r a m ram G i n n er g e B Te a c h e r ’s G u i d e Grammar Space Beginner Contents Grammar Space Beginner Teacher’s Guide Unit | Harry is my dog Grammar Station Use the chart and pictures to help you explain what nouns are to the students Write on the board that a noun is a person, place, animal, or thing (ex “student,” “school,” “cat,” “pencil,” etc.), and have the students point out nouns in the classroom Then explain that there are two types of nouns Common nouns are just normal nouns However, proper nouns are the names of specific nouns (ex “Joe,” “Madrid,” “New Year’s,” etc.) and must always have a capital (big) letter Write on the board that Objectives The students will learn about common nouns and proper nouns The students will complete exercises to familiarize themselves with the key grammar point The students will identify and correct simple mistakes related to the key grammar point The students will apply their new grammar knowledge in a practical writing exercise The students will review the grammar point before the end of class to aid retention people, city, country, animal, days of the week, month, and holiday names are all proper nouns with capital letters Leave these explanations on the board throughout the class for easy reference 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 Extra Idea (optional): Give the students one minute to draw a picture of any noun they want When they are finished, collect all the pictures and pass them back out to the students at random LESSON GUIDE Introduction Ask a student to read the title out loud for the class, and then write it on the board to use as an example later Then write “people,” “places,” “animals,” and “things” on the board and tell the students to tape their pictures under the right category and write the correct words beside them When you feel that the students have a good grasp of the grammar point, draw their attention to the exercise below Tell them to stand up Slowly read through all the words in the exercise, and have the students jump or clap and say, “Noun!” any time 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 they hear a noun Once you’ve finished saying them all, have the students circle them in their books words on the side of the board for the students to refer back to throughout the class Grammar Space Beginner Teacher’s Guide Check Up As you work through the check up and practice exercises, walk around the classroom Practice For exercise A, have the class read the sentences all together, but call on students at and encourage the students to ask you questions if they ever get confused Also, make random to tell you what the nouns in each sentence are Once you have gone through sure to check each exercise and explain any common errors so that the students can all the sentences, say each noun and have the students yell, “Common!” or “Proper!” correct their answers and learn from their mistakes and write it in the appropriate column For exercise A, ask several students to describe what they see in the pictures Then For exercise B, ask several students to describe the pictures for you, including who is go back through and have the students match the pictures to the nouns and types of in them, what they are doing, and where they are Then have the students fill in the nouns If you like, put the exercise structure on the board and ask a student to match sentences on their own, and ask the different sides of the class to take turns reading it for you the sentences out loud For exercise B, go through a few of the nouns in the box as a class and put them into For exercise C, put the students into pairs Have them work together to identify what is the correct categories Once the students understand how to the exercise, have wrong in each underlined phrase and rewrite the sentences As the students start to them finish it on their own Call the fastest four students to list the people, animals, finish the exercise, call on some of them to write the sentences on the board for you places, and things on the board for you, and check them as a class For exercise C, tell the students that they need to choose whether to have a big or small letter in the option Then call on different students to read through the sentences, but have the whole class use their hands to show “big” or “small” when the students reach the options at the end of the sentences Extra Idea (optional): Split the students into two or three teams Have each team send a person to the board and say a simple noun for them to write as fast as they can However, tell them that if you say a proper noun, they should include a big letter when they write it Give the fastest student to correctly write the noun a point for their team and have the teams switch writers Continue until all the students have participated once or twice Grammar in Writing 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 Why people write emails? b Do you have your own email account? c Who you email the most? Ask several students to describe what they see in the pictures Then have the students fill in the blanks on their own from the words in the box When everyone is finished, have the students read through the exercise out loud all together or in turns Grammar Space Beginner Teacher’s Guide Extra Idea (optional): ANSWER KEY: STUDENT WORKBOOK BOOK Have the students write their own emails about three or four sentences long like the one in the previous exercise on extra pieces of paper Encourage them to use both common nouns and proper nouns, and if necessary give them the structure, “Dear _, My name is I am a My dad is a His name is My mom is a _ Her name is I hope to see you soon! From, .” Edit these emails and have the students take turns presenting them at the front of the class when everyone is finished Review and Workbook 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 that, put the chart’s structure on the board Have the students fill it in for you as they start finishing up Before class, print enough unit review tests for all the students from www nebuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space Beginner 1) 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 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 Grammar Space Beginner Teacher’s Guide ANSWER KEY: WORKBOOK Unit | This is a dress Objectives The students will learn about the articles a, an, and the The students will complete exercises to familiarize themselves with the key grammar point The students will identify and correct simple mistakes related to the key grammar point The students will apply their new grammar knowledge in a practical writing exercise The students will review the grammar point before the end of class to aid retention LESSON GUIDE Introduction Review the previous unit (common and proper nouns) before starting your lesson Show each student a flashcard with a common noun and a proper noun on it (ex “boy”/ “ben”) and ask them which word should start with a big letter Ask a student to read the title out loud for the class, and then write it on the board to use as an example later 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 10 Grammar Space Beginner Teacher’s Guide 11 words on the side of the board for the students to refer back to throughout the class Check Up As you work through the checkup and 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 Grammar Station Use the chart and pictures to help you explain what articles are to the students Write For exercise A, continue using flashcards of the nouns or say them like you did in the previous exercise If you like, you can speed up the rate you go through the cards or on the board that the articles a, an, and the go in front of nouns (ex “a pen,” “an even expand into common items around the classroom Then have the students write elf,” “the cat,” etc.), and that a and an go before singular nouns (with an going before down the nouns and articles vowels) Then have them point out objects in the classroom and say them with the proper articles in front Explain that the goes in front of unique nouns or specific nouns For exercise B, give the students 15-20 seconds to complete the sentences while that have already been defined (ex “the sky,” “the cat [that was already mentioned]”) making it obvious that you are timing them Once the students are finished, have the Leave these explanations on the board throughout the class for easy reference two sides of the classroom alternate reading the sentences out loud Give the students as many simple examples as necessary for them to understand For exercise C, ask a few students to describe the pictures Remind the students the grammar point Make sure to write these on the board using different colors, if that the first time they refer to something, they should use a or an, but after that possible, to highlight the different parts of the sentences You can ask the students to they should use the Then slowly read through the sentences, but pause at the word give you example topics to make this portion of the lesson more interactive options so that the students can yell out which article best completes them Call on individual students to read the sentences out loud when you are finished Extra Idea (optional): Have all the students come to the board and write two or three nouns on it anywhere they choose Then have them make a line, and give the first student a wadded-up paper ball Tell them to throw it at the board and say whichever noun it lands closest to with either a or an in front of it Then have the next student take a turn, and so on To make it harder, tell the students that if they land on a noun that has already been said, they have to say the in front of it instead Practice For exercise A, ask the class to yell out what they see in the picture Then have them When you feel that the students have a good grasp of the grammar point, draw their attention to the exercise below Hold up flashcards of the nouns in the exercise and/or say them For each one, have the students respond with “a!” or “an!” as appropriate say only what they see on the girl’s table, followed by only what is on the boy’s table Tell the students to complete the sentences describing the pictures when they have identified everything on both tables, and have the whole class read them out loud Then have them circle the words in the exercise 12 Grammar Space Beginner Teacher’s Guide 13 Extra Idea (optional): Have all the students stand up and rotate three chairs to the right Then put them into is finished, have the students read through the story out loud all together or in turns If you like, have different students read the story in different emotions pairs and have them describe the objects on the desk that they just arrived at to their partners using the sentence structure from the previous exercise (i.e “ [name] has _, _, _, and _.” Repeat as often as you like Extra Idea (optional): Have the students write their own stories about three or four sentences long like the one in the previous exercise Tell them that the topic is “going to a birthday party,” For exercise B, ask a student to read through the example Then read through the first and encourage them to use articles to talk about the things that they see there If sentence of the first problem, omitting the article Ask the student if we know which necessary, give them this structure to work with: “My friend _ has a birthday party elephant, and when they say “no” tell them that means they should use an Then today! There is _ _, _ _, _ , and _ _ _ tastes very the same with the second sentence, but when they respond “yes” tell them that good I gave my friend _ _ as a present _ _ is very interesting.” Edit means they should use the Continue like this through the rest of the problems or have these stories and have the students take turns presenting them at the front of the the students finish them on their own Then have the boys and girls alternate reading class when everyone is finished the sentences out loud For exercise C, put the students into pairs Have them work together to identify what is wrong in each underlined phrase and rewrite the sentences As the students start to finish the exercise, call on some of them to write the sentences on the board for you Review and Workbook 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 that, put the chart’s structure on the board Have the students fill it in for you as they start Grammar in Writing Emphasize to the students that this writing exercise ties the grammar they have finishing up Before class, print enough unit review tests for all the students from www learned into practical writing for the future Start the exercise by asking general nebuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space questions about the writing type Some possible ideas are: Beginner 1) When everyone is finished with the review chart, have all the students a Do you like stories? Why or why not? take the tests on their own If possible, have them check their answers with a partner b What is your favorite story? or go through the tests all together before the end of class If the students struggled c Who usually tells you stories? with any of the test questions, review the material some more Ask several students to describe what they see in the picture Then have the students fill in the blanks on their own using the articles that they have learned When everyone 14 Grammar Space Beginner Teacher’s Guide 15 The corresponding workbook unit is intended as homework so the students can review ANSWER KEY: STUDENT BOOK 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 16 Grammar Space Beginner Teacher’s Guide 17 ANSWER KEY: WORKBOOK Unit | He has three watches Objectives The students will learn about singular nouns and plural nouns The students will complete exercises to familiarize themselves with the key grammar point The students will identify and correct simple mistakes related to the key grammar point The students will apply their new grammar knowledge in a practical writing exercise The students will review the grammar point before the end of class to aid retention LESSON GUIDE Introduction Review the previous unit (articles) before starting your lesson Show each student a flashcard with a picture on it and have them say, “There is a/an _.” Ask a student to read the title out loud for the class, and then write it on the board to use as an example later Scan the unit before class and identify any words that your students may not understand Then at the start of class, post pictures or write simple definitions of the words on the side of the board for the students to refer back to throughout the class 18 Grammar Space Beginner Teacher’s Guide 19 Practice For exercise A, demonstrate how to change the first example question into its new form Then ask four volunteers to come to the board and compete to write out the questions that you give them the fastest Extra Idea (optional): Let the students choose new partners, if they wish Have them create a texting conversation like the one in the previous exercise where each student has three or four lines of dialogue and they are talking about their friend’s birthday Encourage them to ask as many what questions as they in it If necessary, give them this structure to work with: For exercise B, ask several students to describe the picture for you, including who is in it, what they are doing, and where they are Then have the students choose partners out of a hat or bag and complete the questions together Make sure they practice the dialogues when they finish If you like, you can ask different pairs to perform the dialogues for the class using the emotions you give them “Hey, _ What does _ _ for his/her birthday?” “I’m not sure What _ he/she like?” “He/She _ _ Is that a good birthday present?” “Maybe _ _ he/she hate?” “He/She really _ _ Let’s not get that.” For exercise C, have the students pick new partners out of the hat or bag Have them work together to identify what is wrong in each underlined phrase and rewrite the sentences As the students start to finish the exercise, call on some of them to write “Okay What _ he/she _ doing?” “He/She enjoys reading books Let’s get him/her one of those.” “All right!” the sentences on the board for you Edit these conversations and have the students take turns presenting them at the front of the class when everyone is finished Grammar in Writing 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 Why people text each other so much? b Do you text people? If so, who? c Do you have a smartphone? If not, would you like one? Have the students fill in the conversation blanks on their own using the grammar that they have learned When everyone is finished, have the students read through the exercise out loud in pairs 126 Review and Workbook 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 that, put the chart’s structure on the board Have the students fill it in for you as they start finishing up Before class, print enough unit review tests for all the students from www nebuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space Beginner 1) When everyone is finished with the review chart, have all the students Grammar Space Beginner Teacher’s Guide 127 take the tests on their own If possible, have them check their answers with a partner ANSWER KEY: STUDENT BOOK 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 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 128 Grammar Space Beginner Teacher’s Guide 129 ANSWER KEY: WORKBOOK Unit 18 | He can play the piano Objectives The students will learn how to use can and can’t to talk about ability The students will complete exercises to familiarize themselves with the key grammar point The students will identify and correct simple mistakes related to the key grammar point The students will apply their new grammar knowledge in a practical writing exercise The students will review the grammar point before the end of class to aid retention LESSON GUIDE Introduction Review the previous unit (what questions in the present simple) before starting your lesson Ask each student a simple what question like “What you eat for breakfast/ lunch?” Ask a student to read the title out loud for the class, and then write it on the board to use as an example later 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 130 Grammar Space Beginner Teacher’s Guide 131 words on the side of the board for the students to refer back to throughout the class Check Up As you work through the check up and practice exercises, walk around the classroom and encourage the students to ask you questions if they ever get confused Also, make sure to check each exercise and explain any common errors so that the students can correct their answers and learn from their mistakes Grammar Station Use the charts and pictures to help you explain to the students how to talk about For exercise A, read the start of each sentence and have the students call out all together what they think should be circled to complete it If you like, you can have ability with can and can’t Write on the board that can before a base verb indicates the two sides of the room alternate reading the sentences out loud when they are that someone is able to that action, while cannot (can’t) indicates that they are finished not able to it (ex “I can swim.” “He can’t fly.”) Then explain that to ask about ability the students just need to put can in front of the subject and base verb (ex For exercise B, ask several students to describe the picture Then give them all a “Can you speak French?”) and answer with “Yes, I can,” or “No, I can’t.”) Leave these limited amount of time to complete the sentences with can or can’t When all the explanations on the board throughout the class for easy reference students are finished, have them all read the sentences out loud together, but have them switch between reading loudly and quietly 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 For exercise C, ask several students to describe the pictures Then put them into pairs possible, to highlight the different parts of the sentences You can ask the students to to complete the dialogue answers, and have them practice the dialogues together give you example topics to make this portion of the lesson more interactive when they are finished Extra Idea (optional): Extra Idea (optional): Tell the students that you’re starting a bragging contest Say, “I can _,” with some Have all the students stand up and make a circle, if possible Tell them that you will ability that you have Then go around the room and have each student say something ask them questions, and that if they are able to them they should answer, “Yes, I that they can that is unusual or funny, and have them demonstrate, if possible can!” and demonstrate, but if they are not able to them, they should answer, “No, Continue the activity as long as the students are having fun hearing about their I can’t!” Think of it as a variation of Simon Says Some questions could be “Can you classmates’ funny talents touch your head?” or “Can you touch your toes?” while others could be “Can you wiggle your ears?” or “Can you touch the ceiling?” Make sure to have a variety of When you feel that the students have a good grasp of the grammar point, draw their questions that are possible and impossible for the students to attention to the exercise below Ask several students to describe the pictures Then give the students five or ten seconds to match the letters to the sentences, and have all the students call out the correct letter and read its sentence when you say each number 132 Grammar Space Beginner Teacher’s Guide 133 Practice For exercise A, have the students fill in the blanks on their own using can or can’t and the verbs in the box Then call on individual students to read the sentences out loud If you like, you can ask them to read in different emotions Extra Idea (optional): Have the students choose different partners and interview each other about their abilities Tell each student to write four or five can questions, give them to their partner, and write the answers to the questions that they receive If they want, they can also write questions asking about their classmates’ abilities Edit these questions and answers and have the students take turns presenting them with their partners at For exercise B, ask several students to describe the pictures for you, including who the front of the class when everyone is finished is in them, what they are doing, and where they are Then have the students draw partners out of a hat and complete the dialogues together Make sure that they practice the dialogues back and forth when they are finished If you like, have each pair roll a die to see which dialogue they have to perform for the class For exercise C, keep the students in their pairs Have them work together to identify what is wrong in each underlined phrase and rewrite the sentences As the students start to finish the exercise, call on some of them to write the sentences on the board for you Review and Workbook 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 that, put the chart’s structure on the board Have the students fill it in for you as they start finishing up Before class, print enough unit review tests for all the students from www nebuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space Grammar in Writing 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 Beginner 1) 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 questions about the writing type Some possible ideas are: a What is an interview? b What kind of questions people ask in interviews? c Do you want to interview anyone? Who? 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 Ask several students to describe what they see in the picture, and go over the table with the students until they understand the information in it Then have the students fill in the blanks on their own using the table’s information When everyone is finished, have the students read through the exercise out loud in pairs 134 Grammar Space Beginner Teacher’s Guide 135 ANSWER KEY: STUDENT BOOK 136 ANSWER KEY: WORKBOOK Grammar Space Beginner Teacher’s Guide 137 Unit 19 | May I sit here? Grammar Station Use the charts and pictures to help you explain to the students how to use can and may to give and ask for permission Write on the board that can and may come before the base verb in a sentence to give permission to something (ex “You can/may play video games.”) and that can’t and may not indicate that permission is not given (ex “You can’t/may not play video games.”) Make sure to point out that may not cannot be shortened Then go over how to ask for permission by placing can or may before Objectives The students will learn how to ask for and give permission with can and may The students will complete exercises to familiarize themselves with the key grammar point The students will identify and correct simple mistakes related to the key grammar point The students will apply their new grammar knowledge in a practical writing exercise The students will review the grammar point before the end of class to aid retention the subject and base verb (ex “Can/May I go outside?”) and how to give it by saying, “Yes, you can/may,” or “No, you can’t/may not.” Last, explain to the students that may is more formal and polite than can, but that they can be used interchangeably Leave these explanations on the board throughout the class for easy reference 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 Extra Idea (optional): Tell the students to stand up and make a line Have each student take a turn asking, LESSON GUIDE Introduction Review the previous unit (can: ability) before starting your lesson Ask each student, “Can/May I _?” Give each student an appropriate answer and let them carry out the action that they requested If you like, you can only give permission to students who use “may” to encourage all the students to be more polite You can also tell the students that they are much more likely to get permission if they use “please” in their request “Can you _?” Make sure they answer with “Yes, I can,” or “No, I can’t.” When you feel that the students have a good grasp of the grammar point, draw Ask a student to read the title out loud for the class, and then write it on the board to use as an example later their attention to the exercise below Ask several students to describe the pictures, including whether they indicate if something is allowed or not Then have the class read the sentences out loud together while they circle the correct words to complete Scan the unit before class and identify any words that your students may not them 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 138 Grammar Space Beginner Teacher’s Guide 139 Check Up As you work through the check up and practice exercises, walk around the classroom Practice For exercise A, ask several students to describe the pictures, including who is in them, and encourage the students to ask you questions if they ever get confused Also, make what they are doing, and whether they have permission or not to it Then have the sure to check each exercise and explain any common errors so that the students can students complete the exercise on their own and ask the three fastest students to correct their answers and learn from their mistakes write the sentences on the board for you For exercise A, have the students circle all the correct words on their own to complete For exercise B, explain to the students that there are actually many ways of giving or the sentences When they are finished, have the two sides of the class alternate denying permission, and put them in pairs to work on the exercise together When reading through them out loud they are finished, call on different pairs to perform the questions and answers for the class For exercise B, ask several students to describe the pictures, including whether permission is given or not Then read the subject of each sentence and prompt the For exercise C, keep the students in their pairs Have them work together to identify students to all yell, “Can!” or “Can’t!” to fill in the blank before you finish reading the what is wrong in each underlined phrase and rewrite the sentences As the students sentence If you like, you can have individual students read the sentences out loud start to finish the exercise, call on some of them to write the sentences on the board when you are finished for you For exercise C, put the students into pairs and have them work together to check the correct answers for the questions Make sure that they practice asking and answering the questions when they finish Extra Idea (optional): Teach the students how to play Mother May I For this game, choose one student to be “mother” and put them on one side of the classroom Put all the rest of the students on the other side of the classroom Tell them that the objective is to be the first student to make it across the room to the mother’s side They may this by asking, “Mother, may I ?” with some kind of movement The mother may either say, “Yes, you may,” or “No, but you may ,” and counter with a different kind of movement The first student to reach the other side becomes the new “mother.” Grammar in Writing 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 Do you like comics? Why or why not? b Which comics are the best? c What you want for Christmas/your birthday? Ask several students to describe what they see in the pictures Then have the students fill in the blanks on their own using can or may When everyone is finished, have the students read through the exercise out loud in pairs 140 Grammar Space Beginner Teacher’s Guide 141 Extra Idea (optional): with any of the test questions, review the material some more Have the students draw their own comics three or four panels big about asking for permission Tell them that they should have two characters in their comics, themselves The corresponding workbook unit is intended as homework so the students can review and one of their parents Then have them write about three lines of dialogue for each what they have learned at home However, you can also go through the workbook in character pretending to ask for permission to something If necessary, give them class if you would like to be present for additional grammar practice with the students this structure to work with for their dialogues: “Mom/Dad, can I ?” “No, _ _ _ It’s not a good idea.” “Then _ _ _?” “Hmm, that’s not a good idea either.” “Well, _ _ _?” “Yes, _ _, I think that’s a good idea Have fun!” Edit these comic dialogues and have the students take turns presenting them at the front of the class when everyone is finished Review and Workbook 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 that, put the chart’s structure on the board Have the students fill it in for you as they start finishing up Before class, print enough unit review tests for all the students from www nebuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space Beginner 1) 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 142 Grammar Space Beginner Teacher’s Guide 143 ANSWER KEY: STUDENT BOOK 144 ANSWER KEY: WORKBOOK Grammar Space Beginner Teacher’s Guide 145 Unit 20 | Clean your room Objectives The students will learn how to use imperatives to give commands and make suggestions The students will complete exercises to familiarize themselves with the key grammar point The students will identify and correct simple mistakes related to the key grammar point The students will apply their new grammar knowledge in a practical writing exercise The students will review the grammar point before the end of class to aid retention Scan the unit before class and identify any words that your students may not understand Then at the start of class, post pictures or write simple definitions of the words on the side of the board for the students to refer back to throughout the class Grammar Station Use the chart and pictures to help you explain what imperatives are to the students Write on the board that imperatives begin with a base verb and tell people what to or not (ex “Do your homework.” “Eat your vegetables.”) However, tell the students that negative imperatives add Don’t before the base verb (ex “Don’t watch TV.” “Don’t that!”) Also, explain that imperatives can be made more polite with please (ex “Please follow me.” “Be quiet, please.”) Finally, show the students how to turn imperatives into suggestions by putting Let’s before them (ex “Let’s go outside.” “Let’s play a game.”) Leave these explanations on the board throughout the class for easy reference Give the students as many simple examples as necessary for them to understand LESSON GUIDE Introduction Review the previous unit (can and may: permission) before starting your lesson Ask 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 Extra Idea (optional): each student for permission to a simple action (ex “May I sit here?”) and have Choose a class leader, for example the student with the best homework or behavior them answer with “Yes, you may/can,” or “No, you may not/ can’t.” Act dramatically record Have all the students stand up, and then have the leader read some happy or sad depending on their answer commands that you give them for the students to Make sure that these commands are simple, like “Touch something blue,” or “Jump up and down three times.” After Ask a student to read the title out loud for the class, and then write it on the board to use as an example later 146 a few commands, rotate through the students and give them all a chance to be the leader Grammar Space Beginner Teacher’s Guide 147 When you feel that the students have a good grasp of the grammar point, draw their attention to the exercise below Read each sentence and then have the students say, the rest of the students to If you like, you can also have the students write their own commands to put into the bag as well “Imperative!” or “Not imperative!” all together while they check the imperatives Check Up Practice For exercise A, put the students into pairs and have them work together to complete As you work through the check up and practice exercises, walk around the classroom the imperatives and suggestions as indicated Have the different sides of the class and encourage the students to ask you questions if they ever get confused Also, make read through the sentences when all the students are finished sure to check each exercise and explain any common errors so that the students can correct their answers and learn from their mistakes For exercise B, ask several students to describe the pictures for you, including who is in them, what they are doing, and where they are Then have the students fill in the For exercise A, explain the difference between be and to the students Then have them circle the words to complete the sentences on their own and have them all read sentences on their own and ask individual students to read through the commands as forcefully as possible the sentences together to check them For exercise C, put the students into pairs Have them work together to identify what is For exercise B, demonstrate how the first sentence in the example sets up a situation while the matching second sentence gives an imperative to follow it Put the students wrong in each underlined phrase and rewrite the sentences As the students start to finish the exercise, call on some of them to write the sentences on the board for you into pairs and have them work together to match the sentences before practicing them For exercise C, ask the students to describe the pictures, including who is in them, what they are doing, and whether it is something they should be doing Based off of the pictures, have the students complete the sentences with Don’t or Let’s and read them all together Grammar in Writing Emphasize to the students that this writing exercise ties the grammar they have Extra Idea (optional): Before class, make small slips of paper with a number of silly commands like “Put a pencil on your nose,” or “Draw a flower on your neighbor’s hand.” Have all the students stand up and take turns drawing the slips of paper out of a bag and reading them for 148 learned into practical writing for the future Start the exercise by asking general questions about the writing type Some possible ideas are: a What are some signs that have instructions on them? b Do you usually follow the instructions on signs? Why or why not? Grammar Space Beginner Teacher’s Guide 149 c Do you like camping? Why or why not? Ask several students to describe what they see in the pictures, including whether the with any of the test questions, review the material some more The corresponding workbook unit is intended as homework so the students can review people are behaving well or not Then have the students fill in the blanks on their own what they have learned at home However, you can also go through the workbook in from the words in the box When everyone is finished, have the students read through class if you would like to be present for additional grammar practice with the students the exercise out loud all together or in turns Extra Idea (optional): Have the students make their own information signs like the one in the previous exercise Tell them that they are making signs for a popular beach and should have four or five commands for visitors to follow while they are there If necessary, give them this structure to work with: “ _ _ alone Always _ a lifejacket _ _ outside of the swimming area Please _ trash from the beach Last, _ considerate to the other people here Thank you.” Edit these instructions and have the students take turns presenting them at the front of the class when everyone is finished Review and Workbook 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 that, put the chart’s structure on the board Have the students fill it in for you as they start finishing up Before class, print enough unit review tests for all the students from www nebuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space Beginner 1) 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 150 Grammar Space Beginner Teacher’s Guide 151 ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK ANSWER KEY: Review Test 152 Grammar Space Beginner Teacher’s Guide 153 MEMO