Teacher’s Guide

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Grammar Space Kids 2

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Grammar Space Kids Teacher’s Guide 2

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

Unit 01 |

The car is red.

Cards can be found at the back of the student book. Tell the students to remove the
Unit 1 Grammar Cards from their student books. Have them work with a partner or
individually to fill in the missing information on the cards (they can either write the
missing information or simply say it). Tell the students to work with a partner to ask
and answer questions about the cards.
After they have finished practicing with the grammar cards, ask the students to fill in

Unit Objectives:


1.Students will learn about the articles a/an and the.

2.Students will be able to understand when to use a or an and the.

the chart at the bottom of page 6. Check the answers as a class.

Check Up


words that “a” goes before, a square before the words that “an” goes before, and a

LESSON GUIDE

triangle before the words that “the” goes before. Check the answers as a class.

Grammar Board
Have the students look at the Grammar Board. Read the “a/an + Nouns” words

1.Read the words in the box as a class. Ask the children to draw a circle around the

Extra Idea (optional):
Write all the words from the box on pieces of paper. You can add some more words

as a class. Explain to the students that “a” is used before words that start with a

that use articles as well. Draw a circle with “a” in the middle, a square with “an” in

consonant and that “an” is used before words that start with a vowel. Then read the


the middle, and a triangle with “the” in the middle on the board. Let the students

“the + Nouns” words as a class. Explain that “the” is placed before a word when

take turns picking a piece of paper and putting it on the board. Then have them

there is only one of something or when we are talking about a specific thing.

draw a line to connect the piece of paper with the correct a/an/the shape.

Extra Idea (optional):



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

Give the students a short a/an/the quiz. Have them take out a piece of paper and

the students to read the sentences and circle either “a” or “an.” Then have them

write numbers from 1–10 down the side of it. Tell the students that you will call out a

match each sentence with a similar sentence that uses “the.” Check the answers

word (you could also write out the word on the board as well) and they will write if “a,”

as a class.

“an,” or “the” comes before the word. Have the students check their answers with a
partner.


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Practice

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



ends.

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

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

students to look at the pictures and write a, an, or the in front of them. Check the
answers as a class.

Extra Idea (optional):
Have the students work in pairs. Tell them that the activity is a game board. Have
them play rock, scissors, paper and whoever wins gets to move ahead one square.
When they land on a square they must say the sentence with the correct article.
Whoever says all 12 squares first is the winner.



2.Look at the children at the top of the second activity as a class. What are the
children holding? Tell the students to follow the lines to see what color the objects
are. Then ask the students to complete the sentences. Check the answers as a
class. After finishing the activity, walk around the classroom and pick up some of
the students’ things. Ask the class what the objects are. Then have them say what
color the things are.

Review


1.Write a/an/the on the board. Review when to use each of the articles with the
class. Then call out some words and ask the students which article they would
use. Let the students take turns choosing some words to ask a partner or the
class about as well. Then have them look at Robo’s Note. Tell them to use a, an,
or the to complete the sentences. Check the answers as a class.



2.Print off enough unit review tests from for all the
students. Hand the test out and ask the students to answer the questions on their
own. Have the students work with a partner to check their test sheets, check the

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ANSWER KEY: STUDENT BOOK


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ANSWER KEY: WORKBOOK

Grammar Space Kids Teacher’s Guide 2

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flashcards. If they turn over singular and plural nouns that match, the student scores

Unit 02 |

They are babies

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

Unit Objectives:


1.Students will learn about plural nouns.



2.Students will be able to understand how to make regular and irregular plural nouns.


Check Up


1.Look at the pictures together as a class. What do the students see in the pictures?
Ask the students to read the words under the pictures and circle the correct ones.
Check the answers as a class. After the activity is finished, show the students a
few more pictures of plural nouns. Write the correct and incorrect spelling on the

LESSON GUIDE

board and have some of the students come to the front and choose the correct
words.

Grammar Board
Have the students look at the Grammar Board. Read the +s words together. Explain



2.Ask the students to read the words and circle the incorrect plural nouns. Then have

that we add “s” to regular nouns to make them plural. Read the +es words together.

them write the correct spellings of the incorrect plural nouns. Check the answers

Explain that if a word ends in -sh, -ch, -x-, or -s we add “es” to it to make it plural.

as a class.

Read the +ies words together. Explain that if a word ends in “y” we drop the “y” and

add -ies to it to make it plural. Read the +ves words together. Explain that if a word
ends in “f” or “fe” we drop the “f(e)” and add -ves to it to make it plural. Then read

Extra Idea (optional):
Make a word search for the students with the correct spellings of the plural nouns.

over the words in the others section together. Explain that these words have special

There are free programs that can be found online that will generate word searches

plural forms.

using vocabulary inputted by teachers.

Extra Idea (optional):
Make flashcards with all the singular and plural photos from the Grammar Board on
them. Spread the flashcards all over the board facedown. Split the students into
two teams. Have one of the students come to the front and turn over two of the

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Practice


ANSWER KEY: STUDENT BOOK


1.Read all of the words on the side of the activity as a class. Then have the students
circle the pictures for the words and write how many of them there are. Check the
answers as a class.

Extra Idea (optional):
Have the students work in pairs. Tell them to write all of the nouns on a piece
of paper like they are written down the side of the activity. Give each student a
die. Tell them to roll their die and to write down the number along with the noun.
Whichever student gets the higher number for each noun gets one point. Whoever
has the most points at the end is the winner.


2.Look at the pictures as a class. What do the students see in each picture? Tell the
students to use the stickers on page 89 to complete the pictures. Then ask them
to fill in the blanks with the correct plural nouns to finish the sentences. Check the
answers as a class.

Review


1.Review how to make different nouns plural with the students. Write some nouns on
the board and have the students take turns coming to the front and making them
plural. Then have them look at Robo’s Note. Ask the students to complete the
three sentences with the proper plural nouns. Check the answers as a class.



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

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

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ANSWER KEY: WORKBOOK

Unit 03 |

I want bread.

Unit Objectives:


1.Students will learn about common count and noncount nouns.



2.Students will be able to understand the features of count nouns and noncount
nouns.

LESSON GUIDE
Grammar Board

Have the students look at the Grammar Board. Read the count nouns together as
a class. Explain that we can count a count noun with numbers. Read the noncount
nouns as a class. Explain to the students that we cannot count a noncount noun with
numbers.

Extra Idea (optional):
Write all the nouns from the activity on the board. Only write the singular nouns for
the count nouns. Give a student a foam ball and tell them to try and hit one of the
words. If they hit a word, ask them if it is a count noun or a noncount noun. If it is a
count noun, have them say what the plural form is. Then have them cross the word
out and give the foam ball to another student.

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Let the students practice the grammar points with the Grammar Cards. Tell the
students to remove the Grammar Cards for the unit from their student books. Have

Extra Idea (optional):
Make flashcards for all the food items in the activity. Pass one student the first

them work with a partner or individually to fill in the missing information on the cards

flashcard and say “an onion”. Have them pass it to the next student and say the

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


same thing. Then pass the first student the second flashcard and say “milk”. Keep

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

passing all of the flashcards around the room until everyone has said all of the
words along with the necessary articles (when needed). Time the students to see

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

how long it takes them to finish. Then do it one more time. Were they able to do it

the chart at the bottom of page 14. Check the answers as a class.

faster the second time around?


2.Look at the pictures as a class. What do the students see? Do they like those food
items? Tell the students to read the sentences and correct the mistakes. Check
the answers as a class.

Check Up




1.Read all of the words in the box together as a class. Tell the students to circle the

the meals do they want to eat? Tell the students to use the words at the bottom of


noncount nouns and underline the count nouns. Check the answers as a class.


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

2.Ask the students to look at the pictures for the second activity and color the correct
form for each of the nouns. Check the answers as a class. Afterward, write some

3.Look at the picture as a class. What do the students see in the picture? Which of

Extra Idea (optional):
Have the students work in groups of three. Tell them to talk about what they want

more count and noncount nouns on the board. Include correct and incorrect

for lunch and then to draw a picture about it similar to the one in the activity. They

spellings for all of them. Have the students take turns coming to the front and

can draw one picture together or each draw their own picture. Tell the students to

circling the correct spellings.

write sentences about what each member of the group wants for lunch. Have the
groups take turns showing their picture(s) to the class and reading their sentences
out loud.

Practice



1.Have the students read the words and then write a, an, or X in front of them.
Explain that X should be written if no article is needed because the word is a
noncount noun. After writing a, an, or X, tell the students to match the words to the
correct pictures. Check the answers as a class.

Review


1.Show the students pictures of some nouns and ask them if they are count or
noncount nouns. If they are count nouns, ask the students what the plural form
of the noun is. Have the students look at Robo’s Note. Tell them to complete the
sentences. Check the answers as a class.

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

ANSWER KEY: STUDENT BOOK

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

ends.

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ANSWER KEY: WORKBOOK

Unit 04 |

Test Your Grammar
(Units 01-03)

Unit Objectives:


1.Students will be able to check their understanding of articles, regular and irregular
plural nouns, and count and noncount nouns.



2.Students will be able to use a/an/the, form plural nouns, and use count and
noncount nouns correctly.

LESSON GUIDE
Test Your Grammar
Before starting the test, have the students go through the Grammar Cards from the

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

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Grammar in Writing

ANSWER KEY: STUDENT BOOK

Ask the students about the picture. What do they see in the picture? What are all
the children doing? Do they like to go to the park with their friends? What do they do
there? Tell the students to look at the questions underneath the story. Ask them to
circle the correct answers in questions 1–2 and to fill in the blanks in questions 3–5
to complete the story. Check the answers as a class.

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


Extra Idea (optional):
Have the children draw their own pictures about things they can see at the park or on
the street. Tell the students to use the activities on pages 20 and 21 as guidelines
and to write about the many things they see at the park or on the street. Have the
students take turns showing their pictures and reading their stories to the class.

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

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ANSWER KEY: WORKBOOK

Unit 05 |

I’m not a doctor.

Unit Objectives:


1.Students will learn about the verb be.




2.Students will be able to understand how to use proper be verbs.



3.Students will be able to use negative sentences with be verbs.



4.Students will be to use contractions (isn’t / aren’t).

LESSON GUIDE
Grammar Board
Have the students look at the Grammar Board. Read the sentences as a class. Teach
the students that the verb be can be used to tell who or what a subject is. Explain
that in negative sentences, “not” comes after the verb be.
Let the students practice the grammar points with the Grammar Cards. Tell the
students to remove the Grammar Cards for the unit from their student books. Have
them work with a partner or individually to fill in the missing information on the cards
(they can either write the missing information or simply say it). Tell the students to
work with a partner to ask and answer questions about the cards.

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

Practice


1.Read the words in the box at the top of the activity as a class. Ask some of the
students to make their own sentences with the words. Then tell the students to

Extra Idea (optional):

look at the pictures and use the words to complete the sentences. Check the

Have the class stand in a circle. Tap a balloon to one student and say “I am.” The

answers as a class.

student will hit the balloon back to you and say “I’m.” Hit the balloon to another
student and say “They are not.” The student will hit the balloon back to you and say

Extra Idea (optional):

“They aren’t.” Keep doing this until all of the students have had a chance to practice
at least a few of the short forms from the chart.

Make flashcards with the pictures and sentences from the activity. Leave a blank
space where the verb be is in each sentence. 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 four of the sentences. After they have finished, ask another student to do

the same thing. Whoever can say all the sentences the fastest is the winner.

Check Up




2.Ask the students to read the sentences and write the short forms. Tell them to
write both possible short forms for each sentence. Check the answers as a class.

1.Look at the pictures as a class. What do the students see in each picture? Ask
the students to read the sentences and circle the correct words. Check the
answers as a class. After finishing the activity, write similar sentences on the board





3.Look at the pictures at the top of the page. What do the students see? Ask the

with different subject pronouns. Have the students take turns coming to the front

students to use the pictures to complete the sentences. Check the answers as a

and circling (or writing) the correct form of the verb be.

class.

2.Read all of the sentences for the second activity as a class. Ask the students to
look at the pictures and put check marks beside the sentences that match them.

Check the answers as a class.

Extra Idea (optional):
Write the sentences on the board but scramble the letters in each of the words.

Review


1.Write isn’t and aren’t on the board. Ask the students to use the words to make
sentences about their friends. After using isn’t/aren’t, ask them to say one more

Call three students to the front. Ask them to look at the scrambled sentence and

sentence using is/are to also talk about their friends. Have the students look at

then write the sentence properly. Whoever finishes first is the winner.

Robo’s Note. Tell the students to use isn’t or aren’t to complete the sentences.
Check the answers as a class.


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

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

ANSWER KEY: STUDENT BOOK

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

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ANSWER KEY: WORKBOOK

Unit 06 |

Are you angry?

Unit Objectives:


1.Students will learn about questions with the verb be.



2.Students will be able to make yes/no questions with be verbs.


LESSON GUIDE
Grammar Board
Have the students look at the Grammar Board. Look at the pictures and read the
sentences as a class. Explain to the students that they can make a yes/no question
with the verb be by putting the verb be before the subject.

Extra Idea (optional):
Make individual flashcards with all the photos and sentences on them. Write the
questions for the pairs at the top of each of the flashcards. Spread the flashcards
all over the board facedown. Split the students into two teams. Have one of the
students come to the front and turn over two of the flashcards. Tell them to read the
question and sentence on each of the flashcards. If the two sentences match, the
student scores a point for their team.
Let the students practice with the Grammar Cards. Tell the students to remove the

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

Practice



1.Ask the students to read the questions and answer the questions. Check the

and answer questions about the cards.

answers as a class.

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

Extra Idea (optional):

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

Have the students work in pairs. Give the first student a die and ask them to roll it.
Whatever number it lands on will equal the number of is/are questions that they will
ask their partner. After the first student has asked all their questions, the second
student will roll the die.

Check Up




2.Have the students read the questions and answers and correct the mistakes.
Check the answers as a class. After they have finished the activity, write some
similar questions with mistakes in them on the board. Have some of the students

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

come up the front and fix your errors.


the students to read the sentences and choose which word they think is correct.
Then tell them to write the sentence’s number on the correct picture. Check the
answers as a class.



3.Look at the picture at the top of the activity as a class. What do the students see?
What do they think is happening? Ask the students to use the picture to complete



the dialogues.

2.Look at the pictures as a class. What do the students see in each picture? Ask
the students to match the questions and the answers together. Check the answers
as a class.

Extra Idea (optional):
Have the students work in pairs. One student will ask the questions from the
activity (and encourage them to think of their own questions as well). Before
answering, the other student will roll a die. If the die lands on an even number, the

Review


1.Write “Is” and “Are” on the board. Ask the students to make some questions using

student must give a “yes” answer. If the die rolls on an odd number, the student

both words. Choose other students to answer the questions that are being asked.


must give a “no” answer. Have the students take turns play both roles.

Then have the students look at Robo’s Note. Ask them to complete the questions
and the answers. Check the answers as a class.


2.Print off enough unit review tests from for all the
students. Hand the test out and ask the students to answer the questions on their
own. Have the students work with a partner to check their test sheets, check the

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

ANSWER KEY: STUDENT BOOK

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

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ANSWER KEY: WORKBOOK

Unit 07 |

There is a tree.

Unit Objectives:


1.Students will learn about using “there” with the verb be.



2.Students will be able to make sentences with There is + singular nouns.



3.Students will be able to make sentences with There are + plural nouns.

LESSON GUIDE
Grammar Board
Have the students look at the Grammar Board. Look at the pictures and read the
sentences as a class. Explain to the students that we use “there is” for singular
nouns and “there are” for plural nouns.

Extra Idea (optional):
Make flashcards for each of the different sentences on the Grammar Board. Put the
flashcards on the board. Place two chairs in front of the board with a fly swatter on

each chair. Divide the class into two teams. Have one student from each team sit on
the chairs with their backs to the board. Say one of the sentences (for example, “There
are many ants.”). The first student to stand up and hit the correct picture with their fly
swatter gets a point for their team.

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37


or “There are.” Check the answers as a class.

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

Extra Idea (optional):
Split the class into two teams. Write the singular forms of the nouns from the

and answer questions about the cards.

activity on the board. Ask one student from each team to come to the front of the
class. Give the first student a die and ask them to roll it. Tell them to use the

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

number on the die to make a sentence about cows. Then have the other student


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

do the same thing. Whichever student rolls the higher number get one point for
their team.


2.Ask the students to read the sentences and circle and write the correct words.
Check the answers as a class.

Check Up




1.Read the words on the apples as a class. Then ask the students to match each of

3.Look at the pictures together as a class. What do the students see in each of the
pictures? Which of the seasons do they like the best? Why? Have the students

the words with “There is” and “There are.” Check the answers as a class.

use the stickers from page 89 to complete their pictures. Tell them they can
choose to use as many of the stickers as they want. After finishing their picture,

Extra Idea (optional):

ask them to complete the sentences below.

Make apples on pieces of paper and write the nouns from the activity and other

singular and plural nouns on them. Put the apples in a box or bag. Draw two
baskets on the board and write “There is” and “There are” on them. Let the



Extra Idea (optional):
Have the students draw a picture of their favorite season and write about the

students take turns picking an apple and putting it on the board. Then have them

different objects that are in their picture. When they are finished, have the students

draw a line to connect the apple to the proper basket.

take turns showing their pictures to the class and reading their sentences out loud.

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

Review


1.Write “There is” and “There are” on the board. Have the students use both of
them to describe things that they can see in the classroom. Ask the students to

Practice


38


look at Robo’s Note. Tell them to use “There is” and “There are” to complete the
sentences. Check the answers as a class.

1.Have the students look at the picture and complete the sentences with “There is”

Grammar Space Kids Teacher’s Guide 2

39




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

ANSWER KEY: STUDENT BOOK

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

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ANSWER KEY: WORKBOOK

Unit 08 |

Test Your Grammar
(Units 05-07)

Unit Objectives:


1.Students will be able to check their understanding of the verb be.



2.Students will be able to make positive and negative sentences with the verb be,
ask and answer yes/no questions with the verb be, and use there + the verb be to
make singular and plural sentences.

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

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43


Grammar in Writing

ANSWER KEY: STUDENT BOOK

Ask the students about the picture. What do they see in the picture? What do they
think is happening? Do they like eating cake? Tell the students to circle the correct
words and fill in the blanks to complete the dialogue.

It’s Your Turn
Ask the students to look at the picture. What do they see in the picture? Do they
think the men on the hill are good people or bad people? Why? Tell the students to
fill in the blanks to complete the dialogue.

Extra Idea (optional):
Have the students work in pairs. Tell them to act out the dialogue on either page
36 or 37. Encourage them to use actions and to change their voice to match their
character. Have each pair perform the dialogue in front of the class.

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


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ANSWER KEY: WORKBOOK

Unit 09 |

She washes her hands.

Unit Objectives:


1.Students will learn about the present simple.



2.Students will be able to understand how to add s/es/ies to form the third person
singular.

LESSON GUIDE
Grammar Board
Have the students look at the Grammar Board. Tell the students that the present
simple is used to talk about facts or habits. Look at the pictures and read the I/you/
we/they sentences as a class. Tell the students that when they make sentences in
the present simple with I/you/we/they the verb stays the same. Then look at the

pictures and read the he/she/it sentences as a class. Tell the students that when
they make sentences in the present simple with he/she/it the verb changes. Most of
the time, “s” is added to the verb. But if the verb ends with “sh” or “ch” we add “es”
to the verb. If the verb ends with “y”, we drop the “y” and add “ies” to the end.
Let the students practice the grammar points with the Grammar Cards. Tell the
students to remove the Grammar Cards for the unit from their student books. Have
them work with a partner or individually to fill in the missing information on the cards

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



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

2.For the second activity, read the sentences out loud as a class. Then ask the
students to complete the second set of sentences in the third person singular.
Check the answers as a class.

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

Extra Idea (optional):
Have a writing race with the sentences from the activity. Split the students into two


Extra Idea (optional):

teams. Ask a member of each team to stand at the back of the class. Write one

Play tic-tac-toe with the words from the chart. Draw a 3 X 3 grid on the board and write

of the sentences on the board. Tell the students that when you say “Go!” they will

the base verbs in each square. Split the students into two teams (team X and team O).

run to the board and rewrite the sentence in the third person singular (with “he”).

Give a student from one team a foam ball and ask them to throw it at the grid. If they

Whoever finishes first scores a point for their team.

hit one of the squares, tell them to spell the verb in the third person singular. If they
spell it correctly, ask them to put their team’s symbol (X or O) in the square. The first



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

team to make a straight line with three of their symbols is the winner.

complete the sentences.

Extra Idea (optional):

Have all the girls read the six sentences together. Time them to see how fast they

Check Up


can do it. Then have the boys do the same thing. Who had the faster time, the
boys or the girls?

1.Read all of the subjects together as a class. Ask the students to match the
subjects to “watch TV” or “watches TV.” Check the answers as a class.



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

Review


1.Write the verbs from the chart at the bottom of page 38 on the board. Have the
students take turns coming to the front and rewriting the verbs in the third person
singular. Have the students look at Robo’s Note. Tell them to complete the
sentences with the correct forms of the verbs. Check the answers as a class.

Practice


1.Read the verbs in the box at the top of the activity together as a class. Ask the
students to try and make their own sentences in the present simple with the verbs.




2.Print off enough unit review tests from for all the
students. Hand the test out and ask the students to answer the questions on their
own. Have the students work with a partner to check their test sheets, check the

Then ask the students to use the words to complete the sentences.

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