previous three units

2 Students will be able to make positive and negative sentences in the present simple, ask questions in the present simple, and use adverbs

LESSON GUIDE

Test Your Grammar

Before starting the test, have the students go through the Grammar Cards from the previous three units to review what they have learned Tell the students to work with a partner to ask and answer questions about the cards

Ask the students to open their student books to Unit 8 Explain what they need to

do in each section of the test Then ask them to answer all of the questions When everyone is finished, you can check the answers as a class or have the students exchange books with a partner and check the answers that way If the students struggled with any of the test questions, review the material before moving on

Grammar in Writing

Ask the students about the pictures What do they see in the pictures? What do they think is happening in each picture? Do they like going to the park, riding their bike, and watching TV? Tell the students to circle the correct words and fill in the blanks to complete the story

It’s Your Turn

Ask the students to look at the pictures What animal do they see in the pictures?

What do they think the panda is doing in each picture? Tell the students to use the stickers on page 89 to complete the pictures Then ask them to fill in the blanks to complete the story

Have the students draw pictures and write about their own friend Tell them to use the activity as a guideline when making their pictures and writing their sentences When all the students are finished, have them take turns showing their pictures to the class and reading their sentences

Review

Have the students play some fun card games with the Grammar Cards from units 5–7 to continue practicing what they have learned Here’s one game idea Have the students work in pairs Ask them to put one set of their Grammar Cards in a pile and shuffle them They can take turns choosing cards and asking each other about them

The pair that finishes asking about all their cards the fastest is the winner

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Unit 09 | Catch the ball.

1 Students will learn about imperatives

2 Students will be able to understand how to make imperatives

3 Students will be able to use imperatives properly

Make flashcards for each of the pictures on the Grammar Board Put the flashcards

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 one of the sentences (for example, “Don’t eat it.”)

point for their team

Check Up

1 Look at the pictures as a class What do the students think is happening in each picture? Ask the students to read the sentences and match them with the correct pictures Check the answers as a class

Play “Simon Says” with the imperative sentences from the activity If you say “Simon Says” before one of the sentences the students should do it If you don’t say “Simon Says” the students shouldn’t do it Use other imperative sentences in addition to the ones in the activity

2 Look at the pictures as a class What do the students see in each picture? Ask the students to read the sentences and put check marks next to the correct imperative sentences Check the answers as a class

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3 Look at the picture at the top of the page What do the students see? What are all the children doing? Tell the students to use the picture and the verbs at the bottom

of the activity to help them complete the sentences

Using the activity as a guideline, tell the students to think of some imperative sentences that could be used as rules for the classroom Write the imperative sentences they say on the board

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Unit 10 | She is smiling.

1 Students will learn about the present continuous

2 Students will be able to understand the meaning of the present continuous

3 Students will learn how to make -ing forms

LESSON GUIDE

Grammar Board

Tell the students that the present continuous is used to talk about actions that are happening now Practice this by asking the students what they are doing right now

Help them make correct sentences about what they are doing Have the students look

at the Grammar Board Look at the pictures and read the sentences as a class Tell the students that -ing is added to most verbs in the present continuous However, if

a verb ends with “e”, we drop the “e” and then add -ing Also, if a verb ends with a vowel and a consonant, we double the consonant and then add -ing

Play tic-tac-toe Draw a 3 X 3 grid on the board and write one of the base verbs from the Grammar Board in each of the squares Split the students into two teams (team

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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

Have the class stand in a circle Tap a balloon to one student and say “I sleep.” The student will hit the balloon back to you and say “I am sleeping.” Hit the balloon to another student and say “They swim.” The student will hit the balloon back to you and say “They are swimming.” Keep doing this with different verbs Encourage the students to think of other verbs to use as well

Check Up

1 Look at the picture as a class Ask the students what all the squirrels are doing

Tell the students to read each sentence and write the letter for the squirrel it matches with Check the answers as a class

2 Look at the pictures as a class What do the students see in each picture? Tell the students to look at the pictures and match the subjects with the correct verbs

Practice

1 Read the verbs in the box at the top of the page Ask the students to make their own simple sentences using the verbs in the present continuous Then have the students use the verbs to complete the sentences Check the answers as a class

Before starting the activity, have the students close their books Write the sentences on the board but make errors in all of them Have the students take turns coming to the front and fixing the mistakes

2 Read the sentences together as a class Then tell the students to change all the sentences into the present continuous Check the answers as a class

3 Look at the picture at the top of the page Ask the students what all the bears are doing Tell the students to use the pictures and verbs under the activity to complete the sentences Check the answers as a class

Review

1 Write the base verbs from the Grammar Board on the board (read, talk, eat, write, etc.) Have some of the students come to the front and change the verbs into the present continuous form Have the students look at Robo’s Note Tell them to use the verbs in brackets to complete the sentences Ask the students to check their answers with a partner

2 Print off enough unit review tests from http://www.ibuildandgrow.com for all the students Hand the test out and ask the students to answer the questions on their own Have the students work with a partner to check their test sheets, check the answers as a class, or collect the test sheets and grade them on your own If the

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students struggled with any of the test questions, review the material before class ends.

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