Grammar Space 2 - TG

m a r
Gram
Teachers Guide
Grammar Space 02
2 Grammar Space 2 Teachers Guide 3

3. Extra Idea for Vocabulary Practice (optional): Quiz Show
Unit 1 |
Nouns & Articles Split the students into two or three teams. Have a student from each team come to
the front of the class. Tell them that youre 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
used.
Unit Objectives:
1. The students will learn about singular nouns, plural nouns, the indefinite articles a
and an, and the definite article the.
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 Grammar Point 1
points.
1. The box at the top of the page introduces the units first grammar point. Use the
4. The students will apply their new grammar knowledge in a practical setting.
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
rules for plural nouns (i.e. normal nouns: add s; nouns ending in o, x, s, ch,
LESSON GUIDE 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
Introduction irregular nouns at the bottom of the chart for the students to memorize. Leave
1. Each unit opens with simple sentences that show the use of the units grammar 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. 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. Grammar Space 2 is not meant to be a vocabulary book and thus uses relatively possible, to highlight the different parts of the sentences. You can ask the students
simple vocabulary. However, you may find it useful to refresh certain words in your 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 3. 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

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.
5. For exercise B, tell the students to fill in the sentences with either a, an, or no
4. For exercise B, have the class read the sentences all together and then call on article at all if needed. Then have them finish the exercise on their own and call on
individual students to say how to make the incorrect word right again (including individual students to read through the sentences to check them.
spelling).
6. 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 2 Continue until all the students have had a chance to compete.
1. Similar to the previous page, this box introduces the units 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
1. As you work through the additional practice exercises, walk around the classroom
2. 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
3. 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. 2. 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
4. 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

sentences out loud when everyone is finished. 3. Extra Idea (optional):
Have the students describe their rooms in paragraphs about five sentences long
3. For exercise B, put the students into pairs and have them complete the dialogues similar to exercise A. Edit these paragraphs and have the students take turns
together with the correct articles or Xs to indicate no article. After they are finished, 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.
4. 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
Extra Materials: Online Test and Workbook
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. 1. 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.
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
Grammar for Writing 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 using articles and plural nouns. 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.

ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK

3. Grammar Space 2 is not meant to be a vocabulary book and thus uses relatively
Unit 2 |
Count & Noncount simple vocabulary. However, you may find it useful to refresh certain words in your
Nouns 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.
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
extend the time limit if necessary) to make as many sentences as possible using
Unit Objectives: 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.
1. The students will learn about count nouns, noncount nouns, and some and any.
The team with the most points wins the game.
grammar points.
3. The students will identify and correct simple mistakes related to the key grammar
points.
Grammar Point 1
LESSON GUIDE 1. The box at the top of the page introduces the units first grammar point. Use the
charts and pictures to help you explain what count nouns and noncount nouns
Introduction are to the students. Tell them that count nouns are nouns that we can count with
1. Before starting the days lesson, go around the room and ask each student a numbers, but that noncount nouns (ex. liquids) cannot be counted with numbers.
question to answer using the previous lessons grammar as a review (nouns and Go over the expressions used to express the amounts of noncount nouns (ex. a
articles, ex. What do you see? while holding various classroom objects). piece of paper). Leave these explanations on the board throughout the class for
easy reference.
2. Each unit opens with simple sentences that show the use of the units grammar
points. Ask one or two students to read the sentences out loud for the class, and 2. Give the students as many simple examples as necessary for them to understand
then write them on the board to refer to later. 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.

3. When you feel that the students have a good grasp of the grammar point, draw their 4. 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.
4. For exercise B, go through the pictures first and ask different students to describe 5. 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.
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 2 against the next one, and so on. Continue until all the cards have been used.
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.
Practice
2. Also similar to the previous page, give the students as many simple examples as 1. 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
3. When you feel that the students have a good grasp of the second grammar 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.

2. For exercise A, tell the students that they need to find the mistakes in the 3. Extra Idea (optional):
underlined parts of the sentences and correct them. Then have the first five Either choose a simple recipe for a common dish in your country or have the
students that finish go up to the board and write the sentences up there. students choose a favorite recipe of their own. Write the recipes ingredients on the
board as well as the measuring words used for any noncount nouns. Then have the
3. 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.
4. 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.
1. If needed, you can use the online unit tests at www.ibuildandgrow.com (For Teachers
Grammar for Writing 2. It is recommended to assign the corresponding workbook unit as homework so the
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
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.



Unit 3 |
Pronouns 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.
4. Extra Idea for Vocabulary Practice (optional): Guess the Word

Have the students work in groups of two to four. Give the students one minute to
look at the keywords and their definitions on the board. Then erase the definitions
Unit Objectives: and have each group write down what they think each word means. Call on different
1. The students will learn about subject and object pronouns, possessive adjectives, groups for answers and write the best definitions on the board.
and possessive pronouns.

grammar points.
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 units first grammar point. Use the
chart and pictures to help you explain what pronouns are to the students. Tell
them that they can use pronouns to replace nouns in their sentences. Explain that
LESSON GUIDE subject pronouns replace subjects (ex. Sarah sees Cathy. She sees Cathy.)
and that object pronouns replace objects (ex. Sarah sees Cathy. Sarah sees
Introduction her.). Leave these definitions on the board throughout the class for easy reference.
1. Before starting the days lesson, go around the room and ask each student a
question to answer using the previous lessons grammar as a review (count and 2. Give the students as many simple examples as necessary for them to understand
noncount nouns, some vs. any, ex. Do you have any pieces of paper?). 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 units 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 change the
3. Grammar Space 2 is not meant to be a vocabulary book and thus uses relatively underlined subjects into subject pronouns, and then have them finish the exercise
simple vocabulary. However, you may find it useful to refresh certain words in your on their own. Check the answers by reading the starting sentences and having the

class read the new sentences all together. underlined phrases in the sentences. If you like, you can also have the class go
back and reread the sentences with the pronouns instead.
4. For exercise B, have the students underline the objects in the starting sentences.
Then have them fill in the blanks in the second sentences with the correct object 5. Extra Idea (optional):
pronouns. Either call on individual students to read the sentences or have the class Go around the room and indicate an object for each student to make a sentence
read them all together to check them. with using a possessive adjective or pronoun (ex. This is my pencil. That bag is
his.). Once the students understand the idea, they can point out objects for other
students to make sentences with. Continue until you feel that the students are
comfortable with the grammar point.
Grammar Point 2
Use the chart and picture to help you explain what possessive adjectives and
possessive pronouns are to the students. Tell them that possessive adjectives
Practice
describe who a person, animal, place, or thing belongs to (ex. my, his, their, 1. As you work through the additional practice exercises, walk around the classroom
etc.), and that possessive pronouns replace possessive adjectives and their nouns and encourage the students to ask you questions if they ever get confused. Also,
(ex. mine, yours, hers, etc.). Leave these definitions on the board throughout make sure to always check each exercise and explain any common errors so that
the class for easy reference. 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 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. Tell the students that they need to complete 2. For exercise A, put the students in pairs and explain that they need to complete
the sentences with the correct possessive adjectives, and demonstrate the first the dialogues with the possessive pronouns and possessive adjectives of the given
problem on the board. Have the students finish the rest of the problems on their subjects. Demonstrate the first dialogue on the board if needed. Then have the
own. Then call on individual students to read them aloud. students finish and practice the rest of the dialogues together. If you want, you can
have some pairs perform the dialogues in front of the class.
4. For exercise B, have individual students read the starting sentences out loud,
but tell the entire class to yell out the possessive pronouns that can replace the 3. For exercise B, tell the students to underline the subjects and objects in each

first sentence. Then have them use those to figure out which pronouns to use in
the blanks of the second sentences. Check the sentences by calling on individual
students to read through them.
4. For exercise C, go over the family tree on the board, making sure to cover basic
family vocabulary until the students understand how to talk about the family tree.
Then have the students complete the sentences with the pronouns and possessive
adjectives in the box. Have the class read the sentences all together to check them.
practice with the students.
Grammar for Writing

have learned into practical writing for the future. Have the students look at the
picture and describe everything they see in it. Then have them fill in the blanks on
their own with pronouns and possessive adjectives. When everyone is finished,


Collect five or six items from the students and put them in front of the class
where all the students can see them. Make sure they know which items belong to
which students, and have them write paragraphs about five sentences long using
pronouns and possessive adjectives to describe the items in the style of exercise A.
Edit their paragraphs and have the students take turns presenting them at the front
of the class when everyone is finished.


Unit 4 |
Parts of a Sentence
4. Extra Idea for Vocabulary Practice (optional): Scramble for Words
Prepare small cards with the units 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 subjects, predicates, objects, and complements.
grammar points. Grammar Point 1
1. Use the chart and pictures to help you explain what subjects and predicates are
points.
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 predicates are everything else
after the subject (ex. She goes home.). Leave these explanations 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 possible, to highlight the different parts of the sentences. You can ask the students
1. Before starting the days lesson, go around the room and ask each student a to give you example topics to make this portion of the lesson more interactive.
question to answer using the previous lessons grammar as a review (pronouns and
possessives, ex. Whose is this?). 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 divide the subjects
2. Ask one or two students to read the sentences under the title out loud for the class, and predicates of the sentences with slashes (/). Have five students write the
and then write them on the board to refer to later. sentences on the board for you. Then go through each sentence on the board and
ask different students what the subjects are, what the predicates are, and where
3. Scan the unit before class and identify any words that your students may not the slashes should go.
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. For exercise B, tell the students to underline the subject in each sentence, and have 5. Extra Idea (optional):
them complete the exercise on their own. To check the exercise, have the class Make flashcards with simple sentences and underline either the subject, verb,
read the sentences together, but tell the students to put their hands in the air any object, or complement in them. Tell the students to shout out which part of the
time they read a subject. 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. Like the previous page, use the charts to help you explain more about predicates,
Practice
objects, and complements. Write on the board that predicates must have at least 1. As you work through the additional practice exercises, walk around the classroom
one verb. Also write that an object is the person or thing that receives the action of and encourage the students to ask you questions if they ever get confused. Also,
a verb (ex. Jeff listens to the CD.) and that a complement gives more information make sure to always check each exercise and explain any common errors so that
about the subject, usually after the verb be (ex. Anita is a funny person.). Leave the students can correct their answers and learn from their mistakes. Finally, vary
these explanations 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 students take turns answering, have the class answer all together, have each
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 the students write the numbers 1, 2, and 3 on small pieces
draw their attention to exercise A. Show them how to identify verbs and underline of paper. Then call on different students to read each sentence without putting the
predicates on the board. Then ask different students to come to the board and write verb in while the rest of the class holds up which number they think should have the
a sentence each with the verb circled and the predicate underlined while the rest of verb. After you give the answer for each sentence, have the class read through it all
the students work on the exercise on their own. together.
4. For exercise B, put the students into pairs and tell them to work together to circle 3. For exercise B, ask different students to write the exercises sentences on the
the verbs and identify the parts of each sentences predicate. Go through the board. Then go through each sentence as a class and have the students yell out
example on the board if necessary, making sure the students understand all the together whether the underlined parts are objects, complements, adverbs, and/or
grammar terms involved in the exercise. When the students are finished, call on prepositional phrases. You may have to briefly explain that adverbs describe verbs
different pairs to give you their answers. and prepositional phrases describe place directions to the students. Then have the

students write O, C, A, or P in the blanks to indicate what the underlined phrases
are.
4. For exercise C, tell the students that S stands for subject, V for verb, C for
complement, O for object, A for adverb, and P for prepositional phrase. Have them
match up the sentences with their sentence part breakdowns. Draw the matching
on the board when you check the answers.
Grammar for Writing

have learned into practical writing for the future. As such, have the students circle
the correct sentence parts on their own in each paragraph. After you have checked
the exercise, have the students read through it out loud all together or in turns.
2. For exercise B, tell the students to write the number of each underlined phrase in
the box that matches its sentence part type. After you check the answers, have the
students read through the paragraph all together.

Have the students write paragraphs about five sentences long on topics of their
choice (you may need to give them some suggestions). Then have them switch
paragraphs with another student and write S, V, O, C, A, and P above the subjects,
verbs, objects, complements, adverbs, and prepositional phrases in the other
students paragraph.


Unit 5 |
Present & Past Simple: the words on the side on the board for the students to refer back to throughout the
class.
The Verb Be 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 making positive sentences, negative sentences, and
yes/no questions in the present and past simple with the verb be.
2. The students will complete exercises to familiarize themselves with the key
1. Use the charts and picture to help you explain to the students that the verb be in
points.
the present simple tells who, what, or where the subject is (ex. The students are
hungry.). Also, explain that the students just need to put not after the verb be
to make negative sentences (ex. I am not sleepy.), and that they should put be
before subjects to make yes/no questions (ex. Is he happy?). Finally, point out
that is and are can be written as s and re after subjects, and that is not and are
LESSON GUIDE not can be shortened to isnt and arent. Leave these explanations on the board
throughout the class.
Introduction
1. Before starting the days lesson, go around the room and give each student a 2. Give the students as many simple examples as necessary for them to understand
sentence. Tell them to identify the parts of speech in it using the previous lessons the grammar point. Make sure to write these on the board using different colors, if
grammar as a review (subjects, predicates, objects, and complements). possible, to highlight the different parts of the sentences. You can ask the students
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 fill in the blanks
3. Scan the unit before class and identify any words that your students may not with the verb be either positively or negatively as indicated. If necessary, do the first

problem on the board before having the students finish the rest of the exercise on dialogue on the board. When the pairs finish the exercise, have them practice the
their own. Then call on different students to read the sentences out loud. dialogues together. If you like, you can call on some pairs to perform the dialogues
in front of the class.
4. For exercise B, tell the students to match up the questions and answers on their
own. Then have one side of the room ask the questions for the other side of the 5. Extra Idea (optional):
room to answer before switching roles. Have all the students write down three different yes/no be questions on slips
of paper and put them into a bag or hat. Then have them take turns drawing the
questions 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 charts to help you explain how the verb be in the
past simple tells about how or where the subject was in the past (ex. She was
tired.). Point out that making negative sentences and questions with the verb
be has the same rules as the present simple. Also, explain to the students that
Practice
was and were cannot be shortened after subjects, but that was not and were not 1. As you work through the additional practice exercises, walk around the classroom
can be shortened into wasnt and werent. Leave these explanations on the board and encourage the students to ask you questions if they ever get confused. Also,
throughout the class for easy reference. make sure to always check each exercise and explain any common errors so that
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 several students describe the pictures
thoroughly. Then explain to the students that they need to fill in the sentences with 2. For exercise A, tell the students to circle the correct word in each sentence, and
was, were, wasnt, and werent, and demonstrate the first problem on the board. Call then call on different students to read the sentences out loud.
on several students to read through the sentences out loud to check them.
3. For exercise B, put the students into pairs and have them complete the dialogues
4. For exercise B, put the students into pairs and tell them to complete the dialogues together in the present or past simple using the verb be. After they have finished,
together in the past simple. If necessary, demonstrate how to complete the first tell them to practice the dialogues together, making sure to switch roles so that they

each get experience asking and answering the questions. If you like, you can have
some pairs present the dialogues to the class as well.
4. For exercise C, have the students choose new partners out of a hat and complete
the dialogue together. When all the students are finished, have all the pairs present
the dialogue to the class, and give the pair with the best acting a small prize (ex. a
cookie each).
Grammar for Writing

have learned into practical writing for the future. Go through the table with the
students and make sure that they all understand it. Then have them fill in the
blanks on their own with the verb be in its present and past simple forms. When
everyone is finished, have the students read through the exercise out loud all
together or in turns.


Have the students make simple charts about themselves like the one in exercise
A comparing how they are now to how they were a few years ago. Then have them
write paragraphs about five sentences long based on their charts. Edit these
paragraphs and have the students take turns presenting them at the front of the
class when everyone is finished.


3. Scan the unit before class and identify any words that your students may not
Unit 6 |
Present Simple understand. Then at the start of class, post pictures or write simple definitions of
class.
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
Unit Objectives: each team to come up to the front. Have one of them pick a word from the bowl
1. The students will learn about making positive sentences, negative sentences, and or hat and show it to the other student. Split the board into two halves, and have
yes/no questions in the present simple. the students draw pictures that will help their teams guess the word (no letters or
2. The students will complete exercises to familiarize themselves with the key numbers allowed). The team that guesses the word first gets a point. Repeat until
grammar points. all the keywords have been used.
points.
Grammar Point 1
LESSON GUIDE 1. Use the charts and pictures to help you explain the present simple to the students.
Write on the board that the present simple tells about facts, habits, or what is
Introduction happening now (ex. He listens to music.). Point out that do not (dont) or does not
1. Before starting the days lesson, go around the room and ask each student a (doesnt) come before the base form of the verb in negative sentences. Last, go
question to answer using the previous lessons grammar as a review (present and through the basic rules of spelling for most verbs in the third-person singular. Leave
past simple of the verb be, ex. Are you hungry?). these explanations on the board throughout the class for easy reference.
2. Ask one or two students to read the sentences under the title out loud for the class, 2. Give the students as many simple examples as necessary for them to understand
and then write them on the board to refer to later. the grammar point. Make sure to write these on the board using different colors, if

3. When you feel that the students have a good grasp of the grammar point, draw their that everybody has a chance to go through the questions and answers. If you like,
attention to exercise A. Tell them to circle the correct words on their own before you can have some pairs present the dialogues to the class.
reading the sentences aloud as a class.
4. For exercise B, tell the students to match the verbs to the sentences that they Have the students write three yes/no questions on pieces of paper using common
complete. When they are finished, tell them to fill in the blanks with the correct present simple verbs. Put all the questions into a hat or bag, and then have the
forms of the verbs. Call on one student to read through the first sentence out loud, students take turns drawing them out and answering them in full sentences. If the
let them choose the next student to read, and so on. grammar in the question is wrong, ask the student who picked the question to fix
it. Continue until all the questions have been used or the students are comfortable
answering them.
Grammar Point 2
1. Like the previous page, use the chart to help you explain to the students how to
make yes/no questions in the present simple (ex. Do you like sports?). Write on
Practice
the board that they just need to put do or does before the subject and base verb to 1. As you work through the additional practice exercises, walk around the classroom
make yes/no questions. Leave this explanation on the board throughout the class and encourage the students to ask you questions if they ever get confused. Also,
for easy reference. make sure to always check each exercise and explain any common errors so that
draw their attention to exercise A. Explain that they need to make questions out of
the given sentences, and demonstrate how to do the first problem on the board. 2. For exercise A, ask five volunteers to come to the board (or simply call on some
Then have the students finish the rest on their own. Have the class as a whole ask students) and change the sentences you give them into negative sentences if they
the questions and answer them with the previous sentences. are positive or vice versa. If you like, tell them that the fastest one will get a small
prize (ex. one or two pieces of candy).
4. For exercise B, put the students into pairs and tell them to complete the dialogues
together. Then have them practice the dialogues, making sure to switch roles so

3. For exercise B, ask several students to thoroughly describe the pictures. Then have class when everyone is finished.
all the students complete the sentences on their own before reading them aloud as
a class.
4. For exercise C, have the students choose partners out of a hat and complete
the dialogues together in the present simple. Then have each pair practice the
dialogues, making sure to switch roles so that both students have a chance to
speak both questions and answers. If you like, you can have some pairs present
the dialogues to the class.

Grammar for Writing through the workbook in class if you would like to be present for additional grammar
1. Emphasize to the students that exercise A in this section ties the grammar they practice with the students.
have learned into practical writing for the future. Go through the list with the
students and make sure that they understand everything on it. Then have the
students fill in the blanks on their own with the present simple verbs from the list.
When everyone is finished, have the students read through the exercise out loud all


Have the students make lists of what they or someone they know does for a job
or activity. Then have them write paragraphs about five sentences long using
the present simple to describe their lists in the style of exercise A. Edit these
paragraphs and have the students take turns presenting them at the front of the


Unit 7 |
Present Continuous understand. Then at the start of class, post pictures or write simple definitions of
class.
4. Extra Idea for Vocabulary Practice (optional): Missing Words

Prepare sample sentences containing any vocabulary words you would like to focus
on in this unit and write them on slips of paper with the actual keywords blanked
Unit Objectives: out. Put all the slips of paper into a hat or bowl. Have each student come up to the
1. The students will learn about making positive sentences, negative sentences, and front and pull out one piece of paper. Tell them to read the sentence out loud and
yes/no questions in the present continuous. guess what the correct word for the blank is.
grammar points.
points.
Grammar Point 1
1. Use the charts to help you explain the present continuous to the students. Write on
the board that the present continuous is for actions happening right now, around
LESSON GUIDE now, or in the near future (ex. I am reading.). Explain that to make this tense, the
students just have to use the verb be with another verbs base form + ing, and that
Introduction to make negative sentences in the present continuous they just have to add not
1. Before starting the days lesson, go around the room and ask each student a after the verb be (ex. I am not reading.). Leave these explanations on the board
question to answer using the previous lessons grammar points as a review (present throughout the class for easy reference.
simple, ex. Do you play computer games?).
2. Give the students as many simple examples as necessary for them to understand
2. Ask one or two students to read the sentences under the title out loud for the class, the grammar point. Make sure to write these on the board using different colors, if
and then write them on the board to refer to later. possible, to highlight the different parts of the sentences. You can ask the students

3. When you feel that the students have a good grasp of the grammar point, draw 4. For exercise B, keep the students in their pairs and have them complete the
their attention to exercise A. Explain to the students that they need to complete the dialogues answers together. Have them practice the dialogues like they did in the
sentences in the present continuous with the given verbs, and demonstrate the first previous exercise, and if you like you can have some pairs present the dialogues at
problem on the board. Then have the students finish the rest of the sentences on the front of the class.
their own.
4. For exercise B, tell the students that they need to complete the sentences in the Have the students write down any three present continuous questions on small
negative present continuous. Demonstrate the first problem on the board as an slips of paper and put them into a hat or bag. Call each student to the front and
example, and then have the students finish the rest of the exercise on their own. have them pick out a question to answer. If you like, you can have the students
When all the students have finished, have the class read the exercise out loud all write their answers on the board and/or answer multiple questions.
together to go over it.
Practice
Grammar Point 2 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 yes/no and encourage the students to ask you questions if they ever get confused. Also,
questions in the present continuous. Write on the board that the students need make sure to always check each exercise and explain any common errors so that
to place the verb be in front of the subjects to make these questions (ex. Is he the students can correct their answers and learn from their mistakes. Finally, vary
making dinner?) and after the subjects to give their answers (ex. Yes, he is.). the way you elicit answers from the students to keep the class interesting. Some
Leave this explanation on the board throughout the class for easy reference. 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
2. Also similar to the previous page, give the students as many simple examples as student who answers designate the next person to answer, and to read sentences
necessary for them to understand the grammar point. Again, write them on the out loud yourself while the students yell out answers as fast as possible.
board and highlight them as necessary.
2. For exercise A, tell the students that they need to complete the sentences in
3. When you feel that the students have a good grasp of the second grammar point, the same way that they did with exercise A on p. 30. Then call on one student to
draw their attention to exercise A. Put the students into pairs and have them read through the first sentence. Let them choose the next student to answer, who
complete the dialogues together. When they are finished, have them practice the chooses the next student, and so on.
dialogues, switch roles, and repeat them.

3. For exercise B, have several students thoroughly describe the pictures. Then tell paragraphs and have the students take turns presenting them at the front of the
the students that they need to use the given verbs to complete the sentences in class when everyone is finished.
the present continuous. When all of the students are finished, have one side of the
room read through the first and third sentences out loud and the other side of the
room read through the second and fourth sentences.
4. For exercise C, have the students choose new partners out of a hat or bag and
complete the dialogues together. When they are finished, have them practice the
dialogues twice through with the students switching roles for the second time. Then
have all the girls read the questions and all the boys give the answers as a class.

have learned into practical writing for the future. Go through the poster with them
and make sure the students understand the information that is on it. Then have the
students fill in the blanks on their own in the present continuous using the posters
information. When everyone is finished, have the students read through the exercise
out loud all together or in turns.


Have the students make posters similar to the one in exercise A about an event
that their school has. Then have them write paragraphs about five sentences long
pretending that the event is happening now. When they are finished, edit these


Unit 8 |
Modal Verbs understand. Then at the start of class, post pictures or write simple definitions of
class.
4. Extra Idea for Vocabulary Practice (optional): Word Associations

Write one of the units keywords on the board. Ask the students to think of other
words or phrases associated with it. For example, if one of the words was habitat,
Unit Objectives: you could ask the students, What comes to mind when you read the word habitat?
1. The students will learn about how to use must, must not, have to, and dont have to. The students can call out (or write on the board) things like home, natural,
2. The students will complete exercises to familiarize themselves with the key man-made, artificial, forest, land, sea, etc. for you to write on the board
grammar points. under the keyword. Another option is to have the students come to the board and
3. The students will identify and correct simple mistakes related to the key grammar write as many related words that they can think of themselves. Continue the activity
points. until all the keywords have been used.
LESSON GUIDE
Grammar Point 1
Introduction 1. Use the chart and pictures to help you explain what must and must not are to the
1. Before starting the days lesson, go around the room and ask each student a students. Write on the board that must indicates something is necessary to do,
question to answer using the previous lessons grammar points as a review (present while must not (mustnt) indicates an action that is prohibited (ex. You must do
continuous, ex. What are you doing now?). your homework. You must not fall asleep in class.). Leave these definitions on
the board throughout the class for easy reference.
and then write them on the board to refer to later. 2. Give the students as many simple examples as necessary for them to understand

3. When you feel that the students have a good grasp of the grammar point, draw their yell out what they think the answer is.
attention to exercise A. Have them write must and must not/mustnt on two pieces 4. For exercise B, tell the students that they need to complete the sentences on
of paper. Then call on different students to read through the sentences while all the their own using have to. When they are finished, have all the girls read the positive
students hold up which word they think best completes each sentence. sentences and all the boys read the negative sentences out loud.
4. For exercise B, go through the pictures thoroughly with the students until they 5. Extra Idea (optional):
understand what each sign means. Then tell them to fill in the blanks with must, Start on one end of the room and have a student give a simple command to the
mustnt, and the correct verbs. Have the students complete the exercise on their next student using must or have to (ex. You must/have to draw a picture.). That
own, and then have the class read the sentences all together when everyone is student then has to do the action, but afterwards they get to tell the next student
finished. a simple command. That student does the action, gives a command to the next
student, and so on. If you like, after the first round you can start the exercise over,
but instead have each student who gives a command cancel it quickly using dont
have to before the student has a chance to do it (ex. You have to draw a picture.
You dont have to draw a picture.).
Grammar Point 2
1. Like the previous page, use the charts and pictures to help you explain what have
to and dont have to are to the students. Write on the board that have to is a
synonym to must showing necessity (ex. I have to do the dishes.). Then write that
dont have to indicates that an action is not necessary (ex. You dont have to wait
Practice
for me.). Make sure to also point out the third-person singular forms has to and 1. As you work through the additional practice exercises, walk around the classroom
doesnt have to. Leave these explanations on the board throughout the class for and encourage the students to ask you questions if they ever get confused. Also,
easy reference. make sure to always check each exercise and explain any common errors so that
draw their attention to exercise A. Explain to the students that they need to circle
the correct words to complete each sentence. Then have different students read
through the sentences, but when they reach the word options have all the students

2. For exercise A, put the students into pairs and have them complete the dialogues 3. Extra Idea (optional):
together. When they are finished, have them practice the dialogues, switch roles, Have the students imagine that they are taking a trip somewhere, and tell them to
and practice them again. If you like, you can have some pairs present the dialogues make a short list of things they need to do to prepare for it. Then have them write
to the class. a paragraph about five sentences long in the style of exercise A describing their
preparations. Edit these paragraphs and have the students take turns presenting
3. For exercise B, tell the students that they need to complete the sentences with them at the front of the class when everyone is finished.
have to/dont have to and the verbs from the box. If necessary, demonstrate the
first problem on the board. Then have them finish the rest of the exercise on their
own, and call on different students to read the sentences out loud when they are
finished.
4. For exercise C, call on a student to read through the first sentence, but have all the
students fill in the blank with what they think the answer is. Then have that student
pick the next student, who picks the next one, and so on.

the blanks on their own from the options they are given. When everyone is finished,



Unit 9 |
Past Simple understand. Then at the start of class, post pictures or write simple definitions of
class.
4. Extra Idea for Vocabulary Practice (optional): Act It Out

Prepare small pieces of paper with the units keywords on them. Put the pieces of
paper in a bowl or hat. Ask a student to pull out a piece of paper and mime the
Unit Objectives: keyword for the other students to guess. Tell them that they are only allowed to use
actions to demonstrate the keyword (no talking). Whichever student guesses the
1. The students will learn about making positive sentences, negative sentences, and
word correctly gets to be the next actor.
yes/no questions in the past simple.
grammar points.
points.
Grammar Point 1
1. Use the charts and pictures to help you explain what the past simple is to the
students. Write on the board that the past simple tells about what happened in the
LESSON GUIDE past (ex. I opened the door.). Go over the rules for spelling regular verbs in the
past tense on the board, and explain to the students that they just need to put did
Introduction not (didnt) in front of the base verb to make negative sentences in the past simple.
1. Before starting the days lesson, go around the room and ask each student a Leave these explanations on the board throughout the class for easy reference.
question to answer using the previous lessons grammar points as a review (modal
verbs must/have to, ex. What do you have to do after school?). 2. Give the students as many simple examples as necessary for them to understand
2. Ask one or two students to read the sentences under the title out loud for the class possible, to highlight the different parts of the sentences. You can ask the students
and then write them on the board to refer to later. 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
attention to exercise A. Have them look at the verbs on the left and say their past
tense forms after you say each base verb. Then have the students complete the

sentences in the past simple and call on different students to read them out loud. 4. For exercise B, put the students into pairs and tell them to complete the dialogues
together in the past simple. When they are finished, have them practice the
4. For exercise B, have the students read through the sentences on the left all dialogues, switch roles, and practice them again. If you like, you can call on some
together. Then demonstrate how to change the first one from positive to negative on pairs to present the dialogues to the class.
the board and have the students finish the rest of the exercise on their own. Then
have the class read the new sentences out loud all together. 5. Extra Idea (optional):
Make flashcards with irregular past tense verbs on them. Put the students into
two teams and have each team send up one person to the board. For each pair of
students, show them a flashcard and have them write the past tense of that verb
as fast as they can. The first student to correctly write the past tense form earns a
point for their team. Continue until all the flashcards have been used and give the
Grammar Point 2 winning team a small prize (ex. one or two pieces of candy each).
1. Like the previous page, use the chart to help you explain how to make yes/no
questions in the past simple to the students. Write on the board that all they have
to do is put did before the subject and base form of the verb to make questions,
and put did or did not (didnt) after the subjects in the answers (ex. Did you have
fun yesterday? Yes, I did.). Leave these explanations on the board throughout the
class for easy reference.
Practice
2. 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
3. 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. Demonstrate on the board how to change the first students take turns answering, have the class answer all together, have each
sentence into a question, and then have the students finish the rest of the exercise student who answers designate the next person to answer, and to read sentences
on their own. Then check the exercise by having one side of the class ask the new out loud yourself while the students yell out answers as fast as possible.
questions for the other side to answer using the sentences.
2. For exercise A, have the students look at the verbs on the left and say their past
tense forms after you say each base verb. Then have the students complete the
sentences in the past simple and call on different students to read them out loud.

3. For exercise B, have several students thoroughly describe the pictures. Then tell 3. Extra Idea (optional):
the students that the first sentence in each exercise is in the positive past simple Have the students make a checklist of things that they did the previous weekend.
while the second sentence is in the negative past simple, and have them complete Then have them write paragraphs about five sentences long based off of these
the exercise on their own. When everyone is finished, have the class read the checklists. Edit these paragraphs and have the students take turns presenting them
sentences together to check them. at the front of the class when everyone is finished.
4. For exercise C, have the students choose new partners out of a hat and complete
the dialogues together. Explain that the underlined words in the answers tell them
what verb to use in the question. When they are finished, have them practice the
dialogues, switch roles, and practice them again. If you like, you can ask several
pairs to present the dialogues to the class.
Grammar for Writing 2. It is recommended to assign the corresponding workbook unit as homework so the
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
have learned into practical writing for the future. Go over the checklist thoroughly through the workbook in class if you would like to be present for additional grammar
until the students understand the information on it. Then have the students fill in practice with the students.
the blanks on their own using that information. When everyone is finished, have the
students read through the exercise out loud in pairs.



Unit 10 |
Past Continuous understand. Then at the start of class, post pictures or write simple definitions of
class.
4. Extra Idea for Vocabulary Practice (optional): Whispering Game

Divide the class into two teams and have each team form a line. If there are an
odd number of students, one student can be the teachers helper. Whisper the
Unit Objectives: meaning of one of the units keywords into the ear of the first student in line for
1. The students will learn about making positive sentences, negative sentences, and each team. On your signal, have the students whisper the message down the line
yes/no questions in the past continuous. until it gets to the last student for each team. Those students must then write the
2. The students will complete exercises to familiarize themselves with the key correct word on the blackboard. Whoever writes the correct word first wins a point
grammar points. for their team. Continue the game until all the words have been used.
points.
Grammar Point 1
LESSON GUIDE 1. Use the charts and picture to help you explain what the past continuous is to the
students. Write on the board that the past continuous tells about actions happening
Introduction at a specific time in the past (ex. At 8:00, I was doing my homework.). Explain
1. Before starting the days lesson, go around the room and ask each student a that the students need to use was/were + ing after a verb to make this tense. If
question to answer using the previous lessons grammar points as a review (past necessary, you may need to review the spelling rules for putting ing on a verb (see
simple, ex. Did you brush your teeth last night?). p. 30). Also, point out that the students should use was not (wasnt) or were not
(werent) to make negative past continuous sentences. Leave these explanations on
2. Ask one or two students to read the sentences under the title out loud for the class, the board throughout the class for easy reference.
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 3. When you feel that the students have a good grasp of the second grammar point,
attention to exercise A. Have the students look at the verbs on the left and say the draw their attention to exercise A. Put the students into pairs and have them
past continuous form of each verb after you say the base verb out loud. Then have complete the dialogues together in the past continuous. If necessary, demonstrate
the students use those forms to complete the sentences, and have the class read how to complete the first dialogue on the board. When each pair finishes, tell them
the sentences out loud all together. to practice the dialogues together. If you like, you can call on different pairs to
present the dialogues to the class.
4. For exercise B, have different students read through the sentences on the left, and
then demonstrate how to change the first sentence into the past continuous on the 4. Extra Idea (optional):
board. Tell the students to finish the rest of the exercise on their own, and have the Start a story with a simple sentence in the past continuous (ex. At 9:00, Bob
boys read the past tense sentences on the left for the girls to respond with the past was getting up.). Start on one side of the room and have each student make up
continuous sentences on the right when everyone is finished. a sentence to continue the story either in the past simple or past continuous (ex.
He got out of bed. He was getting dressed ten minutes later.). Tell them that
5. For exercise C, tell the students to complete the sentences in the past continuous if they use specific times, they should use the past continuous, but if they describe
on their own as fast as possible using the words in the box. Give the fastest a one-time action, they should use the past simple. Continue the exercise until the
student with all the answers correct a small prize (ex. one or two pieces of candy). students are comfortable switching between the past simple and past continuous.
Then have different students read the sentences out loud.
Practice
1. Like the previous page, use the chart to help you explain how to make yes/no and encourage the students to ask you questions if they ever get confused. Also,
questions in the past continuous to the students. Write on the board that the make sure to always check each exercise and explain any common errors so that
students need to put was/were before the subject to make these questions, but the students can correct their answers and learn from their mistakes. Finally, vary
that they need to put was/were after the subject to make the answers (ex. Were the way you elicit answers from the students to keep the class interesting. Some
the boys playing soccer? Yes, they were.). Leave this explanation on the board methods for this are to call on students at random, go around the room so that
throughout the class for easy reference. students take turns answering, have the class answer all together, have each
2. Also similar to the previous page, give the students as many simple examples as out loud yourself while the students yell out answers as fast as possible.
necessary for them to understand the grammar point. Again, write them on the
board and highlight them as necessary.

2. For exercise A and B, tell the students to complete the sentences in the past that they saw (or committed). Edit these dialogues and have the pairs take turns
continuous as fast as possible, and that the fastest student with correct answers presenting them at the front of the class when everyone is finished.
will get a small prize (ex. a cookie). As the students finish, send them to the board
to write one of the sentences from either A or B up there. After all the sentences
have been written on the board, go through them with the class and check the
answers.
3. For exercise C, ask a couple of students to describe the picture thoroughly. Then
have the students draw partners out of a hat or bag and complete the questions
and answers together. When they are finished, have them practice the dialogues,
switch roles, and practice them again. If you like, you can call on some pairs to
present the dialogues to the class.

Grammar for Writing
have learned into practical writing for the future. As such, have the students fill
in the blanks on their own using the given verbs in the past continuous. When
everyone is finished, have the students read through the exercise out loud in pairs.


Have the students draw new partners out of a hat and work together to write a
short dialogue about six lines long (three lines per student) in the style of exercise
A where one student is a policeman interviewing another student about a crime


4. Extra Activity for Vocabulary Practice (optional):
Unit 11 |
Information Questions Prepare some small cards with the keywords from the unit and other small cards
with their meanings in advance. Put all the cards in a small bowl or hat and have
each student choose a card. The object of the activity is for the students to match
the keywords with their meanings. You can either have the students match the
cards where they are already sitting or place the students who get words on one
side of the room and the students who get meanings on the other side. Prizes and
penalties can be given to the first and last pairs to finish.
Unit Objectives:
1. The students will learn about making information questions with what and where.
grammar points.
points. Grammar Point 1
1. Use the chart and pictures to help you explain what information questions with the
verb be are to the students. Write on the board that the information question words
what and where ask about an object and its (or a persons) location, respectively (ex.
What is this? Where is Susan?). Also tell the students that these words come
LESSON GUIDE before be in both present and past tenses. Leave these explanations on the board
throughout the class for easy reference.
Introduction
1. Before starting the days 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 lessons grammar points as a review (past the grammar point. Make sure to write these on the board using different colors, if
continuous, ex. What were you doing at 8:00 last night?). possible, to highlight the different parts of the sentences. You can ask the students
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. Have the students write what and where on pieces of paper
3. Scan the unit before class and identify any words that your students may not and hold them up to show which word they think best completes each blank while
understand. Then at the start of class, post pictures or write simple definitions of pairs of students read the dialogues out loud.
class.

4. For exercise B, put the students into pairs and have them complete the dialogues 5. Extra Idea (optional):
together in the past simple or past continuous. If necessary, demonstrate how to Tell the students to write three simple information questions in the past simple or
complete the first dialogue on the board. When the students are finished, have the past continuous using what and where on small slips of paper. Mix all these slips in
pairs practice the dialogues together. If you like, you can ask some pairs to perform a bag and then call the students up to the front one by one to read a question out
the dialogues in front of the class. loud and then answer it. If you like, the students can answer multiple questions or
write their answers on the board for you to check.
Grammar Point 2 Practice

1. Like the previous page, use the charts to help you explain how to make information 1. As you work through the additional practice exercises, walk around the classroom
questions with action verbs to the students. Write on the board that the information and encourage the students to ask you questions if they ever get confused. Also,
question words what and where also go at the front of sentences with action verbs make sure to always check each exercise and explain any common errors so that
(ex. What did you listen to? Where did she hide?). Leave these explanations on the students can correct their answers and learn from their mistakes. Finally, vary
the board throughout the class for easy reference. 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 students take turns answering, have the class answer all together, have each
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, put the students into pairs and have them complete the questions
draw their attention to exercise A. Tell them to look at the underlined parts of the using the underlined parts of the answers as clues. If necessary, demonstrate the
answers to figure out whether to complete the questions with what or where. Then first question on the board as an example. Make sure the students practice the
call on different pairs of students to read through the dialogues, but have everyone dialogues after they finish completing them.
yell out the answer at the start of each question.
3. For exercise B, keep the students in their pairs and have them complete the
4. For exercise B, have the boys read questions 1 and 3 for the girls to answer, and dialogues on their own. Again, have them practice the dialogues together. If you like,
vice versa for questions 2 and 4. As each group reads the answers, tell them to you can ask some pairs to present the dialogues to the class.
circle the phrases that they think best complete them.

4. For exercise C, have a couple of students describe the pictures thoroughly. Then
have them choose new partners out of a hat or bag and complete the dialogues
together. When they finish, have them practice the dialogues, switch roles, and
practice them again to give each student experience asking and answering the
questions.

Grammar for Writing
have learned into practical writing for the future. Go over the schedule with the
class and make sure that the students understand the information on it. Then have
the students complete the questions on their own using the questions words from
this lesson. When everyone is finished, have the students read through the exercise
out loud in their new pairs from the previous exercise.


Have the students make schedules about the day before similar to the one
in exercise A and switch them with their partners. Then tell them to make up
questions in the past simple and past continuous to ask their partners. Make sure
that each pair of students has five questions and answers written down. Then edit
these questions and answers and have the students take turns presenting them at
the front of the class when everyone is finished.


Unit 12 | Future 4. Extra Activity for Vocabulary Practice (optional):
This is a speed game. Prepare small cards with keywords and related words
in advance. Divide the class into two teams, and have each team choose a
representative. When it is Team As turn, show the card to Team As representative
without letting any of the other students see it. The representative is given a
time limit to describe each thing on the card using only English. However, he or
she cannot say the words on the cards. After the time has expired, each team is
awarded points according to how many correct guesses their team made. Then
Unit Objectives: switch representatives and continue until all the cards have been used.
1. The students will learn about using will and be going to in the future simple.
grammar points.
points.
1. Use the charts and picture to help you explain what the future simple is to the
students. Write on the board that will is used to talk about future predictions,
promises, and decisions (ex. We will go to the party.). Explain that you put will
LESSON GUIDE before the root verb to make positive future simple sentences and will not (wont)
before the root verb to make negative future simple sentences. Like usual, will/
Introduction wont come before sentence subjects in yes/no questions and after the subjects in
1. Before starting the days lesson, go around the room and ask each student a the answers. Leave these explanations on the board throughout the class for easy
question to answer using the previous lessons grammar points as a review reference.
(information questions, ex. What were you doing at 7:00 last night?).
2. Ask one or two students to read the sentences under the title out loud for the class, the grammar point. Make sure to write these on the board using different colors, if
and then write them on the board to refer to later. possible, to highlight the different parts of the sentences. You can ask the students
understand. Then at the start of class, post pictures or write simple definitions of 3. When you feel that the students have a good grasp of the grammar point, draw
the words on the side on the board for the students to refer back to throughout the their attention to exercise A. Demonstrate on the board how to complete the first
class. problem in the future simple, and then have the students complete the rest of the

exercise on their own. Call on different students to read the sentences out loud 4. For exercise B, put the students into pairs and tell them to complete the dialogues
after everyone is finished. together using be going to. If necessary, demonstrate the first problem on the board.
When the students have finished, have them practice the dialogues, switch roles,
4. For exercise B, have the class read through the sentences together while filling in and then practice the dialogues again. If you like, you can have some pairs present
the blanks with will or wont. Another option is to have the students hold up pieces the dialogues to the class.
of paper with will or wont on them to indicate which word they think should go in
the blanks. 5. Extra Idea (optional):
Have the students write down any three future simple questions using will or be
going to on small slips of paper and put them into a hat or bag. Call each student to
the front and have them pick out a question to answer. If you like, you can have the
students write their answers on the board and/or answer multiple questions.
Grammar Point 2
1. Like the previous page, use the charts and picture to help you explain how to use
be going to in the future. Write on the board that be going to expresses predictions
and plans (ex. I am going to go to the store.). Explain that the students can just
conjugate be going to after a subject to make positive sentences, or put not after
Practice
be to make negative sentences (ex. He is not going to go with me.). Make sure 1. As you work through the additional practice exercises, walk around the classroom
that the students know that the normal contraction rules apply for be (not) going to. and encourage the students to ask you questions if they ever get confused. Also,
Leave these explanations on the board throughout the class for easy reference. make sure to always check each exercise and explain any common errors so that
draw their attention to exercise A. Give the students a little bit of time to match up
the sentences, and then have one half of the room read the first sentences and the 2. For exercise A, call on one student to read through the first problem, but tell the
other half read the second sentences. whole class to yell out whether they think will or wont should be used to fill in the
blank when the student gets to it. Then let the student choose the next student who
has to read, who chooses the next one after they are finished, and so on.

3. For exercise B, demonstrate how to complete the first sentence with be (not) going
to. Then call several students up to the board and give each of them one of the
other sentences to write while the rest of the students finish the exercise on their
own. Then check the sentences on the board as a class before you move on.
4. For exercise C, have the students choose partners out of a hat or bag and complete
the dialogues together. When they are finished, make sure that they practice the
dialogues, switch roles, and practice them again. If you like, you can have several
pairs perform the dialogues for the class.
Grammar for Writing

the blanks on their own from the words in the boxes. When everyone is finished,
have the students read through the exercise out loud in their pairs from the
previous exercise.


Let the students choose new pairs if they want. Tell them to create a dialogue about
six lines long (three lines per student) about their plans for the future. Encourage
them to use both will and be going to. Edit these dialogues and have the students
take turns presenting them at the front of the class when everyone is finished.


Unit 13 |
Prepositions of Time Assign each student a keyword. Have the students write their words and their
meanings on separate pieces of paper. Mix up the pieces of paper and turn them
upside down on a desk or the floor. Have the students take turns turning over two
pieces of paper at a time. If the pieces of paper are a keyword and its matching
meaning, the student that picked them gets to keep them and try again. If they do
not match, the student turns them back over in the same spot and the next student
takes a turn. Continue the game until all the pieces of paper have been matched
Unit Objectives: up. The student with the most pairs is the winner.
1. The students will learn how to use prepositions of time.

grammar points.
points.
1. Use the chart to help you explain the difference between the prepositions of time
at, on, and in to the students. Write on the board that at is for precise times and
meals; on is for days, dates, and special days; and that in is for months, years, and
LESSON GUIDE seasons. Make sure to highlight all the examples in the chart as well as the words
last, this, next, and every at the bottom that dont take prepositions. Leave these
Introduction explanations on the board throughout the class for easy reference.
1. Before starting the days lesson, go around the room and ask each student a
question to answer using the previous lessons grammar points as a review (future 2. Give the students as many simple examples as necessary for them to understand
simple, ex. What are you going to do after school?). the grammar point. Make sure to write these on the board using different colors, if
2. Ask one or two students to read the sentences under the title out loud for the class, to give you example topics to make this portion of the lesson more interactive.
and then write them on the board to refer to later.
3. Scan the unit before class and identify any words that your students may not attention to exercise A. Tell them to write at, on, in, and X on small pieces of paper
understand. Then at the start of class, post pictures or write simple definitions of and hold them up to indicate which preposition they think goes before the nouns
the words on the side on the board for the students to refer back to throughout the when you say the numbers of the problems.
class.

4. For exercise B, call on different students to read through the sentences, but tell 5. Extra Idea (optional):
the rest of the class to yell out which prepositions they think go in the blanks when Make flashcards with time phrases on them that require different prepositions in
the students get to them. If too many students say the wrong preposition for a front. Then start on one side of the room and have two students compete to see
sentence, explain why it is not correct. which student can name the preposition that goes with the phrase you show them
the fastest. Let the winner compete against the next student, and the winner from
that match compete against the next student, and so on. After the first round,
you can make it harder by having the winning student make a sentence with the
prepositional phrase from the card.
Grammar Point 2
1. Like the previous page, use the chart and pictures to help you explain the
prepositions of time before, after, during, and for to the students. Write on the board
that during indicates something that happens at that time, and that for indicates
Practice
how long something happened. Leave these explanations on the board throughout
the class for easy reference. 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
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. Ask several students to thoroughly describe the student who answers designate the next person to answer, and to read sentences
pictures. Then have the students complete the sentences with before or after. Have out loud yourself while the students yell out answers as fast as possible.
the class read the sentences out loud all together when everyone is finished.
2. For exercise A, tell the students to use the pieces of paper with at, on, in, and X
4. For exercise B, ask several students to read through the sentences. Tell the on them from an earlier exercise to vote on which answer is best while individual
students to write during and for on pieces of paper and hold them up to indicate students read through the sentences. If too many students vote for a wrong answer,
which answers the students think should go in the blanks. If you like, you can have explain why the correct answer is better for that sentence.
the class read the sentences out loud all together after everyone has finished.
together. When they are finished, make sure that they practice through the dialogues
with both students in each role at least once. If you like, you can ask several pairs

to perform the dialogues for the class.
4. For exercise C, go through the schedule with the students and make sure that they
thoroughly understand the information on it. Then call on different students to read
through the sentences, but have all the students yell out which answers they think
are best when the students reach the blanks.

Grammar for Writing



Have each student pick a month and write a paragraph about the activities that they
generally do during it. Encourage them to use as many prepositional phrases of
time as possible while they write. Edit these paragraphs and have the students take
turns presenting them at the front of the class when everyone is finished.


Unit 14 |
Prepositions of Place class.
and Movement 4. Extra Activity for Vocabulary Practice (optional): Board Race
Cover up the vocabulary words and their definitions on the board. Divide the
students into teams and have one person from each team come up to the board in
an allotted space. Have the students at the board write the keyword or phrase from
the definition you state. The first student to write the keyword or phrase correctly
gets a point for their team and then sits back down as their team changes writers.
Continue until all the keywords have been used. The team with the most points gets
Unit Objectives: a prize (ex. a piece of candy each).
1. The students will learn about how to use prepositions of place and movement.
grammar points.
points.
1. Use the pictures to help you explain what prepositions of place are to the students.
Draw more pictures on the board to demonstrate how the different prepositions
describe the locations of objects (ex. on, in, at, above, etc.). Leave these
LESSON GUIDE pictures on the board throughout the class for easy reference.
Introduction 2. Give the students as many simple examples as necessary for them to understand
1. Before starting the days lesson, go around the room and ask each student a the grammar point. Make sure to write these on the board using different colors, if
question to answer using the previous lessons grammar points as a review possible, to highlight the different parts of the sentences. You can ask the students
(prepositions of time, ex. When do you eat breakfast?). 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, 3. When you feel that the students have a good grasp of the grammar point, draw their
and then write them on the board to refer to later. attention to exercise A. Ask one or two students to thoroughly describe the picture.
Then have the students complete the sentences with the correct prepositions. Have
3. Scan the unit before class and identify any words that your students may not the entire class read through the exercise out loud to check it.

4. For exercise B, give the students a little bit of time to read the sentences and 5. Extra Idea (optional):
circle the correct prepositions. Then call on one student to read through the first Give the students two or three minutes to draw pictures about anything they want.
sentence and pick the next student to read, who picks the next student after they Tell them not to bother with detail but instead to have as many things happening in
are finished, and so on. the pictures as possible. Then collect all of their pictures, mix them up, and pass
them back out to different students. Put the students into pairs and have them
5. The PLUS+ box to the right can be explained at your own discretion between describe the pictures that they got to their partners using the prepositions of place
exercises A and B or after both exercises. Have one or more students read through and movement.
the box, and then use previous examples already on the board to explain it.
Practice
1. Like the previous page, use the pictures to help you explain what prepositions of and encourage the students to ask you questions if they ever get confused. Also,
movement are to the students. Draw more pictures on the board to help explain all make sure to always check each exercise and explain any common errors so that
the different prepositions that this unit covers (ex. to, from, into, etc.). Make the students can correct their answers and learn from their mistakes. Finally, vary
sure to point out that prepositions of movement show the movement to and from the way you elicit answers from the students to keep the class interesting. Some
a place while prepositions of place just show location. Leave the pictures on the methods for this are to call on students at random, go around the room so that
board throughout the class for easy reference. students take turns answering, have the class answer all together, have each
board and highlight them as necessary. 2. For exercise A, have several students describe the pictures thoroughly. Then have
the students complete the sentences with the correct prepositions. Call on different
3. When you feel that the students have a good grasp of the second grammar point, students to read through the sentences when everyone is done.
draw their attention to exercise A. Go through each sentence as a class and take
votes from the students on which prepositions they think best complete the blanks. 3. For exercise B, put the students into pairs and have them match the sentences
If a lot of students vote for the wrong preposition, explain why it is not correct. together. Then have one student in each pair read the sentence on the left and the
other student follow up with its matching sentence on the right.
4. For exercise B, give the students a little bit of time to complete the sentences using
the words in the box, and then have them read the sentences out loud all together. 4. For exercise C, give the students a little bit of time to complete the sentences with

the words in the boxes. Then check the answers by going around the room and
having one student each read a sentence.

Grammar for Writing students can review what they have learned at home. However, you can also go
1. Emphasize to the students that exercise A in this section ties the grammar they through the workbook in class if you would like to be present for additional grammar
have learned into practical writing for the future. As such, have the students fill in practice with the students.


Collect the pictures that the students drew for the previous extra activity (or if you
didnt have them do that activity, give them a couple minutes to draw pictures).
Then pass them out again to different students and have them write paragraphs
about five sentences long using as many prepositions of place and movement as
possible. Edit these paragraphs and have the students take turns presenting them
at the front of the class when everyone is finished.


Unit 15 |
Comparison 1 Have the students use vocabulary words in complete sentences. For lower
level classes, provide fill-in-the-blank sentences with a word bank. For advanced
classes, direct the students to use the vocabulary words in their own sentences
to demonstrate the meaning of the word. Encourage the students to use different
sentence forms like declarative, imperative, interrogative, and exclamatory
sentences. For vocabulary words that are verbs, ask the students to write their
sentences using the past, present, and future tenses.
Unit Objectives:
1. The students will learn about adjectives, comparatives, and superlatives.
grammar points.
points. Grammar Point 1
1. Use the charts to help you explain what adjectives are to the students. Write on
the board that adjectives describe subjects when they come after linking verbs, or
describe nouns when they come before them (ex. The flower smells good. The
tall girl went to the library.). Leave these explanations on the board throughout the
LESSON GUIDE class for easy reference.
(prepositions of place and movement, ex. Where is the ?). 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, 3. When you feel that the students have a good grasp of the grammar point, draw
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
adjectives and underline the words that the adjectives describe. Go over the
3. Scan the unit before class and identify any words that your students may not example on the board with them so that they understand the instructions. Then
understand. Then at the start of class, post pictures or write simple definitions of have the students finish the exercises on their own and check them together.
class.

4. For exercise B, demonstrate how to change the first sentence on the board. Then too many students vote for the wrong phrase, explain why that phrase is incorrect.
ask for five volunteers (or call on several students) to come to the board and tell
them that the fastest student to correctly write out the sentence that they are 5. Extra Idea (optional):
supposed to change will get a small prize (ex. a cookie). Correct all the sentences Print out a bunch of animal pictures. Go around the room and have each student
on the board when the competition is over. pick out two of the pictures without seeing what they are. Then have them make
sentences comparing their two animals. After the first round, have the students
repeat the exercise with three pictures and superlative sentences instead.
Grammar Point 2
1. Like the previous page, use the chart and pictures to help you explain what
comparatives and superlatives are to the students. Write on the board that
Practice
comparatives compare two people or things by adding er or more to adjectives with 1. As you work through the additional practice exercises, walk around the classroom
than afterward (ex. Joey is taller than Cheryl. Our class has more fun than the and encourage the students to ask you questions if they ever get confused. Also,
other class.). Then write that superlatives compares three or more people or things make sure to always check each exercise and explain any common errors so that
by adding est or most to an adjective with the before it (ex. I am the smartest the students can correct their answers and learn from their mistakes. Finally, vary
person here. Science is the most difficult subject for me.). Make sure to go over the way you elicit answers from the students to keep the class interesting. Some
the spelling rules for comparatives and superlatives that are covered in the chart. methods for this are to call on students at random, go around the room so that
Leave these explanations on the board throughout the class for easy reference. students take turns answering, have the class answer all together, have each
board and highlight them as necessary. 2. For exercise A, ask four volunteers to come to the board, and tell them that the
fastest student to correctly make the comparative sentence that you assign them
3. When you feel that the students have a good grasp of the second grammar point, will get a small prize (ex. one or two pieces of candy). After the competition, check
draw their attention to exercise A. Go through the adjectives on the left and have the sentences on the board as a class.
the students say the comparative form when you say the base adjective. Then have
them use these comparative forms to complete the sentences. 3. For exercise B, tell the students that they need to complete the sentences with the
superlatives of the adjectives that are given. Demonstrate the first one on the board
4. For exercise B, give the students a little bit of time to circle all the correct words in if necessary. Then have the students complete the rest on their own, and have the
the sentences. Then have them vote on which phrase is better for each sentence. If class read them out loud all together to check them.

4. For exercise C, demonstrate how to complete the first sentence with a superlative,
and put the students into pairs to finish the rest of the exercise. After everyone has
finished, call on different pairs to read through the old and new sentences for each
question.

have learned into practical writing for the future. Go over the table with them until
the students understand the information in it. Then have the students fill in the
blanks with comparatives and superlatives based on the information in the table.


Have the students pick two or three rival products or brands (ex. Coke and
Pepsi, Apple and Samsung, etc.) and write paragraphs about five sentences
long comparing them. Edit these paragraphs and have the students take turns
presenting them at the front of the class when everyone is finished.


Unit 16 |
Comparison 2 class.
4. Extra Idea for Vocabulary Practice (optional): Synonyms and Antonyms

Have the students work in pairs or small groups. Give them two minutes (you
can make the time limit longer if you want) to write down as many synonyms and
antonyms as possible for each of the words on the vocabulary list you give them.
Unit Objectives:
1. The students will learn about adverbs, comparative adverbs, and superlative
adverbs.
1. Use the chart and pictures to help you explain what adverbs are to the students.
points.
Write on the board that adverbs describe verbs, adjectives, and other adverbs (ex.
He runs quickly.). Go over the spelling rules of regular adverbs as well as irregular
adverbs so that the students understand that most adverbs are formed by adding
ly to adjectives, but that adjectives already ending in y get ily while adjectives
ending in le just take away e and add y. Leave these explanations on the board
LESSON GUIDE throughout the class for easy reference.
(adjectives, comparatives, and superlatives, ex. Which is more delicious, bacon or to give you example topics to make this portion of the lesson more interactive.
cake?).
2. Ask one or two students to read the sentences under the title out loud for the class, attention to exercise A. Have the students look at the adjectives on the left and
and then write them on the board to refer to later. say their adverb forms when you say their base forms. Then have them complete
the sentences with the adverb forms, and call on students to read through the
3. Scan the unit before class and identify any words that your students may not sentences out loud.

4. For exercise B, have the class read through the sentences together while circling 5. Extra Idea (optional):
the correct words. If too many students choose the wrong word, go over why it is Pass out pieces of paper to the students. Tell each student to make a simple
incorrect on the board. picture showing two or three people doing something. Give them one minute to
make the picture. When the minute is up, tell the students to pass the picture
to the person on their left. That person then has to write a sentence describing
what activity all of the people are doing, and a sentence comparing the people to
each other. When everyone is finished, have the students share their pictures and
sentences with the class.
Grammar Point 2
1. Like the previous page, use the chart and picture to help you explain what
comparative adverbs and superlative adverbs are to the students. Write on the
board that comparative adverbs compare the actions of two people or things, while
superlative adverbs compare the actions of three people or things (ex. You run
more slowly than Matt. I run the slowest of us all.). Explain to the students that
Practice
most comparative adverbs need more before them and than after them, and that 1. As you work through the additional practice exercises, walk around the classroom
most superlative adverbs need the most before them. Leave these explanations on and encourage the students to ask you questions if they ever get confused. Also,
the board throughout the class for easy reference. make sure to always check each exercise and explain any common errors so that
draw their attention to exercise A. Explain to the students that they need to write
the comparatives and superlatives of the given adverbs. Then have the students 2. For exercise A, tell the students to complete the sentences with adverbs, and
complete the exercise on their own, and call the fastest students up to the board to demonstrate the first sentence on the board if necessary. For exercise B, tell the
write their answers up there. students to complete the sentences with comparative and superlative adverbs,
also demonstrating the first sentence on the board if necessary. Then assign up to
4. For exercise B, give the students a little bit of time to circle the correct words in 13 students each a sentence from exercise A or B, and have them write the whole
the sentences. Then have the two sides of the room alternate reading through the sentence on the board with the correct adverb included. Then go through and check
sentences out loud. all the sentences after the students have finished writing them on the board.

3. For exercise C, tell the students to complete the sentences with superlatives made
from the underlined adverbs in the first sentences. Then put the students into pairs
and have them read the sentences to each other to practice speaking them. If you
like, call on different pairs to read the sentences out loud after everyone is finished.

have learned into practical writing for the future. Go over the table with them
and make sure that the students understand the information in it. Then have the
students fill in the blanks on their own with comparative and superlative adverbs
based on that information. When everyone is finished, have the students read
through the exercise out loud all together or in turns.


Have the students make tables like the one in exercise A comparing their favorite
restaurants. Then have them write paragraphs about five sentences long using
comparative and superlative adverbs to compare the three restaurants and say why
one of them is their favorite. Edit these paragraphs and have the students take
turns presenting them at the front of the class when everyone is finished.


class.
Unit 17 |
Conjunctions 4. Extra Idea for Vocabulary Practice (optional): Verb or Noun?
Tell the students that you are going to start reading the keywords out loud. Ask
them to look up at the ceiling if the word you read is a noun, and down at their desk
if the word is a verb. If the word you read isnt a noun or a verb, tell them to look
straight ahead.
Unit Objectives:
1. The students will learn how to use conjunctions properly.
grammar points.
points.
1. Use the chart to help you explain what the conjunctions and, but, or, and so are
to the students. Write on the board that conjunctions connect ideas together, and
then go over the different functions of the conjunctions in this grammar point. Leave
these explanations 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 possible, to highlight the different parts of the sentences. You can ask the students
1. Before starting the days lesson, go around the room and ask each student a to give you example topics to make this portion of the lesson more interactive.
question to answer using the previous lessons grammar points as a review (adverbs,
comparative adverbs, and superlative adverbs, ex. Who sings better, or 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 match the two
halves of the sentences through the correct conjunctions. If necessary, go through
2. Ask one or two students to read the sentences under the title out loud for the class, the first sentence on the board as a class and/or put the students into pairs to
and then write them on the board to refer to later. work together. When everyone is finished, have them all read the sentences out
loud together.

4. For exercise B, call on different students to read the starting sentences, but have 5. Extra Idea (optional):
the class as a whole read the new sentences all together while filling in the blanks Have the students each write five common actions or activities on small pieces
with the correct conjunctions. If too many students say the wrong conjunction, go of paper (ex. ride a bike, listen to music, etc.) and put them into a hat or bag.
over why it is incorrect on the board. Then have each student draw out two of the pieces of paper and connect them in a
sentence using one of the conjunctions that they have just learned. Then have them
say their sentences out loud. If you like, you can have the students put the pieces
of paper back into the bag and repeat the activity as many times as you want.
Grammar Point 2
1. Like the previous page, use the chart to help you explain what the conjunctions
when, because, and if are to the students. Write on the board that these
conjunctions give information about times, reasons, and conditions, and go over
Practice
each of their functions. Also, point out that these conjunctions can either start 1. As you work through the additional practice exercises, walk around the classroom
sentences or connect two clauses in the middle of sentences. Leave these and encourage the students to ask you questions if they ever get confused. Also,
explanations on the board throughout the class for easy reference. make sure to always check each exercise and explain any common errors so that
draw their attention to exercise A. Tell the students to match the sentence halves
together to complete them, and then have the class read the sentences out loud all 2. For exercise A, put the students into pairs and have them complete the sentences
at once. together with the conjunctions in the box. Then call on different pairs of students to
read the sentences together out loud.
4. For exercise B, give the students a little bit of time to go through the sentences and
circle which words they think are correct. Then have them write because, when, and 3. For exercise B, have the students match the sentence halves on their own. Then
if on small pieces of paper and hold them up to vote on which conjunctions best have the girls and boys alternate reading the sentences out loud.
complete the sentences while different students read through them.
4. For exercise C, demonstrate on the board how to combine the first two sentences
together into the third sentence using one of the conjunctions from the box. Then

ask four volunteers to come to the board and complete the sentences that you give
them. If you like, you can give the fastest student a small prize (ex. a cookie).

the blanks on their own from the phrases in the boxes. When everyone is finished,


Have the students give directions for doing something that they are interested in (ex.
making a favorite food, doing a hobby, etc.). Tell them to write about five numbered
directions in the style of exercise A using as many conjunction phrases as possible.
Edit these directions and have the students take turns presenting them at the front
of the class when everyone is finished.


Unit 18 | class.
Gerunds 4. 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),
and tell them that they have to take turns acting out the situations they draw out of
Unit Objectives: a hat or bag. While they are acting, have the other students guess what the main
1. The students will learn about gerunds and how to use them as subjects, keyword is. Continue until all the situations have been performed.
complements, and objects.

grammar points.
points.
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
as a subject, complement, or object (ex. Watching movies is fun.). Go over the
LESSON GUIDE examples that show how gerunds perform different roles in sentences. Leave these
explanations on the board throughout the class for easy reference.
Introduction
1. Before starting the days 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 lessons 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
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. Call on different students to read the sentences, and
3. Scan the unit before class and identify any words that your students may not 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.

4. For exercise B, go through the verbs on the left and have the students say the 5. Extra Idea (optional):
gerund forms after you say each root form. Then have the students complete the 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 pictures 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 2
1. 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
Practice
explanations on the board throughout the class for easy reference. 1. As you work through the additional practice exercises, walk around the classroom
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
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. 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.
2. For exercise A, have several students describe the pictures. Then have the students
4. 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 do 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.
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

dialogues for the class.
4. 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).
Then check all the sentences on the board before moving on.
Grammar for Writing

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.
2. 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.

Have the students make lists of their favorite activities and when they like to do
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.


class.
Unit 19 |
Infinitives 1 4. 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
bingo (five filled squares in a row) a small prize (ex. a piece of candy).
Unit Objectives:
1. The students will learn about infinitives and using them as subjects, complements,
and objects.
grammar points.
points.
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.
Leave these explanations on the board throughout the class for easy reference.
LESSON GUIDE
Introduction the grammar point. Make sure to write these on the board using different colors, if
1. Before starting the days lesson, go around the room and ask each student a possible, to highlight the different parts of the sentences. You can ask the students
question to answer using the previous lessons grammar points as a review (gerunds, to give you example topics to make this portion of the lesson more interactive.
ex. What do you like doing after school?).
3. When you feel that the students have a good grasp of the grammar point, draw
2. Ask one or two students to read the sentences under the title out loud for the class, their attention to exercise A. Explain to the students that they need to circle the
and then write them on the board to refer to later. 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 dont
3. Scan the unit before class and identify any words that your students may not need to be circled, explain why it is unnecessary.

4. For exercise B, go through the verbs on the left and have the students say their 4. 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. 5. Extra Idea (optional):
Give the students one or two minutes to draw pictures of common activities. Then
5. 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 2
1. 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
Practice
infinitives or gerunds (ex. like, love, hate, etc.). Leave these explanations on 1. As you work through the additional practice exercises, walk around the classroom
the board throughout the class for easy reference. 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
2. 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
3. When you feel that the students have a good grasp of the second grammar point, student who answers designate the next person to answer, and to read sentences
draw their attention to exercise A. Have the students write the numbers 1, 2, and out loud yourself while the students yell out answers as fast as possible.
3 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 2. For exercise A, go through the example on the board to show the students how to
aloud. 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

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
3. For exercise B, have several students describe the pictures. Then tell the students students take turns presenting them at the front of the class when everyone is
to complete the sentences on their own. Have the class read the sentences out finished.
loud all together.
4. 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.

Grammar for Writing students can review what they have learned at home. However, you can also go
1. Emphasize to the students that exercise A in this section ties the grammar they through the workbook in class if you would like to be present for additional grammar
have learned into practical writing for the future. As such, have the students fill in practice with the students.
the blanks on their own with infinitives from the boxes. When everyone is finished,
2. 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.

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


Unit 20 | Infinitives 4. 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:
1. The students will learn about using infinitives as subjects and adverbs.
grammar points.
points.
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
reference.
LESSON GUIDE
Introduction the grammar point. Make sure to write these on the board using different colors, if
1. Before starting the days lesson, go around the room and ask each student a possible, to highlight the different parts of the sentences. You can ask the students
question to answer using the previous lessons grammar points as a review to give you example topics to make this portion of the lesson more interactive.
(infinitives, ex. What do you like to do after school?).
2. Ask one or two students to read the sentences under the title out loud for the class, attention to exercise A. Ask six students to write the sentences on the board for
and then write them on the board to refer to later. 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
3. Scan the unit before class and identify any words that your students may not and go to the end of the sentence.
class.

4. For exercise B, go through the example on the board to demonstrate how to change 5. Extra Idea (optional):
the sentences on the left into infinitive sentences. Then ask four volunteers to Have all the students write three questions in the form of Why do 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 do you play
the sentences on the board when you are finished. computer games? I play computer games to relax.).
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
the box and then use previous examples already on the board to explain it.
Practice
make sure to always check each exercise and explain any common errors so that
Grammar Point 2 the students can correct their answers and learn from their mistakes. Finally, vary
1. Like the previous page, use the chart to help you explain how to use infinitives as 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.
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 2. For exercise A, have a few students describe the pictures. Then demonstrate how
board and highlight them as necessary. 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
3. 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 3. For exercise B, tell the students that the fastest person to correctly complete the
boys to complete with the second parts. 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.
4. 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.

4. 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
class.

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.
2. 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.

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.


MEMO
Review Test
166
MEMO

Grammar Space 2 - TG

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Grammar Space 2 - TG

Uploaded by

Copyright:

Available Formats

m a r

2 Grammar Space 2 Teachers Guide 3

4 Grammar Space 2 Teachers Guide 5

6 Grammar Space 2 Teachers Guide 7

2. It is recommended to assign the corresponding workbook unit as homework so the

2. Exercise B is meant to improve the students proofreading and editing skills by

8 Grammar Space 2 Teachers Guide 9

10 Grammar Space 2 Teachers Guide 11

4. Extra Idea for Vocabulary Practice (optional): Time is Ticking

12 Grammar Space 2 Teachers Guide 13

14 Grammar Space 2 Teachers Guide 15

2. Exercise B is meant to improve the students proofreading and editing skills by

16 Grammar Space 2 Teachers Guide 17

18 Grammar Space 2 Teachers Guide 19

4. Extra Idea for Vocabulary Practice (optional): Guess the Word

and possessive pronouns.

20 Grammar Space 2 Teachers Guide 21

22 Grammar Space 2 Teachers Guide 23

Grammar for Writing

2. Exercise B is meant to improve the students proofreading and editing skills by

3. Extra Idea (optional):

24 Grammar Space 2 Teachers Guide 25

26 Grammar Space 2 Teachers Guide 27

28 Grammar Space 2 Teachers Guide 29

30 Grammar Space 2 Teachers Guide 31

Grammar for Writing

3. Extra Idea (optional):

32 Grammar Space 2 Teachers Guide 33

34 Grammar Space 2 Teachers Guide 35

36 Grammar Space 2 Teachers Guide 37

38 Grammar Space 2 Teachers Guide 39

Grammar for Writing

2. Exercise B is meant to improve the students proofreading and editing skills by

3. Extra Idea (optional):

class when everyone is finished.

40 Grammar Space 2 Teachers Guide 41

42 Grammar Space 2 Teachers Guide 43

4. Extra Idea for Vocabulary Practice (optional): Draw Something

grammar points. all the keywords have been used.

44 Grammar Space 2 Teachers Guide 45

46 Grammar Space 2 Teachers Guide 47

2. It is recommended to assign the corresponding workbook unit as homework so the

2. Exercise B is meant to improve the students proofreading and editing skills by

3. Extra Idea (optional):

48 Grammar Space 2 Teachers Guide 49

50 Grammar Space 2 Teachers Guide 51

4. Extra Idea for Vocabulary Practice (optional): Missing Words

52 Grammar Space 2 Teachers Guide 53

54 Grammar Space 2 Teachers Guide 55

2. It is recommended to assign the corresponding workbook unit as homework so the

2. Exercise B is meant to improve the students proofreading and editing skills by

3. Extra Idea (optional):

56 Grammar Space 2 Teachers Guide 57

58 Grammar Space 2 Teachers Guide 59

4. Extra Idea for Vocabulary Practice (optional): Word Associations

points. until all the keywords have been used.

60 Grammar Space 2 Teachers Guide 61

62 Grammar Space 2 Teachers Guide 63

2. It is recommended to assign the corresponding workbook unit as homework so the

2. Exercise B is meant to improve the students proofreading and editing skills by

64 Grammar Space 2 Teachers Guide 65

66 Grammar Space 2 Teachers Guide 67

2. It is recommended to assign the corresponding workbook unit as homework so the

2. Exercise B is meant to improve the students proofreading and editing skills by

4. Extra Idea for Vocabulary Practice (optional): Time is Ticking

2. Exercise B is meant to improve the students proofreading and editing skills by

4. Extra Idea for Vocabulary Practice (optional): Guess the Word

2. Exercise B is meant to improve the students proofreading and editing skills by

3. Extra Idea (optional):

3. Extra Idea (optional):

2. Exercise B is meant to improve the students proofreading and editing skills by

3. Extra Idea (optional):

4. Extra Idea for Vocabulary Practice (optional): Draw Something

2. It is recommended to assign the corresponding workbook unit as homework so the

2. Exercise B is meant to improve the students proofreading and editing skills by

3. Extra Idea (optional):

4. Extra Idea for Vocabulary Practice (optional): Missing Words

2. It is recommended to assign the corresponding workbook unit as homework so the

2. Exercise B is meant to improve the students proofreading and editing skills by

3. Extra Idea (optional):

4. Extra Idea for Vocabulary Practice (optional): Word Associations

2. It is recommended to assign the corresponding workbook unit as homework so the

2. Exercise B is meant to improve the students proofreading and editing skills by

4. Extra Idea for Vocabulary Practice (optional): Act It Out

2. Exercise B is meant to improve the students proofreading and editing skills by

4. Extra Idea for Vocabulary Practice (optional): Whispering Game

2. It is recommended to assign the corresponding workbook unit as homework so the

2. Exercise B is meant to improve the students proofreading and editing skills by

3. Extra Idea (optional):

2. It is recommended to assign the corresponding workbook unit as homework so the

2. Exercise B is meant to improve the students proofreading and editing skills by

3. Extra Idea (optional):

2. Exercise B is meant to improve the students proofreading and editing skills by

3. Extra Idea (optional):

1. The students will learn how to use prepositions of time.

2. It is recommended to assign the corresponding workbook unit as homework so the

2. Exercise B is meant to improve the students proofreading and editing skills by

3. Extra Idea (optional):

2. It is recommended to assign the corresponding workbook unit as homework so the

2. Exercise B is meant to improve the students proofreading and editing skills by

3. Extra Idea (optional):

2. It is recommended to assign the corresponding workbook unit as homework so the

2. Exercise B is meant to improve the students proofreading and editing skills by

3. Extra Idea (optional):

4. Extra Idea for Vocabulary Practice (optional): Synonyms and Antonyms

2. It is recommended to assign the corresponding workbook unit as homework so the

2. Exercise B is meant to improve the students proofreading and editing skills by

3. Extra Idea (optional):

2. It is recommended to assign the corresponding workbook unit as homework so the

2. Exercise B is meant to improve the students proofreading and editing skills by

3. Extra Idea (optional):

Gerunds 4. Extra Idea (optional): The Best Actor