Grammar space 2 TG

r a m ram G Teacher’s Guide Grammar Space 02 Grammar Space • Teacher’s Guide Unit |  Nouns & Articles Extra Idea for Vocabulary Practice (optional): Quiz Show Split the students into two or three teams Have a student from each team come to the front of the class Tell them that you’re going to read a word definition out loud, and that if they know the answer they should ring a bell or hit a buzzer (if you have props) or raise their hands Ask the student who reacts first what the answer is If their answer is correct, they get a point for their team If it is incorrect, the other student(s) may have a chance to answer Continue until all the keywords have been Unit Objectives: used The students will learn about singular nouns, plural nouns, the indefinite articles a and an, and the definite article the The students will complete simple exercises to familiarize themselves with the key grammar points The students will identify and correct simple mistakes related to the key grammar points The students will apply their new grammar knowledge in a practical setting Grammar Point 1 The box at the top of the page introduces the unit’s first grammar point Use the chart to help you explain what singular and plural nouns are to the students Tell them that singular nouns are for one person or thing and that plural nouns are for two or more people or things (ex cup vs cups) Make sure to cover the spelling LESSON GUIDE Introduction Each unit opens with simple sentences that show the use of the unit’s grammar rules for plural nouns (i.e normal nouns: add –s; nouns ending in –o, –x, –s, –ch, and –sh: add –es; nouns ending in –y: take the –y away and add –ies; nouns ending in –f and –fe: take the –f(e) away and add –ves) Also make sure to point out the irregular nouns at the bottom of the chart for the students to memorize Leave these explanations on the board throughout the class for easy reference points Ask one or two students to read the sentences out loud for the class, and then write them on the board to refer to later Give the students as many simple examples as necessary for them to understand the grammar point Make sure to write these on the board using different colors, if Grammar Space is not meant to be a vocabulary book and thus uses relatively simple vocabulary However, you may find it useful to refresh certain words in your 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 students’ minds at the beginning of the lesson Scan the unit before class and identify any words that your students may not understand Then at the start of When you feel that the students have a good grasp of the grammar point, draw class, post pictures or write simple definitions for the words on the side on the their attention to exercise A Explain that they need to write the plural forms of the board for the students to refer back to throughout the class singular nouns and the singular forms of the plural nouns If you like, you can tell Grammar Space • Teacher’s Guide them that the fastest student will win a prize (ex a piece of candy) Have the class already on the board to explain it say the answers aloud all together For exercise B, tell the students to fill in the sentences with either a, an, or no For exercise B, have the class read the sentences all together and then call on individual students to say how to make the incorrect word right again (including article at all if needed Then have them finish the exercise on their own and call on individual students to read through the sentences to check them spelling) Extra Idea (optional): Write common singular nouns that follow the plural noun rules (or irregular nouns that are listed in the book) on flashcards Have two students come to the board and compete to write the plural form of the noun that you show them as fast as possible Allow the winner to stay at the board to compete against the next student Grammar Point Continue until all the students have had a chance to compete Similar to the previous page, this box introduces the unit’s second grammar point Use the pictures to help you explain the difference between the indefinite articles a and an and the definite article the Tell the students that all singular nouns need articles in front of them, and that a and an are used before unspecified objects or people (with an coming before vowel sounds), while the is used before specific or unique singular nouns Leave these definitions on the board throughout the class for easy reference Practice As you work through the additional practice exercises, walk around the classroom Also similar to the previous page, give the students as many simple examples as and encourage the students to ask you questions if they ever get confused Also, necessary for them to understand the grammar point Again, write them on the make sure to always check each exercise and explain any common errors so that board and highlight them as necessary the students can correct their answers and learn from their mistakes Finally, vary the way you elicit answers from the students to keep the class interesting Some When you feel that the students have a good grasp of the second grammar point, methods for this are to call on students at random, go around the room so that draw their attention to exercise A Explain to the students that they need to fill in students take turns answering, have the class answer all together, have each the blanks with the correct articles, and then read through the sentences and pause student who answers designate the next person to answer, and to read sentences at the blanks for the students to yell out the correct answer If too many students out loud yourself while the students yell out answers as fast as possible yell out the wrong answer, explain why it is not correct If you like, you can have the class read the sentences aloud themselves after the exercise is finished For exercise A, tell the students that they need to complete the sentences with the given nouns, and go through the first sentence on the board if necessary Then have The PLUS+ box to the right should be explained between exercises A and B Have the students finish the exercise on their own Call on different students to read the one or more students read through the box, and then use previous examples Grammar Space • Teacher’s Guide sentences out loud when everyone is finished Extra Idea (optional): Have the students describe their rooms in paragraphs about five sentences long For exercise B, put the students into pairs and have them complete the dialogues together with the correct articles or X’s to indicate no article After they are finished, similar to exercise A Edit these paragraphs and have the students take turns presenting them at the front of the class when everyone is finished have them practice the dialogues out loud If you like, you can have some pairs present the dialogues in front of the class For exercise C, ask four students to come up to the board and write phrases describing the objects in the pictures (ex for picture #1, a student could write “three peaches,” “an orange,” and “five strawberries”) When they are finished, go over the pictures and phrases as a class Then tell the students to fill in the sentences using the phrases and call on some students to read the sentences out loud Extra Materials: Online Test and Workbook If needed, you can use the online unit tests at www.ibuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space 2) at the end of class to assess how much of the grammar the students have understood Treat them like you would any normal test to ensure the best assessment It is recommended to assign the corresponding workbook unit as homework so the students can review what they have learned at home However, you can also go Grammar for Writing through the workbook in class if you would like to be present for additional grammar practice with the students Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future As such, have the students fill in the blanks on their own using articles and plural nouns When everyone is finished, have the students read through the exercise out loud all together or in turns Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes Give the students time to find all five mistakes and fix them, then check them together on the board while explaining why they were wrong Grammar Space • Teacher’s Guide ANSWER KEY: STUDENT BOOK 10 ANSWER KEY: WORKBOOK Grammar Space • Teacher’s Guide 11 Unit |  Count & Noncount Nouns Grammar Space is not meant to be a vocabulary book and thus uses relatively simple vocabulary However, you may find it useful to refresh certain words in your students’ minds at the beginning of the lesson Scan the unit before class and identify any words that your students may not understand Then at the start of class, post pictures or write simple definitions for the words on the side on the board for the students to refer back to throughout the class Extra Idea for Vocabulary Practice (optional): Time is Ticking Have the students work in pairs Tell each pair that they have one minute (you can Unit Objectives: The students will learn about count nouns, noncount nouns, and some and any The students will complete simple exercises to familiarize themselves with the key extend the time limit if necessary) to make as many sentences as possible using vocabulary words that you have highlighted Tell the students that spelling and grammar still count, and that each correct sentence they make is worth one point The team with the most points wins the game grammar points The students will identify and correct simple mistakes related to the key grammar points The students will apply their new grammar knowledge in a practical setting Grammar Point LESSON GUIDE Introduction Before starting the day’s lesson, go around the room and ask each student a The box at the top of the page introduces the unit’s first grammar point Use the charts and pictures to help you explain what count nouns and noncount nouns are to the students Tell them that count nouns are nouns that we can count with numbers, but that noncount nouns (ex liquids) cannot be counted with numbers question to answer using the previous lesson’s grammar as a review (nouns and Go over the expressions used to express the amounts of noncount nouns (ex “a articles, ex “What you see?” while holding various classroom objects) piece of paper”) Leave these explanations on the board throughout the class for easy reference Each unit opens with simple sentences that show the use of the unit’s grammar points Ask one or two students to read the sentences out loud for the class, and then write them on the board to refer to later Give the students as many simple examples as necessary for them to understand the grammar point Make sure to write these on the board using different colors, if possible, to highlight the different parts of the sentences You can ask the students to give you example topics to make this portion of the lesson more interactive 12 Grammar Space • Teacher’s Guide 13 When you feel that the students have a good grasp of the grammar point, draw their For exercise B, have the class read through the full sentences on the left all attention to exercise A Tell the students that they need to circle the count nouns together Then tell them that they need to change the sentences from positive to and underline the noncount nouns, and then have them complete the exercise negative or vice versa, and demonstrate the first problem on the board Have the on their own Ask the two students who finish first to write the count nouns and students finish the exercise on their own, but have the class read through the new noncount nouns in lists on the board for you to go over sentences all together For exercise B, go through the pictures first and ask different students to describe The PLUS+ box to the right should be explained before exercise A Have one or them Then have the students fill in the phrases with the correct noncount more students read through the box, and then use previous examples already on measures When the students are finished, have the class read the sentences the board to explain it aloud all together Extra Idea (optional): Put pictures of noncount nouns on some flashcards Make sure that there are different numbers of the nouns on the cards Start on one side of the room and have a pair of students compete to describe the pictures using the noncount noun measuring words (ex “three bowls of rice”) Let the student who wins compete against the next student, and the student who wins that competition compete Grammar Point against the next one, and so on Continue until all the cards have been used Similar to the previous page, this box introduces the unit’s second grammar point Explain the difference between some and any to the students Tell them that some is used in positive sentences and that any is used in questions and negative sentences Leave this explanation on the board throughout the class for easy reference Also similar to the previous page, give the students as many simple examples as Practice As you work through the additional practice exercises, walk around the classroom necessary for them to understand the grammar point Again, write them on the and encourage the students to ask you questions if they ever get confused Also, board and highlight them as necessary make sure to always check each exercise and explain any common errors so that the students can correct their answers and learn from their mistakes Finally, vary When you feel that the students have a good grasp of the second grammar 14 the way you elicit answers from the students to keep the class interesting Some point, draw their attention to exercise A Have the students write some and any methods for this are to call on students at random, go around the room so that on different pieces of paper Then tell them to read the sentences and circle the students take turns answering, have the class answer all together, have each correct word on their own When they are finished, have all the students hold up student who answers designate the next person to answer, and to read sentences which word they think is best while the sentences are read out loud out loud yourself while the students yell out answers as fast as possible Grammar Space • Teacher’s Guide 15 For exercise A, tell the students that they need to find the mistakes in the underlined parts of the sentences and correct them Then have the first five students that finish go up to the board and write the sentences up there Extra Idea (optional): Either choose a simple recipe for a common dish in your country or have the students choose a favorite recipe of their own Write the recipe’s ingredients on the board as well as the measuring words used for any noncount nouns Then have the For exercise B, have the students choose partners out of a hat and work together students write paragraphs about five sentences long describing how to make that to fill in the dialogues with some or any When they are finished, have them practice dish Edit their paragraphs and have the students take turns presenting them at the the dialogues in both roles If you like, you can have some of the pairs present the front of the class when everyone is finished dialogues to the class For exercise C, ask the students to thoroughly describe what they see in the picture Then have them fill in the sentences with the noncount noun measuring words from the box When everyone is finished, have the class read the sentences out loud all together Extra Materials: Online Test and Workbook If needed, you can use the online unit tests at www.ibuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space 2) at the end of class to assess how much of the grammar the students have understood Treat them like you would any normal test to ensure the best assessment Grammar for Writing Emphasize to the students that exercise A in this section ties the grammar they It is recommended to assign the corresponding workbook unit as homework so the students can review what they have learned at home However, you can also go have learned into practical writing for the future Call on different students to through the workbook in class if you would like to be present for additional grammar describe the recipe pictures that they see, focusing on how many ingredients are in practice with the students each step Then have the students fill in the blanks on their own from the noncount noun measuring words in the box When everyone is finished, have the students read through the exercise out loud all together or in turns Exercise B is meant to improve the students’ proofreading and editing skills by teaching them to identify and correct mistakes Give the students time to find all five mistakes and fix them, then check them together on the board while explaining why they were wrong 16 Grammar Space • Teacher’s Guide 17 ANSWER KEY: STUDENT BOOK 18 ANSWER KEY: WORKBOOK Grammar Space • Teacher’s Guide 19 Unit 18 |  Gerunds class Extra Idea (optional): The Best Actor Write down simple situations on pieces of paper using the different keywords from the unit For example, if “seashell” is a keyword, a situation could be “You are collecting seashells on the beach.” Have the students stand up (you can ask them to move their chairs and tables to the sides of the room to create more space), Unit Objectives: The students will learn about gerunds and how to use them as subjects, and tell them that they have to take turns acting out the situations they draw out of a hat or bag While they are acting, have the other students guess what the main keyword is Continue until all the situations have been performed complements, and objects The students will complete exercises to familiarize themselves with the key grammar points The students will identify and correct simple mistakes related to the key grammar points The students will apply their new grammar knowledge in a practical setting Grammar Point 1 Use the chart to help you explain what gerunds are to the students Write on the board that a gerund is a noun in the form of verb + –ing that can be used LESSON GUIDE Introduction Before starting the day’s lesson, go around the room and ask each student a as a subject, complement, or object (ex “Watching movies is fun.”) Go over the examples that show how gerunds perform different roles in sentences 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 question to answer using the previous lesson’s grammar points as a review the grammar point Make sure to write these on the board using different colors, if (conjunctions, ex “Do you like to read books or listen to music more?”) 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 Ask one or two students to read the sentences under the title out loud for the class, and then write them on the board to refer to later When you feel that the students have a good grasp of the grammar point, draw their attention to exercise A Call on different students to read the sentences, and Scan the unit before class and identify any words that your students may not 140 then have the students vote on what each underlined gerund functions as If the understand Then at the start of class, post pictures or write simple definitions of students are not sure about any of the problems, give them hints by replacing the the words on the side on the board for the students to refer back to throughout the gerunds with “it” to make their functions easier to understand Grammar Space • Teacher’s Guide 141 For exercise B, go through the verbs on the left and have the students say the gerund forms after you say each root form Then have the students complete the Extra Idea (optional): Give the students one or two minutes to draw simple pictures of people doing an sentences with the gerund forms they just made Call on one student to read the activity Then tell them to write the activity in gerund form under the picture as well first sentence, then let them choose the next student to answer, who chooses the as the words subject, complement, or object Then collect all the pictures, mix them next student, and so on up, and pass them back out to the students Tell them that they need to make a sentence using the picture’s activity that they have received in the function written underneath it (ex “reading/subject” → “Reading is my favorite activity.”) If you like, you can collect the picture cards after the first round and redistribute them Grammar Point Like the previous page, use the charts to help you explain how gerunds can be used as objects to the students (ex “He enjoys playing the guitar.”) Point out that there can sometimes be a preposition before the gerund as well Leave these explanations on the board throughout the class for easy reference Practice As you work through the additional practice exercises, walk around the classroom and encourage the students to ask you questions if they ever get confused Also, Also similar to the previous page, give the students as many simple examples as make sure to always check each exercise and explain any common errors so that necessary for them to understand the grammar point Again, write them on the the students can correct their answers and learn from their mistakes Finally, vary board and highlight them as necessary the way you elicit answers from the students to keep the class interesting Some methods for this are to call on students at random, go around the room so that When you feel that the students have a good grasp of the second grammar point, students take turns answering, have the class answer all together, have each draw their attention to exercise A Have several students describe the pictures in student who answers designate the next person to answer, and to read sentences detail, and tell the students to match the sentence halves together Have the class out loud yourself while the students yell out answers as fast as possible read the sentences out loud all together when they are done For exercise A, have several students describe the pictures Then have the students For exercise B, have different students read through the sentences, but tell all complete the sentences with the gerund forms of the given phrases If necessary, the students to say which word they think best completes the sentence when the demonstrate how to the first problem on the board Then have the class read the student gets to the word options If too many students say the wrong word, go over sentences out loud all together why it is not correct on the board For exercise B, put the students into pairs and have them complete the dialogues together When they are finished, have them practice the dialogues, switch roles, and practice the dialogues again If you like, you can have several pairs perform the 142 Grammar Space • Teacher’s Guide 143 dialogues for the class For exercise C, go over the example on the board to demonstrate how to change the sentences on the left to the sentences on the right Then ask four volunteers to come to the board and compete to write out the new sentences If you like, you can give the fastest student to correctly write their sentence a small prize (ex a cookie) Extra Materials: Online Test and Workbook If needed, you can use the online unit tests at www.ibuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space 2) at the end of class to assess how much of the grammar the students have understood Treat them like you would any normal test to ensure the best assessment Then check all the sentences on the board before moving on It is recommended to assign the corresponding workbook unit as homework so the students can review what they have learned at home However, you can also go through the workbook in class if you would like to be present for additional grammar practice with the students Grammar for Writing Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future Go over the table and make sure that the students understand that the verbs are gerunds used in different functions Then have the students fill in the blanks on their own from the words in the boxes When everyone is finished, have the students read through the exercise out loud all together or in turns For exercise B, tell the students that they need to identify each underlined phrase as a subject gerund, complement gerund, or object gerund by writing its number in the appropriate box If necessary, go through the entire paragraph as a class and have the students as a group decide on the function of each gerund Extra Idea (optional): Have the students make lists of their favorite activities and when they like to them Then have them write paragraphs about five sentences long based off of these lists Encourage them to use the gerund form to discuss their activities as much as possible Edit these paragraphs and have the students take turns presenting them at the front of the class when everyone is finished 144 Grammar Space • Teacher’s Guide 145 ANSWER KEY: STUDENT BOOK 146 ANSWER KEY: WORKBOOK Grammar Space • Teacher’s Guide 147 Unit 19 |  Infinitives class Extra Activity (optional): Play bingo using blank bingo cards that can be filled in with the keywords from this and previous units Hold up the meanings of the words for students to find on their cards For intermediate and advanced students, simply tell them the definitions and let them find the corresponding words on the card Give the first student to get a Unit Objectives: “bingo” (five filled squares in a row) a small prize (ex a piece of candy) The students will learn about infinitives and using them as subjects, complements, and objects The students will complete exercises to familiarize themselves with the key grammar points The students will identify and correct simple mistakes related to the key grammar points The students will apply their new grammar knowledge in a practical setting Grammar Point 1 Use the chart to help you explain what infinitives are to the students Write on the board that infinitives are verbs that come after to that are used as nouns, adjectives, and adverbs without being conjugated (ex “She likes to sing.”) Explain how infinitives can function as subjects, complements, or objects in sentences LESSON GUIDE Introduction Before starting the day’s lesson, go around the room and ask each student a question to answer using the previous lesson’s grammar points as a review (gerunds, 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 ex “What you like doing after school?”) When you feel that the students have a good grasp of the grammar point, draw Ask one or two students to read the sentences under the title out loud for the class, and then write them on the board to refer to later their attention to exercise A Explain to the students that they need to circle the underlined phrases if they are infinitives Then have the class read them all together and say whether they need to be circled or not For underlined phrases that don’t Scan the unit before class and identify any words that your students may not need to be circled, explain why it is unnecessary understand Then at the start of class, post pictures or write simple definitions of the words on the side on the board for the students to refer back to throughout the 148 Grammar Space • Teacher’s Guide 149 For exercise B, go through the verbs on the left and have the students say their For exercise B, have the students complete the sentences on their own with infinitive forms after you say their base forms Then have them complete the infinitives of the verbs in the box Then have the two sides of the room alternate sentences using these infinitive forms Call on one student to read through the first reading through them out loud sentence, then let them pick the next student to read, who picks the next student, and so on Extra Idea (optional): Give the students one or two minutes to draw pictures of common activities Then The PLUS+ box to the right can be explained at your own discretion between have them choose verbs that can only take an infinitive after them (from the box exercises A and B or after both exercises Have one or more students read through on p 79) or verbs that can take either an infinitive or a gerund, and write them the box, and then use previous examples already on the board to explain it underneath their pictures Then collect all the pictures, mix them up, and pass them out again to the students Tell them to make sentences using the pictured activity and the verb written underneath (ex “[ride a bike]/plan” → “I plan to ride a bike.”) Repeat as many times as you like Grammar Point Like the previous page, use the charts to help you explain how to use infinitives as objects to the students Write on the board that some verbs often take infinitives as objects after them (ex “want,” “hope,” “need,” etc.), and that others can take either infinitives or gerunds (ex “like,” “love,” “hate,” etc.) Leave these explanations on the board throughout the class for easy reference Practice As you work through the additional practice exercises, walk around the classroom and encourage the students to ask you questions if they ever get confused Also, make sure to always check each exercise and explain any common errors so that Also similar to the previous page, give the students as many simple examples as the students can correct their answers and learn from their mistakes Finally, vary necessary for them to understand the grammar point Again, write them on the the way you elicit answers from the students to keep the class interesting Some board and highlight them as necessary methods for this are to call on students at random, go around the room so that students take turns answering, have the class answer all together, have each When you feel that the students have a good grasp of the second grammar point, draw their attention to exercise A Have the students write the numbers 1, 2, and student who answers designate the next person to answer, and to read sentences out loud yourself while the students yell out answers as fast as possible on pieces of paper, and tell them to hold them up to vote on where to put check marks indicating where to should go in the sentences that individual students read aloud For exercise A, go through the example on the board to show the students how to change the simple sentence on the left to the fuller sentence with an infinitive on the right Then call five volunteers up to the board, and have them each write out the sentence that you give them If you like, you can make it a competition with a 150 Grammar Space • Teacher’s Guide 151 small prize at the end (ex a few pieces of candy) Check all the sentences on the they should start their advice sentences with “You should .” followed by board with the students verbs that take infinitives after them (ex “I have a messy room.” → “You should choose to clean your room each week.”) Edit these sentences and have the For exercise B, have several students describe the pictures Then tell the students to complete the sentences on their own Have the class read the sentences out students take turns presenting them at the front of the class when everyone is finished loud all together For exercise C, demonstrate how to complete the first sentence on the board with an infinitive phrase after the first given verb Then have the students finish the rest of the exercise on their own Call on one student to read through the first sentence Then let them choose the next student to read, who chooses the next student, and so on Extra Materials: Online Test and Workbook If needed, you can use the online unit tests at www.ibuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space 2) at the end of class to assess how much of the grammar the students have understood Treat them like you would any normal test to ensure the best assessment Grammar for Writing Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future As such, have the students fill in It is recommended to assign the corresponding workbook unit as homework so the students can review what they have learned at home However, you can also go through the workbook in class if you would like to be present for additional grammar practice with the students the blanks on their own with infinitives from the boxes When everyone is finished, have the students read through the exercise out loud all together or in turns For exercise B, tell the students to identify the underlined phrases as object infinitives or complement infinitives by writing their numbers in the boxes below If necessary, go through the paragraph as a class to avoid any confusion by the students Extra Idea (optional): Have the students write down three goals or problems that they have on pieces of paper Collect these papers, mix them up, and then have the students choose three of them to respond to with advice in the style of exercise A Tell the students that 152 Grammar Space • Teacher’s Guide 153 ANSWER KEY: STUDENT BOOK 154 ANSWER KEY: WORKBOOK Grammar Space • Teacher’s Guide 155 Unit 20 | Infinitives Extra Idea (optional): Divide the class into two to four teams Have one volunteer from each team come to the front of the classroom facing away from the board Write a vocabulary word on the board and have the rest of the students explain the word (without saying it or reading the definition) to their team members who are at the front The first student to guess the word receives a point for their team, and the team with the most points at the end wins the game Unit Objectives: The students will learn about using infinitives as subjects and adverbs The students will complete exercises to familiarize themselves with the key grammar points The students will identify and correct simple mistakes related to the key grammar points The students will apply their new grammar knowledge in a practical setting Grammar Point 1 Use the chart and picture to help you explain how to use infinitives as subjects to the students Write on the board that infinitives can be the subjects of sentences when they are at the end of a sentence started by it (ex “It is nice to get presents.”) Leave this explanation on the board throughout the class for easy LESSON GUIDE Introduction Before starting the day’s lesson, go around the room and ask each student a question to answer using the previous lesson’s grammar points as a review 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 (infinitives, ex “What you like to after school?”) When you feel that the students have a good grasp of the grammar point, draw their Ask one or two students to read the sentences under the title out loud for the class, and then write them on the board to refer to later attention to exercise A Ask six students to write the sentences on the board for you, and then ask six different students to underline the subject infinitives in them After they have finished, point out to the students that the infinitives all start with to Scan the unit before class and identify any words that your students may not and go to the end of the sentence understand Then at the start of class, post pictures or write simple definitions of the words on the side on the board for the students to refer back to throughout the class 156 Grammar Space • Teacher’s Guide 157 For exercise B, go through the example on the board to demonstrate how to change the sentences on the left into infinitive sentences Then ask four volunteers to Extra Idea (optional): Have all the students write three questions in the form of “Why you come up to the board Tell them that the fastest student to correctly write the on different pieces of paper Mix up the questions and have the students take infinitive sentence that you give them will get a small prize (ex a cookie) Check all turning picking them out and answering them for the class (ex “Why you play the sentences on the board when you are finished computer games?” → “I play computer games to relax.”) ?” The PLUS+ box to the right can be explained at your own discretion between exercises A and B or after both exercises Have one or more students read through the box and then use previous examples already on the board to explain it Practice As you work through the additional practice exercises, walk around the classroom and encourage the students to ask you questions if they ever get confused Also, Grammar Point Like the previous page, use the chart to help you explain how to use infinitives as make sure to always check each exercise and explain any common errors so that the students can correct their answers and learn from their mistakes Finally, vary the way you elicit answers from the students to keep the class interesting Some adverbs to the students Write on the board that infinitives can be adverbs when methods for this are to call on students at random, go around the room so that they give the purpose of the verb before them (ex “We watch movies to have fun.”) students take turns answering, have the class answer all together, have each Leave this explanation on the board throughout the class for easy reference student who answers designate the next person to answer, and to read sentences out loud yourself while the students yell out answers as fast as possible Also similar to the previous page, give the students as many simple examples as necessary for them to understand the grammar point Again, write them on the board and highlight them as necessary For exercise A, have a few students describe the pictures Then demonstrate how to complete the first sentence with a verb from the first box and an infinitive from the second box Tell the students to finish the rest of the exercise on their own, and When you feel that the students have a good grasp of the second grammar point, then have the class read the sentences out loud all together draw their attention to exercise A Have the students match the two sides of the sentences together Then have the girls read the first parts of the sentences for the boys to complete with the second parts For exercise B, tell the students that the fastest person to correctly complete the sentences with infinitives of the phrases in the boxes will get a prize (ex a cookie) Call on different students to read the sentences out loud when everyone is finished For exercise B, have a few students describe the pictures Then have the students complete the sentences with infinitive forms of the verbs in the box Call on different students to read through the sentences out loud when everyone is finished 158 Grammar Space • Teacher’s Guide 159 For exercise C, put the students into pairs and tell them to complete the dialogues together When they are finished, have them practice the dialogues, switch roles, and practice them again If you like, you can ask some pairs to perform them for the Extra Materials: Online Test and Workbook If needed, you can use the online unit tests at www.ibuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space 2) at the end of class to assess how class much of the grammar the students have understood Treat them like you would any normal test to ensure the best assessment It is recommended to assign the corresponding workbook unit as homework so the students can review what they have learned at home However, you can also go through the workbook in class if you would like to be present for additional grammar Grammar for Writing practice with the students Emphasize to the students that exercise A in this section ties the grammar they have learned into practical writing for the future Tell them to fill in the blanks with subject and adverb infinitives Then have them complete the exercise on their own When everyone is finished, have the students read through the exercise out loud all together or in turns For exercise B, tell the students that they need to identify the underlined phrases as subjects or adverbs by writing their numbers in the correct boxes below If necessary, go through the paragraph as a class to prevent any confusion among the students Extra Idea (optional): Bring pictures of different activist causes to class with you (ex animal rescue, climate change, charity fundraising, etc.) Have each student pick one and write a sentence about it starting with “It is important ” If you like, you can then have the students list two ways that people can help these causes Then have them take these two ideas and turn them into two sentences with infinitives (ex “It is important to adopt pets People take pets home to take care of them They also take pets to the vet to make them healthy.”) Edit these sentences and have the students take turns presenting them at the front of the class when everyone is finished 160 Grammar Space • Teacher’s Guide 161 ANSWER KEY: STUDENT BOOK 162 ANSWER KEY: WORKBOOK Grammar Space • Teacher’s Guide 163 164 Grammar Space • Teacher’s Guide 165 Review Test 166 MEMO MEMO