Grammar space kids 3 teacher guide

Teacher’s Guide

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Grammar Space Kids 3

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Grammar Space Kids Teacher’s Guide 3

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an or no article (depending on whether the object is a count noun or noncount noun).

Unit 01 |

The cookie is big.

The second sentence will start with “the.” Have other students do the same thing.
Let the students practice the grammar points with the Grammar Cards. The Grammar
Cards can be found at the back of the student book. Tell the students to remove the
Unit 1 Grammar Cards from their student books. Have them work with a partner or
individually to fill in the missing information on the cards (they can either write the
missing information or simply say it). Tell the students to work with a partner to ask

Unit Objectives:


1.Students will learn about nouns and articles.

2.Students will be able to understand how to use count and noncount nouns.



3.Students will be able understand when to use “the” before nouns.

and answer questions about the cards.
After they have finished practicing with the grammar cards, ask the students to fill in
the chart at the bottom of page 6. Check the answers as a class.

Check Up

LESSON GUIDE



to the correct nouns. Check the answers as a class.

Grammar Board
Have the students look at the Grammar Board. Read the count nouns together as

1.Read the nouns together as a class. Tell the students to match “a”, “an”, and “X”



2.Look at the pictures as a class. What do the students see in each picture? Ask

a class. Explain that we can count a count noun with numbers. Read the noncount

the students to read the sentences and circle the correct articles. Check the

nouns as a class. Explain to the students that we cannot count a noncount noun with

answers as a class.

numbers. Look at the “the + Nouns” section as a class. Explain that we use “a” and
“an” before singular nouns. “The” can be used before a singular or plural noun when
we talk about a specific thing.

Extra Idea (optional):
Tell the class to close their eyes. Pick up two things from the classroom and put them
behind your back. Ask the students to open their eyes. Choose one student and tell
them to say “left” or “right.” They will describe the object you’re holding in that hand.
Tell them to say two sentences about the object. The first sentence will start with a/

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Practice


1.Look at the picture as a class. What do the students see in the picture? Do they
want to eat any of the food on the table? Tell the students to look at the picture
and put the words in the correct boxes. Check the answers as a class.

Grammar Space Kids Teacher’s Guide 3

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Extra Idea (optional):

students. Hand the test out and ask the students to answer the questions on their

Write the words from the activity on pieces of paper and put them on a desk at the

own. Have the students work with a partner to check their test sheets, check the

front of the class. Draw three columns on the board and write “a”, “an” and “X” in

answers as a class, or collect the test sheets and grade them on your own. If the

them. Split the class into two teams. Tell the first team that one student will run

students struggled with any of the test questions, review the material before class

to the desk, pick up one of the pieces of paper, and put it in the correct column.

ends.

They will them tag the next student who will do the same thing. The team will keep
doing this until all the pieces of paper are in the correct columns. Then the second
team will do it. Time both teams to see how long it takes them to finish. The team
with the faster time is the winner.


2.Tell the students to write sentences about the picture from the first activity. Check
the answers as a class.

3.Look at the pictures as a class. What do the students see in the pictures? Tell
the students to use the pictures and the nouns under the activity to complete the
sentences. Check the answers as a class.

Extra Idea (optional):
Have the girls read the sentences out loud together. Time them to see how fast
they can do it. Then have the boys do the same thing. Who had the faster time,
the boys or the girls?

Review


1.Write a/an/the/X on the board. Review when to use each of the articles with the
class. Then call out some words and ask the students which article they would
use. Have the students look at Robo’s Note. Tell them to read the sentences and
circle the correct articles. Check the answers as a class.



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2.Print off enough unit review tests from for all the

Grammar Space Kids Teacher’s Guide 3

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

Grammar Space Kids Teacher’s Guide 3

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After they have finished practicing with the grammar cards, ask the students to fill in

Unit 02 |

There is some cheese.

the chart at the bottom of page 10. Check the answers as a class.

Check Up

Unit Objectives:





1.Students will learn about there and the verb be.

2.Students will be able to understand how to use “There is” and “There are” with
count nouns and “There is” with noncount nouns.



3. Students will be able to understand how to use “some” before plural nouns and

1.Tell the students to match “There is” and “There are” to the correct nouns. Check
the answers as a class. Have the students look around the classroom. Can they
see other nouns that could go with the “There is” or “There are” magnets?



2.Look at the pictures as a class. What do the students see in each picture? Ask
the students to read the sentences and color the correct words. Check the

noncount nouns.

answers as a class.

Extra Idea (optional):
Put the pictures from the activity and other pictures of singular, plural, and noncount
nouns in a box. Have the students take turns pulling a picture out of the box. Ask
them to use “There is” or “There are” to make a sentence about the noun in the

LESSON GUIDE

picture.

Grammar Board
Have the students look at the Grammar Board. Read the sentences in the There is/
are + Count Nouns section as a class.

Explain to the students that we use “there is”

for singular nouns and “there are” for plural nouns. Tell them we use “a” for singular
nouns and we can use “some” for plural nouns. Look at the There is + Noncount
Nouns section as a class. Tell them we can use “some” with noncount nouns as well.

Practice


1.Tell the students to read the sentences and fill in the blanks with a, an, or some.
Check the answers as a class.

Let the students practice the grammar points with the Grammar Cards. Have them
work with a partner or individually to fill in the missing information on the cards (they

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2.Look at the pictures as a class. What do the students see in each picture? Ask

can either write the missing information or simply say it). Tell the students to work

the students to write is or are and match the sentences to the pictures. Check the

with a partner to ask and answer questions about the cards.

answers as a class.

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Extra Idea (optional):

ANSWER KEY: STUDENT BOOK

Play tic-tac-toe. Draw a 3 X 3 grid on the board and write the foods from the activity
and three other plural or noncount foods in the squares. Split the students into two
teams (team X and team O). Give a student from one team a foam ball and ask
them to throw it at the grid. If they hit one of the squares, tell them to use “There
is” or “There are” and “some” to talk about the food item. Then ask them to put
their team’s symbol (X or O) in the square. The first team to make a straight line
with three of their symbols is the winner.


3.Look at the picture as a class. What can the students see in the picture? Do they
think the children will have a good meal? Ask the students to use the picture to
complete the sentences.

Extra Idea (optional):
Have the students draw their own table of food. When they are finished their
picture, tell them to write sentences about the food that is the on table using “There
is” and “There are.”

Review


1.Write “There is” and “There are” on the board. Ask the students to make some
sentences with both of them. Then have them look at Robo’s Note. Ask the
students to complete the three sentences. Check the answers as a class.



2.Print off enough unit review tests from for all the
students. Hand the test out and ask the students to answer the questions on their
own. Have the students work with a partner to check their test sheets, check the
answers as a class, or collect the test sheets and grade them on your own. If the
students struggled with any of the test questions, review the material before class
ends.

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ANSWER KEY: WORKBOOK

Unit 03 |

She isn’t a doctor.

Unit Objectives:


1.Students will learn about the verb be.



2.Students will be able to understand how to use the verb be properly.



3.Students will be able to make negative sentences with be verbs and ask yes/no
questions with be verbs.

LESSON GUIDE
Grammar Board
Have the students look at the Grammar Board. Look at the pictures and read the
sentences as a class. Explain to the students that the verb be tells who, what, or
where the subject is. Tell them that to make a yes/no question with the verb be,
we put the verb be before the subject. Teach them that they can make negative
sentences with be verbs by placing the word “not” after the verb be.
Let the students practice the grammar points with the Grammar Cards. Tell the
students to remove the Grammar Cards for the unit from their student books. Have
them work with a partner or individually to fill in the missing information on the cards
(they can either write the missing information or simply say it). Tell the students to
work with a partner to ask and answer questions about the cards.

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After they have finished practicing with the grammar cards, read the chart at the
bottom of page 14 together as a class. Have the students practice using the
structures with other nouns as well.

Practice


1.Tell the students to look at the pictures and read the sentences. Ask them to
complete the sentences with is/isn’t or are/aren’t. Check the answers as a class.

Extra Idea (optional):
Put both of the pictures from the activity on different sides of the board and

Check Up

write their sentences next to them. Draw a line where the verb be goes in each



back of the class. Tell the students that when you say “Go!” the first student will

sentence. Have the students work in groups of four. Have two groups stand at the

1.Look at the pictures as a class. What do the students see in the pictures? Tell the
students to read the sentences and circle the correct words. Check the answers as

run to the front and complete the first sentence. They will then tag their teammate

a class.

who will finish the second sentence. The teams will keep doing this until all the
sentences are finished. The team that finishes first is the winner.

Extra Idea (optional):
Play hangman with the sentences from the activity. Ask the students to close their



2.Look at the pictures as a class. What do the students see? Tell the students to
read the questions and complete the answers. Check the answers as a class.

books. Choose one of the sentences and write dashes on the board. The number
of dashes will match the number of letters in the sentence. Students then have
to call out letters, with too many wrong answers leading to the completion of the



3.Look at the job pictures as a class. Which of the jobs do the students think is the
most fun? What job do they want to have when they grow up? Ask the students

gallows.

to match the children to the jobs and complete the sentences and questions. Tell


them that they can choose which job each of the children will have. Have them

2.Look at the pictures as a class. What do the students see in the pictures? Tell the

check their answers with a partner.

students to read the questions and put check marks next to the correct answers.
Check the answers as a class.

Extra Idea (optional):
Make flashcards with the pictures and questions from the activity. Put the
flashcards in a pile and shuffle them. Have the students work with a partner. Give
the flashcards to one pair of students. Tell one student to ask the questions and
their partner with answer them. Time how long it takes them to finish. After they
have finished, give the flashcards to another pair. Whichever pair of students can
say all the sentences the fastest is the winner.

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Review


1.Write “is” and “isn’t” on the board. Have the students make some questions
with “is” and ask them to make some sentences with “is” and “isn’t”. Have the
students look at Robo’s Note. Tell them to complete the question and answers.
Check the answers as a class.

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2.Print off enough unit review tests from for all the

ANSWER KEY: STUDENT BOOK

students. Hand the test out and ask the students to answer the questions on their
own. Have the students work with a partner to check their test sheets, check the
answers as a class, or collect the test sheets and grade them on your own. If the
students struggled with any of the test questions, review the material before class
ends.

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ANSWER KEY: WORKBOOK

Unit 04 |

Test Your Grammar
(Units 01-03)

Unit Objectives:

1.Students will be able to check their understanding of the three previous units.



2.Students will be able to use nouns and articles, make sentences with “there” and
the verb be, ask yes/no questions with the verb be, and make negative sentences
with the verb be.

LESSON GUIDE
Test Your Grammar
Before starting the test, have the students go through the Grammar Cards from the
previous three units to review what they have learned. Tell the students to work with a
partner to ask and answer questions about the cards.
Ask the students to open their student books to Unit 4. Explain what they need to
do in each section of the test. Then ask them to answer all of the questions. When
everyone is finished, you can check the answers as a class or have the students
exchange books with a partner and check the answers that way. If the students
struggled with any of the test questions, review the material before moving on.

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Grammar in Writing

ANSWER KEY: STUDENT BOOK

Ask the students about the picture. What do they see in the picture? What are all the
pigs doing? Tell the students to look at the questions underneath the story. Ask them
to circle the correct answers in questions 1–2 and to fill in the blanks in questions 3–5
to complete the story. Check the answers as a class.

It’s Your Turn
Ask the students to look at the picture. What do they see in the picture? What do
they think is happening? Ask the students to use the picture to help them fill in the
blanks and complete the story. Check the answers as a class.

Extra Idea (optional):
Have the children draw a picture of them and their friend in their kitchen. Tell the
students to use the activity as a guideline and to write about them and their friend.
Have the students take turns showing their pictures and reading their stories to the
class.

Review
Have the students play some fun card games with the Grammar Cards from units
1–3 to continue practicing what they have learned. Here’s one game idea. Have the
students work in pairs. Ask them to put one set of their Grammar Cards in a pile and
shuffle them. They can take turns choosing cards and asking each other about them.
The pair that finishes asking about all their cards the fastest is the winner.

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ANSWER KEY: WORKBOOK

Unit 05 |

She walks to school.

Unit Objectives:


1.Students will learn about the present simple (positive and negative).



2.Students will be able to understand how to change the forms of verbs depending on
the subjects.



3.Students will be able to use don’t and doesn’t.

LESSON GUIDE
Grammar Board
Have the students look at the Grammar Board. Look at the pictures and read the
sentences as a class. Explain to the students that when using verbs in the present
simple, their forms stay the same with the subjects I, you, we, and they. But when the
subject is he, she, or it, the verb forms change. Also tell the students that to make
negative sentences in the present simple, we use “don’t” for I, you, we, and they and
“doesn’t” for he, she, and it. Tell the students that when making negative sentences
in the present simple, the verb doesn’t change.

Extra Idea (optional):
Split the class into two teams. Have one team read the first sentence from the I/you/
we/they section. Encourage them to change their voice by making it louder, quieter,

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higher, lower, etc. Then ask the second team to read the first sentence from the he/
she/it section. Tell them to read it the same way that the first team did.

Practice


1.Read the words at the top of the chart together as a class. Ask the students to say

Let the students practice the grammar points with the Grammar Cards. Tell the

which of the things they have and don’t have. Tell the students to use the chart to

students to remove the Grammar Cards for the unit from their student books. Have

complete the sentences. Check the answers as a class.

them work with a partner or individually to fill in the missing information on the cards
(they can either write the missing information or simply say it). Tell the students to

2.Look at the pictures as a class. What do the students see in each picture? Ask
the students to read the sentences and fill in the blanks with don’t or doesn’t.

work with a partner to ask and answer questions about the cards.

Check the answers as a class.
After they have finished practicing with the grammar cards, ask the students to fill in
the chart at the bottom of page 22. Check the answers as a class.



3.Look at the pictures at the top of the page. What do the students see? Do the
students play any instruments? Do they have any pets? Tell the students to use
the pictures to help them complete the sentences. Check the answers as a class.

Extra Idea (optional):

Check Up


Have the students work in pairs. Give each pair a die. Tell the first student to
read sentences 1–3. Have them roll the die before reading each sentence. If the
die lands on an even number, their answer will be positive. If it lands on an odd

1.Read the verbs on the balloons as a class. Then ask the students to match the

number, their answer will be negative. Have the second student do the same thing

verbs to the correct subjects. Check the answers as a class.

with sentences 4–6.

Extra Idea (optional):
Write all 10 of the verbs on the board. Give a student a balloon and ask them
to keeping hitting it in the air while saying all the verbs with both subjects (for
example, “I read. Tom reads.”) Can they make it through all of the verbs without
dropping the balloon? Let other the other students try to do it as well.


2.Look at the pictures as a class. What do the students see in each picture? Ask

Review


1.Write several verbs on the board. Give the students different subjects and ask

the students to read the sentences and circle the correct words. Check the

them to make positive and negative sentences with the verbs. Have the students

answers as a class.

look at Robo’s Note. Tell the students to read the sentences and fill in the blanks
with the correct words. Check the answers as a class.


2.Print off enough unit review tests from for all the
students. Hand the test out and ask the students to answer the questions on their

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own. Have the students work with a partner to check their test sheets, check the

ANSWER KEY: STUDENT BOOK

answers as a class, or collect the test sheets and grade them on your own. If the
students struggled with any of the test questions, review the material before class
ends.

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ANSWER KEY: WORKBOOK

Unit 06 |

Does he go to bed at
9:30?

Unit Objectives:


1.Students will learn about making questions in the present simple.



2.Students will be able to understand how to make questions with do and does.



3.Students will be able to answer yes/no questions in the present simple.

LESSON GUIDE
Grammar Board
Have the students look at the Grammar Board. Look at the pictures in the I/you/we/
they section and read the questions and answers as a class. Explain to the students
that to make a yes/no question in the present simple, we place “do” before the
subject when it is I, you, we, or they. When answering the questions, we use “do” for
yes and “don’t” for no. Then look at the pictures in the he/she/it section and read
the questions and answers as a class. Explain to the students that to make a yes/no
question in the present simple, we place “does” before the subject when it is he, she,
or it. When answering the questions, we use “does” for yes and “doesn’t” for no.

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Extra Idea (optional):

students to read the questions and put check marks next to the correct answers.

Make individual flashcards with all the photos and sentences on them. Write the

Check the answers as a class. Afterwards, have the students take turns asking

questions for the pairs at the top of each of the flashcards. Spread the flashcards

each other the questions and answering them with their own information.

all over the board facedown. Split the students into two teams. Have one of the
students come to the front and turn over two of the flashcards. Tell them to read the
question and sentence on each of the flashcards. If the two sentences match, the
student scores a point for their team.
Let the students practice with the Grammar Cards. Tell the students to remove the
Grammar Cards for the unit from their student books. Have them work with a partner

Practice


1.Look at the pictures as a class. What do the students see in each picture? Tell the

or individually to fill in the missing information on the cards (they can either write the

students to follow the lines matching the subjects to the pictures and then answer

missing information or simply say it). Tell the students to work with a partner to ask

the questions. Check the answers as a class.

and answer questions about the cards.

Extra Idea (optional):
After they have finished practicing with the grammar cards, ask the students to fill in

Make flashcards for the four pictures from the activity on them. Show the students
one of the flashcards and then choose three students to come to the front of the

the chart at the bottom of page 26. Check the answers as a class.

class. Have the three students stand close together and tell them to pass the
flashcard behind their backs until you say “stop.” Have the students sitting down
try to guess which student is holding the flashcard. Point to one of the students
and ask “Does (name) teach English?” If the students think the person is holding
the English flashcard they will answer “Yes, he/she does.” If they don’t think the

Check Up


person is holding the English flashcard they will answer “No, he/she doesn’t.”

1.Ask the students to read the questions and circle the correct words. Then have
them match the questions to the correct answers. Check the answers as a class.



2.Tell the students to fill in the blanks in the questions and answers to complete the

dialogues. Check the answers as a class.

Extra Idea (optional):
Play hangman with the questions from the activity. Ask the students to close their



3.Look at the pictures at the top of the activity as a class. What do the students

books. Choose one of the questions and write dashes on the board. The number

think is happening in each picture? Read over the different action as a class.

of dashes will match the number of letters in the question. Students then have

Tell the students to write what time they do the actions at and then complete the

to call out letters, with too many wrong answers leading to the completion of the

dialogues. Have the students check their answers with a partner.

gallows.


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2.Look at the pictures as a class. What do the students see in each picture? Tell the

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Review


ANSWER KEY: STUDENT BOOK

1.Write “Do” and “Does” on the board. Ask the students to make some questions
using both words. Choose other students to answer the questions that are being
asked. Then have the students look at Robo’s Note. Ask them to complete the
questions and answers. Check the answers as a class.



2.Print off enough unit review tests from for all the
students. Hand the test out and ask the students to answer the questions on their
own. Have the students work with a partner to check their test sheets, check the
answers as a class, or collect the test sheets and grade them on your own. If the
students struggled with any of the test questions, review the material before class
ends.

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ANSWER KEY: WORKBOOK

Unit 07 |

He walks slowly.

Unit Objectives:


1.Students will learn about adverbs.



2.Students will be able to understand the forms and meanings of adverbs.

LESSON GUIDE
Grammar Board
Have the students look at the Grammar Board. Look at the pictures and read the
sentences as a class. Explain to the students that adverbs give more information
about verbs. An adverb describes how, when, or where something happens. Adverbs
usually come after verbs.

Extra Idea (optional):
Make flashcards with the pictures and sentences on them. Put the flashcards in a
pile and shuffle them. Give the flashcards to a student and time how long it takes
them to say all six of the sentences. After they have finished, ask another student to
do the same thing. Whoever can say all six sentences the fastest is the winner.
Let the students practice with the Grammar Cards. Tell the students to remove the
Grammar Cards for the unit from their student books. Have them work with a partner
or individually to fill in the missing information on the cards (they can either write the

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missing information or simply say it). Tell the students to work with a partner to ask

as a class.

and answer questions about the cards.

Extra Idea (optional):
After they have finished practicing with the grammar cards, ask the students to fill in

Look at the adverbs in the activity as a class. Can the students think of any

the chart at the bottom of page 30. Check the answers as a class.

opposite adverbs for those words? Write the adverbs and their opposites on the
board (for example, quietly–loudly). Encourage the students to think of some more
opposite adverbs as well. Read over the list a few times as a class. Then have the
students work in pairs. Give each pair a balloon and tell them to hit it back and
forth while saying the adverbs. Can they make it through all the opposites without

Check Up

1.Look at the pictures as a class. What can the students see in each picture? Tell

dropping the balloon?


3.Look at the pictures together as a class. What do the students see in each of

the students to match the pictures and the first parts of the sentences to the

the pictures? Tell them to use the pictures and the words on the right side of the

correct adverbs. Check the answers as a class.

activity to complete the sentences. Check the answers as a class.

2.Tell the students to read the sentences and circle the correct adverbs. Check the
answers as a class.

Extra Idea (optional):
Make a word search for the students with the adverbs from the two activities on
page 31. There are free programs that can be found online that will generate word

Review


1.Have the students work in pairs. Tell them to ask their partners what time they get
up and go to bed. Have each student stand up and tell the class what time their

searches using vocabulary inputted by teachers.

partner gets up and goes to bed at. The class will vote on whether the times are
early or late. Ask the students to look at Robo’s Note. Tell them to draw times
on the clocks and to write “early” or “late” to complete the sentences. Have the
students check their answers with a partner.

Practice


1.Read the adverbs at the top of the activity as a class. Ask the students to make



2.Print off enough unit review tests from for all the
students. Hand the test out and ask the students to answer the questions on their

their own sentences with the words. Then have the students look at the pictures

own. Have the students work with a partner to check their test sheets, check the

and complete the sentences with the words. Check the answers as a class.

answers as a class, or collect the test sheets and grade them on your own. If the
students struggled with any of the test questions, review the material before class



2.Read the words on the left side of the activity together as a class. Tell the students

ends.

to change the words into adverbs and complete the sentences. Check the answers

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

Grammar Space Kids Teacher’s Guide 3

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Unit 08 |

Test Your Grammar
(Units 05-07)

Grammar in Writing
Ask the students about the pictures. What do they see in the pictures? What do they
think is happening in each picture? Do they like going to the park, riding their bike,
and watching TV? Tell the students to circle the correct words and fill in the blanks to

complete the story.

Unit Objectives:

It’s Your Turn



1.Students will be able to check their understanding of the previous three units.

Ask the students to look at the pictures. What animal do they see in the pictures?



2.Students will be able to make positive and negative sentences in the present

What do they think the panda is doing in each picture? Tell the students to use the

simple, ask questions in the present simple, and use adverbs.

stickers on page 89 to complete the pictures. Then ask them to fill in the blanks to
complete the story.

Extra Idea (optional):
Have the students draw pictures and write about their own friend. Tell them to use the
activity as a guideline when making their pictures and writing their sentences. When

LESSON GUIDE

all the students are finished, have them take turns showing their pictures to the class

and reading their sentences.

Test Your Grammar
Before starting the test, have the students go through the Grammar Cards from the
previous three units to review what they have learned. Tell the students to work with a
partner to ask and answer questions about the cards.
Ask the students to open their student books to Unit 8. Explain what they need to
do in each section of the test. Then ask them to answer all of the questions. When
everyone is finished, you can check the answers as a class or have the students
exchange books with a partner and check the answers that way. If the students
struggled with any of the test questions, review the material before moving on.

42

Review
Have the students play some fun card games with the Grammar Cards from units
5–7 to continue practicing what they have learned. Here’s one game idea. Have the
students work in pairs. Ask them to put one set of their Grammar Cards in a pile and
shuffle them. They can take turns choosing cards and asking each other about them.
The pair that finishes asking about all their cards the fastest is the winner.

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ANSWER KEY: STUDENT BOOK

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ANSWER KEY: WORKBOOK

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point for their team.

Unit 09 |

Catch the ball.

Let the students practice the grammar points with the Grammar Cards. Tell the
students to remove the Grammar Cards for the unit from their student books. Have
them work with a partner or individually to fill in the missing information on the cards
(they can either write the missing information or simply say it). Tell the students to
work with a partner to ask and answer questions about the cards.

Unit Objectives:


1.Students will learn about imperatives.



2.Students will be able to understand how to make imperatives.

3.Students will be able to use imperatives properly.

After they have finished practicing with the grammar cards, ask the students to fill in
the chart at the bottom of page 38. Check the answers as a class.

Check Up


picture? Ask the students to read the sentences and match them with the correct

LESSON GUIDE

pictures. Check the answers as a class.

Grammar Board
Have the students look at the Grammar Board. Look at the pictures and read the

1.Look at the pictures as a class. What do the students think is happening in each

Extra Idea (optional):
Play “Simon Says” with the imperative sentences from the activity. If you say “Simon

sentences as a class. Explain to the students that imperative sentences are used

Says” before one of the sentences the students should do it. If you don’t say “Simon

to tell someone what to do. Base verbs are used in imperative sentences. Tell the

Says” the students shouldn’t do it. Use other imperative sentences in addition to

students that “don’t” is put before base verbs to make imperative sentences in the

the ones in the activity.

negative form.


2.Look at the pictures as a class. What do the students see in each picture? Ask

Extra Idea (optional):

the students to read the sentences and put check marks next to the correct

Make flashcards for each of the pictures on the Grammar Board. Put the flashcards

imperative sentences. Check the answers as a class.

on the board. Place two chairs in front of the board with a fly swatter on each chair.
Divide the class into two teams. Have one student from each team sit on the chairs
with their backs to the board. Say one of the sentences (for example, “Don’t eat it.”).
The first student to stand up and hit the correct picture with their fly swatter gets a

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Practice

ANSWER KEY: STUDENT BOOK

1.Ask the students how often they go the movie theater. When they go the movie
theater, what do they do first? Read the verbs on the right side of the activity as
a class. Ask the student to use the verbs to complete the sentences. Check the
answers as a class.



2.Have the students use the verbs at the top of the activity to complete the
sentences. Then ask them to write the number of each sentence next to the
correct picture. Check the answers as a class.



3.Look at the picture at the top of the page. What do the students see? What are all
the children doing? Tell the students to use the picture and the verbs at the bottom
of the activity to help them complete the sentences.

Extra Idea (optional):
Using the activity as a guideline, tell the students to think of some imperative
sentences that could be used as rules for the classroom. Write the imperative
sentences they say on the board.

Review


1.Have the students look at Robo’s Note. Tell them to complete the imperative

sentences. Check the answers as a class.



2.Print off enough unit review tests from for all the
students. Hand the test out and ask the students to answer the questions on their
own. Have the students work with a partner to check their test sheets, check the
answers as a class, or collect the test sheets and grade them on your own. If the
students struggled with any of the test questions, review the material before class
ends.

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