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 | Jeff Reads Many Books Grammar Station Read the sentences at the top of the Grammar Station section as a class Explain to the students that a sentence is made up of a subject and a predicate Tell them that the subject is who or what the sentence is about and can be a noun or a pronoun The predicate is the rest of the sentence after the subject and says what the subject is or does The predicate must include a verb Objectives The students will learn about the parts of a sentence 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 the class to aid retention Ask the students to look at the chart Read the subjects and the predicates in the chart as a class Then choose individual students to read the example sentences under the chart After each sentence has been read, ask the class to call out the subject and predicate in the sentence Extra Idea (optional): Split the class into two teams Have one team read the first subject in the chart Encourage them to change their voices by making them louder, quieter, higher, lower, etc Then ask the second team to read the first predicate Tell them to read it the same way that the first team did Have the two teams switch roles Read the sentences as a class Then ask the students to circle the subjects Check the answers as a class Write extra sentences on the board Have the students take LESSON GUIDE Introduction turns coming to the front Tell them to read one of the sentences out loud and then flip a coin If the coin lands on “heads,” they will circle the subject If the coin lands on “tails,” they will circle the predicate Ask the students to read the unit’s title out loud Write it on the board to use as an example later Scan the unit before the class starts and identify any words that your students may not understand Then at the start of class, post pictures or write simple definitions of the words on the side of the board for the students to refer back to throughout the class 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 Grammar Space Beginner Teacher’s Guide sure to check each exercise and explain any common errors so that the students can correct their answers and learn from their mistakes Practice Read the sentences as a class Then tell the students to put a slash between the Read the sentences together as a class for exercise A Then ask the students to look at the underlined parts and check whether they are subjects or predicates Check the answers as a class Afterward, have the children think of similar sentences Write down the sentences they call out on the board Then choose some of the students to come to the front subjects and the predicates Check the answers by having some of the students read the sentences out loud and saying “slash” where the slashes should be Encourage each student to change their voice in a funny way when they say “slash.” Afterward, write more sentences on the board and let other students take turns reading them and saying with a funny voice where the slashes should go Have them take turns underlining either the subject or the predicate in each sentence and then asking the other students which one it is Look at the pictures for exercise B What the students see in each picture? What is the name of their best friend? Tell the students to use the words in the box at Look at the pictures at the top of exercise B as a class What the students see in each picture? Do they know what city is in the last picture? Have they ever visited there? Ask the students to match the subjects with the predicates Check the the top of the activity to complete the sentences Check the answers as a class Afterward, ask the students to think of other words that can be used to complete each of the sentences answers as class For exercise C, tell the students to correct the underlined words and then rewrite Extra Idea (optional): Write subjects and predicates all over the board Draw a box around each one Give a student a foam ball and tell them to try and hit one of the boxes If they hit a box, the sentences Have the students check their answers with a partner Write similar sentences on the board Put errors in most of them, but write a few with no errors Choose some of the students to come up and fix your mistakes ask them if it contains a subject or a predicate Then have them add a subject or a predicate to it to make a full sentence Start off exercise C by reading all of the sentences as a class Ask the students if the first sentence (“I eat healthy food every day.”) is true or false for them If it’s false, why don’t they eat healthy food every day? Have the students look at all of the sentences again Tell them to circle and write the verbs in the underlined predicates Check the answers as a class 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 When people make a speech? b Have the students ever had to give a speech? c What are some good things to when giving a speech? Look at the picture as a class What the students see in the picture? What Grammar Space Beginner Teacher’s Guide they think the boy’s speech will be about? Tell the students to use the words in the ANSWER KEY: STUDENT BOOK box at the bottom of the exercise to complete the speech Check the answers as a class Then have the students read through the speech together Extra Idea (optional): Have the students write their own speeches about why people should vote for them to be class president Ask them to think of three things that would make their school better and then to use the exercise as a guideline for writing their speech Check everyone’s speeches for any spelling or grammar problems Then have the students take turns reading their speeches at the front of the class Review and Workbook 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 3) When everyone is finished with the review chart, have all the students take the tests on their own If possible, have them check their answers with a partner or go through the tests all together before the end of class If the students struggled with any of the test questions, review the material some more 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 | I need a lot of sugar Objectives The students will learn about the quantifiers many, much, and a lot of 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 the class to aid retention LESSON GUIDE Introduction Review the previous unit (subjects and predicates) before starting your lesson Show each student a sentence on a flashcard with either its subject or predicate underlined and have them identify which part of a sentence it is (subject or predicate) Ask the students to read the unit’s title out loud Write it on the board to use as an example later 10 Grammar Space Beginner Teacher’s Guide 11 Scan the unit before the class starts and identify any words that your students may to throw it at the grid If they hit one of the squares, tell them to say the noun and not understand Then at the start of class, post pictures or write simple definitions ask them what quantifier goes with it If they say the correct quantifier, ask them to of the words on the side of the board for the students to refer back to throughout the put their team’s symbol (X or O) in the square Then ask them to try and use the noun class and quantifier in a sentence The first team to make a straight line with three of their symbols is the winner Grammar Station Read the sentences at the top of the Grammar Station section as a class Explain to the students that the words “many,” “much,” and “a lot of” all mean a large number Check Up Read the nouns in the picture frame in exercise A together as a class Then ask or amount Tell them that we use “many” with plural count nouns and “much” with the students to write the nouns in either the count or noncount column Check the noncount nouns Teach the students that “a lot of” can be used with both plural and answers as a class noncount nouns Extra Idea (optional): Ask the students to look at the chart Read the count and noncount nouns along Have a spelling race with the nouns from the exercise Split the students into two with the quantifiers as a class Then choose individual students to read the example teams Ask a member of each team to stand at the back of the class Tell them sentences under the chart one of the nouns and practice spelling the word together several times Then shout “Go!” and have them run to the board and write the word down Whoever finishes Read the sentences as a class Then ask the students to circle the correct words Check the answers as a class Write “many,” “much,” “and a lot of” at the top of first scores a point for their team After the students have written down the word, ask them if it is a count or noncount noun the board Then write extra count and noncount nouns all over the board Have the students take turns coming to the front Tell them to choose one of the nouns and to Read the sentences for exercise B as a class Ask the students if they drink a lot write the proper quantifier next to it Have the class vote on whether they think the of water and/or if they have a lot of homework today to personalize the sentences answer is correct or not for them Then ask the students to read the sentences again and to change “a lot of” into either “many” or “much.” Tell them to write the correct words next to the Extra Idea (optional): sentences Check the answers as a class Play tic-tac-toe with the nouns from the exercise Draw a 3x3 grid on the board and write the nouns in each square (there are eight nouns and nine squares, so ask the 12 Look at the pictures for exercise C as a class What the students see in each students to think of one extra count or noncount noun) Split the students into two picture? Ask the students to read the sentences and fill in the blanks with “many” or teams (team X and team O) Give a student from one team a foam ball and ask them “much.” Check the answers as a class Grammar Space Beginner Teacher’s Guide 13 Practice in the box at the bottom of the exercise to complete the story Check the answers as a class Then have the students read through the story together Write “many,” “much,” and “a lot of” on the board Have the students take turns making their own simple sentences with each of the quantifiers Then ask the students to read the sentences in exercise A Have them circle the correct quantifiers and write them in the blanks Check the answers as a class Afterward, write sentences on the board that are similar to the ones in the exercise Leave blanks where the quantifiers should go Choose some of the students to come to the front and fill in the blanks with the correct quantifiers Extra Idea (optional): Have the students write their own stories Tell them to make their stories similar to the one in the exercise but to think of different animals, and a different type of food for one of the animals to carry on their back If the students have time, encourage them to draw some pictures for their story as well Check everyone’s stories for any spelling or grammar problems Then have the students take turns reading their stories and showing their pictures to the class Look at the picture for exercise B What the students see in the picture? Do they have any similar items as Harry? Tell the students to circle the correct quantifiers and use the words in the box at the top of the activity to complete the sentences Check the answers as a class For exercise C, tell the students to correct the underlined words and then rewrite the sentences Have the students check their answers with a partner Write similar sentences on the board Put errors in most of them, but write a few with no errors Choose some of the students to come up and fix your mistakes 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 Start the exercise by asking general questions about the writing type Some possible ideas are: Beginner 3) When everyone is finished with the review chart, have all the students take the tests on their own If possible, have them check their answers with a partner or go through the tests all together before the end of class If the students struggled with any of the test questions, review the material some more a How often the students write stories? b What kind of stories the students like? c What is each student’s favorite story? 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 Look at the pictures as a class What the students see in the pictures? What they think the story will be about? Tell the students to use quantifiers and the words 14 Grammar Space Beginner Teacher’s Guide 15 ANSWER KEY: STUDENT BOOK 16 ANSWER KEY: WORKBOOK Grammar Space Beginner Teacher’s Guide 17 Unit | She has a cup of coffee Scan the unit before the class starts and identify any words that your students may not understand Then at the start of class, post pictures or write simple definitions of the words on the side of the board for the students to refer back to throughout the class Objectives The students will learn about noncount 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 the class to aid retention Grammar Station Read the sentence at the top of the Grammar Station section as a class Explain to the students that amounts for noncount nouns can be expressed using quantifiers such as a cup of, a glass of, a bottle of, a piece of, a slice of, a can of, a bag of, a carton of, etc Ask the students to look at the chart Read the quantifiers and the noncount nouns they are used for as a class Then choose individual students to read the examples under the chart Extra Idea (optional): LESSON GUIDE Introduction Review the previous unit (quantifiers “many,” “much,” and “a lot of”) before starting Make flashcards for the pictures in the chart Put all of the flashcards in a box and have a student pick one of them Then give the student a die and ask them to roll it Tell them to use the number on the die to make a sentence with “There is / There are,” the noun, and the correct quantifier (for example, if the student rolls a three, they will say, “There are three slices of ham.”) Let other students have a turn as well your lesson Point to different objects around the room and have the students say, “There are many/a lot of _.” Ask the students to match the quantifiers with the correct nouns Check the answers as a class Afterward, write the quantifiers on the board Can the students think of Ask the students to read the unit’s title out loud Write it on the board to use as an example later other noncount nouns for each quantifier? Encourage them to use the nouns from the chart and to try and think of other ones as well (for example, a bag of potato chips, a bottle of Coke, etc.) 18 Grammar Space Beginner Teacher’s Guide 19 Unit 17 | The woman is really fast Grammar Station Use the charts and picture to help you explain to the students what adjectives and adverbs are Write on the board that adjectives describe nouns, either by coming before them or after the verb be (ex There is a slow snail The snail is slow.) Then Objectives explain that adverbs describe verbs, adjectives, and other adverbs, and that they often come after verbs (ex The boy sang loudly.) However, some common adverbs that The students will learn about adjectives and adverbs describe adjectives and other adverbs are “very,” “really,” “so,” and “too,” and they The students will complete exercises to familiarize themselves with the key grammar often come before the words they describe (ex You are very pretty / She is swimming point The students will identify and correct simple mistakes related to the key grammar point really well.) Tell the students that most adverbs are made by adding -ly to adjectives, but that there are some exceptions Leave these explanations on the board throughout the class for easy reference 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 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 Extra Idea (optional): LESSON GUIDE Have all the students stand up Point at different objects around the classroom and Introduction bring in pictures of different feelings or have the students say the sizes of different have them jump or clap and say what color they are as fast as they can You can also objects you point at to familiarize them with a wide variety of adjectives Review the previous unit (the question words “how” and “why”) before starting your lesson Go around the classroom and ask each student, “How you _?” or “How _ are you?” Make sure that they answer in full sentences When you feel that the students have a good grasp of the grammar point, draw their attention to the exercise below Have all of them stand up Say each word out loud and have the students jump and say, “Adjective!” for the adjectives and clap and say, 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 “Adverb!” for the adverbs Then have them circle the adjectives and underline the adverbs in their books 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 118 Grammar Space Beginner Teacher’s Guide 119 Check Up For exercise A, have the students circle the correct words on their own Then have the whole class read through the sentences all together out loud together For exercise B, tell the students to change and complete the sentences using the adverbs Check the answers as a class Afterward, split the students into four teams Have a student from each team come to the board Tell them one of the sentences For exercise B, ask several students to describe the pictures Then say the underlined adjectives and have the students say the corresponding adverb after each one When and ask them to write it as fast as they can The student that correctly writes their sentence the fastest wins a point for their team you are finished, have the students complete the sentences with the adverbs they just said, and ask the boys and girls to alternate reading through the sentences out loud For exercise C, tell the students to correct the underlined words and then rewrite the sentences Have the students check their answers with a partner Write similar For exercise C, put the students into pairs and have them work together to write the adverbs in the correct places together When everyone is finished, call on individual sentences on the board Put errors in most of them, but write a few with no errors Choose some of the students to come up and fix your mistakes students to read their sentences out loud Extra Idea (optional): Extra Idea (optional): Have the students take turns miming an action in front of the other students to guess However, the guessing students have to say the action in a full sentence for it to count If some students have trouble thinking of an action, be ready with some simple ideas to prompt them If you like, you can turn the activity into a competition between Play hangman with the corrected sentences from exercise C Ask the students to close their books Choose one of the sentences and write dashes on the board The number of dashes will match the number of letters in the sentence The students then have to call out letters, with too many wrong answers leading to the completion of the gallows two or three teams where you give the acting student a list of actions and adverbs to act out The number of actions that their teammates guess is the number of points that the team gets The team with the most points at the end is the winner Grammar in Writing Start the exercise by asking general questions about the writing type Some possible ideas are: Practice For exercise A, ask several students to describe the pictures in as much detail as a What is a folk tale? b What is a folk tale from your country? c Do you like folk tales? Why or why not? possible Then demonstrate how to use a verb from the first box and an adverb from the second box to complete the example sentence When you are finished, have the students complete the sentences on their own, and have the whole class read them 120 Grammar Space Beginner Teacher’s Guide 121 Ask the students what they see in the picture Then have the students fill in the blanks ANSWER KEY: STUDENT BOOK on their own using the given words When everyone is finished, have the students read through the exercise together 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 3) When everyone is finished with the review chart, have all the students take the tests on their own If possible, have them check their answers with a partner or go through the tests all together before the end of class If the students struggled with any of the test questions, review the material some more 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 122 Grammar Space Beginner Teacher’s Guide 123 ANSWER KEY: WORKBOOK Unit 18 | Science is easier than math Objectives The students will learn about comparative adjectives 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 (adjectives and adverbs) before starting your lesson Show each student a picture and ask, “What is the _ like?” Make sure that the students answer with a full sentence like “He/She/It is _.” 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 124 Grammar Space Beginner Teacher’s Guide 125 understand Then at the start of class, post pictures or write simple definitions of the there is no need to demand full sentences from the students However, if they pick up words on the side of the board for the students to refer back to throughout the class the idea quickly you can make the activity harder by having them say full sentences When you feel that the students have a good grasp of the grammar point, draw their attention to the exercise below Tell the students to circle the correct comparatives Check the answers as a class Grammar Station Use the chart and pictures to help you explain to the students what comparative adjectives are Write on the board that comparative adjectives compare two or more people or things Explain that most adjectives take -er on the end to become comparatives (ex higher), but that adjectives ending in -e take -r (ex wider) and adjectives ending in a vowel and consonant take a double consonant and -er (ex sadder) Also, for adjectives ending in -y the students should delete the -y and add -ier Check Up For exercise A, have the students circle the correct words on their own Then have the whole class read through the sentences all together instead (ex heavier), while adjectives with two syllables or more not already covered in these rules take “more” before them (ex more beautiful) Finally, explain that “good” For exercise B, have the students write the comparatives for the adjectives as fast as and “bad” have the superlatives forms “better” and “worse,” and that all comparatives they can while you time them with a stopwatch Ask the fastest students to put their have “than” after them regardless of their spelling (ex She is prettier than the other answers on the board when they are finished girl / This bag is more expensive than that bag.) Leave these explanations on the board throughout the class for easy reference For exercise C, ask several students to describe the pictures Then put the students into pairs and have them complete the sentence together Check the answers as a Give the students as many simple examples as necessary for them to understand class Then call on different pairs of students to read their sentences for the class the grammar point Make sure to write these on the board using different colors, if possible, to highlight the different parts of the sentences Extra Idea (optional): Have all the students stand up and line themselves against the wall or board from Extra Idea (optional): tallest to shortest Go down the line and have each student say, “I am taller than Bring a bunch of animal pictures to class and tape them to the board Have the _.” (The shortest student can say, “I am shorter than _.”) Then go back up the students take turns closing their eyes, spinning around, and walking forward to touch line and have them say, “ _ is taller than me.” (The tallest student can say, “ _ two pictures at random (still with their eyes closed) When they see which animals they is shorter than me.”) have touched, have them say a comparative adjective and indicate which animal has that quality For example, if a student touched a picture of a cheetah and a turtle, they could say “faster” and point to the cheetah Since it is still the beginning of the unit, 126 Grammar Space Beginner Teacher’s Guide 127 Practice For exercise A, ask several students to describe the picture Then have the students complete the sentences with the comparatives of the given adjectives Call on individual students to read through the sentences out loud comparatives as they can If necessary, give them this structure to work with: “ _ and _ are both _ However, _ is/are _ than _ Also, _ _ better than _ This is because _ is/are _ than _ I like _ because he/she/it is _ than _.” Edit these essays and have the students take turns presenting them at the front of the class when everyone is finished For exercise B, read the words in the box at the top of the activity as a class Then ask the students to use the comparative forms of the words their own simple sentences After they have finished, tell the students to complete the sentences in the exercise uses comparatives 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 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 Start the exercise by asking general questions about the writing type Some possible ideas are: Beginner 3) When everyone is finished with the review chart, have all the students take the tests on their own If possible, have them check their answers with a partner or go through the tests all together before the end of class If the students struggled with any of the test questions, review the material some more a What is a comparative essay? b Why people write comparative essays? c Do you like dogs or cats better? Why? 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 pictures Then have the students fill in the blanks on their own using the given adjectives When everyone is finished, have the students read through the exercise together Extra Idea (optional): Have the students write their own comparative essays contrasting two people, animals, or objects Encourage them to write at least five sentences using as many 128 Grammar Space Beginner Teacher’s Guide 129 ANSWER KEY: STUDENT BOOK 130 ANSWER KEY: WORKBOOK Grammar Space Beginner Teacher’s Guide 131 Unit 19 | I am the fastest in my class 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 Objectives Use the chart and pictures to help you explain to the students what superlative adjectives are Write on the board that superlative adjectives compare three or The students will learn about superlative adjectives 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 more people or things Explain that most adjectives take -est on the end to become superlatives (ex highest), but that adjectives ending in -e take -st (ex widest) and adjectives ending in a vowel and consonant take a double consonant and -est (ex saddest) Also, for adjectives ending in -y the students should delete the -y and add -iest instead (ex heaviest), while adjectives with two syllables or more not already covered in these rules take “most” before them (ex most beautiful) Finally, explain that “good” and “bad” have the superlative forms “best” and “worst,” and that all superlatives take “the” before them regardless of their spelling (ex She is the prettiest / That bag is the most expensive bag.) Leave these explanations on the board throughout the class for easy reference LESSON GUIDE Introduction 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 Review the previous unit (comparative adjectives) before starting your lesson Show each student two pictures of animals and have them use a comparative adjective to compare them (ex The cheetah is faster than the frog.) Extra Idea (optional): Make flashcards before class of a number of common adjectives that fall under all the different spelling rules In class, divide the students into two or three teams and have 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 each team send someone to the board Have a competition to see who can correctly write the superlative form of the adjective that you show them the fastest The winner gets one point for their team Scan the unit before class and identify any words that your students may not 132 Grammar Space Beginner Teacher’s Guide 133 When you feel that the students have a good grasp of the grammar point, draw their attention to the exercise below Ask several students to describe the pictures Then tell the students to read the descriptions and circle the correct pictures Have them check their answers with a partner Practice For exercise A, have the students complete the sentences on their own with the adjectives in the box Then call on individual students to read them out loud For exercise B, ask several students to describe the pictures for you Then use the example to demonstrate the difference between comparative and superlative sentences Have the students complete the exercise on their own When they are finished, ask them to read all of the sentences out loud as a class Check Up For exercise A, tell the students they are going to race and see who can write the correct comparatives and superlatives the fastest Then time them with a stopwatch 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 and keep track of what order they finish in Ask three or four of the fastest students to write the answers on the board for you to check with the class For exercise B, ask several students to describe the pictures Then have the students complete the sentences on their own with the correct superlatives Remind them to include “the” with their answers When they are finished, have all the students read through the sentences out loud Grammar in Writing Start the exercise by asking general questions about the writing type Some possible For exercise C, say each adjective on the left and have the students respond with its superlative form Then have the students use these forms to complete the sentences, and have them check their answers with a partner Afterward, have the girls and boys to alternate reading the sentences out loud Extra Idea (optional): Print out a bunch of animal pictures before class Go around the room and have each student pick three of the pictures without seeing what they are Then have them make ideas are: a What is a brochure? b Why companies make brochures? c Do you read brochures? Why or why not? Ask several students to describe what they see in the picture Then have the students fill in the blanks on their own using the given adjectives When everyone is finished, have the students read through the exercise together sentences comparing their three animals (ex “The whale is the heaviest of these animals.”) Extra Idea (optional): Have the students make their own travel brochures for a famous place that they have visited or want to visit Encourage them to write at least five sentences using as many superlatives as possible If necessary, give them this structure to work with: “Come 134 Grammar Space Beginner Teacher’s Guide 135 visit the _! It is the _ place! There are many _ and _, but the _ ANSWER KEY: STUDENT BOOK interesting _ is/are the _ In addition, the _ there is/are the _ _ ever You will have the _ time!” Edit these brochures 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 3) When everyone is finished with the review chart, have all the students take the tests on their own If possible, have them check their answers with a partner or go through the tests all together before the end of class If the students struggled with any of the test questions, review the material some more 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 136 Grammar Space Beginner Teacher’s Guide 137 ANSWER KEY: WORKBOOK Unit 20 | The ball is behind the box Objectives The students will learn about prepositions of place and movement 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 (superlative adjectives) before starting your lesson Go around the classroom and have each student say, “I am the _ in out class.” Encourage them to be as silly as they want 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 138 Grammar Space Beginner Teacher’s Guide 139 understand Then at the start of class, post pictures or write simple definitions of identify with prepositions of place and movement the words on the side of the board for the students to refer back to throughout the class When you feel that the students have a good grasp of the grammar point, draw their attention to the exercise below Point at the different letters and have all the students say which preposition they describe Then have the students write the correct letters next to the prepositions Grammar Station Use the charts and pictures to help you explain to the students what prepositions of place and movement are Write on the board that prepositions of place say where people or things are For each preposition covered in the book (“in front of,” “behind,” “between,” “next to,” and “across from”), draw a picture and use classroom objects Check Up For exercise A, ask several students to describe the pictures for you Then use to help you explain what it means Then write that prepositions of movement describe different classroom objects to simulate the bird and cage in each picture, and have the how things move to or from places, and draw pictures of those prepositions covered students identify which preposition best describes them together in the book as well (“up,” “down,” “into,” “out of,” and “over”) If you like, you can add other common prepositions like “on,” “in,” “under,” and “below/beneath” to the For exercise B, have the students circle the correct words on their own Then have lesson Another idea is to use your hands to make motions for the prepositions that them read through the sentences all together while making motions with their hands you and the students can use throughout the lesson Leave your picture explanations to act out the prepositions on the board throughout the class for easy reference For exercise C, ask the students to describe the picture Then have the students 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 complete the sentences with the correct prepositions and check them with a partner Then call on individual students to read the sentences out loud possible, to highlight the different parts of the sentences Extra Idea (optional): Extra Idea (optional): 140 Give the students two or three minutes to draw pictures about anything they want Tell Draw a bunch of squares on the board and label them as different buildings like them not to bother with detail but instead to have as many things happening in the “school,” “library,” “post office,” etc Point at two buildings and have the students all pictures as possible Then collect all of their pictures, mix them up, and pass them out say the preposition that describes the second building you pointed to in relation to to different students Tell these students to write one sentence using a preposition the first one For example, if you point at a park and a bakery behind it, the students to describe the location or movement of an object in the picture Then collect the should say, “Behind!” Once the students understand the activity, you can have different pictures, mix them up, and pass them out again as many times as you want Also, tell students come to the board and point at different buildings for their classmates to the students to fix any mistakes that they see in previous students’ sentences Grammar Space Beginner Teacher’s Guide 141 Practice For exercise A, have the students complete the sentences with the given prepositions as fast as possible while you time them Then call on individual students to read through the sentences while the rest of the students act out the prepositions with their hands Extra Idea (optional): Have the students write their own instructions for one of their favorite games Encourage them to write at least five sentences using as many prepositions of place and movement as possible If necessary, give them this structure for the game Tetris to use as a guideline: “In Tetris, blocks come _ from the top of the screen You need to move them _ places where they fit _ other blocks You can move the blocks left, right, and _, but not _ If you have too many blocks _ the top 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 Have the students complete the sentences in the exercise on their own Afterward, ask the different sides of the class of the screen, you lose the game Move your blocks carefully _ other blocks!” Edit these instructions and have the students take turns presenting them at the front of the class when everyone is finished to take turns reading 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 Start the exercise by asking general questions about the writing type Some possible ideas are: a What are instructions? b Why games have instructions? c Do you read the instructions before playing a new game? Why or why not? 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 3) When everyone is finished with the review chart, have all the students take the tests on their own If possible, have them check their answers with a partner or go through the tests all together before the end of class If the students struggled with any of the test questions, review the material some more Ask several students to describe what they see in the picture Then have the students fill in the blanks on their own using the words in the box When everyone is finished, have the students read through the exercise together 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 142 Grammar Space Beginner Teacher’s Guide 143 ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK ANSWER KEY: Review Test 144 Grammar Space Beginner Teacher’s Guide 145 MEMO [...]... the explanation together 28 Grammar Space Beginner 3 Teacher’s Guide 29 ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK ANSWER KEY: Review Test 1 30 Grammar Space Beginner 3 Teacher’s Guide 31 Unit 5 | Andy helps his dad Objectives 1 The students will learn about the present simple 2 The students will complete exercises to familiarize themselves with the key grammar point 3 The students will identify... present for additional grammar practice with the students 36 Grammar Space Beginner 3 Teacher’s Guide 37 ANSWER KEY: WORKBOOK Unit 6 | I usually eat breakfast Objectives 1 The students will learn about frequency adverbs 2 The students will complete exercises to familiarize themselves with the key grammar point 3 The students will identify and correct simple mistakes related to the key grammar point 4 The... blank to complete the letter Check the answers as a class Then have the students read through the letter together 42 Grammar Space Beginner 3 Teacher’s Guide 43 ANSWER KEY: STUDENT BOOK 44 ANSWER KEY: WORKBOOK Grammar Space Beginner 3 Teacher’s Guide 45 Unit 7 | Bob is writing a letter 3 Scan the unit before the class starts and identify any words that your students may not understand Then at the start... together 56 Grammar Space Beginner 3 Teacher’s Guide 57 ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK ANSWER KEY: Review Test 2 58 Grammar Space Beginner 3 Teacher’s Guide 59 Unit 9 | I was very scared Objectives 1 The students will learn about the positive and negative forms of the past simple (the verb be) 2 The students will complete exercises to familiarize themselves with the key grammar point 3 The... present for additional grammar practice with the students 22 Grammar Space Beginner 3 Teacher’s Guide 23 ANSWER KEY: WORKBOOK Unit 4 | I’m cold and hungry Objectives 1 The students will learn about conjunctions 2 The students will complete exercises to familiarize themselves with the key grammar point 3 The students will identify and correct simple mistakes related to the key grammar point 4 The students... → Test Sheets → Grammar → Grammar Space Beginner 3) When everyone is finished with the review chart, have all the students take the tests on their own If possible, have them check their answers with a partner or go through the tests all together before the end of class If the students struggled with any of the test questions, review the material some more 70 Grammar Space Beginner 3 Teacher’s Guide... simple “do” 3 Scan the unit before the class starts and identify any words that your students may not understand Then at the start of class, post pictures or write simple definitions 32 questions about themselves and their classmates Make the questions funny and tell the students they can choose to answer the questions with either “yes” or “no” (it Grammar Space Beginner 3 Teacher’s Guide 33 doesn’t... additional grammar practice with the students 64 Grammar Space Beginner 3 Teacher’s Guide 65 ANSWER KEY: WORKBOOK Unit 10 | Was he sick last night? Objectives 1 The students will learn about the questions in the past simple (the verb be) 2 The students will complete exercises to familiarize themselves with the key grammar point 3 The students will identify and correct simple mistakes related to the key grammar. .. grammar practice with the students 50 Grammar Space Beginner 3 Teacher’s Guide 51 ANSWER KEY: WORKBOOK Unit 8 | Is Ron Watching TV? Objectives 1 The students will learn about making and answering questions in the present continuous 2 The students will complete exercises to familiarize themselves with the key grammar point 3 The students will identify and correct simple mistakes related to the key grammar. .. switch roles Grammar in Writing 1 Start the exercise by asking general questions about the writing type Some possible ideas are: a What kinds of things could the students describe in a descriptive writing piece? b If the students are writing a descriptive paragraph about someone’s life, what kinds of things could they include in their writing? 34 Grammar Space Beginner 3 Teacher’s Guide 35 2 Look at