Grammar space beginner 2 TG

r a mm Gra e r n n i 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 | It’s very delicious! Grammar Station Use the chart and pictures to help you explain what the different types of sentences are to the students Write on the board that sentences always start with a capital letter and end with a question mark Then go through the four types of sentences: statements – telling something (ex “You are students.”), questions – asking something (ex “What time is it?”), imperatives – giving an order (ex “Be quiet.”), and exclamations – showing strong feelings (ex “I’m so happy!”) Go through the end Objectives The students will learn about the different types of sentences 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 marks for each type of sentence, making sure to emphasize that statements always have periods (.), questions always have question marks (?), and exclamations always have exclamation marks (!), but imperatives can have either periods (.) or exclamation marks (!) 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): LESSON GUIDE Introduction Ask a student to read the title out loud for the class, and then write it on the board to Bring all the students to the board and have them each write sentences without end marks Then have them line up and take turns throwing a wadded-up paper ball at the board with a blindfold on Whichever sentence the ball lands closest to is their sentence to complete with an end mark Continue until all the students understand the differences in the sentence end marks use as an example later When you feel that the students have a good grasp of the grammar point, draw their 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 attention to the exercise below Have all the students read the sentences out loud and yell, “Correct!” or “Incorrect!” while they check the correct sentences 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, give the students a little bit of time to check each sentence’s type and encourage the students to ask you questions if they ever get confused Also, make Then call on individual students to read the sentences out loud, but have all the sure to check each exercise and explain any common errors so that the students can students yell out what type it is correct their answers and learn from their mistakes Extra Idea (optional): For exercise A, have the students circle all the capital letters and end marks on their Split the students into two to four groups Have each group of students work together own Then ask several students to write the sentences on the board for you with the to create a quiz for the other students about classifying sentences according to their answers circled in Check these sentences all together before moving on type Tell each group to write six or seven sentences without end marks Then when all the groups are finished, have them switch quizzes with each other and work together For exercise B, have the students match all the sentences together Then have the to put end marks on all the sentences and categorize them as statements, questions, girls and boys alternate reading them out loud However, tell them that they should imperatives, or exclamations When each group has finished taking the quiz, tell them scoop their inflection up for questions to pronounce them correctly to give it back to its creators, who will then grade it The team that has the best quiz score is the winner For exercise C, ask several students to describe the pictures Then have them circle all the correct end marks for the sentences If it looks like either end mark could be For exercise B, ask several students to describe the pictures for you, including who is correct, tell the students to look at the picture to determine which emotion is being in them, what they are doing, and where they are Then have the students fill in the conveyed sentences on their own using the words and end marks in the box Ask the different sides of the class 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 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: Grammar Space Beginner Teacher’s Guide a What is an advice column? with any of the test questions, review the material some more b What kind of advice people ask for? c Do you read advice columns? Why or why not? 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 Ask several students to describe what they see in the pictures Then have the class if you would like to be present for additional grammar practice with the students 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 Extra Idea (optional): Have the students write their own advice columns to a friend that is doing poorly in school Encourage them to write four or five sentences with ideas that the student can use to improve their grades If necessary, give them this structure (with or without the end marks) to work with: “Hi, _ I know that _ One good thing you can is Do you ? If so, you can also With these ideas, you will really well!” Edit these advice columns 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 2) 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 Grammar Space Beginner Teacher’s Guide ANSWER KEY: STUDENT BOOK 10 ANSWER KEY: WORKBOOK Grammar Space Beginner Teacher’s Guide 11 Unit | The sun is hot Objectives The students will learn about the articles a, an, and the as well as count and 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 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 articles, count nouns, and noncount nouns are to the students Write on the board that the articles a and an come before singular nouns that can be counted (count nouns), while the article the comes before nouns that cannot be counted (noncount nouns) as well as specific count nouns and nouns that are unique Explain to the students that liquids and abstract ideas are usually not countable (ex “water,” “information,” etc.), and that the only difference between a and an is that a comes before nouns that start with consonant sounds while an comes before nouns that start with vowel sounds 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 LESSON GUIDE Introduction Review the previous unit (types of sentences) before starting your lesson Bring a 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): Have all the students come to the board and each write two or three nouns on it pinwheel to class with “statement,” “question,” “imperative,” and “exclamation” anywhere they choose Then have them make a line, and give the first student a written on it Then have each student spin the wheel and make whichever type of wadded-up paper ball Tell them to throw it at the board and say whichever noun it sentence the spinner lands on 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 Ask a student to read the title out loud for the class, and then write it on the board to has already been said, they have to say the in front of it instead use as an example later 12 Grammar Space Beginner Teacher’s Guide 13 When you feel that the students have a good grasp of the grammar point, draw their attention to the exercise below Read each phrase out loud and have them yell, against the next one, and so on Continue until you have a winner or run out of flashcards “Correct!” or “Incorrect!” while they check the correct phrases Check Up Practice For exercise A and B, ask several students to describe the picture Then have the As you work through the check up and practice exercises, walk around the classroom students complete the sentences in both exercises on their own as fast as they can and encourage the students to ask you questions if they ever get confused Also, make while you visibly time them Ask the fastest students to write the sentences on the sure to check each exercise and explain any common errors so that the students can board for you, if you like, and have the two sides of the class alternate reading through correct their answers and learn from their mistakes them all For exercise A, remind the students that the is used when the noun has already been For exercise C, put the students into pairs Have them work together to identify what is specified, and tell them to choose X if no article is need Then have them circle the wrong in each underlined phrase and rewrite the sentences As the students start to correct word in front of each noun and read the sentences all together finish the exercise, call on some of them to write the sentences on the board for you For exercise B, tell the students that one article in each sentence is unnecessary and should be crossed out Then ask a few students to write the sentences on the board for you with the answers in them while the rest of the class reads through the sentences all together For exercise C, ask a few students to describe the pictures Then put the students into pairs and have them complete the dialogues with the correct articles or no article at all if necessary Make sure that they practice the dialogues before you move on 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: Extra Idea (optional): Before class, make flashcards of common count nouns and noncount nouns Start on one end of the room and have two students stand and compete to see who can a What is an advertisement? b What kinds of advertisements you see every day? c Do you like amusement parks? Why or why not? identify whether the noun you show them is a count or noncount noun Then let the winner compete against the next student, and the winner of that round compete 14 Ask several students to describe what they see in the pictures Then have the Grammar Space Beginner Teacher’s Guide 15 students fill in the blanks on their own using the articles that they have learned about what they have learned at home However, you can also go through the workbook in When everyone is finished, have the students read through the exercise out loud all class if you would like to be present for additional grammar practice with the students together or in turns Extra Idea (optional): Have the students make advertisements for their own favorite amusement parks or water parks Encourage them to write four or five sentences describing the attractions of their parks with as many articles as they can so that people will want to go there If necessary, give them this structure to work with: “ _ is _ great amusement park! There are _ and _ _, as well The best part is _ _ because it has _ In the evening, you can watch _ _ _ is such _ fun place!” Edit these advertisements 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 2) 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 16 Grammar Space Beginner Teacher’s Guide 17 ANSWER KEY: STUDENT BOOK 18 ANSWER KEY: WORKBOOK Grammar Space Beginner Teacher’s Guide 19 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 What is a diary? Before class, print enough unit review tests for all the students from www nebuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space Beginner 2) 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 b What people write in diaries? c Do you have a diary? Why or why not? 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 Ask several students to describe what they see in the pictures Then have the students class if you would like to be present for additional grammar practice with the students fill in the blanks on their own using the verb be in the past simple When everyone is finished, have the students read through the exercise out loud all together or in turns Extra Idea (optional): Have the students write their own diaries about what they did the day before Encourage them to write four or five sentences using the verb be in the past simple as much as possible If necessary, give them this structure to work with: “Yesterday I _ at/in _ My friends _ and _ _ there, too We _ there for _ hours Then I _ sad since _ and _ went home After that, I _ at/in _ for _ hours.” Edit these diaries 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 132 Grammar Space Beginner Teacher’s Guide 133 ANSWER KEY: STUDENT BOOK 134 ANSWER KEY: WORKBOOK Grammar Space Beginner Teacher’s Guide 135 Unit 18 | We played baseball Objectives The students will learn how to use regular verbs in positive and negative past simple sentences 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 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 charts and pictures to help you explain how to use regular verbs in the past simple Tell the students that most verbs just need the suffix –d or –ed to be put in the past tense (ex “looked,” “jumped,” “helped,” etc.) However, explain that verbs 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 in a consonant + -y must have the –y changed into –ied (ex “carried”) Also, warn the students that there are many exceptions to these rules, some of which will be covered in the next lesson Then explain that did not is put in front of the base verb to make negative sentences in the past simple (ex “They did not have fun.”), and that it can be shortened to didn’t 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 You can ask the students to give you example topics to make this portion of the lesson more interactive Review the previous unit (the verb be in the past simple) before starting your lesson Ask each student, “Where were you at 8:00 last night?” Make sure that they answer in a full sentence Extra Idea (optional): Make a deck of regular base verbs before class Split the students into two or three teams and have each team send one person up to the board Show the students one 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 of the cards and have them compete to write the past tense form as fast as they can The student that correctly writes it the fastest wins a point for their team Continue until all the students have participated or you have no more flashcards left Scan the unit before class and identify any words that your students may not 136 Grammar Space Beginner Teacher’s Guide 137 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 all the correct past simple forms on their own Then ask the two fastest students to put the circled and un-circled words in lists on the board for you Practice For exercise A, ask several students to describe the pictures Then say each verb on the right and have the students follow with its past tense form When you are finished, have the students complete the sentences as fast as they can and call on individual students to read them out loud Extra Idea (optional): Split the students into groups of three or four Make up the start of a story and Check Up have the students take turns adding past simple sentences to it in their groups For example, if you started the story with “Yesterday I played on the computer,” a student As you work through the check up and practice exercises, walk around the classroom could follow it with “I enjoyed the game,” and another student could continue the story and encourage the students to ask you questions if they ever get confused Also, make with “Then I baked cookies,” and so on Continue until you feel that the students are sure to check each exercise and explain any common errors so that the students can comfortable using the past simple in stories correct their answers and learn from their mistakes For exercise B, demonstrate how to make a negative past simple sentence with the For exercise A, have the students circle the correct words on their own Then have the whole class read through the sentences all together example Then ask four volunteers to come to the board and compete to write the sentence that you give them the fastest Check these sentences all together before moving on For exercise B, say each verb on the left out loud and have the students say its past simple form after you Then have them use these forms to complete the sentences For exercise C, put the students into pairs Have them work together to identify what is on their own When everyone is finished, ask the girls and boys to alternate reading wrong in each underlined phrase and rewrite the sentences As the students start to through the sentences finish the exercise, call on some of them to write the sentences on the board for you For exercise C, ask several students to describe the pictures Then put the students into pairs and have them complete the sentences in the positive and negative past simple together When everyone is finished, call on different pairs to read through the sentences together 138 Grammar Space Beginner Teacher’s Guide 139 Grammar in Writing Emphasize to the students that this writing exercise ties the grammar they have Review and Workbook Tell the students to complete the chart at the bottom of the page as fast as they can learned into practical writing for the future Start the exercise by asking general as a review They shouldn’t have any problems with it by this point While they that, questions about the writing type Some possible ideas are: put the chart’s structure on the board Have the students fill it in for you as they start a Do you know any stories from China? finishing up b Do you like reading stories? Why or why not? c Is it good to copy people? Why or why not? Before class, print enough unit review tests for all the students from www nebuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space Ask several students to describe what they see in the pictures Then have the Beginner 2) When everyone is finished with the review chart, have all the students students fill in the blanks on their own using the given words in the past simple When take the tests on their own If possible, have them check their answers with a partner everyone is finished, have the students read through the exercise out loud all together or go through the tests all together before the end of class If the students struggled or in turns with any of the test questions, review the material some more Extra Idea (optional): The corresponding workbook unit is intended as homework so the students can review Have the students write their own stories in the past simple Encourage them to write what they have learned at home However, you can also go through the workbook in down a famous story that they have heard using as many different verbs in the past class if you would like to be present for additional grammar practice with the students simple as they can For example, if the students choose to write Harry Potter they could work with this structure: “Harry Potter _ _ an ordinary boy He _ with his aunt and uncle, but later _ at Hogwarts to become a wizard While he was at school, he _ and _ with his friends Ron and Hermione He also _ everyone from the evil Lord Voldemort Harry Potter _ a hero!” Edit these stories and have the students take turns presenting them at the front of the class when everyone is finished 140 Grammar Space Beginner Teacher’s Guide 141 ANSWER KEY: STUDENT BOOK 142 ANSWER KEY: WORKBOOK Grammar Space Beginner Teacher’s Guide 143 Unit 19 | They went to the zoo words on the side of the board for the students to refer back to throughout the class Grammar Station Objectives The students will learn how to make positive and negative sentences with irregular verbs in the past simple 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 Use the charts and pictures to help you explain to the students how to use irregular verbs in the past simple Write on the board that some verbs have irregular forms in the past simple that must be memorized, but that negative sentences with them are still made with didn’t before the base verb (ex “Today I eat.” vs “Yesterday I ate.” vs “Yesterday I didn’t eat.”) However, point out that these verbs keep the same irregular past tense form for all subjects Then put the irregular verbs from the chart on p 78 (as well as any others you want to cover) on the board and have the students practice them by saying, “Today I _ Yesterday I _,” with them all If you like, leave these 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 possible, to highlight the different parts of the sentences You can ask the students to LESSON GUIDE Introduction Review the previous unit (regular verbs in the past simple) before starting your lesson Have each student say, “Yesterday at _ I .” give you example topics to make this portion of the lesson more interactive 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 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 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 144 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) When you feel that the students have a good grasp of the grammar point, draw their attention to the exercise below Have them match the present and past simple verb Grammar Space Beginner Teacher’s Guide 145 forms together, and then say each present simple verb at random for the students to irregular verbs The student that makes a “bingo” of five spaces in a row wins the respond with its past simple form game 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 in Lisa’s schedule Then and encourage the students to ask you questions if they ever get confused Also, make have the students complete the sentences with the phrases in the box and the given sure to check each exercise and explain any common errors so that the students can irregular verbs Call on individual students to read the sentences out loud once you correct their answers and learn from their mistakes are finished For exercise A, have the students circle the correct words on their own Then have the whole class read through the sentences all together For exercise B, go through the table until all the students understand the information that is on it Then have the students complete the sentences in the positive and negative past simple as fast as they can while you visibly time them As the students For exercise B, say each verb on the left out loud and have the students say its past simple form after you Then have the students complete the sentences with these start to finish, ask the fastest ones to write the sentences on the board for you to check all together forms, and ask the two sides of the class to alternate reading the sentences out loud For exercise C, put the students into pairs Have them work together to identify what is For exercise C, ask several students to describe the pictures, including the pictures with X’s Then put the students into pairs and have them complete the positive and 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 negative sentences together When everyone is finished, call on different students to read the sentences out loud Extra Idea (optional): Before class, make Bingo 3x3 or 5x5 cards with the irregular past forms of a number of verbs Then bring the cards and counters to class for the students to play Bingo with Also bring a bag with all the base forms of the verbs in it, and let the students take turns choosing different verbs to call out for the rest of the class to look for on their boards This way they will have to recognize the present simple verbs and look for their past simple irregular forms, which will help them memorize all the past simple 146 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: Grammar Space Beginner Teacher’s Guide 147 a What is a newspaper article? with any of the test questions, review the material some more b Why people read news articles? c Do you read news articles? Why or why not? 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 Ask several students to describe what they see in the picture Then have the students class if you would like to be present for additional grammar practice with the students fill in the blanks on their own using the given verbs When everyone is finished, have the students read through the exercise out loud all together or in turns Extra Idea (optional): Have the students write their own news articles about four or five sentences long like the one in the previous exercise One possible topic is the story of a brave pet If necessary, give them this structure to work with: “Yesterday, and his/ her dog/cat _ into an old cave They _ and _ in the cave for a while Suddenly, the cave ! _ _ still inside! Fortunately, his/her dog/cat _ _ for help and _ .” Edit these news articles 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 2) 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 148 Grammar Space Beginner Teacher’s Guide 149 ANSWER KEY: STUDENT BOOK 150 ANSWER KEY: WORKBOOK Grammar Space Beginner Teacher’s Guide 151 Unit 20 | You must be quiet Objectives The students will learn how to use the modal verbs must, must not, have to, and don’t have to 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 charts and pictures to help you explain to the students how to use the modal verbs must, must not, have to, and don’t have to Write on the board that each of these of these verbs comes before the sentence’s base verb and has a different function: must and have to indicate that something is necessary to (ex “She must/has to pass her test.”), but must not (mustn’t) indicates that something is not allowed while don’t have to indicates that something is not necessary to (ex “You must not feed the dog.” vs “You don’t have to feed the dog.”) Therefore, must and have to mean the same thing even though must not and don’t have to mean different things 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 (irregular verbs in the past simple) before starting your 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): lesson Ask each student a simple question like “What did you eat for breakfast/ Write three categories on the board: Must/Have to, Must not, and Don’t have to Then lunch?” Make sure that they answer in a full sentence to practice their grammar challenge the students to see how many classroom rules they can come up with, and let them take turns putting simple ideas like “talk loudly” or “do my homework” in 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 the appropriate categories Encourage them to think of silly rules like “wear green on Tuesdays” or “give the teacher a cookie” to make the activity more fun If you want, you can give a point to the students as a whole for each rule that they think up and a point to yourself for each additional rule that you think up 152 Grammar Space Beginner Teacher’s Guide 153 When you feel that the students have a good grasp of the grammar point, draw their so on Encourage the students to be as silly with their commands as they want If you attention to the exercise below Point to each sign at random and have the students like, after the first round you can start the exercise over, but instead have each student yell out, “Must!” or “Mustn’t!” all together while they match the picture with the right who gives a command cancel it quickly using don’t have to before the student has a modal verb chance to it (ex “You have to draw a picture … You don’t have to draw a picture.”) 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 whether the and encourage the students to ask you questions if they ever get confused Also, make actions of the people are good or not Then have the students complete the sentences sure to check each exercise and explain any common errors so that the students can as fast as they can with the given verbs and correct modal verbs while you visibly time correct their answers and learn from their mistakes them When everyone is finished, call on individual students to read the sentences out loud For exercise A, have the students circle the correct words on their own Then have the whole class read through the sentences all together For exercise B, ask four volunteers to come to the board and compete to write the sentences that you give them as fast as possible (they only have to write the second For exercise B, ask several students to describe the pictures, including whether the sentence in each problem) Correct these sentences before moving on people’s activities are good or not Then have them fill in the blanks with must or must not, and ask the two sides of the class to alternate 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 For exercise C, remind the students that don’t have to means that something is not finish the exercise, call on some of them to write the sentences on the board for you necessary or is optional Then have them complete the sentences on their own as fast as possible while you visibly time them When they are finished, call on individual students to read them out loud Extra Idea (optional): Start on one end of the room and have a student give a simple command to the next student using must or have to (ex “You must/have to draw a picture.”) That student then has to the action, but afterwards they get to tell the next student a simple command That student does the action, gives a command to the next student, and 154 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 Grammar Space Beginner Teacher’s Guide 155 questions about the writing type Some possible ideas are: Beginner 2) When everyone is finished with the review chart, have all the students a What are tips? take the tests on their own If possible, have them check their answers with a partner b Do you like to get tips? Why or why not? or go through the tests all together before the end of class If the students struggled c Do you like hiking? Why or why not? 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 The corresponding workbook unit is intended as homework so the students can review fill in the blanks on their own using the words in the box When everyone is finished, what they have learned at home However, you can also go through the workbook in have the students read through the exercise out loud all together or in turns class if you would like to be present for additional grammar practice with the students Extra Idea (optional): Have the students write their own tips about swimming like the ones in the previous exercise Encourage them to write four or five sentences using as many modal verbs from this unit as they can If necessary, give them this structure to work with: “To go swimming, you _ _ _ use a lot of equipment Instead, you _ wear a swimming suit, and you _ _ learn how to float in the water You _ _ _ wear a life jacket in a swimming pool, but you _ wear one in rivers, lakes, or the ocean Also, be careful! You _ _ swim close to boats or other dangerous things.” Edit these tips 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 156 Grammar Space Beginner Teacher’s Guide 157 ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK ANSWER KEY: Review Test 158 Grammar Space Beginner Teacher’s Guide 159 MEMO [...]... up 2 Before class, print enough unit review tests for all the students from www nebuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space 24 Grammar Space Beginner 2 Teacher’s Guide 25 ANSWER KEY: STUDENT BOOK 26 ANSWER KEY: WORKBOOK Grammar Space Beginner 2 Teacher’s Guide 27 Unit 4 | I like him words on the side of the board for the students to refer back to throughout the class Grammar. .. desks, and sit down within the space of 30 seconds For example, one student may find 12 pencils, another may find 15 books, and another may find 8 22 Grammar in Writing 1 Emphasize to the students that this writing exercise ties the grammar they have learned into practical writing for the future Start the exercise by asking general Grammar Space Beginner 2 Teacher’s Guide 23 questions about the writing... everyone is finished 32 Grammar Space Beginner 2 Teacher’s Guide 33 ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK ANSWER KEY: Review Test 1 34 Grammar Space Beginner 2 Teacher’s Guide 35 Unit 5 | The cap is mine Objectives 1 The students will learn about possessive adjectives and possessive pronouns 2 The students will complete exercises to familiarize themselves with the key grammar point 3 The students... finishing up 40 Grammar Space Beginner 2 Teacher’s Guide 41 ANSWER KEY: STUDENT BOOK 42 ANSWER KEY: WORKBOOK Grammar Space Beginner 2 Teacher’s Guide 43 Unit 6 | He’s a mail carrier Objectives 1 The students will learn how to use the verb be in positive sentences, negative sentences, and yes/no questions 2 The students will complete exercises to familiarize themselves with the key grammar point 3 The... of nouns with different spelling rules 2 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 4 When you feel that the students have a good grasp of the grammar point, draw their attention to the exercise below Have them match the singular and plural nouns 20 Grammar Space Beginner 2 Teacher’s Guide 21 together, and then say the singular... additional grammar practice with the students 48 Grammar Space Beginner 2 Teacher’s Guide 49 ANSWER KEY: WORKBOOK Unit 7 | There is some water Objectives 1 The students will learn how to use there is, there are, some, and any 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... additional grammar practice with the students 2 Ask several students to describe what they see in the picture Then have the students fill in the blanks on their own using the grammar they learned in this unit When everyone is finished, have the students read through the exercise out loud all together or in turns 54 Grammar Space Beginner 2 Teacher’s Guide 55 ANSWER KEY: STUDENT BOOK 56 ANSWER KEY: WORKBOOK Grammar. .. WORKBOOK Grammar Space Beginner 2 Teacher’s Guide 57 Unit 8 | It is 12 o’clock Objectives 1 The students will learn how to use it is to talk about the time, day, date, or weather 2 The students will complete exercises to familiarize themselves with the key grammar point 3 The students will identify and correct simple mistakes related to the key grammar point 4 The students will apply their new grammar knowledge... you would like to be present for additional grammar practice with the students 62 Grammar Space Beginner 2 Teacher’s Guide 63 ANSWER KEY: WORKBOOK Unit 9 | She studies English Objectives 1 The students will learn how to make positive and negative sentences in the present simple 2 The students will complete exercises to familiarize themselves with the key grammar point 3 The students will identify and... What is your favorite story? Why? c Do you like trick-or-treating? Why or why not? 2 Before class, print enough unit review tests for all the students from www nebuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space 2 Ask several students to describe what they see in the pictures Then have the Beginner 2) When everyone is finished with the review chart, have all the students students