Tài liệu Grammar space beginner 3 teacher guide

mar ram G e g i n n er B 3 Te a c h e r ’s G u i d e Grammar Space Beginner 3 Contents 2 Grammar Space Beginner 3 Teacher’s Guide 3 Unit 1 | Jeff Reads Many Books. Grammar Station 1. Read the sentences at the top of the Grammar Station section as a class. Explain to the students that a sentence is made up of a subject and a predicate. Tell them that the subject is who or what the sentence is about and can be a noun or a pronoun. The predicate is the rest of the sentence after the subject and says what the subject is or does. The predicate must include a verb. Objectives 1. The students will learn about the parts of a sentence. 2. The students will complete exercises to familiarize themselves with the key grammar point. 3. The students will identify and correct simple mistakes related to the key grammar point. 4. The students will apply their new grammar knowledge in a practical writing exercise. 5. The students will review the grammar point before the end of the class to aid retention. 2. Ask the students to look at the chart. Read the subjects and the predicates in the chart as a class. Then choose individual students to read the example sentences under the chart. After each sentence has been read, ask the class to call out the subject and predicate in the sentence. 3. Extra Idea (optional): Split the class into two teams. Have one team read the first subject in the chart. Encourage them to change their voices by making them louder, quieter, higher, lower, etc. Then ask the second team to read the first predicate. Tell them to read it the same way that the first team did. Have the two teams switch roles. 4. Read the sentences as a class. Then ask the students to circle the subjects. Check the answers as a class. Write extra sentences on the board. Have the students take LESSON GUIDE Introduction turns coming to the front. Tell them to read one of the sentences out loud and then flip a coin. If the coin lands on “heads,” they will circle the subject. If the coin lands on “tails,” they will circle the predicate. 1. Ask the students to read the unit’s title out loud. Write it on the board to use as an example later. 2. Scan the unit before the class starts and identify any words that your students may not understand. Then at the start of class, post pictures or write simple definitions of the words on the side of the board for the students to refer back to throughout the class. Check Up As you work through the check up and practice exercises, walk around the classroom and encourage the students to ask you questions if they ever get confused. Also, make 4 Grammar Space Beginner 3 Teacher’s Guide 5 sure to check each exercise and explain any common errors so that the students can correct their answers and learn from their mistakes. Practice 1. Read the sentences as a class. Then tell the students to put a slash between the 1. Read the sentences together as a class for exercise A. Then ask the students to look at the underlined parts and check whether they are subjects or predicates. Check the answers as a class. Afterward, have the children think of similar sentences. Write down the sentences they call out on the board. Then choose some of the students to come to the front. subjects and the predicates. Check the answers by having some of the students read the sentences out loud and saying “slash” where the slashes should be. Encourage each student to change their voice in a funny way when they say “slash.” Afterward, write more sentences on the board and let other students take turns reading them and saying with a funny voice where the slashes should go. Have them take turns underlining either the subject or the predicate in each sentence and then asking the other students which one it is. 2. Look at the pictures for exercise B. What do the students see in each picture? What is the name of their best friend? Tell the students to use the words in the box at 2. Look at the pictures at the top of exercise B as a class. What do the students see in each picture? Do they know what city is in the last picture? Have they ever visited there? Ask the students to match the subjects with the predicates. Check the the top of the activity to complete the sentences. Check the answers as a class. Afterward, ask the students to think of other words that can be used to complete each of the sentences. answers as class 3. For exercise C, tell the students to correct the underlined words and then rewrite 3. Extra Idea (optional): Write subjects and predicates all over the board. Draw a box around each one. Give a student a foam ball and tell them to try and hit one of the boxes. If they hit a box, the sentences. Have the students check their answers with a partner. Write similar sentences on the board. Put errors in most of them, but write a few with no errors. Choose some of the students to come up and fix your mistakes. ask them if it contains a subject or a predicate. Then have them add a subject or a predicate to it to make a full sentence. 4. Start off exercise C by reading all of the sentences as a class. Ask the students if the first sentence (“I eat healthy food every day.”) is true or false for them. If it’s false, why don’t they eat healthy food every day? Have the students look at all of the sentences again. Tell them to circle and write the verbs in the underlined predicates. Check the answers as a class. Grammar in Writing 1. Emphasize to the students that this writing exercise ties the grammar they have learned into practical writing for the future. Start the exercise by asking general questions about the writing type. Some possible ideas are: a. When do people make a speech? b. Have the students ever had to give a speech? c. What are some good things to do when giving a speech? 2. Look at the picture as a class. What do the students see in the picture? What do 6 Grammar Space Beginner 3 Teacher’s Guide 7 they think the boy’s speech will be about? Tell the students to use the words in the ANSWER KEY: STUDENT BOOK box at the bottom of the exercise to complete the speech. Check the answers as a class. Then have the students read through the speech together. 3. Extra Idea (optional): Have the students write their own speeches about why people should vote for them to be class president. Ask them to think of three things that would make their school better and then to use the exercise as a guideline for writing their speech. Check everyone’s speeches for any spelling or grammar problems. Then have the students take turns reading their speeches at the front of the class. Review and Workbook 1. Tell the students to complete the chart at the bottom of the page as fast as they can as a review. They shouldn’t have any problems with it by this point. While they do that, put the chart’s structure on the board. Have the students fill it in for you as they start finishing up. 2. Before class, print enough unit review tests for all the students from www. nebuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space Beginner 3). When everyone is finished with the review chart, have all the students take the tests on their own. If possible, have them check their answers with a partner or go through the tests all together before the end of class. If the students struggled with any of the test questions, review the material some more. 3. The corresponding workbook unit is intended as homework so the students can review what they have learned at home. However, you can also go through the workbook in class if you would like to be present for additional grammar practice with the students. 8 Grammar Space Beginner 3 Teacher’s Guide 9 ANSWER KEY: WORKBOOK Unit 2 | I need a lot of sugar. Objectives 1. The students will learn about the quantifiers many, much, and a lot of. 2. The students will complete exercises to familiarize themselves with the key grammar point. 3. The students will identify and correct simple mistakes related to the key grammar point. 4. The students will apply their new grammar knowledge in a practical writing exercise. 5. The students will review the grammar point before the end of the class to aid retention. LESSON GUIDE Introduction 1. Review the previous unit (subjects and predicates) before starting your lesson. Show each student a sentence on a flashcard with either its subject or predicate underlined and have them identify which part of a sentence it is (subject or predicate). 2. Ask the students to read the unit’s title out loud. Write it on the board to use as an example later. 10 Grammar Space Beginner 3 Teacher’s Guide 11 3. Scan the unit before the class starts and identify any words that your students may to throw it at the grid. If they hit one of the squares, tell them to say the noun and not understand. Then at the start of class, post pictures or write simple definitions ask them what quantifier goes with it. If they say the correct quantifier, ask them to of the words on the side of the board for the students to refer back to throughout the put their team’s symbol (X or O) in the square. Then ask them to try and use the noun class. and quantifier in a sentence. The first team to make a straight line with three of their symbols is the winner. Grammar Station 1. Read the sentences at the top of the Grammar Station section as a class. Explain to the students that the words “many,” “much,” and “a lot of” all mean a large number Check Up 1. Read the nouns in the picture frame in exercise A together as a class. Then ask or amount. Tell them that we use “many” with plural count nouns and “much” with the students to write the nouns in either the count or noncount column. Check the noncount nouns. Teach the students that “a lot of” can be used with both plural and answers as a class. noncount nouns. 2. Extra Idea (optional): 2. Ask the students to look at the chart. Read the count and noncount nouns along Have a spelling race with the nouns from the exercise. Split the students into two with the quantifiers as a class. Then choose individual students to read the example teams. Ask a member of each team to stand at the back of the class. Tell them sentences under the chart. one of the nouns and practice spelling the word together several times. Then shout “Go!” and have them run to the board and write the word down. Whoever finishes 3. Read the sentences as a class. Then ask the students to circle the correct words. Check the answers as a class. Write “many,” “much,” “and a lot of” at the top of first scores a point for their team. After the students have written down the word, ask them if it is a count or noncount noun. the board. Then write extra count and noncount nouns all over the board. Have the students take turns coming to the front. Tell them to choose one of the nouns and to 3. Read the sentences for exercise B as a class. Ask the students if they drink a lot write the proper quantifier next to it. Have the class vote on whether they think the of water and/or if they have a lot of homework today to personalize the sentences answer is correct or not. for them. Then ask the students to read the sentences again and to change “a lot of” into either “many” or “much.” Tell them to write the correct words next to the 4. Extra Idea (optional): sentences. Check the answers as a class. Play tic-tac-toe with the nouns from the exercise. Draw a 3x3 grid on the board and write the nouns in each square (there are eight nouns and nine squares, so ask the 4. Look at the pictures for exercise C as a class. What do the students see in each students to think of one extra count or noncount noun). Split the students into two teams (team X and team O). Give a student from one team a foam ball and ask them 12 picture? Ask the students to read the sentences and fill in the blanks with “many” or “much.” Check the answers as a class. Grammar Space Beginner 3 Teacher’s Guide 13 Practice in the box at the bottom of the exercise to complete the story. Check the answers as a class. Then have the students read through the story together. 1. Write “many,” “much,” and “a lot of” on the board. Have the students take turns making their own simple sentences with each of the quantifiers. Then ask the students to read the sentences in exercise A. Have them circle the correct quantifiers and write them in the blanks. Check the answers as a class. Afterward, write sentences on the board that are similar to the ones in the exercise. Leave blanks where the quantifiers should go. Choose some of the students to come to the front and fill in the blanks with the correct quantifiers 3. Extra Idea (optional): Have the students write their own stories. Tell them to make their stories similar to the one in the exercise but to think of different animals, and a different type of food for one of the animals to carry on their back. If the students have time, encourage them to draw some pictures for their story as well. Check everyone’s stories for any spelling or grammar problems. Then have the students take turns reading their stories and showing their pictures to the class. 2. Look at the picture for exercise B. What do the students see in the picture? Do they have any similar items as Harry? Tell the students to circle the correct quantifiers and use the words in the box at the top of the activity to complete the sentences. Check the answers as a class. 3. For exercise C, tell the students to correct the underlined words and then rewrite the sentences. Have the students check their answers with a partner. Write similar sentences on the board. Put errors in most of them, but write a few with no errors. Choose some of the students to come up and fix your mistakes. Review and Workbook 1. Tell the students to complete the chart at the bottom of the page as fast as they can as a review. They shouldn’t have any problems with it by this point. While they do that, put the chart’s structure on the board. Have the students fill it in for you as they start finishing up. 2. Before class, print enough unit review tests for all the students from www. nebuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space Grammar in Writing 1. Start the exercise by asking general questions about the writing type. Some possible ideas are: Beginner 3). When everyone is finished with the review chart, have all the students take the tests on their own. If possible, have them check their answers with a partner or go through the tests all together before the end of class. If the students struggled with any of the test questions, review the material some more. a. How often do the students write stories? b. What kind of stories do the students like? c. What is each student’s favorite story? 3. The corresponding workbook unit is intended as homework so the students can review what they have learned at home. However, you can also go through the workbook in class if you would like to be present for additional grammar practice with the students. 2. Look at the pictures as a class. What do the students see in the pictures? What do they think the story will be about? Tell the students to use quantifiers and the words 14 Grammar Space Beginner 3 Teacher’s Guide 15 ANSWER KEY: STUDENT BOOK 16 ANSWER KEY: WORKBOOK Grammar Space Beginner 3 Teacher’s Guide 17 Unit 3 | She has a cup of coffee. 3. Scan the unit before the class starts and identify any words that your students may not understand. Then at the start of class, post pictures or write simple definitions of the words on the side of the board for the students to refer back to throughout the class. Objectives 1. The students will learn about noncount nouns. 2. The students will complete exercises to familiarize themselves with the key grammar point. 3. The students will identify and correct simple mistakes related to the key grammar point. 4. The students will apply their new grammar knowledge in a practical writing exercise. 5. The students will review the grammar point before the end of the class to aid retention. Grammar Station 1. Read the sentence at the top of the Grammar Station section as a class. Explain to the students that amounts for noncount nouns can be expressed using quantifiers such as a cup of, a glass of, a bottle of, a piece of, a slice of, a can of, a bag of, a carton of, etc. 2. Ask the students to look at the chart. Read the quantifiers and the noncount nouns they are used for as a class. Then choose individual students to read the examples under the chart. 3. Extra Idea (optional): LESSON GUIDE Introduction 1. Review the previous unit (quantifiers “many,” “much,” and “a lot of”) before starting Make flashcards for the pictures in the chart. Put all of the flashcards in a box and have a student pick one of them. Then give the student a die and ask them to roll it. Tell them to use the number on the die to make a sentence with “There is / There are,” the noun, and the correct quantifier (for example, if the student rolls a three, they will say, “There are three slices of ham.”). Let other students have a turn as well. your lesson. Point to different objects around the room and have the students say, “There are many/a lot of _____.” 4. Ask the students to match the quantifiers with the correct nouns. Check the answers as a class. Afterward, write the quantifiers on the board. Can the students think of 2. Ask the students to read the unit’s title out loud. Write it on the board to use as an example later. other noncount nouns for each quantifier? Encourage them to use the nouns from the chart and to try and think of other ones as well (for example, a bag of potato chips, a bottle of Coke, etc.). 18 Grammar Space Beginner 3 Teacher’s Guide 19 Check Up 1. Look at the picture for exercise A together as a class. Do the students like any of the food or drinks in the picture? Ask the students to read the sentences and circle the correct words. Check the answers as a class. class. 3. Extra Idea (optional): Have the students make a weekly lunch schedule like Nelly’s for themselves. Tell them to write the name of each day on a piece of paper and then draw what they want to eat and drink. When they are finished tell them to write a sentence about what they 2. Ask the students to look at exercise B. Read the quantifiers and noncount nouns as a class. Then tell the students to fill in the blanks with the plural forms of the will have each day for lunch. Then have them show their lunch schedule and read their sentences to a partner. quantifiers. Check the answers as a class. 4. For exercise C, tell the students to correct the underlined words and then rewrite 3. Read the words in the box at the top of exercise C as a class. Ask the students to make simple sentences using the words and “I want.” Then have them look at the pictures and fill in the blanks with the correct words. Check the answers as a class. the sentences. Have the students check their answers with a partner. Write similar sentences on the board. Put errors in most of them, but write a few with no errors. Choose some of the students to come up and fix your mistakes. 4. Extra Idea (optional): Make flashcards with the pictures from exercise C. Put the flashcards in a pile and shuffle them. Give the flashcards to a student and time how long it takes them to say all six of the noncount nouns with the correct numbers and quantifiers. After they have finished, ask another student to do the same thing. Whoever can say all the sentences the fastest is the winner. Grammar in Writing 1. Start the exercise by asking general questions about the writing type. Some possible ideas are: a. When the students look at a menu, do they look at the entrees, drinks, or desserts first? b. What restaurants do the students think have the best menus? Practice c. If the students had their own restaurant, would they make the menu prices expensive or cheap? Why? 1. Ask the students to match the quantifiers with the correct nouns and write them. Then read the answers in a funny or strange voice and ask the students to repeat what you say in a similar way. 2. Look at the pictures as a class. What do the students see in the pictures? Which of the foods do they want to order from the menu? Do the students think the prices on the menu are fair? Tell the students to complete the sentences on the menu with the 2. Look at the pictures for exercise B. What do the students see in each picture? Which correct quantifiers. Check the answers as a class. of the meals do they want to eat? Ask the students to look at Nelly’s lunch schedule and complete the sentences with the correct quantifiers. Check the answers as a 20 Grammar Space Beginner 3 Teacher’s Guide 21 Review and Workbook ANSWER KEY: STUDENT BOOK 1. Tell the students to complete the chart at the bottom of the page as fast as they can as a review. They shouldn’t have any problems with it by this point. While they do that, put the chart’s structure on the board. Have the students fill it in for you as they start finishing up. 2. Before class, print enough unit review tests for all the students from www. nebuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space Beginner 3). When everyone is finished with the review chart, have all the students take the tests on their own. If possible, have them check their answers with a partner or go through the tests all together before the end of class. If the students struggled with any of the test questions, review the material some more. 3. The corresponding workbook unit is intended as homework so the students can review what they have learned at home. However, you can also go through the workbook in class if you would like to be present for additional grammar practice with the students. 22 Grammar Space Beginner 3 Teacher’s Guide 23 ANSWER KEY: WORKBOOK Unit 4 | I’m cold and hungry. Objectives 1. The students will learn about conjunctions. 2. The students will complete exercises to familiarize themselves with the key grammar point. 3. The students will identify and correct simple mistakes related to the key grammar point. 4. The students will apply their new grammar knowledge in a practical writing exercise. 5. The students will review the grammar point before the end of the class to aid retention. LESSON GUIDE Introduction 1. Review the previous unit (noncount nouns) before starting your lesson. Bring pictures of noncount food items to class and have each student describe one of them by saying, “There is a _____ of _____.” 2. Ask the students to read the unit’s title out loud. Write it on the board to use as an example later. 24 Grammar Space Beginner 3 Teacher’s Guide 25 3. Scan the unit before the class starts and identify any words that your students may not understand. Then at the start of class, post pictures or write simple definitions of the words on the side of the board for the students to refer back to throughout the class. Check Up 1. Look at the pictures for exercise A as a class. What do the students see in each picture? Ask the students how they get to school. Do they have a pet? If so, what does it look like? Tell the students to read the sentences and circle the correct words. Check the answers as a class. 2. For exercise B, ask the students to match the sentence parts to make complete sentences. Write the sentence parts all over the board (spread them out as much as Grammar Station possible). Choose some of the students to come to the front and draw lines between the sentences parts to connect them. 1. Read the sentences at the top of the Grammar Station section as a class. Explain to the students that “and,” “but,” and “or” are conjunctions and can be used to connect sentences or parts of sentences. Tell them we use “and” to connect similar ideas, 3. For exercise C, ask the students to complete the sentences using “and,” “but,” or “or.” Check the answers as a class. “but” to connect two different ideas, and “or” to connect choices or possibilities. 4. Extra Idea (optional): 2. Ask the students to look at the chart. Read the conjunctions and the sentences as Have the students work in pairs. Have the first student in one of the pairs read all a class. Then choose individual students to read the example sentences under the of the sentences out loud. Then ask their partner to do the same thing. Time them chart. to see how long it takes them to finish. Then do the same thing with the other pairs. Whichever pair can read all of the sentences the fastest is the winner. 3. Read the sentences as a class. Then ask the students to circle the conjunctions. Check the answers as a class. 4. Extra Idea (optional): Split the class into two teams. Have one team read the first sentence out loud. Encourage them to change their voice by making it louder, quieter, higher, lower, etc. Then ask the second team to read the second sentence. Tell them to read it the same way that the first team did. After reading through all the sentences once, have the two teams switch roles and read them again. Practice 1. Read the sentence pairs as a class. Then tell the students to use conjunctions to connect each pair of sentences so that they make one sentence. Check the answers as a class. Afterward, ask the students to work in pairs to try and write a few sentence pairs similar to the ones in the exercise. Have each pair read their sentences out loud. Can the other students combine the sentences using conjunctions? 26 Grammar Space Beginner 3 Teacher’s Guide 27 2. Look at the pictures for exercise B. What do the students see in each picture? Which sport do they like better, baseball or soccer? Tell the students to use the words in the box at the side of the activity to complete the sentences. Check the answers as a class. Review and Workbook 1. Tell the students to complete the chart at the bottom of the page as fast as they can as a review. They shouldn’t have any problems with it by this point. While they do that, put the chart’s structure on the board. Have the students fill it in for you as they start 3. For exercise C, tell the students to correct the underlined words and then rewrite finishing up. the sentences. Have the students check their answers with a partner. Write similar sentences on the board. Put errors in most of them, but write a few with no errors. Choose some of the students to come up and fix your mistakes. 2. Before class, print enough unit review tests for all the students from www. nebuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space Beginner 3). When everyone is finished with the review chart, have all the students 4. Extra Idea (optional): Play hangman with the corrected sentences from exercise C. Ask the students to close their books. Choose one of the sentences and write dashes on the board. The take the tests on their own. If possible, have them check their answers with a partner or go through the tests all together before the end of class. If the students struggled with any of the test questions, review the material some more. number of dashes will match the number of letters in the sentence. The students then have to call out letters, with too many wrong answers leading to the completion of the gallows. 3. The corresponding workbook unit is intended as homework so the students can review what they have learned at home. However, you can also go through the workbook in class if you would like to be present for additional grammar practice with the students. Grammar in Writing 1. Start the exercise by asking general questions about the writing type. Some possible ideas are: a. What kind of books can the students see an explanation like this in? b. What do the students think the explanation will be about? 2. Look at the pictures as a class. What do the students see in the pictures? What do they think the man’s job is? Tell the students to use the words in the box at the bottom of the exercise to complete the explanation. Check the answers as a class. Then have the students read through the explanation together. 28 Grammar Space Beginner 3 Teacher’s Guide 29 ANSWER KEY: STUDENT BOOK ANSWER KEY: WORKBOOK ANSWER KEY: Review Test 1 30 Grammar Space Beginner 3 Teacher’s Guide 31 Unit 5 | Andy helps his dad. Objectives 1. The students will learn about the present simple. 2. The students will complete exercises to familiarize themselves with the key grammar point. 3. The students will identify and correct simple mistakes related to the key grammar point. 4. The students will apply their new grammar knowledge in a practical writing exercise. 5. The students will review the grammar point before the end of the class to aid retention. of the words on the side of the board for the students to refer back to throughout the class. Grammar Station 1. Read the sentences at the top of the Grammar Station section as a class. Explain to the students that the present simple is used to talk about facts or habits. Teach them that we use base verbs with I you, we, and they. However, we add -s or -es to the base verbs for he, she, and it. 2. Ask the students to look at the charts. Read the positive and negative present simple sentences as a class. Then read the yes/no questions and the answers as a class. Choose individual students to read the example sentences under the charts. Ask the students to change “Andy” and “Dana” into different subject pronouns and to read the sentences again. 3. Extra Idea (optional): LESSON GUIDE Introduction 1. Review the previous unit (conjunctions) before starting your lesson. Show each student a sentence that contains an incorrect conjunction and have them fix it. Have the class stand in a circle. Tap a balloon to one student and say “I run.” The student will hit the balloon back to you and say “He runs.” Hit the balloon to another student and say “I don’t run.” The student will hit the balloon back and say “He doesn’t run.” Hit the balloon to a third student and say “Do you run?” The student will hit the balloon back and say “Yes, I do. / No, I don’t.” Keep doing this with different verbs until all of the students have had a chance to say positive and negative sentences in the present simple and answer questions in the present simple as well. 2. Ask the students to read the unit’s title out loud. Write it on the board to use as an example later. 4. Ask the students to read the sentences and circle the correct words. Have them check their answers with a partner. Afterward, ask the students some simple “do” 3. Scan the unit before the class starts and identify any words that your students may not understand. Then at the start of class, post pictures or write simple definitions 32 questions about themselves and their classmates. Make the questions funny and tell the students they can choose to answer the questions with either “yes” or “no” (it Grammar Space Beginner 3 Teacher’s Guide 33 doesn’t matter if the answers are true or not). Practice 1. Read the school subjects at the top of the exercise together as a class. Ask the students which school subjects they like the best. Tell the students to look at Larry’s schedule and complete the sentences using the verbs in the box on the side of the page. Check the answers as a class. Check Up 1. Read the base verbs together as a class. Ask the students to make their own simple 2. Extra Idea (optional): Have the students make their own school schedule. Tell them to draw a grid similar to sentences about themselves or their classmates using the base verbs in the present the one at the top of exercise A and to write the times of their classes, the names of simple. Then have the students read the sentences and complete them in the present their classes, and to draw small pictures to represent the school subjects. Then ask simple. them to write short sentences about their schedule similar to the ones in exercise A. Have the students show their schedule and read their sentences to a partner. 2. Have the students complete the negative sentences in the present simple. Check the answers as a class. 3. Ask the students to use the base verbs in the box on the side of the page to complete the sentences in the present simple. Check the answers as a class. 3. Look at the pictures at the top of exercise C as a class. What do the students see in each picture? Do the students like going to the library? Ask the students to use the pictures to help them complete the dialogues. Check the answers as a class. 4. For exercise C, tell the students to correct the underlined words and then rewrite the sentences. Have the students check their answers with a partner. Write similar sentences on the board. Put errors in most of them, but write a few with no errors. 4. Extra Idea (optional): Choose some of the students to come up and fix your mistakes. Have the students work in pairs. Ask one student to read the questions from the exercise. Their partner will flip a coin. If the coin lands on “heads,” they will answer “yes.” If the coin lands on “tails,” they will answer “no.” After all the questions have been asked, have the students switch roles. Grammar in Writing 1. Start the exercise by asking general questions about the writing type. Some possible ideas are: a. What kinds of things could the students describe in a descriptive writing piece? b. If the students are writing a descriptive paragraph about someone’s life, what kinds of things could they include in their writing? 34 Grammar Space Beginner 3 Teacher’s Guide 35 2. Look at the pictures as a class. What do the students see in the pictures? Do they ANSWER KEY: STUDENT BOOK think Jessica is a busy person? Tell the students to use the words in the box on the side of the exercise to complete the descriptive writing. Check the answers as a class. Then have the students read through the descriptive writing together. Would the students like to have a similar schedule as Jessica? Review and Workbook 1. Tell the students to complete the chart at the bottom of the page as fast as they can as a review. They shouldn’t have any problems with it by this point. While they do that, put the chart’s structure on the board. Have the students fill it in for you as they start finishing up. 2. Before class, print enough unit review tests for all the students from www. nebuildandgrow.com (For Teachers → Test Sheets → Grammar → Grammar Space Beginner 3). When everyone is finished with the review chart, have all the students take the tests on their own. If possible, have them check their answers with a partner or go through the tests all together before the end of class. If the students struggled with any of the test questions, review the material some more. 3. The corresponding workbook unit is intended as homework so the students can review what they have learned at home. However, you can also go through the workbook in class if you would like to be present for additional grammar practice with the students. 36 Grammar Space Beginner 3 Teacher’s Guide 37 ANSWER KEY: WORKBOOK Unit 6 | I usually eat breakfast. Objectives 1. The students will learn about frequency adverbs. 2. The students will complete exercises to familiarize themselves with the key grammar point. 3. The students will identify and correct simple mistakes related to the key grammar point. 4. The students will apply their new grammar knowledge in a practical writing exercise. 5. The students will review the grammar point before the end of the class to aid retention. LESSON GUIDE Introduction 1. Review the previous unit (the present simple) before starting your lesson. Ask each student, “What do you/he/she/they do after school?” Make sure that they answer in full sentences using the present simple. 2. Ask the students to read the unit’s title out loud. Write it on the board to use as an example later. 3. Scan the unit before the class starts and identify any words that your students may 38 Grammar Space Beginner 3 Teacher’s Guide 39