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Teacher’s Guide


Grammar Space 01

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Grammar Space 1 • Teacher’s Guide

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Unit 1 |

Parts of a Sentence

3.Extra Idea for Vocabulary Practice (optional): Quiz Show
Write any keywords on the board and have the students take turns coming to the
front of the class. For each student, read the definition of a keyword and have him or
her state what the keyword is. Giving points is an option to encourage participation,
and this activity can also be turned into a competition between teams of students
for points. Continue until all the keywords have been used.

Unit Objectives:

1.The students will learn about subjects, verbs, objects, and complements.
2.The students will complete simple exercises to familiarize themselves with the key
grammar points.
3.The students will identify and correct simple mistakes related to the key grammar
points.
4.The students will apply their new grammar knowledge in a practical setting.

Grammar Point 1
1.The box at the top of the page introduces the unit’s first grammar point. Use the
chart and pictures to help you explain what subjects and verbs are to the students.
Write on the board that a subject is who or what the sentence is about (ex. “I,” “She,”
“They,” “The boy,” etc.) and that a verb is what the subject is or does (ex. “is/are,”
“run,” “play,” etc.). Leave these definitions on the board throughout the class for

LESSON GUIDE
Introduction
1.Each unit opens with simple sentences that show the use of the unit’s grammar
points. Ask one or two students to read the sentences out loud for the class, and

easy reference.
2.Give the students as many simple examples as necessary for them to understand
the grammar point. Make sure to write these on the board using different colors, if
possible, to highlight the different parts of the sentences. You can ask the students
to give you example topics to make this portion of the lesson more interactive.

write them on the board to refer to later.
3.When you feel that the students have a good grasp of the grammar point, draw their
2.Grammar Space 1 is not meant to be a vocabulary book and thus uses relatively

attention to exercise A. Explain to the students that they need to circle the subjects

simple vocabulary. However, you may find it useful to refresh certain words in your

and underline the verbs in the sentences, and then do the first sentence as a class

students’ minds at the beginning of the lesson. Scan the unit before class and

if necessary. Then have the students finish the exercise on their own and check it

identify any words that your students may not understand. Then at the start of

together.

class, post pictures or write simple definitions of the words on the side on the
board for the students to refer to throughout the class.

4.For exercise B, go through each sentence on the board and ask different students
what the missing parts of the sentences are. After the students have checked the

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appropriate boxes, have them write in the missing parts above the sentences.

5.Like the previous page, have one or more students read the PLUS+ box on the right
and explain it with previous examples already on the board.

5.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

6.Extra Idea (optional):

the box, and then use previous examples already on the board to explain it.

Make flashcards with simple sentences and underline either the subject, verb,
object, or complement in them. Tell the students to shout out which part of the
sentence is underlined, and then go through the flashcards at the front of the class.
You can divide the class into teams and/or give points to the fastest students.

Grammar Point 2
1.Similar to the previous page, this box introduces the unit’s second grammar point.
Use the charts to help you explain what objects and complements are to the
students. Write on the board that an object is the person or thing that receives the
action of the verb (ex. “She reads books.”) and that a complement simply describes

Practice
1.As you work through the additional practice exercises, walk around the classroom

the subject, usually after the verb be (ex. “The boy is tall.”). Leave these definitions

and encourage the students to ask you questions if they ever get confused. Also,

on the board throughout the class for easy reference.

make sure to always check each exercise and explain any common errors so that
the students can correct their answers and learn from their mistakes. Finally, vary

2.Also similar to the previous page, give the students as many simple examples as

the way you elicit answers from the students to keep the class interesting. Some

necessary for them to understand the grammar point. Again, write them on the

methods for this are to call on students at random, go around the room so that

board and highlight them as necessary.

students take turns answering, have the class answer all together, have each
student who answers designate the next person to answer, and to read sentences

3.When you feel that the students have a good grasp of the second grammar point,

out loud yourself while the students yell out answers as fast as possible.

draw their attention to exercise A. Explain to the students that they need to identify
each underlined section as an object or a complement. Then go through the
sentences as a class and have the students yell out the answers all together.

2.For exercise A, put the students into pairs and explain that they need to identify the
underlined parts of the sentences as subjects, objects, or complements. Tell them
that the fastest pair to go through all the sentences will earn some kind of small

4.For exercise B, put the students into pairs and tell them to circle all the verbs in the

reward (ex. a piece of candy each).

exercise’s sentences and identify whether there is an object or a complement after
each verb. Then call on different pairs to answer together as you go through the
answers.

3.For exercise B, ask several students to write the exercise’s sentences on the board
so that several other students can come up and put circles around the subjects,
lines under the verbs, boxes around the objects, and wavy circles around the

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complements in each of them. Then go through and have the class identify which
parts are in each sentence all together.

Extra Materials: Online Test and Workbook
1.If needed, you can use the online unit tests at www.ibuildandgrow.com (For Teachers

4.For exercise C, ask four volunteers to come up to the board and have them compete
to unscramble the sentence that they are each given. If you like, you can give the
winner a small prize afterward.

→ Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how
much of the grammar the students have understood. Treat them like you would any
normal test to ensure the best assessment.
2.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
1.Emphasize to the students that exercise A in this section ties the grammar they
have learned into practical writing for the future. As such, have the students fill in
the blanks on their own from the words in the boxes. When everyone is finished,
have the students read through the exercise out loud all together or in turns.
2.Exercise B is meant to improve the students’ proofreading and editing skills by
teaching them to identify the parts of the sentence that they have just learned.
Have the students work in pairs to identify each underlined phrases by writing its
number in the box with its correct sentence part.
3.Extra Idea (optional):
Have the students write self-introductions in the style of exercise A on extra pieces
of paper. Edit their introductions and have the students take turns presenting them
in front of the class when everyone is finished.

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

Grammar Space 1 • Teacher’s Guide

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Unit 2 |

Nouns & Articles

students’ minds at the beginning of the lesson. Scan the unit before class and
identify any words that your students may not understand. Then at the start of
class, post pictures or write simple definitions of the words on the side on the
board for the students to refer to throughout the class.
4.Extra Idea for Vocabulary Practice (optional): Time is Ticking
Have the students work in pairs. Tell each pair that they have one minute (you can

Unit Objectives:

extend the time limit if necessary) to make as many sentences as possible using
any words that you have highlighted as vocabulary for this unit. However, remind the

1.The students will learn about singular nouns, plural nouns, and articles.

students that spelling and grammar still count. Each correct sentence they make is

2.The students will complete simple exercises to familiarize themselves with the key

worth one point. The pair with the most points is the winner.

grammar points.

3.The students will identify and correct simple mistakes related to the key grammar
points.
4.The students will apply their new grammar knowledge in a practical setting.

Grammar Point 1

LESSON GUIDE
Introduction
1.Before starting the day’s lesson, go around the room and give each student one or
two sentences. Tell them to identify the parts of speech in them using the previous

1.The box at the top of the page introduces the unit’s first grammar point. Use the
chart and pictures to help you explain what nouns and articles are to the students.
Write on the board that a noun is a person, animal, place, or thing (ex. “girl,” “dog,”
“park,” “pen,” etc.). Then write that articles come before singular nouns and that a
and an are for non–specific things while the is for specific or unique things. Leave
these definitions on the board throughout the class.

lesson’s grammar as a review (ex. “The girl likes cookies.” The girl → subject, likes
→ verb, cookies → object).

2.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

2.Each unit opens with simple sentences that show the use of the unit’s grammar
points. Ask one or two students to read the sentences out loud for the class, and

possible, to highlight the different parts of the sentences. You can ask the students
to give you example topics to make this portion of the lesson more interactive.

write them on the board to refer to later.
3.When you feel that the students have a good grasp of the grammar point, draw their
3.Grammar Space 1 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

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attention to exercise A. Explain to the students that they need to decide whether to
put a or an before the given nouns. Have the students say the answers all together

Grammar Space 1 • Teacher’s Guide

13


as you go through the sentences as a class.

on the board and then have the students finish the exercise on their own. When you
check the answers, either call on individual students to spell out the nouns or have

4.For exercise B, tell the students to read through each sentence on their own and

all the students spell them out together.

choose the correct articles to put in the blanks. As you check the sentences,
explain why the other articles are incorrect.

5.Like the previous page, have one or more students read the PLUS+ box on the right
and explain it with previous examples already on the board.

5.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

6.Extra Idea (optional):

the box, and then use previous examples already on the board to explain it.

Write common singular nouns that follow the plural noun rules (or irregular nouns
that are listed in the book) on flashcards. Have two students come to the board
and compete to write the plural form of the noun that you show them as fast as
possible. Allow the winner to stay at the board to compete against the next student.
Continue until all the students have had a chance to compete.

Grammar Point 2
1.Similar to the previous page, this box introduces the unit’s second grammar point.
Use the chart to help you explain what plural nouns are to the students. Write on
the board that a plural noun is a noun that indicates two or more people, animals,
places, or things. Highlight each of the five different noun types mentioned in the
table on the board: most nouns; nouns ending in –o, –x, –s, –ch, or –sh; nouns

Practice
1.As you work through the additional practice exercises, walk around the classroom

ending in a consonant + –y; nouns ending in –f or –fe; and irregular nouns. Leave

and encourage the students to ask you questions if they ever get confused. Also,

these definitions on the board throughout the class for easy reference.

make sure to always check each exercise and explain any common errors so that

the students can correct their answers and learn from their mistakes. Finally, vary

2.Also similar to the previous page, give the students as many simple examples as

the way you elicit answers from the students to keep the class interesting. Some

necessary for them to understand the grammar point. Again, write them on the

methods for this are to call on students at random, go around the room so that

board and highlight them as necessary.

students take turns answering, have the class answer all together, have each
student who answers designate the next person to answer, and to read sentences

3.When you feel that the students have a good grasp of the second grammar point,

out loud yourself while the students yell out answers as fast as possible.

draw their attention to exercise A. Have the students work in pairs to make the
given nouns plural, and then call on different pairs to spell out their answers.

2.For each sentence in exercise A, have a student read through it, and then take a
vote among the students for whether a, an, or the should go into the blank. After

4.For exercise B, fill in the first sentence with the correct plural form as an example

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you give each answer, explain why the other options are incorrect.

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3.For each sentence in exercise B, pull a student’s name out of a hat or bag and
have them read through the sentence while including the correct plural noun that
completes it.

Extra Materials: Online Test and Workbook
1.If needed, you can use the online unit tests at www.ibuildandgrow.com (For Teachers
→ Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how

4.For exercise C, put the students into pairs and have them finish each dialogue and
practice it. Then have four different pairs stand up and perform the dialogues in

much of the grammar the students have understood. Treat them like you would any
normal test to ensure the best assessment.

front of the class.
2.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
1.Emphasize to the students that exercise A in this section ties the grammar they
have learned into practical writing for the future. As such, have the students fill in
the blanks on their own from the nouns in the boxes. When everyone is finished,

have the students read through the exercise out loud all together or in turns.
2.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.
3.Extra Idea (optional):
Have the students make their own shopping lists for camping, groceries, a party,
etc. and write a sentence to say what each item is for in the style of exercise A.
Then have them present them to the class.

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

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Unit 3 |

Pronouns

students’ minds at the beginning of the lesson. Scan the unit before class and
identify any words that your students may not understand. Then at the start of
class, post pictures or write simple definitions of the words on the side on the
board for the students to refer to throughout the class.
4.Extra Idea for Vocabulary Practice (optional): Guess the Word
Have the students work in groups of two to four. Give them one minute to look at
the keywords you have on the board. Then erase the keywords’ definitions and have

Unit Objectives:

the groups write down what they think each word’s definition is. Call on different

1.The students will learn about subject pronouns, object pronouns, and demonstrative

groups for answers and rewrite the best definitions on the board.

pronouns.
2.The students will complete simple exercises to familiarize themselves with the key
grammar points.
3.The students will identify and correct simple mistakes related to the key grammar
points.
4.The students will apply their new grammar knowledge in a practical setting.

Grammar Point 1
1.The box at the top of the page introduces the unit’s first grammar point. Use the
charts to help you explain what subject pronouns and object pronouns are to the
students. Write on the board that a subject pronoun is what replaces subject nouns

LESSON GUIDE

(ex. “I,” “You,” “We,” “She,” etc.) and that an object pronoun is what replaces object
nouns (ex. “me,” “you,” “us,” “him,” etc.). Leave these definitions on the board

Introduction

throughout the class for easy reference.

1.Before starting the day’s lesson, go around the room and give each student a
sentence or two using the previous lesson’s grammar to fill in as a review (nouns
and articles, ex. “This is

.

is on the desk.”).

2.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

2.Each unit opens with simple sentences that show the use of the unit’s grammar

to give you example topics to make this portion of the lesson more interactive.

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.

3.When you feel that the students have a good grasp of the grammar point, draw their
attention to exercise A. Explain to the students that they need to choose the correct

3.Grammar Space 1 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

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subject pronoun in each sentence, and then have the students vote on each option
after they read them out loud. After you give them the answer for each sentence,

Grammar Space 1 • Teacher’s Guide

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explain why the other option was wrong.

4.Extra Idea (optional):
Have students point at different objects around the classroom and say short

4.For exercise B, tell the students to write the object pronouns for the underlined

sentences using demonstrative pronouns (ex. “This is a pencil.” “Those are

parts of the sentences. Do the first sentence on the board as an example, and then

books.”). Continue until you feel that each student is comfortable making sentences

have the students finish the rest of the exercise on their own before you check it.

constructed like this.

5.For exercise C, put the students into pairs and have them compete to see who can
correctly finish the exercise the fastest. Give the winners a small prize if you like
and have them write the answers on the board for the other students.

Practice
1.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 2
1.Similar to the previous page, this box introduces the unit’s second grammar point.

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

Use the chart and pictures to help you explain what demonstrative pronouns are

methods for this are to call on students at random, go around the room so that

to the students. Write on the board that demonstrative pronouns point out which

students take turns answering, have the class answer all together, have each

people or things the writer or speaker is talking about (ex. “this,” “that,” “these,”

student who answers designate the next person to answer, and to read sentences

and “those”). Write what each demonstrative pronoun is used for and leave these

out loud yourself while the students yell out answers as fast as possible.

definitions on the board throughout the class for easy reference.
2.For exercise A, explain to the students that they need to use subject pronouns to
2.Also similar to the previous page, give the students as many simple examples as

complete the sentences, and do the first one on the board as an example. Then

necessary for them to understand the grammar point. Again, write them on the

have them finish the sentences on their own, and ask the fastest students to write

board and highlight them as necessary.

their answers on the board.

3.When you feel that the students have a good grasp of the second grammar point,

3.For exercise B, put the students into pairs to finish the dialogues with the correct

draw their attention to exercise A. Call on students to describe the subject in each

pronouns. When all the pairs have finished, have the students play rock, paper,

picture as being near or far, singular or plural. Using those lead-ins, call on other

scissors to determine which pairs have to perform the dialogues in front of the

students to provide the demonstrative pronouns that should fill in the blanks in the

class.

sentences.

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4.For exercise C, ask for six volunteers (or call on six students if none of them are
willing) to come up to the board and change the given sentences from singular
to plural and vice versa. As they do that, have all the other students work on the
exercise on their own. Edit the sentences on the board as needed.

Extra Materials: Online Test and Workbook
1.If needed, you can use the online unit tests at www.ibuildandgrow.com (For Teachers
→ Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how
much of the grammar the students have understood. Treat them like you would any
normal test to ensure the best assessment.
2.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.

1.Emphasize to the students that exercise A in this section ties the grammar they

have learned into practical writing for the future. As such, have the students fill in
the blanks on their own from the words in the boxes. When everyone is finished,
have the students read through the exercise out loud all together or in turns.
2.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.
3.Extra Idea (optional):
Have the students write short paragraphs about five sentences long similar to
exercise A about their family members. Encourage them to use as many pronouns
in as many ways as possible. When all the students are finished, have them present
their paragraphs at the front of the class.

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

Grammar Space 1 • Teacher’s Guide

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Unit 4 |

Possessives

4.Extra Idea for Vocabulary Practice (optional): Scramble for Words
Prepare small cards with the unit’s keywords on half of them and their meanings on
the other half before class. Erase the keywords and their definitions on the board,
and then spread all the cards out on a table or the floor. Have the students come
over and pick out two cards that match to stick on the board. Continue the activity
until there are no cards left on the floor.

Unit Objectives:
1.The students will learn about possessive adjectives and possessive pronouns.
2.The students will complete simple exercises to familiarize themselves with the key
grammar points.
3.The students will identify and correct simple mistakes related to the key grammar
points.
4.The students will apply their new grammar knowledge in a practical setting.

Grammar Point 1
1.Use the chart and pictures in the box at the top of the page to help you explain
what possessive adjectives are to the students. Write on the board that a
possessive adjective comes before a noun and tells who the noun belongs to (ex.
“my,” “your,” “his,” “our,” etc.). Go through all the possessive adjectives and leave
their definitions on the board throughout the class for easy reference.

LESSON GUIDE

2.Give the students as many simple examples as necessary for them to understand

Introduction

the grammar point. Make sure to write these on the board using different colors, if

1.Before starting the day’s lesson, go around the room and ask each student a
question to answer using the previous lesson’s grammar as a review (pronouns, ex.
“Where is

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.

?”).
3.When you feel that the students have a good grasp of the grammar point, draw their

2.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. Explain to the students that they need to write the nouns
with the correct possessive adjectives in front of them. Do the first phrase together
and then let the students finish the exercise on their own. If you want, ask the

3.Scan the unit before class and identify any words that your students may not

fastest students to write the answers on the board for you.

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.

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4.For each question in exercise B, go around the room and have a student read

students to say the corresponding possessive adjectives. For the possessive

the first sentence out loud. Then have the whole class yell out what possessive

adjective flashcards, tell the students to say the corresponding possessive

adjective that sentence’s subject changes to, and have the same student read the

pronouns. Start on one end of the room and have a pair of students compete to

second sentence with that adjective in the blank.

say the answer to the flashcard you show them. Then have the winner compete with
the next student, and so on until you have gone all the way around the room and/or
used all your flashcards.

Grammar Point 2
1.Like the previous page, use the chart and pictures at the top of the page to help
you explain what possessive pronouns are to the students. Write on the board that
a possessive pronoun shows possession and can replace both the possessive

Practice
1.As you work through the additional practice exercises, walk around the classroom

adjective and its noun (ex. “mine,” “yours,” “hers,” “theirs,” etc.). Go through all the

and encourage the students to ask you questions if they ever get confused. Also,

possessive pronouns and leave their definitions on the board throughout the class

make sure to always check each exercise and explain any common errors so that

for easy reference.

the students can correct their answers and learn from their mistakes. Finally, vary
the way you elicit answers from the students to keep the class interesting. Some

2.Also similar to the previous page, give the students as many simple examples as

methods for this are to call on students at random, go around the room so that

necessary for them to understand the grammar point. Again, write them on the

students take turns answering, have the class answer all together, have each

board and highlight them as necessary.

student who answers designate the next person to answer, and to read sentences
out loud yourself while the students yell out answers as fast as possible.

3.When you feel that the students have a good grasp of the second grammar point,

draw their attention to exercise A. Change the first phrase to a possessive pronoun
as an example, then let the students finish the rest of them on their own.

2.For exercise A, demonstrate on the board how to fill in the first sentence with a
possessive adjective and change it to the second sentence with a possessive
pronoun. Then call up five students to the board and have them write the rest of the

4.For exercise B, put the students in pairs and have them complete the dialogue by

sentences on there while the other students do the exercise on their own.

practicing it twice so that each of them has a chance to speak through each role.
Then call on different pairs to perform the dialogues in front of the class.

3.For each dialogue in exercise B, have one student ask another student the question
with the correct possessive included. Have the second student give the answer with

5.Extra Idea (optional):

the correct possessive included as well. Change students between dialogues and

Make a set of flashcards with various subjects and a set of flashcards with

make sure all the other students are listening and completing the exercise on their

possessive adjectives on them before class. For the subject flashcards, tell the

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own.

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4.For exercise C, go through the example on the board and then have the students do
the exercise on their own. Tell them that you will give the fastest student to correctly
finish the exercise a small reward (ex. a piece of candy).

Extra Materials: Online Test and Workbook
1.If needed, you can use the online unit tests at www.ibuildandgrow.com (For Teachers
→ Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how
much of the grammar the students have understood. Treat them like you would any
normal test to ensure the best assessment.
2.It is recommended to assign the corresponding workbook unit as homework so the

Grammar for Writing
1.Emphasize to the students that exercise A in this section ties the grammar they

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.

have learned into practical writing for the future. As such, have the students fill
in the blanks on their own using the words in the boxes and/or possessives as
needed. When everyone is finished, have the students read through the exercise
out loud all together or in turns.
2.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.
3.Extra Idea (optional):
Have the students pull out three or more objects from their backpacks and write
a few sentences about them in the style of exercise A. For advanced classes,
have them write about other students’ possessions as well. Edit their sentences
and have the students take turns presenting them at the front of the class when
everyone is finished.

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ANSWER KEY: STUDENT BOOK

34

ANSWER KEY: WORKBOOK

Grammar Space 1 • Teacher’s Guide

35


Unit 5 |

Present Simple: The

Verb Be

3.Scan the unit before class and identify any words that your students may not
understand. Then at the start of class, post pictures or write simple definitions of
the words on the side on the board for the students to refer back to throughout the
class.
4.Extra Idea for Vocabulary Practice (optional): Word Lottery
Prepare small slips of paper with any vocabulary words from this unit written on
them. Put them in a hat or bowl. Have a student come to the front of the class and
pull out a word. Tell the student to read the word out loud and use it in a sentence.
Repeat until all the words have been used.

Unit Objectives:
1.The students will learn about the positive, negative, and yes/no question forms of
be in the present simple.
2.The students will complete simple exercises to familiarize themselves with the key
grammar points.
3.The students will identify and correct simple mistakes related to the key grammar
points.

Grammar Point 1
1.Use the chart and pictures at the top of the page to help you explain what the verb

4.The students will apply their new grammar knowledge in a practical setting.

be is in its positive and negative forms (ex. “is,” “are,” “is not,” “aren’t,” etc.). Show
how the verb changes with different subjects and how to write it in its long and
short negative forms.
2.Give the students as many simple examples as necessary for them to understand

LESSON GUIDE

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

Introduction

to give you example topics to make this portion of the lesson more interactive.

1.Before starting the day’s lesson, go around the room and ask each student a
question to answer using the previous lesson’s grammar as a review (possessive
adjectives and possessive pronouns, ex. “Whose is

?”).

3.When you feel that the students have a good grasp of the grammar point, draw their
attention to exercise A. Explain to the students that they need to choose the correct
forms of be for the sentences, and demonstrate the first problem on the board as

2.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.

36

an example. Have the students finish the rest of the problems on their own and
then have all the students read the sentences out loud together.

Grammar Space 1 • Teacher’s Guide

37

4.For exercise B, ask different students to read the sentences out loud and identify
their subjects. Have all the students underline the subjects as this happens, and

5.Extra Idea (optional):
Have all the students write down three different be questions on slips of paper

then tell them to write the subjects in their short forms after you do the first one as

and put them into a bag or hat. Then have them take turns drawing the questions

an example on the board.

out, reading them out loud, and answering them in full sentences. If any of the
questions have mistakes in them, have the students that picked them identify and
fix them.

Grammar Point 2
1.Like the previous page, use the chart to help you explain how to form yes/no
questions with the verb be (ex. “Am I …?” “Are you …?” “Is she …?” etc.). Make it
clear that be has to come before the subject in questions, but after the subject in
answers.

Practice
1.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,

2.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

3.When you feel that the students have a good grasp of the second grammar point,

students take turns answering, have the class answer all together, have each

draw their attention to exercise A. Demonstrate on the board how to figure out the

student who answers designate the next person to answer, and to read sentences

start of a question based off of its answer. Then put the students in pairs and have

out loud yourself while the students yell out answers as fast as possible.

them complete the exercise together. Call on different pairs to read the dialogues
out loud when you go over the answers.

2.For exercise A, have different students describe the pictures. Then use the first
problem to show the students how to complete the sentences with the verb be,

4.For exercise B, ask different students to describe the pictures, and then ask the

questions yourself for all the students to answer together. Once the students have

and have them finish the exercise on their own. Have all the students read the
sentences out loud together to check them.

finished the exercise, have them practice the dialogues on both sides in pairs.
3.For exercise B, demonstrate how to make a full sentence from the phrases in the
first problem. Then ask five students to come up and make the next five sentences
on the board while the rest of the class goes through the exercise.

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Grammar Space 1 • Teacher’s Guide

39


4.For exercise C, complete the first dialogue as a class on the board. Then split the
students into pairs to finish the next three dialogues. After they complete them, tell
them to practice them out loud, switch roles, and practice them again.

Extra Materials: Online Test and Workbook
1.If needed, you can use the online unit tests at www.ibuildandgrow.com (For Teachers
→ Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how
much of the grammar the students have understood. Treat them like you would any
normal test to ensure the best assessment.
2.It is recommended to assign the corresponding workbook unit as homework so the

Grammar for Writing
1.Emphasize to the students that exercise A in this section ties the grammar they

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.

have learned into practical writing for the future. As such, have the students fill in
the blanks on their own using pronouns and the verb be. When everyone is finished,
have the students read through the exercise out loud all together or in turns.
2.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.
3.Extra Idea (optional):
Have the students ask two of their classmates what their age and hobbies are.
Then have them write a few sentences each about themselves and their classmates
in the style of exercise A. Edit their sentences and have the students take turns
presenting them at the front of the class when everyone is finished.

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Grammar Space 1 • Teacher’s Guide

41


ANSWER KEY: STUDENT BOOK

42

ANSWER KEY: WORKBOOK

Grammar Space 1 • Teacher’s Guide

43


Unit 6 |

Present Simple 1

4.Extra Idea for Vocabulary Practice (optional): Draw Something
Prepare small slips of paper with any vocabulary words you want to highlight. Put the
slips in a hat or bowl. Divide the class into two teams and ask one member from
each team to come up to the front. Have one of them pick a word from the bowl
or hat and show it to the other student. Split the board into two halves, and have
the students draw pictures that will help their teams guess the word (no letters or
numbers allowed). The team that guesses the word first gets a point. Repeat until

Unit Objectives:

all the keywords have been used.

1.The students will learn about the present simple and its negative form.
2.The students will complete simple exercises to familiarize themselves with the key
grammar points.
3.The students will identify and correct simple mistakes related to the key grammar
points.
4.The students will apply their new grammar knowledge in a practical setting.

Grammar Point 1

1.Use the charts and pictures at the top of the page to help you explain the present
simple to the students. Write on the board that the present simple describes facts
or habits that a subject has or does now (ex. “He wakes up late.” “They eat pizza

LESSON GUIDE
Introduction

on the weekend.”). Go through how to conjugate most verbs into the present simple
on the board. Leave these definitions on the board throughout the class for easy
reference.

1.Before starting the day’s lesson, go around the room and ask each student a

2.Give the students as many simple examples as necessary for them to understand

question to answer using the previous lesson’s grammar as a review (present

the grammar point. Make sure to write these on the board using different colors, if

simple: the verb be, ex. “What is this?”).

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.

2.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.

3.When you feel that the students have a good grasp of the grammar point, draw their
attention to exercise A. Explain to the students that they need to choose which form

3.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

of the verb is correct and circle it. Have them do this individually, and then call on
different students for the answers afterward.

the words on the side on the board for the students to refer back to throughout the
class.

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Grammar Space 1 • Teacher’s Guide

45


4.For exercise B, go through the first sentence on the board as a class. Split the
students into pairs to finish the rest of the exercise, and then have a few students

5.Extra Idea (optional):
Make several groups of flashcards: one with lots of subjects, one with lots of verbs,

give the answers. If you like, a student that gives an answer can choose the next

and one with lots of objects and complements. Have the students all choose one

student to answer to make it more interesting.

from each group and make them into a sentence on the board. Then have them
change them into negative sentences right underneath. Go through and correct any

5.The PLUS+ box to the right can be explained at your own discretion between

spelling or grammar mistakes that you find.

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.

Grammar Point 2

Practice
1.As you work through the additional practice exercises, walk around the classroom

1.Like the previous page, use the chart to help you explain how to make negative

and encourage the students to ask you questions if they ever get confused. Also,

sentences in the present simple with do not or does not (ex. “He doesn’t eat

make sure to always check each exercise and explain any common errors so that

vegetable.”). Also explain how to make the short forms don’t and doesn’t. Leave

the students can correct their answers and learn from their mistakes. Finally, vary

these definitions on the board throughout the class for easy reference.

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

2.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

student who answers designate the next person to answer, and to read sentences

board and highlight them as necessary.

out loud yourself while the students yell out answers as fast as possible.

3.When you feel that the students have a good grasp of the second grammar point,

2.For exercise A, have several students thoroughly describe who is in the pictures

draw their attention to exercise A. Tell them to choose the best-fitting word like they

and what they are doing. Then have the students choose the best verb from the

did on the previous page. Then pull names out of a hat to determine who has to

word box to complete each sentence. Have the students check a partner’s answers

answer each question.

before going over them on the board.

4.For exercise B, demonstrate how to make the positive sentences into negative

46

students take turns answering, have the class answer all together, have each

3.For each sentence in exercise B, ask the students what is wrong with it and pick

sentences with the first problem. Then put the students into pairs and have them

someone who knows the answer. If the answer is correct, have that student rewrite

finish the exercise together. Tell them that the fastest pair to finish all the questions

the full sentence on the board while you ask the students about the next question,

correctly will get a small reward (ex. a piece of candy each).

and so on. Check the sentences on the board for any mistakes in grammar or

Grammar Space 1 • Teacher’s Guide

47


spelling before you continue.
4.For exercise C, explain why the word but means a change between positive and
negative or vice versa. Then demonstrate on the board how to fill in the sentences
in the first problem. Have the students finish the rest of the problems on their own
before you check them all together.

Extra Materials: Online Test and Workbook
1.If needed, you can use the online unit tests at www.ibuildandgrow.com (For Teachers
→ Test Sheets → Grammar → Grammar Space 1) at the end of class to assess how
much of the grammar the students have understood. Treat them like you would any

normal test to ensure the best assessment.
2.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
1.Emphasize to the students that exercise A in this section ties the grammar they
have learned into practical writing for the future. Before they start writing, go through
the chart with them so that they understand which kids have which habits. Then
have the students fill in the blanks on their own with the right positive or negative
forms of the verbs from the chart. When everyone is finished, have the students
read through the exercise out loud all together or in turns.
2.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.
3.Extra Idea (optional):
Have the students ask two of their classmates about their sleeping habits (go to
bed early, wake up early, sleep more than eight hours, etc.). Tell them to make a
simple chart about them like the one in exercise A if it helps them remember their
classmates’ answers. Then have them write a short paragraph stating the habits of
their classmates and themselves. Edit their paragraphs and have the students take
turns presenting them at the front of the class when everyone is finished.

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Grammar Space 1 • Teacher’s Guide

49