r a m ram G Teacher’s Guide Grammar Space 01 Grammar Space • Teacher’s Guide Unit |  Parts of a Sentence Extra Idea for Vocabulary Practice (optional): Quiz Show Write any keywords on the board and have the students take turns coming to the front of the class For each student, read the definition of a keyword and have him or her state what the keyword is Giving points is an option to encourage participation, and this activity can also be turned into a competition between teams of students for points Continue until all the keywords have been used Unit Objectives: The students will learn about subjects, verbs, objects, and complements The students will complete simple exercises to familiarize themselves with the key grammar points The students will identify and correct simple mistakes related to the key grammar points The students will apply their new grammar knowledge in a practical setting Grammar Point 1 The box at the top of the page introduces the unit’s first grammar point Use the chart and pictures to help you explain what subjects and verbs are to the students Write on the board that a subject is who or what the sentence is about (ex “I,” “She,” “They,” “The boy,” etc.) and that a verb is what the subject is or does (ex “is/are,” “run,” “play,” etc.) Leave these definitions on the board throughout the class for LESSON GUIDE Introduction Each unit opens with simple sentences that show the use of the unit’s grammar points Ask one or two students to read the sentences out loud for the class, and 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 write them on the board to refer to later When you feel that the students have a good grasp of the grammar point, draw their Grammar Space is not meant to be a vocabulary book and thus uses relatively attention to exercise A Explain to the students that they need to circle the subjects simple vocabulary However, you may find it useful to refresh certain words in your and underline the verbs in the sentences, and then the first sentence as a class students’ minds at the beginning of the lesson Scan the unit before class and if necessary Then have the students finish the exercise on their own and check it identify any words that your students may not understand Then at the start of together class, post pictures or write simple definitions of the words on the side on the board for the students to refer to throughout the class For exercise B, go through each sentence on the board and ask different students what the missing parts of the sentences are After the students have checked the Grammar Space • Teacher’s Guide appropriate boxes, have them write in the missing parts above the sentences Like the previous page, have one or more students read the PLUS+ box on the right and explain it with previous examples already on the board The PLUS+ box to the right can be explained at your own discretion between exercises A and B or after both exercises Have one or more students read through Extra Idea (optional): the box, and then use previous examples already on the board to explain it Make flashcards with simple sentences and underline either the subject, verb, object, or complement in them Tell the students to shout out which part of the sentence is underlined, and then go through the flashcards at the front of the class You can divide the class into teams and/or give points to the fastest students Grammar Point Similar to the previous page, this box introduces the unit’s second grammar point Use the charts to help you explain what objects and complements are to the students Write on the board that an object is the person or thing that receives the action of the verb (ex “She reads books.”) and that a complement simply describes Practice As you work through the additional practice exercises, walk around the classroom the subject, usually after the verb be (ex “The boy is tall.”) Leave these definitions and encourage the students to ask you questions if they ever get confused Also, on the board throughout the class for easy reference make sure to always check each exercise and explain any common errors so that the students can correct their answers and learn from their mistakes Finally, vary Also similar to the previous page, give the students as many simple examples as the way you elicit answers from the students to keep the class interesting Some necessary for them to understand the grammar point Again, write them on the methods for this are to call on students at random, go around the room so that board and highlight them as necessary students take turns answering, have the class answer all together, have each student who answers designate the next person to answer, and to read sentences When you feel that the students have a good grasp of the second grammar point, out loud yourself while the students yell out answers as fast as possible draw their attention to exercise A Explain to the students that they need to identify each underlined section as an object or a complement Then go through the sentences as a class and have the students yell out the answers all together For exercise A, put the students into pairs and explain that they need to identify the underlined parts of the sentences as subjects, objects, or complements Tell them that the fastest pair to go through all the sentences will earn some kind of small For exercise B, put the students into pairs and tell them to circle all the verbs in the reward (ex a piece of candy each) exercise’s sentences and identify whether there is an object or a complement after each verb Then call on different pairs to answer together as you go through the answers For exercise B, ask several students to write the exercise’s sentences on the board so that several other students can come up and put circles around the subjects, lines under the verbs, boxes around the objects, and wavy circles around the Grammar Space • Teacher’s Guide complements in each of them Then go through and have the class identify which parts are in each sentence all together Extra Materials: Online Test and Workbook If needed, you can use the online unit tests at www.ibuildandgrow.com (For Teachers For exercise C, ask four volunteers to come up to the board and have them compete to unscramble the sentence that they are each given If you like, you can give the winner a small prize afterward → Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how much of the grammar the students have understood Treat them like you would any normal test to ensure the best assessment It is recommended to assign the corresponding workbook unit as homework so the students can review what they have learned at home However, you can also go through the workbook in class if you would like to be present for additional grammar practice with the students Grammar for Writing Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future As such, have the students fill in the blanks on their own from the words in the boxes When everyone is finished, have the students read through the exercise out loud all together or in turns Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify the parts of the sentence that they have just learned Have the students work in pairs to identify each underlined phrases by writing its number in the box with its correct sentence part Extra Idea (optional): Have the students write self-introductions in the style of exercise A on extra pieces of paper Edit their introductions and have the students take turns presenting them in front of the class when everyone is finished Grammar Space • Teacher’s Guide ANSWER KEY: STUDENT BOOK 10 ANSWER KEY: WORKBOOK Grammar Space • Teacher’s Guide 11 Unit |  Nouns & Articles students’ minds at the beginning of the lesson Scan the unit before class and identify any words that your students may not understand Then at the start of class, post pictures or write simple definitions of the words on the side on the board for the students to refer to throughout the class Extra Idea for Vocabulary Practice (optional): Time is Ticking Have the students work in pairs Tell each pair that they have one minute (you can Unit Objectives: extend the time limit if necessary) to make as many sentences as possible using any words that you have highlighted as vocabulary for this unit However, remind the The students will learn about singular nouns, plural nouns, and articles students that spelling and grammar still count Each correct sentence they make is The students will complete simple exercises to familiarize themselves with the key worth one point The pair with the most points is the winner grammar points The students will identify and correct simple mistakes related to the key grammar points The students will apply their new grammar knowledge in a practical setting Grammar Point LESSON GUIDE Introduction Before starting the day’s lesson, go around the room and give each student one or two sentences Tell them to identify the parts of speech in them using the previous The box at the top of the page introduces the unit’s first grammar point Use the chart and pictures to help you explain what nouns and articles are to the students Write on the board that a noun is a person, animal, place, or thing (ex “girl,” “dog,” “park,” “pen,” etc.) Then write that articles come before singular nouns and that a and an are for non–specific things while the is for specific or unique things Leave these definitions on the board throughout the class lesson’s grammar as a review (ex “The girl likes cookies.” The girl → subject, likes → verb, cookies → object) 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 Each unit opens with simple sentences that show the use of the unit’s grammar points Ask one or two students to read the sentences out loud for the class, and 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 write them on the board to refer to later When you feel that the students have a good grasp of the grammar point, draw their Grammar Space is not meant to be a vocabulary book and thus uses relatively simple vocabulary However, you may find it useful to refresh certain words in your 12 attention to exercise A Explain to the students that they need to decide whether to put a or an before the given nouns Have the students say the answers all together Grammar Space • Teacher’s Guide 13 as you go through the sentences as a class on the board and then have the students finish the exercise on their own When you check the answers, either call on individual students to spell out the nouns or have For exercise B, tell the students to read through each sentence on their own and all the students spell them out together choose the correct articles to put in the blanks As you check the sentences, explain why the other articles are incorrect Like the previous page, have one or more students read the PLUS+ box on the right and explain it with previous examples already on the board The PLUS+ box to the right can be explained at your own discretion between exercises A and B or after both exercises Have one or more students read through Extra Idea (optional): the box, and then use previous examples already on the board to explain it Write common singular nouns that follow the plural noun rules (or irregular nouns that are listed in the book) on flashcards Have two students come to the board and compete to write the plural form of the noun that you show them as fast as possible Allow the winner to stay at the board to compete against the next student Continue until all the students have had a chance to compete Grammar Point Similar to the previous page, this box introduces the unit’s second grammar point Use the chart to help you explain what plural nouns are to the students Write on the board that a plural noun is a noun that indicates two or more people, animals, places, or things Highlight each of the five different noun types mentioned in the table on the board: most nouns; nouns ending in –o, –x, –s, –ch, or –sh; nouns Practice As you work through the additional practice exercises, walk around the classroom ending in a consonant + –y; nouns ending in –f or –fe; and irregular nouns Leave and encourage the students to ask you questions if they ever get confused Also, these definitions on the board throughout the class for easy reference make sure to always check each exercise and explain any common errors so that the students can correct their answers and learn from their mistakes Finally, vary Also similar to the previous page, give the students as many simple examples as the way you elicit answers from the students to keep the class interesting Some necessary for them to understand the grammar point Again, write them on the methods for this are to call on students at random, go around the room so that board and highlight them as necessary students take turns answering, have the class answer all together, have each student who answers designate the next person to answer, and to read sentences When you feel that the students have a good grasp of the second grammar point, out loud yourself while the students yell out answers as fast as possible draw their attention to exercise A Have the students work in pairs to make the given nouns plural, and then call on different pairs to spell out their answers For each sentence in exercise A, have a student read through it, and then take a vote among the students for whether a, an, or the should go into the blank After For exercise B, fill in the first sentence with the correct plural form as an example 14 you give each answer, explain why the other options are incorrect Grammar Space • Teacher’s Guide 15 For each sentence in exercise B, pull a student’s name out of a hat or bag and have them read through the sentence while including the correct plural noun that completes it Extra Materials: Online Test and Workbook If needed, you can use the online unit tests at www.ibuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how For exercise C, put the students into pairs and have them finish each dialogue and practice it Then have four different pairs stand up and perform the dialogues in much of the grammar the students have understood Treat them like you would any normal test to ensure the best assessment front of the class It is recommended to assign the corresponding workbook unit as homework so the students can review what they have learned at home However, you can also go through the workbook in class if you would like to be present for additional grammar practice with the students Grammar for Writing Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future As such, have the students fill in the blanks on their own from the nouns in the boxes When everyone is finished, have the students read through the exercise out loud all together or in turns Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes Give the students time to find all five mistakes and fix them, then check them together on the board while explaining why they were wrong Extra Idea (optional): Have the students make their own shopping lists for camping, groceries, a party, etc and write a sentence to say what each item is for in the style of exercise A Then have them present them to the class 16 Grammar Space • Teacher’s Guide 17 ANSWER KEY: STUDENT BOOK 18 ANSWER KEY: WORKBOOK Grammar Space • Teacher’s Guide 19 Unit 18 |  Past Simple the words on the side on the board for the students to refer back to throughout the class Extra Idea (optional): The Best Actor Write down simple situations on pieces of paper using the different keywords from the unit For example, if “seashell” is a keyword, a situation could be “You are collecting seashells on the beach.” Have the students stand up (you can ask them to move their chairs and tables to the side of the room to create more space), and Unit Objectives: tell them that they have to take turns acting out the situations they draw out of a The students will learn about making positive and negative sentences in the past hat or bag While they are acting, have the other students guess what the main keyword is Continue until all the situations have been performed simple The students will complete simple exercises to familiarize themselves with the key grammar points The students will identify and correct simple mistakes related to the key grammar points The students will apply their new grammar knowledge in a practical setting Grammar Point 1 Use the charts and pictures to help you explain how to conjugate verbs in the past simple Tell the students that most verbs just need the suffix –ed to be put in the past tense (ex “looked,” “jumped,” “helped,” etc.) However, explain that verbs LESSON GUIDE ending in –e just need –d on the end (ex “liked”), that verbs ending in a vowel + a consonant need a double consonant + –ed (ex “stopped”), and that verbs ending Introduction in a consonant + –y must have the –y changed into –ied (ex “carried”) Also warn Before starting the day’s lesson, go around the room and ask each student a the students that there are many exceptions to these rules, some of which will be question to answer using the previous lesson’s grammar as a review (the verb be in covered in the next lesson Leave these explanations on the board throughout the the past simple, ex “Where were you yesterday at class for easy reference ?”) Ask one or two students to read the sentences under the title out loud for the class and then write them on the board to refer to later 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 Scan the unit before class and identify any words that your students may not to give you example topics to make this portion of the lesson more interactive understand Then at the start of class, post pictures or write simple definitions of 140 Grammar Space • Teacher’s Guide 141 When you feel that the students have a good grasp of the grammar point, draw For exercise B, tell the students to rewrite the sentences in the negative past their attention to exercise A Tell them to conjugate the given verbs into the past simple and, if necessary, the first problem on the board all together Then have simple and fill in the sentences If needed, the first problem on the board as the students finish the exercise on their own and call on different students to read an example When all the students are finished, call on different students to read their sentences out loud through the sentence out loud to check them Extra Idea (optional): For exercise B, call on different students to read through the sentences As they Make up the start of a story (ex “Yesterday I saw a cute dog.”) Start at one end so, ask other students which verbs go in the blanks and how to put them in the of the room and have each student add another sentence so that the class works past simple correctly Make sure to point out which spelling rules the verbs function together to create a story (ex “Yesterday I saw a cute dog.” → “It was near my under school.” → “I gave it some food.”) Continue until you feel that the students are comfortable using the past simple in stories Grammar Point Like the previous page, use the chart and pictures to help you explain how to make negative sentences in the past simple Tell the students that all they have to is Practice As you work through the additional practice exercises, walk around the classroom put did not (didn’t) in front of the base form of the verb (ex “We did not sing in the and encourage the students to ask you questions if they ever get confused Also, shower.” “You all didn’t finish your homework.”) Leave this explanation on the board make sure to always check each exercise and explain any common errors so that throughout the class for easy reference the students can correct their answers and learn from their mistakes Finally, vary the way you elicit answers from the students to keep the class interesting Some Also similar to the previous page, give the students as many simple examples as methods for this are to call on students at random, go around the room so that necessary for them to understand the grammar point Again, write them on the students take turns answering, have the class answer all together, have each board and highlight them as necessary student who answers designate the next person to answer, and to read sentences out loud yourself while the students yell out answers as fast as possible When you feel that the students have a good grasp of the second grammar point, draw their attention to exercise A Tell the students that it is the same as exercise A 142 For exercise A, tell the students that the fastest person to correctly fill in the on the previous page, but that this time they need to conjugate the verbs negatively sentences with the verbs in the word box will get a small prize (ex a cookie) Make Have them go through and the exercise on their own, and then have the class sure to check the fastest student for any mistakes before giving him/her the prize read the sentences out loud all together Then have the class read the sentences aloud all together Grammar Space • Teacher’s Guide 143 For exercise B, ask several students to describe the pictures above the word box using as much detail as they can Then have the students fill in the blanks with the made, have the students write paragraphs about five sentences long about what they got done the previous day verbs in the word box Remind them to use the negative form whenever appropriate When the students are finished, call on different people to read the sentences out loud For exercise C, explain to the students that they need to form the sentences in the past simple If you like, you can have a competition at the board between six different students to see who can make their sentences the fastest If not, just have the students the exercise on their own and call on individual students to read the sentences Extra Materials: Online Test and Workbook If needed, you can use the online unit tests at www.ibuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how much of the grammar the students have understood Treat them like you would any normal test to ensure the best assessment It is recommended to assign the corresponding workbook unit as homework so the students can review what they have learned at home However, you can also go Grammar for Writing through the workbook in class if you would like to be present for additional grammar practice with the students Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future Go through the to-do list at the top of the page and make sure that the students understand all the information on it Then have them fill in the blanks on their own using the information that they have read When everyone is finished, have the students read through the exercise out loud all together or in turns Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes Give the students time to find all five mistakes and fix them, then check them together on the board while explaining why they were wrong Extra Idea (optional): Have the students make to-do lists similar to the one in exercise A, but tell them to put things they did or did not accomplish yesterday on them After the lists are 144 Grammar Space • Teacher’s Guide 145 ANSWER KEY: STUDENT BOOK 146 ANSWER KEY: WORKBOOK Grammar Space • Teacher’s Guide 147 Unit 19 |  Past Simple the words on the side on the board for the students to refer back to throughout the class Extra Activity (optional): Play bingo using blank bingo cards filled in with keywords from this and previous units Hold up the meanings of the words for students to find on their cards For intermediate and advanced students, simply tell them the definition and let them Unit Objectives: find the corresponding word on the card Give the first student to get a “bingo” (five filled squares in a row) a small prize (ex a piece of candy) The students will learn about making yes/no questions and using irregular verbs in the past simple The students will complete simple exercises to familiarize themselves with the key grammar points The students will identify and correct simple mistakes related to the key grammar points The students will apply their new grammar knowledge in a practical setting Grammar Point 1 Use the charts and pictures to help you explain how some verbs are irregular when used in the past simple (ex go → went, → did, etc.) Go through the lists of common irregular verbs with the students, making sure to tell them that the verbs LESSON GUIDE Introduction Before starting the day’s lesson, go around the room and ask each student a conjugate the same way in the past tense regardless of the sentence’s subject If necessary, leave the verbs 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 question to answer using the previous lesson’s grammar as a review (past simple, possible, to highlight the different parts of the sentences You can ask the students ex “What did you yesterday night?”) to give you example topics to make this portion of the lesson more interactive Ask one or two students to read the sentences under the title out loud for the class, and then write them on the board to refer to later When you feel that the students have a good grasp of the grammar point, draw their attention to exercise A Tell the students to match the root verbs with their past tense forms on their own Then say each root verb and have the class respond with Scan the unit before class and identify any words that your students may not its past tense form all together understand Then at the start of class, post pictures or write simple definitions of 148 Grammar Space • Teacher’s Guide 149 For exercise B, call on individual students to read through the sentences while filling in the blanks with the past simple form of the given verb If you like, you can have the class read the sentences aloud all together after they have been filled in Extra Idea (optional): Make flashcards with the irregular verbs from the chart on p 78 Put the students into two teams and have each team send up one person to the board For each pair of students, show them a flashcard and have them write the past tense form of that verb as fast as they can The first student to correctly write the form earns a point for their team Continue until all the flashcards have been used, and then give the winning team a small prize (ex one or two pieces of candy each) Grammar Point Like the previous page, use the chart to help you explain how to make yes/no questions in the past simple Tell the students that all they need to is put did before the subject and put the base form of the verb after the subject (ex “Did you eat already?”) Leave this explanation on the board throughout the class for easy reference Practice As you work through the additional practice exercises, walk around the classroom and encourage the students to ask you questions if they ever get confused Also, Also similar to the previous page, give the students as many simple examples as make sure to always check each exercise and explain any common errors so that necessary for them to understand the grammar point Again, write them on the the students can correct their answers and learn from their mistakes Finally, vary board and highlight them as necessary the way you elicit answers from the students to keep the class interesting Some methods for this are to call on students at random, go around the room so that When you feel that the students have a good grasp of the second grammar point, students take turns answering, have the class answer all together, have each draw their attention to exercise A Demonstrate on the board how to make a student who answers designate the next person to answer, and to read sentences question based off an answer with the first problem Then have the students the out loud yourself while the students yell out answers as fast as possible rest of the exercise on their own Once everyone is finished, check their answers by having some students read their questions and other students answer them using the given starting sentences For exercise A, go through the example on the board to demonstrate how to fill in the sentences with the past tense verbs Make sure to tell the students that the first sentence should be positive and the second sentence should be negative For exercise B, put the students into pairs and tell them to fill in the questions and Then have the students finish the exercise on their own If you like, have the class check the answers together Then have them practice asking and answering the read through the sentences all together, and then call on individual students to questions with each other reread the sentences with the first sentence negative and the second sentence positive 150 Grammar Space • Teacher’s Guide 151 For exercise B, put the students into pairs to write the questions that match the given answers If necessary, demonstrate how to the first question on the board structure as much as possible When all the pairs have finished, have them take turns presenting their dialogues in front of the class Have the students practice asking and answering in their pairs when they are finished For exercise C, keep the students in their pairs to complete the questions and answers together When they are finished, check the answers by having the girls ask the questions and the boys answer them Then switch and repeat them Extra Materials: Online Test and Workbook If needed, you can use the online unit tests at www.ibuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how much of the grammar the students have understood Treat them like you would any normal test to ensure the best assessment Grammar for Writing Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future Go over the checklist as a class It is recommended to assign the corresponding workbook unit as homework so the students can review what they have learned at home However, you can also go through the workbook in class if you would like to be present for additional grammar practice with the students and make sure the students understand it Then have them fill in the blanks on their own using the grammar points from the lesson When everyone is finished, have the students split into pairs to read through the exercise twice with the students switching roles Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes Give the students time to find all five mistakes and fix them, then check them together on the board while explaining why they were wrong Extra Idea (optional): Put the students into different pairs and have them tell each other what they did the previous weekend Tell them to take notes on each others’ answers if necessary Then have the students create a dialogue about ten lines long to simulate a conversation about the previous weekend Encourage them to use the Q&A 152 Grammar Space • Teacher’s Guide 153 ANSWER KEY: STUDENT BOOK 154 ANSWER KEY: WORKBOOK Grammar Space • Teacher’s Guide 155 Unit 20 |  Future class Extra Idea (optional): Divide the class into two to four teams Have one volunteer from each team come to the front of the classroom facing away from the board Write a vocabulary word on the board, and have the rest of the students explain the word (without saying it or reading the definition) to their team members who are at the front The first student to guess the word receives a point for their team, and the team with the Unit Objectives: most points at the end wins the game The students will learn about making positive sentences, negative sentences and yes/no questions in the future simple The students will complete simple exercises to familiarize themselves with the key grammar points The students will identify and correct simple mistakes related to the key grammar points The students will apply their new grammar knowledge in a practical setting Grammar Point 1 Use the chart and pictures to help you explain what the future simple is to the students Tell them that they just need to put will or will not in front of the base verb to talk about events in the future (ex “She will her homework.” “They won’t LESSON GUIDE go to bed on time.”) Make sure to point out that will can be shortened to –’ll after subjects and that will not can be shortened to won’t Leave these explanations on Introduction the board throughout the class for easy reference Before starting the day’s lesson, go around the room and ask each student a question to answer using the previous lesson’s grammar as a review (past simple irregular verbs and yes/no questions, ex “Did you last night?”) 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 Ask one or two students to read the sentences under the title out loud for the class to give you example topics to make this portion of the lesson more interactive and then write them on the board to refer to later When you feel that the students have a good grasp of the grammar point, draw Scan the unit before class and identify any words that your students may not 156 their attention to exercise A Demonstrate how to fill in the first sentence on the understand Then at the start of class, post pictures or write simple definitions of board, and then have the students complete the rest on their own Call on different the words on the side on the board for the students to refer back to throughout the students to read through the sentences when everyone is finished Grammar Space • Teacher’s Guide 157 For exercise B, demonstrate how to fill in the first negative future sentence on the board by using won’t Then have the students fill in the rest of the sentences on Extra Idea (optional): Before class, make bingo boards with simple activity phrases on them (ex “watch their own When everyone is finished, have the class read the sentences aloud all a movie,” “do the dishes,” “play computer games,” etc.) Then have each student together take a board during class and go around asking the other students, “Will you this weekend?” Make sure the students give full-sentence responses (i.e “Yes, I will.” or “No, I won’t.”) Tell the students that when they answer “Yes, I will,” they should sign their name in that square on the other student’s board The first student to get five signatures in a row should yell, “Bingo!” and get a prize Grammar Point Like the previous page, use the chart and pictures to help you explain how to make yes/no questions in the future simple Tell the students that they should place will before the subject and base verb (ex “Will you go to the movie theater?”) Leave this explanation on the board throughout the class for easy reference Practice As you work through the additional practice exercises, walk around the classroom Also similar to the previous page, give the students as many simple examples as and encourage the students to ask you questions if they ever get confused Also, necessary for them to understand the grammar point Again, write them on the make sure to always check each exercise and explain any common errors so that board and highlight them as necessary the students can correct their answers and learn from their mistakes Finally, vary the way you elicit answers from the students to keep the class interesting Some When you feel that the students have a good grasp of the second grammar point, methods for this are to call on students at random, go around the room so that draw their attention to exercise A Demonstrate on the board how to correctly students take turns answering, have the class answer all together, have each complete the first question, and then have the students finish the rest on their own student who answers designate the next person to answer, and to read sentences When they are finished, put them into pairs and have them practice asking and out loud yourself while the students yell out answers as fast as possible answering the questions and answers For exercise A, put the students into new pairs and have them complete and For exercise B, keep the students in their pairs and have them fill in the dialogues together When they are finished, have them practice the dialogues If you like, you practice the dialogues together Have the students play rock, paper, scissors to determine which pairs need to perform the dialogues in front of the class can have the class practice all together by having one side of the room ask the questions and the other side give the answers For exercise B, demonstrate how to fill in the first sentence on the board Have the students fill in the rest on their own, and have the class read through them all together 158 Grammar Space • Teacher’s Guide 159 For exercise C, go through the chart of summer vacation plans thoroughly with the students until they understand the information on it Then have the students pull names out of a hat to determine their partners for the exercise Have the pairs complete all the dialogues and then roll dice to determine which pairs have to perform the dialogues in front of the class Extra Materials: Online Test and Workbook If needed, you can use the online unit tests at www.ibuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how much of the grammar the students have understood Treat them like you would any normal test to ensure the best assessment It is recommended to assign the corresponding workbook unit as homework so the students can review what they have learned at home However, you can also go through the workbook in class if you would like to be present for additional grammar practice with the students Grammar for Writing Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future Go over the chart thoroughly with the students so that they understand it, then have them fill in the blanks on their own with the phrases in the boxes When everyone is finished, have the students read through the exercise out loud all together or in turns Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes Give the students time to find all five mistakes and fix them, then check them together on the board while explaining why they were wrong Extra Idea (optional): Have the students make lists of about five to ten goals for the future Then have them write short paragraphs about five sentences long in the style of exercise A Encourage the students to be as detailed as possible Edit their paragraphs and have the students take turns presenting them at the front of the class when everyone is finished 160 Grammar Space • Teacher’s Guide 161 ANSWER KEY: STUDENT BOOK 162 ANSWER KEY: WORKBOOK Grammar Space • Teacher’s Guide 163 Review Test 164 Grammar Space • Teacher’s Guide 165 Review Test 166 MEMO MEMO