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Teacher’s Guide


Grammar Space 02

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Grammar Space 2 • Teacher’s Guide

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Unit 1 |

Nouns & Articles

3.Extra Idea for Vocabulary Practice (optional): Quiz Show
Split the students into two or three teams. Have a student from each team come to
the front of the class. Tell them that you’re going to read a word definition out loud,
and that if they know the answer they should ring a bell or hit a buzzer (if you have
props) or raise their hands. Ask the student who reacts first what the answer is. If
their answer is correct, they get a point for their team. If it is incorrect, the other
student(s) may have a chance to answer. Continue until all the keywords have been

Unit Objectives:

used.

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

Grammar Point 1
1.The box at the top of the page introduces the unit’s first grammar point. Use the
chart to help you explain what singular and plural nouns are to the students. Tell
them that singular nouns are for one person or thing and that plural nouns are for
two or more people or things (ex. cup vs. cups). Make sure to cover the spelling

LESSON GUIDE
Introduction
1.Each unit opens with simple sentences that show the use of the unit’s grammar

rules for plural nouns (i.e. normal nouns: add –s; nouns ending in –o, –x, –s, –ch,
and –sh: add –es; nouns ending in –y: take the –y away and add –ies; nouns ending
in –f and –fe: take the –f(e) away and add –ves). Also make sure to point out the
irregular nouns at the bottom of the chart for the students to memorize. Leave
these explanations on the board throughout the class for easy reference.

points. Ask one or two students to read the sentences out loud for the class, and
then write them on the board to refer to later.


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

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

students’ minds at the beginning of the lesson. Scan the unit before class and
identify any words that your students may not understand. Then at the start of

4

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

Grammar Space 2 • Teacher’s Guide

5



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
individual students to say how to make the incorrect word right again (including

article at all if needed. Then have them finish the exercise on their own and call on
individual students to read through the sentences to check them.

spelling).
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 unit’s second grammar point.
Use the pictures to help you explain the difference between the indefinite articles
a and an and the definite article the. Tell the students that all singular nouns need
articles in front of them, and that a and an are used before unspecified objects or
people (with an coming before vowel sounds), while the is used before specific or
unique singular nouns. Leave these definitions on the board throughout the class
for easy reference.


Practice
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

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Grammar Space 2 • Teacher’s Guide

7


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
together with the correct articles or X’s to indicate no article. After they are finished,


similar to exercise A. Edit these paragraphs and have the students take turns
presenting them at the front of the class when everyone is finished.

have them practice the dialogues out loud. If you like, you can have some pairs
present the dialogues in front of the class.
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
the pictures and phrases as a class. Then tell the students to fill in the sentences
using the phrases and call on some students to read the sentences out loud.

Extra Materials: Online Test and Workbook
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

Grammar for Writing

through the workbook in class if you would like to be present for additional grammar
practice with the students.

1.Emphasize to the students that exercise A in this section ties the grammar they
have learned into practical writing for the future. As such, have the students fill in
the blanks on their own 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.

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Grammar Space 2 • Teacher’s Guide

9


ANSWER KEY: STUDENT BOOK

10

ANSWER KEY: WORKBOOK

Grammar Space 2 • Teacher’s Guide

11


Unit 2 |

Count & Noncount
Nouns

3.Grammar Space 2 is not meant to be a vocabulary book and thus uses relatively
simple vocabulary. However, you may find it useful to refresh certain words in your
students’ minds at the beginning of the lesson. Scan the unit before class and
identify any words that your students may not understand. Then at the start of

class, post pictures or write simple definitions for the words on the side on the
board for the students to refer back to throughout the class.
4.Extra Idea for Vocabulary Practice (optional): Time is Ticking
Have the students work in pairs. Tell each pair that they have one minute (you can

Unit Objectives:
1.The students will learn about count nouns, noncount nouns, and some and any.
2.The students will complete simple exercises to familiarize themselves with the key

extend the time limit if necessary) to make as many sentences as possible using
vocabulary words that you have highlighted. Tell the students that spelling and
grammar still count, and that each correct sentence they make is worth one point.
The team with the most points wins the game.

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

Grammar Point 1

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

1.The box at the top of the page introduces the unit’s first grammar point. Use the
charts and pictures to help you explain what count nouns and noncount nouns
are to the students. Tell them that count nouns are nouns that we can count with
numbers, but that noncount nouns (ex. liquids) cannot be counted with numbers.


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

Go over the expressions used to express the amounts of noncount nouns (ex. “a

articles, ex. “What 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 unit’s grammar
points. Ask one or two students to read the sentences out loud for the class, and
then write them on the board to refer to later.

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

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Grammar Space 2 • Teacher’s Guide

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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.
6.Extra Idea (optional):
Put pictures of noncount nouns on some flashcards. Make sure that there are

different numbers of the nouns on the cards. Start on one side of the room and
have a pair of students compete to describe the pictures using the noncount noun
measuring words (ex. “three bowls of rice”). Let the student who wins compete
against the next student, and the student who wins that competition compete

Grammar Point 2

against the next one, and so on. Continue until all the cards have been used.

1.Similar to the previous page, this box introduces the unit’s second grammar point.
Explain the difference between some and any to the students. Tell them that some
is used in positive sentences and that any is used in questions and negative
sentences. Leave this explanation on the board throughout the class for easy
reference.
2.Also similar to the previous page, give the students as many simple examples as

Practice
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


14

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

point, draw their attention to exercise A. Have the students write some and any

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

on different pieces of paper. Then tell them to read the sentences and circle the

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

correct word on their own. When they are finished, have all the students hold up

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

which word they think is best while the sentences are read out loud.

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

Grammar Space 2 • Teacher’s Guide

15


2.For exercise A, tell the students that they need to find the mistakes in the
underlined parts of the sentences and correct them. Then have the first five
students that finish go up to the board and write the sentences up there.

3.Extra Idea (optional):

Either choose a simple recipe for a common dish in your country or have the
students choose a favorite recipe of their own. Write the recipe’s ingredients on the
board as well as the measuring words used for any noncount nouns. Then have the

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.

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

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


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

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.
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.

16

Grammar Space 2 • Teacher’s Guide

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ANSWER KEY: STUDENT BOOK

18


ANSWER KEY: WORKBOOK

Grammar Space 2 • Teacher’s Guide

19


Unit 3 |

Pronouns

students’ minds at the beginning of the lesson. Scan the unit before class and
identify any words that your students may not understand. Then at the start of
class, post pictures or write simple definitions 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

Unit Objectives:
1.The students will learn about subject and object pronouns, possessive adjectives,

look at the keywords and their definitions on the board. Then erase the definitions
and have each group write down what they think each word means. Call on different
groups for answers and write the best definitions on the board.

and possessive pronouns.
2.The students will complete simple exercises to familiarize themselves with the key
grammar points.
3.The students will identify and correct simple mistakes related to the key grammar

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

Grammar Point 1
1.The box at the top of the page introduces the unit’s first grammar point. Use the
chart and pictures to help you explain what pronouns are to the students. Tell

LESSON GUIDE
Introduction

them that they can use pronouns to replace nouns in their sentences. Explain that
subject pronouns replace subjects (ex. “Sarah sees Cathy.” → “She sees Cathy.”)
and that object pronouns replace objects (ex. “Sarah sees Cathy.” → “Sarah sees
her.”). Leave these definitions on the board throughout the class for easy reference.

1.Before starting the day’s lesson, go around the room and ask each student a
question to answer using the previous lesson’s grammar as a review (count and
noncount nouns, some vs. any, ex. “Do you have any pieces of paper?”).

2.Give the students as many simple examples as necessary for them to understand
the grammar point. Make sure to write these on the board using different colors, if
possible, to highlight the different parts of the sentences. You can ask the students

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

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

points. Ask one or two students to read the sentences out loud for the class, and
then write them on the board to refer to later.


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

3.Grammar Space 2 is not meant to be a vocabulary book and thus uses relatively
simple vocabulary. However, you may find it useful to refresh certain words in your

20

underlined subjects into subject pronouns, and then have them finish the exercise
on their own. Check the answers by reading the starting sentences and having the

Grammar Space 2 • Teacher’s Guide

21


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
1.Similar to the previous page, this box introduces the unit’s second grammar point.
Use the chart and picture to help you explain what possessive adjectives and
possessive pronouns are to the students. Tell them that possessive adjectives
describe who a person, animal, place, or thing belongs to (ex. “my,” “his,” “their,”

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

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


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

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

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

board and highlight them as necessary.

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

3.When you feel that the students have a good grasp of the second grammar point,
draw their attention to exercise A. 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

22

3.For exercise B, tell the students to underline the subjects and objects in each

Grammar Space 2 • Teacher’s Guide

23


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.

Extra Materials: Online Test and Workbook
1.If needed, you can use the online unit tests at www.ibuildandgrow.com (For Teachers
→ Test Sheets → Grammar → Grammar Space 2) at the end of class to assess how

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.

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

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.

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

students can review what they have learned at home. However, you can also go
through the workbook in class if you would like to be present for additional grammar
practice with the students.

Grammar for Writing
1.Emphasize to the students that exercise A in this section ties the grammar they
have learned into practical writing for the future. 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,
have the students read through the exercise out loud all together or in turns.
2.Exercise B is meant to improve the students’ proofreading and editing skills by
teaching them to identify and correct mistakes. Give the students time to find all
five mistakes and fix them, then check them together on the board while explaining
why they were wrong.
3.Extra Idea (optional):
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.

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Grammar Space 2 • Teacher’s Guide

25


ANSWER KEY: STUDENT BOOK


26

ANSWER KEY: WORKBOOK

Grammar Space 2 • Teacher’s Guide

27


Unit 4 |

Parts of a Sentence

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

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

Grammar Point 1

1.Use the chart and pictures to help you explain what subjects and predicates are
to the students. Write on the board that a subject is who or what the sentence is
about (ex. “I,” “She,” “They,” “The boy,” etc.) and that 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
Introduction
1.Before starting the day’s lesson, go around the room and ask each student a

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

question to answer using the previous lesson’s 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 then write them on the board to refer to later.

and predicates of the sentences with slashes (/). Have five students write the
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.

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Grammar Space 2 • Teacher’s Guide

29


4.For exercise B, tell the students to underline the subject in each sentence, and have
them complete the exercise on their own. To check the exercise, have the class

5.Extra Idea (optional):
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,

objects, and complements. Write on the board that predicates must have at least

Practice
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
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

30

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

3.For exercise B, ask different students to write the exercise’s sentences on the

the verbs and identify the parts of each sentence’s 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

Grammar Space 2 • Teacher’s Guide

31


students write O, C, A, or P in the blanks to indicate what the underlined phrases
are.

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

4.For exercise C, 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


→ 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.

on the board when you check the answers.
2.It is recommended to assign the corresponding workbook unit as homework so the
students can review what they have learned at home. However, you can also go
through the workbook in class if you would like to be present for additional grammar
practice with the students.

Grammar for Writing
1.Emphasize to the students that exercise A in this section ties the grammar they
have learned into practical writing for the future. As such, have the students 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.
3.Extra Idea (optional):
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
student’s paragraph.

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ANSWER KEY: STUDENT BOOK

34

ANSWER KEY: WORKBOOK

Grammar Space 2 • Teacher’s Guide

35


Unit 5 |

Present & Past Simple:
The Verb Be

understand. Then at the start of class, post pictures or write simple definitions of
the words on the side on the board for the students to refer back to throughout the
class.
4.Extra Idea for Vocabulary Practice (optional): Word Lottery
Prepare small slips of paper with any vocabulary words from this unit written on
them. Put them in a hat or bowl. Have a student come to the front of the class and
pull out a word. Tell the student to read the word out loud and use it in a sentence.
Repeat until all the words have been used.

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

Grammar Point 1
1.Use the charts and picture to help you explain to the students that the verb be in
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
Introduction
1.Before starting the day’s lesson, go around the room and give each student a

not can be shortened to isn’t and aren’t. Leave these explanations on the board
throughout the class.
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 lesson’s

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


2.Ask one or two students to read the sentences under the title out loud for the class,
and then write them on the board to refer to later.

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

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

36

with the verb be either positively or negatively as indicated. If necessary, do the first

Grammar Space 2 • Teacher’s Guide

37


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
was and were cannot be shortened after subjects, but that was not and were not

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

can be shortened into wasn’t and weren’t. 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
the students can correct their answers and learn from their mistakes. Finally, vary

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


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

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

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

board and highlight them as necessary.

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

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

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

draw their attention to exercise A. Have several students describe the pictures
thoroughly. Then explain to the students that they need to fill in the sentences with
was, were, wasn’t, and weren’t, and demonstrate the first problem on the board. Call

2.For exercise A, tell the students to circle the correct word in each sentence, and
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 past simple. If necessary, demonstrate how to complete the first

38


together in the present or past simple using the verb be. After they have finished,
tell them to practice the dialogues together, making sure to switch roles so that they

Grammar Space 2 • Teacher’s Guide

39


each get experience asking and answering the questions. If you like, you can have
some pairs present the dialogues to the class as well.

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

4.For exercise C, 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

→ 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.

cookie each).
2.It is recommended to assign the corresponding workbook unit as homework so the
students can review what they have learned at home. However, you can also go
through the workbook in class if you would like to be present for additional grammar
practice with the students.

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

have learned into practical writing for the future. 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.
2.Exercise B is meant to improve the students’ proofreading and editing skills by
teaching them to identify and correct mistakes. Give the students time to find all
five mistakes and fix them, then check them together on the board while explaining
why they were wrong.
3.Extra Idea (optional):
Have the students make 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.

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Grammar Space 2 • Teacher’s Guide

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ANSWER KEY: STUDENT BOOK

42

ANSWER KEY: WORKBOOK

Grammar Space 2 • Teacher’s Guide


43


Unit 6 |

Present Simple

3.Scan the unit before class and identify any words that your students may not
understand. Then at the start of class, post pictures or write simple definitions of
the words on the side on the board for the students to refer back to throughout the
class.
4.Extra Idea for Vocabulary Practice (optional): Draw Something
Prepare small slips of paper with any vocabulary words you want to highlight. Put the

Unit Objectives:
1.The students will learn about making positive sentences, negative sentences, and
yes/no questions in the present simple.
2.The students will complete exercises to familiarize themselves with the key
grammar points.

slips in a hat or bowl. Divide the class into two teams and ask one member from
each team to come up to the front. Have one of them pick a word from the bowl
or hat and show it to the other student. Split the board into two halves, and have
the students draw pictures that will help their teams guess the word (no letters or
numbers allowed). The team that guesses the word first gets a point. Repeat until
all the keywords have been used.

3.The students will identify and correct simple mistakes related to the key grammar
points.

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

Grammar Point 1

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

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
happening now (ex. “He listens to music.”). Point out that do not (don’t) or does not
(doesn’t) come before the base form of the verb in negative sentences. Last, go

question to answer using the previous lesson’s 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,
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
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.

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Grammar Space 2 • Teacher’s Guide

45


3.When you feel that the students have a good grasp of the grammar point, draw their
attention to exercise A. Tell them to circle the correct words on their own before

that everybody has a chance to go through the questions and answers. If you like,
you can have some pairs present the dialogues to the class.

reading the sentences aloud as a class.
5.Extra Idea (optional):
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
the board that they just need to put do or does before the subject and base verb to

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

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

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

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

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

board and highlight them as necessary.

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

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

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

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

draw their attention to exercise A. Explain 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

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Grammar Space 2 • Teacher’s Guide

47



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.

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

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

students can review what they have learned at home. However, you can also go
through the workbook in class if you would like to be present for additional grammar
practice with the students.

have learned into practical writing for the future. 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

together or in turns.
2.Exercise B is meant to improve the students’ proofreading and editing skills by
teaching them to identify and correct mistakes. Give the students time to find all
five mistakes and fix them, then check them together on the board while explaining
why they were wrong.
3.Extra Idea (optional):
Have the students make 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

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Grammar Space 2 • Teacher’s Guide

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