MNGTM1 PDF

Introduction
My Next Grammar is the following series to My First Grammar. Maintaining the goals and
educational philosophies of the previous series, My Next Grammar is constructed with the
learner at the center of the design. The grammar concepts and activities are designed to meet the
needs of elementary school students from the fourth to sixth grade. My Next Grammar uses a
spiral syllabus in introducing essential grammar points. This allows students the freedom to study
from any book in the series without missing key grammar points. My Next Grammar provides
various in-depth grammar activities that establish a strong foundation in English grammar.
My Next Grammars main focus is to present grammar targets in an achievable way

while challenging students at the same time. By providing age-appropriate grammar structures,
sentences, and activities, this grammar series helps students maintain a feeling of success and
interest. Constant linking and cumulative reviews ensure that students reuse the grammar
concepts while building upon them to establish a greater understanding of English grammar.
My Next Grammar series is comprised of three books providing twenty-four lessons

each. It is intended that the material from each lesson provides the content for one standard
academic class. Designed with clearly arranged material and the offered teachers guide,
educators using My Next Grammar can quickly and easily prepare for each days lesson.
Provided cumulative quizzes and progress tests allow an easy way to monitor students
understanding and retention of the grammar.
My Next Grammar provides an invaluable tool for teachers. Teachers using this series
will quickly establish a classroom with an air of success and achievement. To help them to
create this classroom, the teachers manual has been designed specifically with teachers in
mind. With this addition to the My Next Grammar series, teachers will find additional lesson
support and instruction toward using the materials to their fullest potential.
1. Components
Student Books consist of three parts. Twenty-four lessons are presented in Part I and Part II
and cumulative quizzes are compiled in Part III. Each lesson starts with a cumulative quiz
designed to assess the understanding students have gained from all the previous lessons. A
systematic introduction of grammar targets and a variety of target practices are followed by a
grammar summary. Two progress tests are provided in each book.
Workbooks include a variety of activities that help students consolidate the grammar targets
presented in class. Additional grammar explanations in Korean are provided to help clarify the
grammar concepts and overcome any confusion students may encounter away from class.
Teachers Manuals provide lesson plans. They show how to introduce and practice the
target grammar. They also provide additional materials for classroom lessons in the form of
warm ups and extensions.
2. Organization of the Student Book
Grammar Link activities at the beginning of each lesson can be used both for a cumulative
review as well as for a tool for assessment. In each lesson, teachers can use this activity to
monitor language development and areas of weakness in need of review.
Grammar Introduction charts and activities introduce new grammar concepts in a clear and
structured manner. Systematic introduction and progression of grammar targets within and
throughout lessons allow students to build upon previous understanding. New targets are
presented in small portions that facilitate mental digestion. Each targets presentation is followed
by a check up exercise in which students can practice their new grammar knowledge.
Grammar Practice activities allow for greater practice of target grammar. Through a variety
of in-depth activities and methods, students use and practice the material they are learning.
Grammar targets are also consolidated through content reading and personalization. These
activities provide a real application of grammar targets, allowing students a sense of
accomplishment in true to life situations.
Grammar Summary tables provide a concise review of the days lesson. Students and
teachers can refer to them for a quick explanation of the material they have studied. They can
provide a personal assessment of individual lesson comprehension.
Progress Tests are presented in Lessons 12 and 14. These tests provide a method by which
grammar development can be followed and measured.
3. Organization of the Workbook

Grammar Summary sections of the workbook represent the grammar lessons presented in
class with additional explanation in Korean. This provides students with further clarification on
the material they studied with their teacher. Terminology presented in English is combined with
the Korean translation to solidify concepts between the two languages.
Grammar Practice activities provide an opportunity to further work with and practice the
grammar targets of each lesson. In addition to standardized activities, a number of personal
response sections have been added to allow students free response options. This approach
allows for a personalization of grammar and furthers individual understanding.
Grammar Link sections help students prepare for the cumulative quizzes in the following
lessons. All of the previous targets are revisited and linked through a variety of user-centered
activities.
Lesson
Singular and Plural Nouns
Objectives
Common and proper nouns

Singular and plural nouns
Articles: a, an
Warm Up
Greet your students.
Introduce yourself and have
students introduce themselves and
say one thing they like.
city Tokyo
T: My name is Mr. Lewis, and I
like baseball. book Charlottes Web
S1: My name is Annie, and I like school Harvard
dogs. river Nile
S2: My name is John, I like

computer games.
Have students try to recall their
classmates names and the things

they like.
1. Grammar Introduction
First, explain that a noun is a word used to name a person, animal, place, or
a thing.
Say some words and have students tell you whether they are nouns or not.
Use words such as bear, run, teacher, car, river, and cry.
8
1 - Singular and Plural Nouns
Extension
Ask students if they can think of
any other common nouns and
proper nouns.
foxes
children teeth B Singular and Plural

countries stories Nouns
buses feet Have students look at Chart B on
page 6.
bookcase Explain that when a noun means
kiss woman one only, it is said to be singular;
program lady
and when a noun means more
than one, it is said to be plural and
formed by adding -s to a singular
noun.
Go through the rules of forming
plural nouns as in the chart. (Note:
Not every rule of forming plural
nouns are introduced in Book 1.)
Have students do the check-up
exercises on page 7 and share
a
their answers with the class.
an
an C A or An
a Have students look at Chart C on
page 7.
a
Explain that articles, a and an, are
used before a singular noun. A is
used before words that begin with
a consonant. An is used before
words that begin with a vowel.
A Common and Proper Nouns Have students do the check-up
Have students look at Chart A on page 6. exercise on page 7 and share their
Help students notice the differences between the common nouns and proper answers with the class.
nouns.
Go through the differences between the common nouns and proper nouns as
in the chart.
Say some words and have students tell you whether they are common nouns
or proper nouns. Use words such as boy, Harry Potter, country, Korea, river,
and Amazon.
Have students do the check-up exercise on page 6.
My Next Grammar 1 9
2. Grammar Practice
A Choose and write.

Ask students to turn to page 8.
(1~5) / (6~10) / (11~15): The answers can be in any order in each group.
Have students look at the word
box first. There are 5 common
nouns, 5 proper nouns and 5 other
words which are not nouns at all. children Golden Gate Park make
Read the words together in a group teacher Stanford University fast
or individually. mother Mr. Brown go

Ask students to write the words jar Empire State Building before
accordingly in the chart. The word,
friends, is already done as an
example.
B Write a or an. Write , if a

or an is not needed.
Have students read each short a
dialogue and determine which a
articles would correctly complete it.

Remind students that not every an
sentence requires an article.

a
C Check and correct the an
mistake.

Have students read the sentence
for number 1 together, and have
them tell you why the checked
word, a, is a mistake and ask for
the correct answer. D Write the plural forms.
Ask students to check and correct This activity gives students the opportunity to practice grammar within
the mistakes in the rest of the context reading. It shows how the grammar is weaved and worked together
exercise. in a paragraph. Diverse reading materials have been compiled based on
different topics which the students will enjoy reading. In this activity,
students will read about mammals and what they eat.
Before reading and doing the exercise, have students look at the pictures,
and ask them to make as many predictions as they can about the reading
piece they are about to read.
10
1 - Singular and Plural Nouns
Ask students some comprehension

questions about the reading to
finish up the activity.
Ask questions such as:
- Where do mammals live?
men - What do mammals like tigers
a and foxes eat?
John - What do hedgehogs eat?
park - What animals eat both plants
chairs (or a chair) and meat?
3. Grammar Summary
Grammar Summary shows briefly
mammals tigers what the days lesson is about.
foxes This section can be used to wrap
bats up the days lesson.
insects cows
This section can also be used as
rabbits plants bears
an extension activity if time allows.
Go over the chart and have
students provide more examples of
the lesson targets.
Homework
Workbook 1: pages 8~11
The answer key to the homework
is found on page 113 in Teachers
Manual 1.

- What do you think this paragraph is about?
- What do these animals have in common?
- What do they eat?
With students, talk about the characteristics of mammals: They are warm-
blooded, they have hair, and mothers produce milk.
Have students read Mammals. Tell students to fill in the blanks with plural
words as they read.
Have students share their answers with the class.
My Next Grammar 1 11
Lesson
Count and Noncount Nouns
Objectives
Count and noncount nouns

Some
Any
Check Homework
Ask students to open their
workbooks to page 9.
Check the homework by having
students take turns calling out the
answers.
1. Grammar Link
Use the provided cumulative quiz
as a review to assess students
understanding.
Have students go to page 106 for
Grammar Quiz 1.
Read the directions and have
students do the example problem
together.
Set a time limit and let students
finish the quiz.
Pair up students. Have them
change their books with their
partners and check the answers.
The chart at the bottom of the 2. Grammar Introduction
page shows which lesson each Write or draw book on one side and water on the other side of the board.
question has been taken from. Ask students what the difference between the two words is and have them
The answer key to Grammar Quiz 1 wonder about it.
is found on page 108 in Teachers Add apple and homework on each side. Continue adding count nouns on
Manual 1. one side and noncount nouns on the other; eventually helping students
understand that some words are countable and some words arent.
12
2 - Count and Noncount Nouns
B Some
Have students look at Chart B on
page 11.
Go through the chart together
while making sure students
understand that some expresses
an unspecified amount of
something, which can be used
with plural count nouns (such as
a some
books) and noncount nouns (such
as water) in affirmative
some
sentences and questions.
some
Remind students that the
an
indefinite article, a/an, is used
some
with singular count nouns.
some Have students do the check-up
exercise on page 11 and share the
answers with the class.
C Any
Have students look at Chart C on
any
page 11.
some (or any)
some (or any)
some any understand that any expresses an
any unspecified amount of something
some which can be used with plural
count nouns (such as books) and
noncount nouns (such as water)
in negative sentences and
questions.
A Count and Noncount Nouns Have students do the check-up
Have students look at Chart A on page 10.
Go through the chart together while making sure students understand the
differences between the count nouns and noncount nouns. Count nouns take
both singular and plural forms. Noncount nouns take only singular form, so
they are never used with the article, a or an, and never take the plural
ending, -s.
Help students learn the common noncount nouns given in the chart.
Have students do the check-up exercises on page 10 and share the answers
with the class.
3. Grammar Practice
A Choose and write.

(1~7) / (8~14): The answers can be in any order within each group.
Have students look at the word
bank first. There are seven count
nouns and seven noncount nouns in
banana furniture
it.
knife yogurt
Have students go over numbers 1
and 8 together which are given as spoon homework
examples. postcard mail
Ask students to choose and write coin music
count nouns and noncount nouns cookies money

accordingly in the chart.
Check the answers together after
students have finished.
B Check and correct the an egg

mistake. money
Have students read the sentence (some) information
for number 1 together. Ask them to
friends
tell you why the checked word,
pictures
some, is a mistake, and elicit the
correct answer, any, from students. music
mail
Ask students to check and correct
the mistakes in the rest of the girls
exercise.
D Complete the sentence using some or any.

C Write a, an, some or any. This activity gives students the opportunity to practice grammar within
Ask students to turn to page 13. context reading. It shows how the grammar is weaved and worked together
Have students pair up with a in a paragraph. Diverse reading materials have been compiled based on
partner and complete the dialogues different topics which the students will enjoy reading. In this activity,
with the correct words. students will work with a recipe on how to make a yogurt snack.
Check the answers by asking for a Before doing the exercise, ask students what their favorite snacks are to get
volunteer pair to do the dialogue in their interests going.
front of the class. - What is your favorite snack? Do you like ______?
Have students look at the pictures in the recipe and talk about them.
14
2 - Count and Noncount Nouns

Use questions such as:
some (or any) - Do we need any ice cream to
any some make Yogurt on the Go?
some (or any) - Do we need some bananas?
an - Do we need some raisins?
- Do we need some sunflower
seeds?
4. Grammar Summary
any milk what the days lesson is about.
some raisins This section can be used to wrap
some sunflower seeds up the days lesson.
a banana (or any bananas) This section can also be used as
some strawberries an extension activity if time
allows. Go over the chart and have
the lesson targets.
Homework
Manual 1.

- What do you think we are going to make?
- What ingredients do we need to make it? Do you like ______?
- Do we need a cup? Do we need a spoon?
- Do we need any ice cream? Do we need any yogurt?
- Do we need some sunflower seeds?
Have students read Yogurt on the Go and complete the recipe by filling in
the correct words.
Have students share the answers with the class.
Lesson
Subject and Object Pronouns
Objectives
Subjects and objects

Subject pronouns
Object pronouns
Check Homework
answers.
1. Grammar Link
understanding.
Grammar Quiz 2.
together.
finish the quiz.
page shows which lesson each Say two sentences about one of the students, using his/her name in the first
question has been taken from. sentence and a pronoun in the second.
The answer key to Grammar Quiz 2 T: Mary has a pencil. She has an eraser too.
is found on page 108 in Teachers Ask students to identify the pronoun in the second sentence and who it is
Manual 1. referring to.
16
3 - Subject and Object Pronouns
B Subject Pronouns
page 14.
They understand that a subject pronoun
It takes the place of a subject noun.
She Explain that there are singular
we subject pronouns (I, you,
you
he/she/it), and plural subject
pronouns(we, you, they).
C Object Pronouns
page 15.
Go through the chart together while
making sure students understand
that an object pronoun takes the
them place of an object noun.
it Explain that there are singular
him object pronouns (me, you,
him/her/it), and plural object
her
pronouns(us, you, them).
me
A Subjects and Objects

Go through the chart together while making sure students understand the
difference between the subject and object of a sentence. Point out that
almost all English sentences have a subject and a verb. The subject is the
noun or pronoun that comes at the beginning of a sentence. The object is the
noun or pronoun that comes after the verb in a sentence.
Have students do the check-up exercise on page 14 and share the answers
with the class.
3. Grammar Practice
A Circle the correct

pronoun.
Have students do number 1
together as an example.
Ask students to choose and circle
the correct subject or object
pronoun in each question.
B What does the pronoun

in bold refer to?
together as an example.
Ask students to write what each my homework
pronoun refers to in the blank
provided. Andy

students have finished. my friends and I
three tortoises
C Write the correct subject
and object pronouns.
Barbara
Have students pair up with a
partner and complete the
dialogues with correct pronouns.
Check the answers by asking for a Diverse reading materials have been compiled based on different topics
volunteer pair to do the dialogue in which the students will enjoy reading. In this activity, students will have a
front of the class. chance to read a brief synopsis of an internationally famous book, Charlottes
Web.
D Choose and write. Before doing the exercise, ask students what their favorite books are to get
This activity gives students the their interests going.
opportunity to practice grammar Ask questions such as:
within context reading. It shows - What is your favorite book?
how the grammar is weaved and - Who are the characters in the book?
worked together in a paragraph.
Have students look at the pictures and talk about them.
18
3 - Subject and Object Pronouns

- Who is Wilbur? Who is
I it Charlotte?
- What did the old sheep say
they them about Wilbur?
- Where did Charlotte write about
Wilbur? What did she write?
What does it mean?
- What do you think is going to
happen to Wilbur?
They
he
4. Grammar Summary
She
her She
what the days lesson is about.
him they
This section can be used to wrap
up the days lesson.
an extension activity if time
the lesson targets.
Homework
- Have you read the book, Charlottes Web? Manual 1.
- Can you guess who Wilbur is? What about Charlotte?
- Where do they live?
- Did you like the book (for those who have read it)?
- Do you want to read the book (for those who havent read it yet)?
Have students read Charlottes Web and complete the summary by filling in
the correct words.
Lesson
Demonstratives and Possessives 1
Objectives
Demonstratives
Possessive nouns
Check Homework
answers.
1. Grammar Link
understanding.
students go to page 108 for
Grammar Quiz 3.
That present is for Kathy.
Those are my brothers.
Can I play with this toy?
together.
I want to buy these.
finish the quiz.
page shows which lesson each Engage in a dialogue with students while demonstrating the grammar target
question has been taken from. of the lesson. Ask students questions pointing to things nearby and further
The answer key to Grammar Quiz 3 away. Make sure to emphasize the words, this, that, these, and those.
is found on page 108 in Teachers T: What is this/that?
Manual 1. Ss: Its a blackboard.
T: What are these/those?
Ss: They are pencils.
20
4 - Demonstratives and Possessives 1
B Possessive Nouns
page 19.
Go through the chart together.
Explain to students that
possessive nouns show
possession that someone has
something. An apostrophe () and
an -s are used with singular nouns
(friend friends). An apostrophe
() only is used with regular plural
nouns (friends friends), and
both an apostrophe () and -s are
girls used with irregular plural nouns
eagles (children childrens).
womens Have students do the check-up
Janes exercises on page 19 and share
my brothers
the answers with the class.
my teachers
boys
penguins
womens
teachers
My mothers
A Demonstratives
Go through the chart together. Help students understand that this refers to
something near to the speaker, that to something further away. These is the
plural of this, and those is the plural of that. Sometimes demonstratives are
pronouns (as in This is Sams dog, and Those are Johns books.), and
sometimes demonstratives can also be adjectives (as in This dog is smart,
and Those books are difficult.).
with the class.
3. Grammar Practice
A Look and write.

Have students look at the picture
for number 1 and read the example
sentence together.
Using the pictures as a guide, have
students complete the rest of the
That teachers This twins
exercise by filling in correct
demonstrative pronouns and
possessive nouns.
These Kellys Those womens Those my dads
B Write the sentence using

the words on the left.
This is the tigers new home.
together as an example. Using the
That is the teachers room.
given words on the left, students
Those are the girls boots.
are to write a complete sentence
which has both a demonstrative This is my brothers homework.
pronoun and a possessive noun. That is Mikes school.
Have students do the rest of the Those are Amys friends.
exercise. These are students desks.

Check the answers together after This is your brothers book.
C Choose and write.

This activity gives students the
opportunity to practice grammar Ask students to turn to page 21.
within context reading. It shows Before doing the exercise, talk about our physical features as humans with
how the grammar is weaved and the class.
worked together in a paragraph. Talk about questions such as:
Diverse reading materials have - Why do we have two legs?
been compiled based on different
- Why do we have fingers?
topics which the students will
enjoy reading. In this activity, - How come we dont have hair like bears?
students will read about how Have students look at the pictures in the book and talk about them.
different animals adapt to their
environments to survive.
22
4 - Demonstratives and Possessives 1

- Why are giraffes necks long?
- Why are frogs tongues sticky?
- Why are ducks feet webbed?
- Why do polar bears have thick
fur?
Frogs
ducks
4. Grammar Summary
camels
polar bears
animals This section can be used to wrap
up the days lesson.
the lesson targets.
Homework
Manual 1.

- What do giraffes have?
- What do ducks have?
- What do frogs have?
- What do camels have?
- Why do you think polar bears have thick fur?
Have students read Amazing Animals as they choose and write the correct
words in the blanks.
Lesson
Possessives 2
Objectives
Possessive adjectives
Possessive pronouns
Check Homework
answers.
1. Grammar Link
Use the provided cumulative quiz their
as a review to assess students their his

understanding. her its
Grammar Quiz 4.
Our
together. Your
Set a time limit and let students My
finish the quiz.

question has been taken from. of the lesson. Ask questions about possession by pointing to things nearby
The answer key to Grammar Quiz 4 and further away. Encourage students to answer using possessive adjectives.
is found on page 108 in Teachers T: (pointing to a students bag nearby) Is this my bag?
Manual 1. S1: No, its not your bag.
T: (pointing to a students books further away) Are those Marys books?
S2: Yes, they are her books.
24
5 - Possessives 2
B Possessive Pronouns
page 23.
Explain to students that
possessive pronouns also show
possession. A possessive pronoun
is used alone, without a noun
following it.
Explain that there are singular
possessive pronouns (mine, yours,
his/hers), and plural possessive
pronouns (ours, yours, theirs).
There is no possessive pronoun for
the third singular pronoun, it.
his
Tell students the question word,
hers
whose, is used to ask about
theirs possession (as in Whose book is
ours this?).
mine Have students do the check-up
Whose car is this?
Whose dogs are they?
Whose house is that?
Whose boots are those?
A Possessive Adjectives
Go through the chart together. Explain that a possessive adjective is placed
in front of a noun to show possession. Make sure students learn that
possessive adjectives are never used alone.
Explain there are singular possessive adjectives (my, your, his/her/its), and
plural possessive adjectives(our, your, their).
with the class.
3. Grammar Practice
A Write the correct

possessive adjective or
pronoun.
her
together as an example. Have theirs
students read the sentence on the yours

left and complete the sentence on his
the right using a correct possessive
my
adjective or possessive pronoun.
its
Have students do the rest of the
ours
exercise.
hers
B Choose and write. your
Have students do number 1 Their
together as an example. As Its
students read the sentence, have
our
them choose between the given
my
possessive adjective and
possessive pronoun and complete their
the sentence. his

Have students do the rest of the yours
exercise.
C Check and correct the Ask students to check and correct the mistakes in the rest of the exercise.
mistake. Check the answers by asking for a volunteer pair to do the dialogue in front
Have students read part A of the of the class.
dialogue for number 1 together.
Ask students to tell you why the
D Choose and write.
checked word, yours, is a mistake
and the word, your, should be This activity gives students the opportunity to practice grammar within
used instead. context reading. It shows how the grammar is weaved and worked together
in a paragraph. Diverse reading materials have been compiled based on
students will read about emperor penguins and how they care for their eggs.
26
5 - Possessives 2
Have students read Emperor

Penguins as they choose and
write the correct words in the
blanks.
Have students share the answers
with the class.
his
their questions about the reading to
mine
- Where do emperor penguins
live?
- When do they have babies?
their
- How many eggs does the mother
penguin lay?
her she
- How do the father penguins keep
his
the eggs warm?
fathers
4. Grammar Summary
up the days lesson.
the lesson targets.

Before doing the exercise, talk about penguins to get the students interests Homework
going. Workbook 1: pages 24~27
Ask questions such as: The answer key to the homework
- What do penguins look like? is found on page 117 in Teachers
- How do penguins walk? Manual 1.
Ask students to make as many predictions as they can about the reading
piece they are about to read. Ask questions such as:
- What do you think this paragraph is about?
- Where do penguins live?
- Who do you think takes care of the egg?
Lesson
Present Simple: Be
Objectives
Affirmatives and negatives

Yes/no questions
There + Be
Check Homework
answers.
1. Grammar Link
Use the provided cumulative quiz am not am
as a review to assess students are are not

understanding. is isnt
Grammar Quiz 5.
isnt Shes
arent Theyre
together.
isnt Hes
finish the quiz.
question has been taken from. of the lesson. Ask questions using all three forms of present simple Be and
The answer key to Grammar Quiz 5 encourage students to answer accordingly.
is found on page 108 in Teachers T: S1, are you a teacher?
Manual 1. S1: No, Im not. Im a student.
T: (pointing to S2) S3, is S2 in the park?
S3: No, he/she isnt. He/She is in the classroom.
28
6 - Present Simple: Be
B Be: Yes / No Questions

page 27.
Explain to students that Be comes
before the subject in yes/no
questions.
Read the answers to the yes/no
questions together. Help students
notice that contractions arent
used to answer Yes to a question.
Are are
Is is
Are arent
Is isnt
C There + Be
page 27.
Explain There + Be expresses
that something exists in a
particular place. There is is used
with singular count nouns or
There are noncount nouns where as there
There is are is used with plural count
There is
nouns.
Explain that contractions arent
used to answer Yes to a question.
A Be: Affirmatives and Negatives
Go through the chart together while making sure students understand there
are three forms of Be (am, is, are) which depend on the person (first, second,
or third) and the number (singular or plural) of the subject.
Explain that not is placed after Be to make negatives.
Help students learn the contractions of Be at the bottom of the chart.
with the class.
3. Grammar Practice
A Write the complete

sentence.
( : affirmative : negative
: question)
Ask students to turn to page 28. Beijing is the capital of China.
Are you 10 years old?

together as an example. Using the Sam and John are neighbors.
given words on the left, students Giraffes necks arent short.

are to write a complete sentence Are your teachers from Canada?
using the correct Be. Explain that
I am very smart.
means an affirmative sentence,
Ken isnt Amys brother.
means a negative sentence, and
Is Mary a fast runner?
means a yes/no question.
You arent a policeman.
exercise.
There isnt
Are there
B Read and write. Use
There are
There + Be.
( : affirmative : negative There arent
: question) Is there
Have students do number 1 There is
together as an example. Remind There arent
students that Be has to agree with

the noun that follows Be.
exercise.
C Read and write is or are.
This activity gives students the opportunity to practice grammar within
context reading. It shows how the grammar is weaved and worked together
students will read the list of facts about Australia.
Before doing the exercise, play a guessing with students about Australia
(but, dont tell the students the name of the country yet). Start with animals
in Australia like kangaroos, koalas, and platypuses; and, eventually, have
students guess what country all these are related to.
30
6 - Present Simple: Be
- What is Australias nickname?

- How large is Australia?
- How many kangaroos are there
in Australia?
- What is Uluru?
is 4. Grammar Summary
is
is
up the days lesson.
are
an extension activity if time allows.
Go over the chart and have students
are provide more examples of the
are
lesson targets.
is
Homework
Manual 1.
T: Guess what animal Im talking about. Its big. Its has a strong tail.
Mothers have a pouch.
It can jump...
Ss: Its a kangaroo.
Have students read Facts on the Land Down Under as they fill in the
correct form of Be.

Ask students some comprehension questions about the reading to finish up
the activity.
Lesson
Present Simple
Objectives

Spelling rules of final -s
Yes/no questions
Check Homework
answers.
1. Grammar Link
understanding.
Grammar Quiz 6.
together.
finish the quiz.
question has been taken from. of the lesson. Encourage students to speak in the present simple tense.
The answer key to Grammar Quiz 6 T: I speak English every day. What about you, S1?
is found on page 109 in Teachers S1: I speak Korean every day.
Manual 1. T: (tell the class pointing to S1) He speaks Korean every day.
I dont eat pizza every day. What about you, S2?
S2: I dont eat ice cream every day.
T: (tell the class pointing to S2) He doesnt eat ice cream every day.
Help students listen for the differences in the verb form.
32
7 - Present Simple
B Present Simple: Spelling

Rules of Final -s
page 30.
has Go through the chart together and
carries stays have students learn the spelling
catches builds
rules of final -s.
does finishes
Explain that final -s is added to
laughs goes
most verbs, and final -es is added
to verbs that end in -ch, -sh, -s,
pushes flies
and -x. If a verb ends in a
consonant + -y, change the -y to -i
and add -es. There are also
irregular verbs which have their
own singular forms: does, goes,
and has.
they do
Dose he does
Do I dont
C Present Simple: Yes / No
Questions
Do they do
Do I dont
page 31.
Does she (or he) does
Does she doesnt
while making sure students learn
Do they do
how to make yes/no questions
and answers in the present simple
tense. Explain that in yes/no
questions Do/Does is placed at
the beginning of the sentence, and
the simple form of the verb is
A Present Simple: Affirmatives and Negatives
used.
Go through the chart together while making sure students learn how to make exercise on page 31 and share the
the affirmative and negative statements in the present simple tense. Explain answers with the class.
that -s is added to the verb when the subject is in third person singular.
Explain that dont (do not) is placed before the verb to make negatives.
Dont becomes doesnt (does not) when the subject is in third person
singular.
with the class.
3. Grammar Practice
A Complete the sentence.

( : affirmative : negative)
wash
goes
together as an example. They are
play
to complete the sentence with the
opens
correct form of the given verb.
Explain that means an doesnt eat
affirmative sentence, and dont drive

means a negative sentence. dont live
exercise.
B Read and write the

answer or the question.
No, he doesnt.
Have students look at the chart
and write Yes or No about No, they dont.
themselves. Yes, I do. (or No, I dont.)
Have students do number 1 and 5

together as examples. They are to Does Mr. Roberts work in a bank?
look at the chart and write the Do Amy and Mary play the clarinet?
answer or the question accordingly.
Do you play the clarinet? (The answer may vary.)
exercise.
to choose and use any of the verb phrases provided, or they can come up
C Choose and write about with their own words.
you. Have students do the exercise on their own.
Ask students to turn to page 33. Have some volunteer students read what they have written.
This activity is about making
personalization of the grammar D Write the verb in the present simple tense.
students have learned. They are to This activity gives students the opportunity to practice grammar within
write three things they do on
Sundays and three things they
dont do on Sundays. They are free
34
7 - Present Simple
verbs in the present simple tense

as they read.
(Answers may vary.) with the class.
I read books on Sundays. I dont go to church on Sundays.
I watch TV on Sundays. I dont get up early on Sundays.
- How does Jessie feel when she
sees lost animals on the street?
- What do some children do to
those animals?
- What does she tell them to do?
- What does she believe people
dont have live
should do to all animals?
feels
do
chase
4. Grammar Summary
tells
laugh
doesnt care believes what the days lesson is about.
up the days lesson.
the lesson targets.
Homework
students will read about a fictional character, Jessie, and how she loves Workbook 1: pages 32~35
animals.
Before doing the exercise, talk about if anyone has ever lost a pet or seen a
lost dog on the street.
Manual 1.
- Have you ever lost your dog or cat?
- What did you do?
- Have you ever seen a lost dog on the street?
- How did it look? Did it look hungry?
(You can also share your own experience.)
Have students read Animal Protector. Tell students to write the given
Lesson
Present Simple and Frequency Adverbs
Objectives
Uses of present simple tense

Frequency adverbs with common
verbs
Frequency adverbs with Be
Check Homework
answers.
1. Grammar Link
understanding.
Grammar Quiz 7.
together.
finish the quiz.
page shows which lesson each Engage in a game with students demonstrating the grammar target of the
question has been taken from. lesson. Ask students what is wrong with the sentence while encouraging
The answer key to Grammar Quiz 7 them to find the mistake.
is found on page 109 in Teachers T: (speaking slowly) I always gets up at 7:00. Is there a mistake in the
Manual 1. sentence?
Ss: Yes, there is.
T: Can you say the sentence correctly?
Ss: I always get up at 7:00.(Be sure to give one or two correct sentences.)
Continue the game with Be also.
36
8 - Present Simple and Frequency Adverbs
B Frequency Adverbs with

Common Verbs
(Answers may vary.) page 34.
often Explain that the frequency adverbs
always come before the main verb in the
never
sentence. Help students notice
when to use these frequency
often
adverbs using the graph at the
sometimes
bottom of the chart. Frequency
always increases in the following order:
usually never (0%) sometimes often
uuuusually always (100%).
exercise on page 35 and discuss
their choice of frequency adverbs
with the class.
(Answers may vary.)

C Frequency Adverbs with
Be
never
usually
page 35.
sometimes
always
while helping students notice that
usually
the frequency adverbs come after
often Be in the sentence.
exercise on page 35 and discuss
their choice of frequency adverbs
with the class.
A Uses of Present Simple Tense
Go through the chart together while explaining that the present simple tense
expresses habits or usual activities.
Tell students about your habits and everyday activities.
with the class.
3. Grammar Practice
A Write the sentence in the

right order.
together as an example. Students
are to put the given words in the
I usually do my homework after school.
right order to make a complete
sentence. Help them understand
that the main focus of this activity My brother is always hungry.
is to find the correct place for the

frequency adverb depending on Baseball games are never boring.
the main verb.
Have students do the rest of the My friends sometimes go swimming on the weekend.
exercise.
Mr. Smith usually plays golf on Saturdays.
Lisa always writes good stories.

B Rewrite the sentence Kathys room is sometimes clean.
using the frequency
Does Sam often get up late?
adverb.
My dad is usually tired after work.
Does your mom often work on Sundays?
Mr. Brown is always very busy.
to put the given frequency adverb
in the correct position in the I am never late for school.
sentence and write it out.

exercise.
C Circle the correct word.
students will read about a fictional character, Jungle Jones, and monkeys.
Before doing the exercise, talk about monkeys to get the students interests
going.
38
8 - Present Simple and Frequency Adverbs

- Where does Jungle Jones live?
- What do monkeys eat?
- Do monkeys eat insects too?
- What do you usually eat?
4. Grammar Summary
up the days lesson.
the lesson targets.
Homework
Manual 1.

- What do monkeys look like?
- What do they eat?
- How do they walk?
Also, ask students to look at the picture and make as many predictions as
they can about the reading piece they are about to read.
Have students read Monkey Food. Tell students to circle the correct
frequency adverb as they read.
Lesson
Present Continuous
Objectives

Yes/no questions
Spelling rules of (verb~ing)
Check Homework
answers.
are playing
1. Grammar Link is brushing
Use the provided cumulative quiz isnt writing
arent playing
understanding.
am not sleeping
Grammar Quiz 8.
together.
finish the quiz.
page shows which lesson each Get students attention and go around the classroom making comments on
question has been taken from. what you and your students are doing at the moment. Try to use time words
The answer key to Grammar Quiz 8 like now, at the moment or today to hint that you are talking about what is
is found on page 109 in Teachers going on at the moment you are speaking.
Manual 1. T: (walking around the classroom) Im walking around the classroom right
now.
(pointing to everyone) You are sitting down on the chairs at the
moment.
(pointing to S1) S1 is wearing a blue shirt today.
40
9 - Present Continuous
B Present Continuous:
Yes / No Questions
page 38.
Is coming it isnt while making sure students
Is helping she (or he) is understand how to make yes/no
Is raining it isnt
questions and answers in the
present continuous tense. Explain
Are doing they are
that in yes/no questions Be is
placed at the beginning of the
sentence.
C Present Continuous:
Spelling Rules of
Verb~ing
building
running answering
page 39.
standing learning
Go through the chart together and
sitting cleaning
have students learn the spelling
sailing mopping rules of verb~ing.
eating losing Explain that -ing is added to most
taking drying verbs. If a verb ends in a vowel +
consonant + -e, remove e and add
-ing. If a verb ends in a vowel +
consonant, double the consonant
and add -ing.
A Present Continuous: Affirmatives and Negatives exercise on page 39 and share the
Go through the chart together while helping students notice the form of the
present continuous tense. Affirmative sentences are made with the verb
form Be + verb~ing and negative sentences with Be + not + verb~ing.
Explain that the present continuous tense is used for actions happening right
now.
with the class.
3. Grammar Practice
A Write the complete

sentence in the present
continuous tense.
Mike is eating breakfast.
Are you talking on the phone?
together as an example. Using the
given words on the left, students They are running in the park.
are to write the complete sentence It isnt snowing.

in the present continuous tense. Is she speaking Chinese?
Explain that means an Amy is painting.
affirmative sentence, means a
He isnt sitting on the floor.
negative sentence, and means
Is Mary smiling?
a yes/no question.
You arent reading a newspaper.
exercise.
(Answers may vary.)
students have finished. Yes, she is.
No, it isnt.
B Write the answers about No, Im not.
you. Yes, he is.
This activity gives students the No, she isnt.
opportunity to personalize the
Yes, I am.
grammar by allowing them to
No, Im not.
make personal responses. This
free response option encourages
students to apply what they have
learned to deepen individual
understanding.
together as an example. Students C Write the verb in the present continuous tense.
are to read the question and write This activity gives students the opportunity to practice grammar within
the answer accordingly. context reading. It shows how the grammar is weaved and worked together
Have students do the rest of the in a paragraph. Diverse reading materials have been compiled based on
exercise. different topics which the students will enjoy reading. In this activity,
Check the answers together after students will read about how chickens eggs are hatching step by step as if
students have finished. they were making the observation.
Before doing the exercise, get students interests going by asking questions
such as:
- Where do chickens come from?
42
9 - Present Continuous

- What sticks out first when the
egg is hatching?
- Do eggs need help when they are
hatching?
- What kind of sound do chicks
make?
- What do chicks look for after
they hatch?
are hatching is sticking
are pushing 4. Grammar Summary

am helping
are doing
up the days lesson.
is making
is calling is looking
the lesson targets.
Homework
Manual 1.
- How do eggs become chickens?

- What sounds do chicks make?
Ask students to turn to page 41. Talk about the pictures using the vocabulary
students need to know for the reading such as hatch, stick out, and peep.
Have students read New Chicks. Tell students to write the given words in
the present continuous tense as they read.
the activity.
Lesson
Present Simple vs. Present Continuous
Objectives
Present simple
Present continuous
Present simple vs. present
continuous
Check Homework
answers.
1. Grammar Link practice
does
as a review to assess students visit
understanding. speaks
Have students go to page 114 for wear
Grammar Quiz 9.
together.
finish the quiz.
page shows which lesson each Review the present simple tense by having students take turns making a
question has been taken from. statement and a question in the present simple tense. Encourage them to
The answer key to Grammar Quiz 9 talk about their daily routines or personal habits.
is found on page 109 in Teachers T: I get up at 6:30 every day.
Manual 1. Do you get up at 6:30 every day, S1?
S1: No, I dont. I get up at 7:00.
I ride my bike to school.
Do you ride your bike to school, S2?
S2: Yes, I do. I practice the piano every day.
Do you practice the piano every day, S3?
44
10 - Present Simple vs. Present Continuous
Help students get familiarized with

the time expressions for the
present simple tense at the bottom
of the chart.
are taking
is brushing
are staying
B Present Continuous
is writing
page 42.
Remind students that the present
continuous tense expresses
actions that are happening at the
moment of speaking.
is playing the time expressions for the
finishes
present continuous tense at the
bottom of the chart.
brush
are having
is studying
C Present Simple vs.

Present Continuous
page 43.
while helping students notice the
difference in the usage between
A Present Simple the present simple tense and the
Have students look at Chart A on page 42. present continuous tense. The
habitual actions are expressed in
Go through the chart together while reminding students that the present
the present simple tense and the
simple tense expresses habitual activities or facts.
temporary actions in the present
Help students get familiarized with the time expressions for the present
continuous tense.
simple tense at the bottom of the chart.
with the class.
3. Grammar Practice
A Write every day or now.

now
are to decide which time word is
every day
more appropriate in the sentence,
every day
every day or now.
now
exercise. every day
Check the answers together after now
B Look and write.

Have students look at the picture
chart which shows the activities
for every afternoon and today.
together as an example using the
surfs the Internet every afternoon, but he is studying for his test today.
pictures as a guide. They are to
ride their bikes every afternoon, but they are walking in the park today.
complete the sentence for the
given subject using both the swims every afternoon, but he is listening to music today.
present simple and present jogs every afternoon, but he is sleeping today.
continuous tenses.
(The answer may vary.)
do my homework every afternoon, but I am playing computer games today.
exercise. Let students know that
they have to write about
themselves for number 6.
students have finished. C Write the correct form of the verb.
Have students do number 1 together as an example. They are to read and
write the given verb in the correct tense: present simple or present continuous.
Have students do the rest of the exercise.
Check the answers together after students have finished.
46
10 - Present Simple vs. Present Continuous
4. Grammar Summary
up the days lesson.
is snowing This section can also be used as
have an extension activity if time
live allows. Go over the chart and have
walks students provide more examples of
am going
the lesson targets.
is driving
eat out
is riding Homework
(Answers may vary.)
I go to the park with my dad.
I am studying right now.
Manual 1.
dad He watches news on TV in the evening.
mom She is talking to my brother.
sister She brushes her teeth in the morning.
sister She is reading a comic book.
D Write the answers about you and your family.

This activity gives students the opportunity to personalize the grammar by
allowing them to make personal responses. This free response option
encourages students to apply what they have learned to deepen individual
understanding.
Have students read the questions and answer. From numbers 3 to 6, students
are free to choose the subject of the question.
Lesson
Future: Will
Objectives

Yes/no questions
Check Homework
answers.
1. Grammar Link
understanding. will cook
Have students go to page 115 for will visit
Grammar Quiz 10.
will make
will clean up
will be
together.
will travel
finish the quiz.
page shows which lesson each Engage in a dialogue with students demonstrating the grammar target of the
question has been taken from. lesson. Talk about what you will do tomorrow and ask students what they
The answer key to Grammar Quiz will do.
10 is found on page 110 in T: Tomorrow is (Friday). Lets talk about what well do tomorrow.
Teachers Manual 1. I will eat pizza tomorrow, and I will watch a movie tomorrow.
What about you, S1?
S1: I do my homework tomorrow.
T: You will do your homework tomorrow?
S1: Yes, I will do my homework tomorrow.
48
11 - Future: Will
B Future: Yes / No Questions

page 47.
and answers in the future tense.
Explain that in yes/no questions,
Will is placed at the beginning of
the sentence.
I will Help students notice that the
Will he wont contraction of subject pronoun and
Wil they will will is not used when answering
Will she wont
yes to a question.
Will it will
Will they study for the test
Will they travel around the world
Will the boys clean up
Will it rain
A Future: Affirmatives and Negatives

Go through the chart together while making sure students understand how to
form affirmative and negative statements in the future tense with will.
Explain that the verb form of affirmatives is will + verb (simple), and that
of negatives is will + not + verb (simple).
Explain that the contraction, wont, is commonly used in place of will not,
and will is usually contracted with pronouns in speech (as in Ill, Youll,
Shell, Hell, Itll, Well, and Theyll).
with the class.
3. Grammar Practice
A Look at Amys plans for

tomorrow. Complete the
sentence using will or
wont.
will practice
wont go
Have students look and read Amys
plans for tomorrow. will go
Have students do number 1 will clean up
together as an example. Using the wont clean up
picture of Amys schedule as a

(Answers may vary.)
guide, students are to complete
the sentence in the future tense
using will or wont.
exercise.
Yes, I will. (or No, I wont.)
Will Suzy walk in the park tomorrow?
Will you do the dishes tomorrow?

and write Yes or No about
themselves.
to look at the chart and write the
short answer or the question
accordingly.
Have students do the rest of the C Lets have fun!
exercise.
This activity gives students the enjoyment of reading a comic. The comic has
integrated many of the grammar targets covered from Lesson 1 to Lesson 11.
While having fun reading the comic,students are getting great exposure to
actual conversational English.
Have students turn to pages 49 and 50.
Allow students to enjoy themselves by reading the comic silently on their own.
Have volunteer students do a role-play of the comic.
Extension
Divide the class into teams of 6 (Billy, Jake, John, Jane, Amy, D) and have a
role-play competition.
50
11 - Future: Will
4. Grammar Summary
up the days lesson.
the lesson targets.
Homework
Manual 1.
Lesson
Progress Test 1
Objectives
This lesson presents the first

progress test which can be
used to assess students
understanding and mastery of
the lessons from 1 to 11. There
are fifty questions on the test,
and each question is worth
two points.
Check Homework
answers.
52
12 - Progress Test 1
Taking the Test

Have students open their books to
page 51.
Read through all the directions
with students and do the examples
goes together if there are any.
are taking After making sure that students
will help understand the directions, give
is them a time limit and have them
Do practice work on the test on their own.
Is coming Pair up students. Have them
are speaking change their books with their
are
He
are going
correct
a sandwich (or sandwiches)
isnt
correct
is
doesnt
Are
For Your Information
The chart provided shows which
lesson each question has been
taken from. If students have had
difficulty understanding any of the
lessons that have been taught,
their test performance should
reflect this. Does Amys mom work in a bank?
Use the chart to determine which
lessons should be reviewed. Does the store open at 10 oclock?
Make sure that students

understand the prior material Are the dogs playing outside?
before moving on to the next
lessons. Are there many children on the playground?
L2 L6 L2 Will the girls sing at the school concert?

1 18 35
2 L3 19 L3 36 L4
3 L4 20 L9 37 L8
4 L7 21 L4 38 L9 This is an interesting story.
5 L9 22 L1 39 L1
6 L7 23 L2 40 L1 John doesnt have any money.
7 L1 24 L9 41 L5
L5 L3 L2 Giraffes necks arent short.
8 25 42
9 L8 26 L6 43 L7
I always wash my face in the morning.
10 L11 27 L7 44 L7
11 L7 28 L6 45 L8
Amy is talking to Jeff in English now.
12 L9 29 L7 46 L11
13 L11 30 L7 47 L5
14 L6 31 L9 48 L5
15 L7 32 L6 49 L9
16 L9 33 L11 50 L11
17 L9 34 L1
*L - Lesson
54
Homework
Manual 1.
Seoul
school
his
music doesnt
rides
(Answers may vary.)
I usually do my homework after school.
I will go skiing with my family this Sunday.
Sue is my best friend.
My favorite food is Kim chi soup.
He is reading a book.
I will have chicken salad tonight.
Lesson
Past Simple: Regular Verbs
Objectives

Yes/no questions
Spelling rules of final -ed
Check Homework
answers.
1. Grammar Link
didnt cry
understanding. visited
Have students go to page 116 for didnt listen
Grammar Quiz 11.

together.
finish the quiz.
question has been taken from. lesson. Encourage students to speak in the past simple tense of regular verbs.
The answer key to Grammar Quiz T: Yesterday I played badminton with my friend.
11 is found on page 110 in What about you, S1? Did you play badminton too?
Teachers Manual 1. S1: No.
T: What did you do yesterday?
S1: I watch TV
T: You watched TV?
S1: Yes, I watched TV.
58
13 - Past Simple: Regular Verbs

B Past Simple: Yes / No

Did it snow it did
Questions
Did Amy help she did
page 56.
Did they study they didnt
Did John wash

he did
and answers in the past simple
tense. Explain that in yes/no
questions Did is placed at the
beginning of the sentence, and the
simple form of the verb is used:
Did + subject + verb...?
explained C Present Simple: Spelling

carried stayed Rules of Final -ed
hopped continued Have students look at Chart C on
looked finished
page 57.
laughed decided
have students learn the spelling
rules of final -ed.
Explain that final -ed is added to
most verbs. If a verb ends in -e,
add -d. If a verb ends in a vowel +
If students use irregular verbs, its all right. Just help them notice that this a consonant, double the
conversation is about what they did yesterday. consonant and add -ed. If a verb
ends in a consonant + -y, change
the -y to -i and add -ed.
A Past Simple: Affirmatives and Negatives
Go through the chart together while making sure students learn how to make answers with the class.
the affirmative and negative statements in the past simple tense.
Explain that -ed is added to the verb to make affirmatives, and that didnt
(did not) is placed before the simple form of the verb to make negatives.
Help students get familiarized with the past time words at the bottom of the
chart.
3. Grammar Practice
A Complete the sentence in

the past tense.
didnt finish
stopped
to complete the sentence in the
past tense using the correct final didnt call
-ed. stayed
Have students do the rest of the didnt play
exercise. liked
(Answers may vary.)

Yes No No
and write Yes or No about
themselves in the last row. Yes, he did.
Have students do number 1 and 5 Yes, they did.
together as examples. They are to Yes, I did.
write the answer or the question

accordingly using the chart as a Did Sam play in the park yesterday?
guide. There are two possible
Did Amy and Mary watch a DVD yesterday?
answers for number 5:
Did you clean your room yesterday?
Did Kelly watch a DVD
yesterday? and Did Kelly play in
the park yesterday?
exercise. Tell students there may
be more than one possible answer
C Choose and write about you.
for numbers 5 to 8. Ask students to turn to page 59.
Check the answers together after This activity is about personalizing the grammar students have learned. They
students have finished. are to write three things they did yesterday and three things they didnt do
yesterday. They are free to choose and use any of the verb phrases provided,
or they can come up with their own words.
Have students do the exercise on their own.
Have some volunteer students read out what they have written.
60
13 - Past Simple: Regular Verbs
- Where do you think they are?

- Why do you think so?
- What is the boy in the front of
(Answers may vary.) the picture wearing?
- What kind of skeleton is that in
I didnt visit my grandma yesterday.
the picture?
I cleaned my room yesterday. I didnt study for the test yesterday.
I listened to music yesterday. I didnt play soccer yesterday.
Have students read the reading
piece. Tell students to write the
given verbs in the past simple
tense as they read.
with the class.
loved stopped Ask students some comprehension
looked questions about the reading to
didnt want finish up the activity.
wanted
touched played
learned
- Where did they go yesterday?
tried - Did they have fun there?
didnt fit - What did they see?
enjoyed
- What did they learn?
4. Grammar Summary
up the days lesson.
D Write the verb in the past simple tense. students provide more examples of
This activity gives students the opportunity to practice grammar within the lesson targets.
students will read about a boy who spent a day in the science museum with
Homework
his family. Workbook 1: pages 58~61
Before doing the exercise, have students look at the picture in the book and The answer key to the homework
ask some questions. is found on page 125 in Teachers
Manual 1.
Lesson
Past Simple: Irregular Verbs and Be
Objectives
Past simple of irregular verbs

Past simple of Be
Check Homework
answers.
1. Grammar Link took
Use the provided cumulative quiz saw
as a review to assess students went

understanding. slept
Have students go to page 117 for read
Grammar Quiz 12.
drove
Read the directions and have found
drank
together.
wrote
finish the quiz.
page shows which lesson each Engage in a game with students reviewing the past simple tense of regular
question has been taken from. verbs. Have students take turns saying one thing they did yesterday. Tell
The answer key to Grammar Quiz students they cannot repeat the same activity if it has been mentioned
12 is found on page 110 in already.
Teachers Manual 1. T: Yesterday I talked with my friend.
S1: I watched TV yesterday.
S2: I practiced the piano yesterday.
S3: Yesterday I watched TV.
T: Thats a repeat. Can you do another one?
S4: Okay. Yesterday I washed my face.
62
14 - Past Simple: Irregular Verbs and Be
Help students learn the common

irregular verbs and their past
forms at the bottom of the chart.
B Past Simple: Be
page 61.
Were was
how to make affirmative and
were negative statements and yes/no
was questions of Be in the past simple
was
tense. Explain that there are two
past tense forms for Be. Was is
was
the past tense of am and is, and
Were
were is the past tense of are.
was Remind students that not is placed
were after Be to make negatives; the
was was contractions wasnt (was + not)
and werent (were + not ) are
commonly used. Also remind
students that Be is placed at the
beginning of the sentence to make
yes/no questions.
Continue the game until everyone has had a turn.

If students have to use the irregular verbs, help them make correct past
forms.
A Past Simple: Irregular Verbs

Go through the chart together while helping students notice that the irregular
verbs have their own past forms.
Explain that, like regular verbs, didnt (did not) is placed before the simple
form of the verb to make negatives. Did is placed at the beginning of the
sentence to make yes/no questions.
3. Grammar Practice
A Complete the question

and answer. Use the verb
in the past tense.
Did buy
to complete the dialogue using the did bought
correct past form of the given Was
irregular verb. wasnt went

partner and complete the rest of didnt sleep
the dialogues.
Check the answers by asking for took was
volunteer pairs to do the dialogues
in front of the class.
B Complete the dialogue. did went

Use the verb in the past Were there
tense.
were was was
Have students do part A of the
Did you see
dialogue in number 1 together as
did saw
an example. They are to complete
Were you
the question using the given words
in the past simple tense. werent were

partner and complete the rest of
the dialogue. Tell students that
numbers 1 to 4 make one dialogue
together.
This activity is about personalizing the grammar students have learned. They
Check the answers by asking for a
are to complete the sentences to make them true about themselves.
volunteer pair to do the dialogue in
front of the class. (You might want
to ask some other volunteer pairs Have some volunteer students read out what they have written.
to do the dialogue if time allows.)
D Choose and write the verb in the past tense.
C Choose and write the This activity gives students the opportunity to practice grammar within
verb in the past tense context reading. It shows how the grammar is weaved and worked together
about you. in a paragraph. Diverse reading materials have been compiled based on
Ask students to turn to page 63. different topics which the students will enjoy reading. In this activity,
64
14 - Past Simple: Irregular Verbs and Be
(Students probably know the story

well, so talk about the story
briefly before reading.)
Have students read Aesops
went (or didnt go)
Famous Fable. Ask them to
choose and write the appropriate
studied (or didnt study)
verbs in the past tense as they
read.
with the class.
worked was finish up the activity.
played was Use questions such as:
told
- What did the ant do all day?
laughed came
- What did the grasshopper do all
had was
day?
- What did the ant tell the
grasshopper?
- What happened to the
grasshopper in the winter?
4. Grammar Summary
up the days lesson.
students will read a short version of one of the famous Aesops fables about
an ant and a grasshopper.
the lesson targets.
Before doing the exercise, have students look at the pictures in the book and
ask some questions.
Use questions such as: Homework
- Who do you think this man is? Workbook 1: pages 62~65
- Is he a writer or an artist? The answer key to the homework
- Have you read any of his stories? is found on page 126 in Teachers
- Do you remember the characters in his stories? Manual 1.
- Do you know this story?
Lesson
Helping Verbs
Objectives
Ability: can and could

Permission: may and can
Future: will
Check Homework
answers.
1. Grammar Link
could write
Could ride
understanding.
cant speak
Can swim
Grammar Quiz 13.
could walk
students do the example problem couldnt use
together. can go

finish the quiz.
question has been taken from. lesson. Ask students questions whether they can do certain things.
The answer key to Grammar Quiz T: (motioning) I can swim fast. Can you swim, S1?
13 is found on page 110 in S1: Yes. I can swim.
Teachers Manual 1. Create a situation where you have to borrow something from a student.
T: (pretending to look for something)

Oh, I forgot to bring a pencil.
S2, may I use your pencil today?
S2: Yes, of course.
66
15 - Helping Verbs

answers with the class. Remind
students that means an
affirmative sentence, means a
negative sentence, and means
a yes/no question.
B Permission: May and Can

page 65.
may (or can)
May (or Can)
Explain that the helping verbs may
and can are used to give or ask for
may not (or cant)
permission.
may (or can)
Explain that may or can comes
before the simple form of the verb
in affirmatives. In negatives, may
not or cant (cannot) is used
before the simple form of the verb.
May or can is placed at the
beginning of the sentence in
yes/no questions.
Will see will Have students do the check-up
wont be
will stay
wont take
C Future: Will
page 65.
Go through the chart together. This
A Ability: Can and Could section should be the review of
Lesson 11.
Go through the chart together. Explain that the helping verb can expresses
ability, what you know how to do, in the present or future.
Explain that can comes before the simple form of the verb in affirmatives.
Cant (cannot) is placed before the simple form of the verb in negatives.
Can is placed at the beginning of the sentence in yes/no questions. Could
is the past tense of can and couldnt is the contraction of could not.
Help students learn how to make short answers to yes/no questions: Yes, ~
can. No, ~ cant.
3. Grammar Practice
A Check and correct the

mistake.
Astudents to turn to page 66.
Have students read the question
help
for number 1 together, and ask
play
them to tell you why the checked
speak
word, comes, is a mistake, and
elicit the correct answer, come, couldnt
from students. rain
Ask students to check and correct use
the mistakes in the rest of the come

exercise. Yes
Check the answers together after snow
(Answers may vary.)
B Write your class rules

using may /can or may may (or can)
not /cant. may not (or cant)
Have students do number 1 may not (or cant)
together as an example and see if may (or can)

they agree with the helping verb. may (or can)
Have students pair up with a may (or can)
partner and write out the class may not (or cant)
rules with appropriate helping
may (or can)
verbs.
Check the class rules together by
having the pairs take turns
presenting the rules.
C Complete the sentences about you.

This activity is about making personalization of the grammar students have
learned. They are to complete the sentences with their own words about
themselves.
Have some volunteer students read what they have written.
68
15 - Helping Verbs
Tell students to look at the picture

in the book and ask:
- What do you think is the girls
(Answers may vary.) favorite food?
ski snowboard - What do you think she will ask
play computer games her mom?
Have students read Bread and
Jam for Francis. Tell students to
choose and write the sentences to
complete the story. (Note: Bread
and Jam for Francis by Russell
Hoban is used in elementary
schools in the States to teach
about eating healthy food.)
Have students share the story they
May I have bread and jam for breakfast? have made.
May I have bread and jam for lunch? partner and do a role-play of the
Yes, you may, story.
May I have bread and jam for dinner?
You can have bread and jam anytime,
4. Grammar Summary
up the days lesson.
the lesson targets.
D Choose and write.
context reading. It shows how the grammar is weaved and worked together Homework
students will read about a girl who loves to eat bread and jam every day. The answer key to the homework
Before doing the exercise, talk about the favorite food to get students
Manual 1.
interests going.
- What is your favorite food?
- Can you eat it every day?
Lesson
Adjectives
Objectives
Adjective + noun
Be + adjective
Common adjectives
Check Homework
answers.
hot weather
Chinese restaurant
interesting experience
1. Grammar Link big dinner
understanding.
Grammar Quiz 14.
together.
finish the quiz.
question has been taken from. lesson. Ask students to look at the front cover of My Next Grammar and talk
The answer key to Grammar Quiz about it with students using different adjectives.
14 is found on page 111 in T: (pointing to the boys on the cover)
Teachers Manual 1. Are these boys sad?
Ss: No. They arent sad.
T: Do they have long hair?
Ss: No. They have short hair.
Encourage students to use adjectives when they speak, if possible.
70
16 - Adjectives
B Adjectives: Be + Adjective
page 68.
Explain that adjectives can also
follow Be and describe the subject
of the sentence.
Help students notice that the
adjectives describe the subjects in
the chart.
(Answers may vary.) exercise on page 68 and share the
big answers with the class.
dangerous
fast C Common Adjectives

old Have students look at Chart C on
ugly beautiful page 69.
small big Go through the chart together and
famous help students get familiarized with
the adjectives in the chart.
hard strong
smart boring
The answers for the first exercise
quick diligent
will vary since students can
large dangerous choose any adjectives from the
pretty dry chart which they think are
appropriate. Discuss their choices.
A Adjectives: Adjective + Noun

Go through the chart together emphasizing the adjectives. Explain that
adjectives modify nouns by describing them. An adjective usually comes
before the noun which it describes.
Help students identity the nouns which the adjectives are modifying in the
chart.
with the class.
3. Grammar Practice
A Write the sentence in the

right order. Then circle
the adjective(s).
It is a large animal.
It has big ears and sharp tusks.
that the main focus of this activity
It has a long and powerful trunk.
is to practice the usage of
adjectives in the sentence.
Its favorite food is fresh leaves.
Ask students to do the rest of the
exercise. (Answers may vary.)
Check the answers together after clean warm
students have finished. handsome kind
nice quiet
B Choose and complete the big
sentence. special
Have students read through the cold
list of adjectives together.
pretty smart
Have students use any adjectives
wonderful
from the list to complete the
safe
sentences.
Check the answers while
discussing their choices of
adjectives.
C Choose and write. Discuss your choices.

students will read about different animals on the farm.
Before doing the exercise, talk about the picture with students.
- What animals do you see in the picture?
- What are they doing?
72
16 - Adjectives
4. Grammar Summary
(Answers may vary.)
up the days lesson.
the lesson targets.
Homework
wonderful The answer key to the homework
fat noisy is found on page 128 in Teachers
big hungry Manual 1.
spotted red new
cute soft
Go through the list of adjectives together with students.

Have students read Fun at the Farm while filling in the blanks with the
adjectives of their choice.
Have students share the story they have made.
Lesson
Linking Verbs and Adjectives
Objectives
Linking verbs + adjectives

Linking verbs vs. actions verbs
Check Homework
answers.
comfortable
1. Grammar Link fun
expensive
as a review to assess students spicy
understanding. big
Have students go to page 120 for terrible
Grammar Quiz 15. wonderful

Read the directions and have sad
students do the example problem good
together. exciting
finish the quiz.
page shows which lesson each Write the following on the board.
question has been taken from.
Write or Draw Write
The answer key to Grammar Quiz
15 is found on page 111 in The cake good happy
Teachers Manual 1. The flowers pretty soft
Encourage students to make sentences with you as you provide the verbs.
You say, The cake is..., and help students to complete the sentence with an
adjective. You can use linking verbs like Be, look, smell, feel, or taste.
74
17 - Linking Verbs and Adjectives
B Linking Verbs vs. Action

Verbs
page 73.
while helping students notice the
difference between the linking
verbs and action verbs.
Explain that most verbs we use are
action verbs like study, eat, sleep
and play. They express actions
that the subject does. Linking
verbs, however, do not express
action. They connect the subject to
more information about the subject.
Help students notice that some
verbs like look, smell, feel, taste
and sound are sometimes used as
linking verbs, and sometimes they
are used as action verbs.
A Linking Verbs + Adjectives

Go through the chart together emphasizing the verbs. Explain that these
sentences have linking verbs which do not express action. They connect or
link the subject to more information. The adjectives following the linking
verbs describe the subject of the sentence.
Help students learn the common linking verbs in the chart.
with the class.
3. Grammar Practice
A Choose and complete the

sentence. Discuss your
choices. (Answers may vary.)

Go through the word bank of
adjectives together with students.
easy
nice
are to complete the sentence with difficult
their choice of adjective. great
Ask students to do the rest of the wonderful
exercise. hot

students have finished, and
discuss their choice of adjectives.
B Choose and write the come

correct verb form. Then look
circle. gave
Go through the word bank of verbs smell
together with students. sounds
Have students do number 1 finish
are to choose and write the correct
form of the verb, and circle if it is
used as a linking verb or action
verb.
exercise. C Write the correct form of the verb. Use feel, sound, smell,
Check the answers together after look or taste.
students have finished. This activity gives students the opportunity to practice grammar within
students will read about our five senses and how they help us to perceive
things in the world.
Before doing the exercise, talk about the five senses we have.
76
17 - Linking Verbs and Adjectives
Extension
Bring some objects to class like
cupcakes, fruit, chocolates, or
candies.
Have students look at, feel, smell,
taste, and talk about them.
4. Grammar Summary
looks Grammar Summary shows briefly
tastes feels
up the days lesson.
smell sounds the lesson targets.
Homework
Manual 1.
- How many senses do we have?

- Look around the classroom. What do you see?
- What do you hear?
- What do you smell?
- Touch your face. How does it feel?
Have students look at the pictures in the book and talk about what the girl is
doing.
Have students read Without Sight while filling in the blanks with the verbs
of their choice.
Have students share the story they have made.
Lesson
Adverbs 1
Objectives
Adverbs
Adjectives and adverbs
Check Homework
answers.
called loudly
dances badly
1. Grammar Link see well
Use the provided cumulative quiz learns easily
as a review to assess students write neatly
understanding.
ran noisily
read carefully
Grammar Quiz 16.
run fast
speak clearly
together. studies hard
goes late
finish the quiz.
question has been taken from. lesson. Ask students what you are doing as you walk in slow motion.
The answer key to Grammar Quiz T: (walking in slow motion) What am I doing?
16 is found on page 111 in Ss: You are walking.
Teachers Manual 1. T: How am I walking? Am I walking fast?
Ss: No. You are walking slow.
T: Yes. Im walking slowly.
Encourage students to use adverbs as they describe your actions. Try actions
like speaking fast, smiling happily, speaking slowly or dancing crazily.
78
18 - Adverbs 1
B Adjectives and Adverbs

page 77.
help students notice how adverbs
are formed from their counterpart
adjectives. Explain that many
adverbs are formed by adding -ly
to adjectives (slow lowly). If
the adjective ends in -y, change -y
to -i and add -ly (easy easily).
If the adjective ends in -le, change
-le to -ly (simple simply).Some
adverbs and adjectives have the
same form (fast fast). There are
also irregular adverbs (good
well).
more examples of adverbs in the
chart.
A Adverbs
Go through the chart together emphasizing the adverbs. Explain that adverbs
modify verbs. They describe how something happens or how something is
done.
Help students notice that adverbs do not come between the verb and the
object of the verb. They are usually placed after the verb phrase.
with the class.
3. Grammar Practice
A Complete the sentence

using the correct form of
the word.
Have students do number 1 easily
together as an example. Students correct
are to change the given adjective good

to the adverb form and complete great
the sentence with it. loudly
Ask students to do the rest of the quickly
exercise.
well
happy
B Write the sentence in the

right order.
Mr. Johnson speaks English clearly.
Did they study quietly in the library?(or Did they study in the library quietly?)
I turned in my homework late.
Did you answer the questions correctly?
is to find the correct place for the
adverb in the sentence.
The boys cleaned their room fast.
exercise.
C Check and correct the mistake.

Have students read the sentence for number 1 together, and ask them to tell
you why the checked word, good, is a mistake, and elicit the correct answer,
well, from students.
Ask students to check and correct the mistakes in the rest of the exercise.
80
18 - Adverbs 1
Go through the list of adverbs

together with students.
Have students read Otters while
filling in the blanks with the
adverbs of their choice.
good Check the answers after students
fast
have finished.
neatly
(Answers may vary.)
- Where do otters live?
quickly
- Why are many otters dying?
happily - What can we do to protect
Sadly otters?
seriously Extension
carelessly Have students share their ideas on
hard
what children can do every day to
make our environment better.
freely
4. Grammar Summary
up the days lesson.
D Choose and write. Discuss your choices. the lesson targets.
in a paragraph. Diverse reading materials have been compiled based on Homework
different topics which the students will enjoy reading. In this activity, Workbook 1: pages 78~81
students will read about otters and how the pollution is affecting them.
Before doing the exercise, talk about the pictures with students.
- What are the animals in the picture? Manual 1.
- Where have you seen them?
- What are they doing?
Lesson
Adverbs 2
Objectives
Adverbs
Frequency adverbs
Check Homework
answers.
1. Grammar Link
are driving
find
hard
understanding.
happy
Grammar Quiz 17. is running
Read the directions and have wrong
students do the example problem dont get up
together. played
Set a time limit and let students huge
finish the quiz.
page shows which lesson each Have students review adverbs by playing a quick Simon Says. Have some
question has been taken from. volunteer students form a line in front of the class. Give them commands
The answer key to Grammar Quiz using adverbs. Students who do not correctly respond to the command
17 is found on page 111 in should return to their seats.
Teachers Manual 1. T: Simon says, dance slowly.
(Students dance slowly.)
T: Stop.
(Students shouldnt stop.)
82
19 - Adverbs 2
Help students learn the common

adverbs that describe or modify
adjectives or adverbs at the
bottom of the chart.
B Frequency Adverbs
(Answers may vary.) Have students look at Chart B on
page 81.
sometimes
Remind students that frequency
always
adverbs (always, often, usually,
always
sometimes and never) tell how
usually
often somebody does something.
never Frequency adverbs are usually
never placed before the main verb or
often after Be in the sentence.
A Adverbs
Go through the chart together while emphasizing the adverbs used in the
sentences. Explain that adverbs can describe or modify verbs (as in sang
loudly and did his homework fast). Adverbs can also describe or modify
adjectives (as in very beautiful and too big). Adverbs can describe or modify
adverbs too (as in really fast and quite nicely). Adverbs that modify
adjectives or adverbs must come before the words they modify.
3. Grammar Practice
A Circle the correct words.

together as an example. Make
sure everyone understands why
the answer really fast is correct.
exercise.

right order.
sentence. Help them understand Amy can sing very beautifully.
is to find the correct place for the I went to bed quite late last night.
adverb in the sentence.
Have students do the rest of the Your answers are always correct.
exercise.
Check the answers together after This essay is well written. (or This essay is written well.)
C Write sentences with the

words on the left.
Ask students to turn to page 83. D Choose and write. Discuss your choices.
This activity is about personalizing This activity gives students the opportunity to practice grammar within
the grammar students have context reading. It shows how the grammar is weaved and worked together
learned. They are to write complete in a paragraph. Diverse reading materials have been compiled based on
sentences including the given different topics which the students will enjoy reading. In this activity,
words on the left. students will read about a boy who gets into a big trouble on a field trip.
Have students do the exercise on Before doing the exercise, talk about the picture with students.
their own. - Where do you think they are?
Have some volunteer students - What kinds of machines do you see?
read out what they have written. - What do you think the boy is doing?
84
19 - Adverbs 2
- Why do you think the boy walked

away from the group?
- What did he do?
(Answers may vary.) Extension
I think butterflies are very beautiful. Ask students if they were ever in a
My brother usually eats really fast. big trouble. Have them share their
I sometimes go to bed late. experiences.
(Answers may vary.)
4. Grammar Summary
stupidly
quietly This section can be used to wrap
very up the days lesson.
loudly This section can also be used as
Suddenly an extension activity if time
quickly allows. Go over the chart and have
angrily students provide more examples of
really the lesson targets.
Homework
Manual 1.
- What is the old man doing?

- What is the man in the booth doing?
Go through the list of adverbs together with students.
Have students read Famously Bad while filling in the blanks with the
adverbs of their choice.
Check the answers after students have finished.
the activity.
- Where did the class go on a field trip?
Lesson
Prepositions of Time
Objectives
Prepositions of time
Useful time questions
Check Homework
answers.
in at
1. Grammar Link
on at
on in
on in
understanding.
Grammar Quiz 18. in
Read the directions and have at
students do the example problem on
together. in
Set a time limit and let students at in
finish the quiz.
question has been taken from. of the lesson. Ask students the time questions and encourage them to use
The answer key to Grammar Quiz the proper prepositions when answering.
18 is found on page 112 in T: (pointing to the clock) What time is it now?
Teachers Manual 1. Ss: Its 10:15.
T: What time does our class start?
Ss: 10:00
T: Yes. The class starts at 10:00.
(pointing to the calendar) What day is it today?
86
20 - Prepositions of Time
A Prepositions of Time
Have students look at Chart A on
page 84.
while emphasizing the
prepositions (in, on, at) used in the
sentences.
Explain that time prepositions
express when an event happens.
Prepositions are used with nouns.
They usually come before nouns.
Explain that in is used with
months, years, seasons, centuries
and parts of the day (morning,
afternoon, and evening). On is
What month is it?
used with days and dates. On is
What was the date?
also used with morning, afternoon,
What year was it?
evening and night of the specific
What day is it? days (on Monday morning and on
What time is it? the night of Nov. 10th). At is used
with clock time and night.
B Useful Time Expressions

page 85.
while making sure that students
know how to ask and answer the
Ss: Its Tuesday. useful time questions in the chart.
T: Do we have class on Wednesday? Have students learn how to tell
Ss: No, we dont. time, the days of the week, the
T: When is our next class? names of the 12 months and the
ordinal numbers (first, second,
Ss: Thursday.
third..).
T: Yes. Our next class is on Thursday.
3. Grammar Practice
(Note: Another option for this lesson

is to begin with exercise B and then
move back to exercise A.)
A Choose and write the

numbers.
opportunity to practice grammar
within context reading. It shows
how the grammar is weaved and
worked together in a paragraph.
Diverse reading materials have
enjoy reading. In this activity,
students will read a comic and
learn how pumpkins grow.
Before doing the exercise, talk
about the pictures with students.
- What characters do you see?
- Can you find their names?
- Who is asking the questions?
- Who is answering?
- What do you think they are
talking about?
Go through the list of six question
choices together with students.
Have students pair up with a Check the answers after students have finished.
partner and read the comic, Have students practice a role-play of the comic.
Pumpkin Pals, together. Ask Ask some volunteer pairs to do the role-play in front of the class.
them to write the number of the
appropriate question in the speech
bubbles as they read.
88
20 - Prepositions of Time
4. Grammar Summary
at
up the days lesson.
on This section can also be used as
on an extension activity if time
in allows. Go over the chart and have
at students provide more examples of
in
the lesson targets.
in
on
on Homework
in Workbook 1: pages 86~89
in The answer key to the homework
in is found on page 132 in Teachers
at Manual 1.
at
on
B Complete the sentence using in, on, or at.

Have students do number 1 together as an example. Students are to
complete the sentence using the correct time preposition.
Lesson
Prepositions of Place
Objectives
Prepositions of place
Check Homework
answers.
in
1. Grammar Link
in front of
under
above
understanding.
in
Grammar Quiz 19. next to (or in front of)
on
students do the example problem in
together. on
Set a time limit and let students above

finish the quiz.
question has been taken from. lesson. Ask students about the location of things in the classroom. You
The answer key to Grammar Quiz might want to put things in interesting places in advance.
19 is found on page 112 in T: Do you see my book anywhere?
Teachers Manual 1. Ss: Its there.
T: Where? Ah, its on the floor.
S1, where is your book?
S1: Its on the desk.
T: S2, where is...?
90
21 - Prepositions of Place
B Prepositions of Place 2
page 89.
help students learn five more
prepositions of place by using the
picture in the chart.
Point out that the following three
words, home, school, and work, do
not take any articles when used
with at (at home, at school, at
work).
next to (or near) answers with the class.
between
across from
in
near (or next to)
A Prepositions of Place 1
Go through the chart together while emphasizing the prepositions used in
the sentences. Help students learn the meaning of each preposition by
looking at the pictures in the chart. Ask students where the cat is in each
picture.
Explain that prepositions of place express where something is or happens. A
preposition usually comes before a noun and together they form a
prepositional phrase.
with the class.
3. Grammar Practice
A Circle the correct word(s).

together as an example. Make
sure everyone chooses the correct
preposition, in, before going on to
the next step.
exercise.

correct order.
together as an example. Students There is a big dog behind you.
right order to make a complete I found my watch under the bed.
that the main focus of this activity Dont sit in front of the TV.
is to practice making correct
sentences using prepositional My classroom is next to the cafeteria.
phrases.
Have students do the rest of the Mr. Jones is at the post office.
exercise.
C Look around your Have students do the exercise on their own.

classroom and answer Have some volunteer students read out what they have written.
the questions.
Ask students to turn to page 91. D Choose and write.
This activity is about personalizing This activity gives students the opportunity to practice grammar within
the grammar students have
learned. They are to write
complete answers to the
questions.
students will read about a boy who thinks his room is not that messy.
92
21 - Prepositions of Place
Go through the list of prepositions

together with students.
Have students read The Messy
(Answers may vary.) Room while filling in the blanks
Mary sits next to me in class. with the correct prepositions.
My teachers desk is in front of the blackboard.
Check the answers after students
There are many books on my teachers desk.
have finished.
Have students close the books and
play a memory game. Go around
the class and have them remember
as many things as possible about
the room. Have them take turns
saying where things are in the
under room.
on
S1: There is a sandwich behind
in
the door.
behind
S2: The books are in the closet.
on above
S3: There is a robot...
In front of
4. Grammar Summary
up the days lesson.
the lesson targets.
Before doing the exercise, talk about the state of the students rooms at
home.
Homework
- Is your room usually clean or messy?
- What is usually on your desk?
- What is usually in your desk drawers?
- Can you find your things easily? Manual 1.
- Who cleans your room?
Talk about the picture in the book.
- What do you see in the picture?
- Does this room look like your room at home?
Lesson
Statements and Yes/No Questions
Objectives
Affirmative and negative

statements
Yes/no questions
Check Homework
answers.
1. Grammar Link A shark cant live for 40 years.

Use the provided cumulative quiz John didnt see a movie yesterday.
as a review to assess students You may not go up the ladder.
understanding.
The school isnt next to the park.
They arent playing the piano together.
Grammar Quiz 20.
Mary doesnt have a swimming lesson today.
We wont go to Sams birthday party.
There isnt a puppy outside.
together.
They dont practice baseball every day.
finish the quiz.
page shows which lesson each Play a game of making sentences. Have students take turns making a
question has been taken from. sentence. Encourage students to make any kinds of sentences as long as
The answer key to Grammar Quiz they are grammatically correct.
20 is found on page 112 in T: We are in the classroom.
Teachers Manual 1. S1: There are 12 students.
S2: We are playing a game now.
94
22 - Statements and Yes/No Questions
B Yes / No Questions
page 93.
while making sure that students
know how to make yes/no
questions and answers in the
present, present continuous, past
and future tenses.
Remind students that contraction
forms are used for No answers.
Will they be at school tomorrow? the answers with the class.
Does your teacher like cats?
Did you drink two glasses of milk?
Is Mary wearing a skirt today?
Is Tom Mikes best friend?
Did you sleep well last night
I did
Can Mary stand on her head
she cant
Does Tom ask many questions in class
he doesnt
A Affirmative and Negative Statements

Go through the chart together. Remind students that everything in this lesson
should be a review. They should be able to make sentences in the present,
present continuous, past and future tenses for all verbs, including Be and
helping verbs.
Be sure that students know how to make both affirmative and negative
sentences in all different tenses.
Go over the contractions in the chart.
with the class.
3. Grammar Practice
(Note: It might be more helpful to do
exercises B and C first and then do A.)
A Choose and write.

opportunity to practice grammar May I try out?
within context reading. It shows
how the grammar is weaved and Yes, I do.
worked together in a paragraph. Yes, I am.
Diverse reading materials have

enjoy reading. In this activity, Did you play soccer last year? Can you play keeper?
students will read a comic about a

boy who wants to play soccer on a
team. Yes, I will.
Before doing the exercise, talk

about the pictures with students.
- Where are they? Do you have any
- Who do you think the man is? questions?
- What do you think the boy wants

to do?
Go through the list of four
questions and four short answers
Yes, I can.
with students.
partner and read the comic, An
Interview for a Team, together.
Ask them to write the appropriate
questions and answers in the B Complete the sentence using the correct form of the verb.
speech bubbles as they read. Ask students to turn to page 95.
Check the answers after students Have students do number 1 together as an example. Students are to write
have finished. the correct form of the given verb to make a complete sentence. Have them
Have students practice the role- make either affirmative or negatives sentences in the proper tense.
play of the comic. Have students do the rest of the exercise.
Ask some volunteer pairs to do the Check the answers together after students have finished.
role-play in front of the class.
96
22 - Statements and Yes/No Questions
4. Grammar Summary
didnt go up the days lesson.
doesnt want This section can also be used as
smoke an extension activity if time
are playing allows. Go over the chart and have
dont have students provide more examples of
the lesson targets.
play
will go
Homework
Can you walk
Did you see
Manual 1.
Is she doing
C Complete the question.

Have students do number 1 together as an example. Students are to
complete the yes/no question after reading the answer.
Lesson
Information Questions
Objectives
What, who, whose

When, what time, where
How many, how much
Check Homework
answers.
What
Who
What
1. Grammar Link Whose
Use the provided cumulative quiz Whose
Who
understanding.
What
Grammar Quiz 21.
together.
finish the quiz.
page shows which lesson each Get students attention and write the following on the board.
question has been taken from. I usually get up at _________________ in the morning.
The answer key to Grammar Quiz I eat __________________ for breakfast every morning.
21 is found on page 112 in I come to school by _________________.
Teachers Manual 1. Have students ask you questions to get the information from you to complete
the sentences.
98
23 - Information Questions
B Information Questions:
When, What time, Where
page 96.
Where Go through the chart together and
When (or What time) introduce three additional wh-
When words (when, what time,
Where where).
Where
Remind students that when and
When
what time ask about time, and
where asks about place.
Where
C Information Questions:
How many, How much
How many page 97.
How many Go through the chart together and
How much introduce two more informational
How much question words (how many, how
much).
How many
How many
Explain that both how many and
how much ask about quantity.
How much
How many is used with plural
How much
count nouns and how much is
used with noncount nouns.
A Information Questions: What, Who, Whose
Go through the chart together emphasizing the wh-words (what, who,
whose) in the questions. Explain that wh-words used in these questions
allow students to find out specific information about topics. What asks
about a thing, who asks about a person, and whose asks about possession.
Help students learn how to make information questions using what, who,
and whose.
with the class.
3. Grammar Practice
A Complete the question

and the answer with your
own words. (Answers may vary.)
usually go to bed?
I usually go to bed at 10 oclock.
brothers or sisters do you have?
to complete the rest of the I have two sisters, but I dont have any brothers.
information question and write the mom do?

answer about themselves. Shes an English teacher.
Have students do the rest of the dogs are they?
exercise. They are my aunts dogs.
(Answers may vary.)
I started learning English two years ago.
I was born in Seoul.

B Write the answers about
you.
This activity is about personalizing
the grammar students have learned.
They are to write complete answers
to the questions about themselves.
Have students do the exercise on
their own.
Have some volunteer students
read out what they have written.
C Lets have fun!

enjoyment of reading a comic. The
comic has integrated many of the Have students turn to pages 99 and 100.
grammar targets covered from Allow students to enjoy themselves by reading the comic silently on their
Lesson 1 to Lesson 23. While own.
having fun reading the comic, Have volunteer students do a role-play of the comic.
students are getting great Extension
exposure to actual conversational
Divide the class into teams of 4 (Billy, Jake, Amy, D) and have a role-play
English.
competition.
100
23 - Information Questions
4. Grammar Summary
up the days lesson.
the lesson targets.
Homework
Manual 1.

Lesson
Progress Test 2
Objectives
This lesson presents the second

progress test which can be used
to assess students
understanding and mastery of
the lessons from 1 to 23. There
are fifty questions on the test,
and each question is worth two
points.
Check Homework
answers.
102
Taking the Test

Have students open their books to
page 101.
Read through all the directions
with students and do the examples
together if there are any.
After making sure that students
understand the directions, give
them a time limit and have them
work on the test on their own.
beautiful
Johns
correct
well
on
Did
correct
trunk
well
sleeps

For Your Information
The chart provided shows which
lesson each question has been
taken from. If students have had
difficulty understanding any of the
lessons that have been taught,
their test performance should What are
reflect this.
Use the chart to determine which When do you
lessons should be reviewed.

How many students are there
Make sure that students
understand the prior material
Who can speak
before moving on to the next
lessons.
When (or What time) do you get up
1 L15 18 L21 35 L14/L21

2 L13 19 L17 36 L15
3 L16/L18 20 L4 37 L17
4 L13 21 L7/L17 38 L18 John didnt play soccer yesterday afternoon.
5 L20/L21 22 L18 39 L20

6 L13/L14 23 L20 40 L21 Was Amy at the library last Sunday?
7 L19 24 L14 41 L1
May I use your pen?
8 L19 25 L15 42 L16
9 L17 26 L1 43 L7
The pillow feels nice and soft.
10 L14 27 L19 44 L6
11 L20 28 L7 45 L20
Did you answer the questions correctly?
12 L21 29 L23 46 L1/L21
13 L20 30 L23 47 L8
14 L21 31 L23 48 L7
15 L21 32 L23 49 L1/L23
16 L21 33 L23 50 L7/L21
17 L20 34 L13/L20
*L - Lesson
104
Homework
Manual 1.
on in
child
favorite
dont are
(Answers may vary.)
I usually go to bed at 10 oclock.
I was born in Seoul.
He usually watches TV in the evening.
I go to Riverside Elementary.
I dont have any brothers.
Mary sits next to me in class.

Answer Key to Grammar Quizzes
p.106 p.107 p.108
1 an 1 any 1 some
2 2 a 2 any
3 an 3 bread 3 some
4 a 4 weather 4 any
5 a 5 leaves 5 some
6 babies 6 a 6 him
7 notebooks 7 some (any) 7 He
8 feet 8 an 8 They
9 boxes 9 any 9 them
10 children 10 some 10 We
11 john John 11 correct 11 them it
12 person people 12 Children children 12 rex Rex
13 School school 13 a some (any) 13 (any some) or (have dont have)
14 correct 14 japan Japan 14 correct
15 storys stories 15 puppys puppies 15 man men
p.109 p.110
1 bread 1 She
2 mice 2 Those
3 teeth 3 Sams
4 water 4 girls
5 cheese 5 that
6 He 6 theirs
7 her 7 His
8 us 8 My
9 you 9 ours
10 Those are babies toys. 10 Its
11 That sandwich is for Karen. 11 them it
12 This holiday picture is great. 12 (some a) or (sandwich sandwiches)
13 These are womens rings. 13 some any
14 That pencil is Sids. 14 correct
15 Those are childrens storybooks. 15 europe Europe
108
p.111 p.112
1 country 1 Do, work

2 some 2 studies
3 him 3 take
4 They 4 doesnt have
5 Teds 5 dont go
6 isnt, is 6 harry potter Harry Potter
7 are, arent 7 correct
8 Is, is 8 we us
9 Are, are 9 this these
10 Are, am 10 It Its
11 This is my sisters book. 11 This cute puppy is hers.
12 Is this your baseball? 12 Is your teacher from England?
13 That doll is mine. 13 Are there many islands in Indonesia?
14 That backpack isnt yours. 14 I am not a fast runner.
15 They do their homework. 15 You arent in fourth grade.
p.113 p.114
1 Sam is always hungry at lunch time. 1 her

2 It often rains in the summer. 2 Janes
3 I sometimes watch TV after dinner. 3 His
4 My mom is never sad. 4 isnt
5 My teacher usually wears a tie. 5 does
6 doesnt have 6 cries
7 Does, go 7 is making
8 likes 8 arent playing
9 Do, live 9 is swimming
10 (any a) or (phone phones) 10 is walking
11 it them 11 am not writing
12 correct 12 We are always happy in class.
13 their theirs 13 Jack usually does his homework.
14 are is 14 My dad often walks to his office.
15 (am are) or (We I) 15 It is sometimes quiet in the park.
109
p.115 p.116
1 is brushing 1 Does, have

2 practice 2 Are, doing
3 wears 3 isnt dancing
4 writes 4 will snow
5 is helping 5 wont wear
6 correct 6 This is our new dog, Rex.
7 theirs mine (ours) 7 My mom always cooks me dinner.
8 Are Is 8 Mary isnt cleaning her room now.
9 washes wash 9 We visit our grandparents every Sunday.
10 plays always always plays 10 They wont watch a movie tomorrow.
11 forget never never forget 11 are is
12 is coming 12 listening listens
13 arent getting up 13 runs are running
14 is watching 14 correct
15 Is, doing 15 will will be
p.117 p.118
1 we 1 ate
2 Steves 2 met
3 yours 3 were
4 take 4 finished
5 always comes 5 had
6 Will, be 6 takes
7 reads 7 Is, watching
8 isnt 8 Will, come
9 are having 9 didnt arrive
10 studied 10 wont go
11 Is, practicing 11 me mine
12 mopped 12 is are
13 will cook 13 correct
14 Did, watch 14 gets never never gets
15 didnt listen 15 stop stopped
110
p.119 p.120
1 cried 1 doesnt read

2 didnt like 2 always watches
3 saw 3 is making
4 Were 4 play
5 broke 5 bought
6 will go 6 began
7 may not (cant) play 7 will
8 cant sing 8 Did, didnt
9 could write 9 May
10 May (Can), borrow 10 could
11 (are am) or (I We) 11 can
12 ride rides 12 The test was very difficult (hard).
13 home for usually usually home for 13 It will be a dangerous trip.
14 make making 14 My sister is very weak.
15 correct 15 This hotel room is noisy.
p.121 p.122
1 exciting 1 quickly
2 fat 2 nice
3 famous 3 good
4 cant 4 beautifully
5 may not 5 slowly
6 very usually usually very 6 interesting
7 correct 7 loudly
8 wearing wear 8 sweet
9 Do Will 9 cute
10 tastes, linking verb 10 Do, visit
11 took, action verb 11 is listening
12 looks, linking verb 12 didnt watch
13 visited, action verb 13 wont snow
14 feels, linking verb 14 was
15 sounds, linking verb 15 Can, help
111
p.123 p.124
1 , fast 1 , smiled
2 , answer 2 , studied
3 , empty 3 , crowded
4 , happy 4 , happy
5 , plays 5 , big
6 quickly 6 in
7 late 7 on
8 look 8 at
9 sounds 9 in
10 fast 10 rides ride
11 correct 11 invite invited
12 is will be 12 find found
13 mops mopped 13 cant couldnt
14 buy bought 14 correct
15 Do May (Can) 15 well good
p.125 p.126
1 wet 1 read
2 good 2 stay
3 well 3 nervous
4 carefully 4 looks
5 sometimes 5 early
6 played play 6 really
7 drink drank 7 on
8 May Can 8 in
9 on at 9 across from
10 correct 10 behind
11 date day 11 between
12 next to 12 She studies English.
13 under 13 I didnt see any animals in the park.
14 at 14 They will go shopping tomorrow.
15 across from 15 You may not sit here.
112
Answer Key to Workbook 1
Lesson 1 | Singular and Plural Nouns

p.9
A* B C
1 apple 11 tall 1 girls 1 a
2 vase 12 pretty 2 igloos 2 a
3 cake 13 have 3 dishes 3 a
4 father 14 run 4 teeth 4 an
5 telephone 15 speak 5 children 5 A
6 Sally 6 watches 6 an
7 Africa 7 babies 7 an
8 Greek 8 foxes 8 a
9 Harry 9 boys
10 University of Washington 10 stories
* A: (1~5) / (6~10) / (11~15): The answers can be in any order within each group.
p.10
D E
1 princesses 6 feet 1 an 6 an
2 babies 7 watches 2 a 7
3 children 8 oranges 3 a, a 8 a
4 brothers 9 mice 4 an 9 a
5 foxes 10 ladies 5 10 a
p.11
F G
1 an a 6 an a 1
2 korea Korea 7 A San Francisco San Francisco 2
3 correct 8 childs children 3
4 a an 9 correct 4
5 tree trees 10 john John 5
113
Lesson 2 | Count and Noncount Nouns

p.13
A B
1 Noncount noun tea 1 some
2 Count noun shirts 2 any
3 Count noun lions 3 some
4 Noncount noun bread 4 a
5 Noncount noun homework 5 a
6 Count noun dog 6 some
7 Count noun leaves 7 any
8 Noncount noun orange juice 8 an
9 Noncount noun meat 9 any
p.14
C D
1 some (any) / some 1 any, dogs 6 some, flowers
2 some (any) / a 2 any, sugar 7 any, dessert
3 a/a 3 an, teacher 8 an, movie
4 some (any) / an 4 some, bread 9 some, fried chicken
5 some (any) / some 5 a, man 10 a, newspaper
p.15
A B C
1 a 1 backpacks 1 City city
2 some 2 homework 2 correct
3 a 3 water 3 baby babies
4 some (any) 4 leaves 4 new dress a new dress
5 an 5 mice 5 knife knives
6 any 6 clouds
114
Lesson 3 | Subject and Object Pronouns

p.17
A B C
1 He 1 her 1 3rd person
2 her 2 you 2 3rd person
3 it 3 her 3 2nd person
4 We 4 me 4 1st person
5 them 5 it 5 3rd person
6 It 6 him 6 3rd person
7 them 7 them 7 3rd person
8 us 8 him 8 3rd person
9 He 9 us 9 1st person
10 She
p.18
D E
1 I / her 1
2 we / them 2
3 he / him 3
4 She / her 4
5 they / them 5
p.19
A B C
1 a 1 We 1 correct
2 some 2 It 2 it them
3 any 3 You 3 tooths teeth
4 an 4 She 4 he him
5 any 5 us 5 some any
6 some 6 me
115
Lesson 4 | Demonstratives and Possessives 1

p.21
A B
1 These are green frogs. 1 that / my friends
2 This is a big house. 2 these / Toms
3 Those are small dogs. 3 this / my sisters
4 Is this your balloon? 4 those / childrens
5 Do you want those toys? 5 those / my brothers
6 That book is interesting.
7 These are special uniforms.
8 Can you see that building?
9 What are these?
p.22
C D
1 Mikes 6 Tonys 1 Robins 6 girls
2 students 7 girls 2 childrens 7 mens
3 Sallys 8 Bills 3 shops 8 students
4 mens 9 my parents 4 dogs 9 dads
5 my sisters 10 Kevins 5 Jasons 10 sisters
p.23
A B C
1 It 1 These are bookstores. 1 This is These are
2 some 2 These are new cars. 2 she her
3 They 3 Those are birds eggs. 3 correct
4 people 4 That is a students backpack. 4 (These are This is) or
5 it 5 This is Toms baseball card. (player players)
6 fruit 5 puppy puppies
7 I
116
Lesson 5 | Possessives 2
p.25
A B C
1 his 1 your / Mine 1 my 9 its
2 her 2 Sallys / her 2 mine 10 our
3 our 3 their / ours 3 your 11 ours
4 my 4 yours 12 you
5 your 5 he 13 your
6 their 6 his 14 yours
7 she 15 their
8 her 16 theirs
p.26
D E
1 1 his 6 my
2 2 her 7 hers
3 3 mine 8 theirs
4 4 yours 9 his
5 5 our 10 ours
p.27
A B C
1 it 1 sons 1 any some
2 us 2 Michelles 2 correct
3 hers 3 any 3 italy Italy
4 their 4 This 4 This These
5 Her 5 childrens 5 your yours
6 his
7 dogs
117
Lesson 6 | Present Simple: Be

p.29
A B C
1 are 1 1 Is your dad busy now?
2 isnt 2 2 Is she a beautiful bride?
3 am 3 3 Is it a lion?
4 is 4 4 Are they good cooks?
5 arent 5
p.30
D E F Answers may vary.
1 is 1 it isnt 1 Yes, she is.
2 are 2 there arent 2 Yes, there is.
3 is 3 they are 3 No, Im not.
4 is 4 he is 4 Yes, there are.
5 isnt 5 she isnt 5 No, he isnt.
6 isnt 6 there is
7 arent 7 they are
p.31
A B C
1 He 1 isnt / is 1 new york New York
2 hers 2 is / arent 2 Anna Annas
3 my 3 arent / are 3 correct
4 She 4 Are / am 4 some any
5 theirs 5 Is / is 5 He His
6 Tims 6 Are / are
118
Lesson 7 | Present Simple

p.33
A B C
1 doesnt grow 1 speaks 1 Does Mr. Bagman live in London?
2 brushes 2 dont drink 2 Do I (you) like rap music?
3 do 3 washes 3 Do Tom and Jack go to school by bike?
4 dont work 4 dont eat 4 Does Jane teach French?
5 clean 5 doesnt answer 5 Do the stores open early in the morning?
6 goes 6 Do they want a big wedding?
7 likes
p.34
D E Answers may vary.
1 Mr. Johnson eats meat. 3 She cleans her desk every day. 1 Do / Yes, I do.
Mr. Johnson doesnt eat meat. She doesnt clean her desk every day. 2 Does / Yes, he (she) does.
Does Mr. Johnson eat meat? Does she clean her desk every day? 3 Does / No, she doesnt.
2 I work in a bank. 4 They play the violin. 4 Does / Yes, he does.
I dont work in a bank. They dont play the violin. 5 Do / No, they dont.
Do I (you) work in a bank? Do they play the violin?
p.35
A B C
1 ours 1 Does, chat 1 juices juice
2 her 2 am not 2 correct
3 Is 3 send 3 his him
4 that 4 doesnt go 4 uncle uncles
5 isnt 5 are 5 dont doesnt
6 they 6 has
119
Lesson 8 | Present Simple and Frequency Adverbs

p.37
A B
1 closes 1 Tim always comes late for math class.
2 goes 2 They often go on a picnic on Sundays.
3 fly 3 My bird is sometimes noisy at night.
4 watches 4 Michelle never watches DVDs during the week.
5 laughs 5 The subway is often crowded in the morning.
6 take 6 Jasons dad sometimes cooks for his family.
7 finishes
8 stay
p.38
C Answers may vary. D
1 always walk 1 Jason usually goes to bed at 10:00.
2 usually keep 2 I often take a walk with my dog.
3 are never 3 Sara never fights with her brother.
4 brother often plays 4 The restaurant is often very crowded.
5 are always 5 My cats are always friendly to people.
6 sometimes bakes
7 usually drives
8 is always
9 always gets up
p.39
A B C
1 that 1 dont go 1 correct
2 Saras / it 2 Does, do 2 dont doesnt
3 always drinks 3 drive 3 A An
4 are usually 4 am not 4 does often often does
5 am sometimes 5 plays 5 He His
6 never forgets 6 Are
120
Lesson 9 | Present Continuous

p.41
A B Answers may vary.
1 is playing 1 No / am not listening to music
2 Are, wearing 2 Yes / am doing my homework
3 Is, writing 3 No / isnt working
4 are riding 4 Yes / is having dinner
5 isnt going 5 No / sister isnt washing the dishes
6 arent doing 6 No / brother isnt playing (any) games
7 is opening
8 Is, running
p.42
C D
1 talking 8 working 1 Is, buying / No, he isnt.
2 swimming 9 typing 2 Is, having / Yes, he is.
3 brushing 10 coming 3 Is, studying / Yes, she is.
4 making 11 running 4 Is, barking / No, it isnt.
5 sitting 12 buying 5 Are, listening / No, they arent.
6 living 13 washing
7 raining 14 hitting
p.43
A B C
1 I sometimes play soccer. 1 are baking 1 correct
2 My mom is always busy. 2 isnt taking 2 arent isnt
3 They usually drink tea. 3 are cleaning 3 She He
4 Jason never forgets his homework. 4 am watching 4 does do
5 We sometimes walk to school. 5 arent studying 5 theirs their
6 Michelle often exercises at night. 6 is driving
121
Lesson 10 | Present Simple vs. Present Continuous

p.45
A B
1 1 cleans
2 2 goes
3 3 is baking
4 4 are playing
5 5 are working
6 6 are waiting
7 read
8 do
p.46
C D Answers may vary.
1 takes a shower 1 Yes / get up
is doing his homework 2 No / am not watching
2 cooks 3 Yes / reads
is washing her car 4 No / isnt working
3 ride their bikes 5 Yes / exercises
are reading books 6 Yes / is jogging
4 play tennis 7 No / brother doesnt take
are watching a movie 8 No / grandma isnt talking
p.47
A B C
1 There are 1 is washing 1 run are running
2 is usually 2 Do, talk 2 am checking check
3 Are 3 am writing 3 correct
4 often get up 4 arent swimming 4 those hat
5 today 5 takes 5 she her
6 every day 6 isnt washing
122
Lesson 11 | Future: Will

p.49
A B
1 will practice 6 will learn 1 We will move to a new house next year.
2 wont practice 7 wont visit 2 We wont have a lot of snow this winter.
3 wont study 8 will visit 3 There will be a school concert tomorrow night.
4 will study 9 wont go 4 You wont have any problems at your new school.
5 wont learn 10 will go
p.50
1 Yes, he will. 1 Yes, it will.
2 Will Sam get up early 2 Yes, I will.
3 Will Sam go to a concert 3 No, I wont.
4 No, she wont. 4 No, I wont.
5 Will Anne go to a concert 5 Yes, I will.
6 Yes, they will. 6 No, he wont.
7 Will Bill and Fred have a test 7 No, she wont.
8 Yes, she will.
p.51
A B C
1 These 1 isnt studying 1 reading read
2 a 2 is 2 goes usually usually goes
3 some 3 doesnt sleep 3 listen is listening
4 It 4 will be 4 Are Is
5 Marys 5 are writing 5 correct
6 mine 6 plays
123
Lesson 12 | Progress Test 1

p.52
A B C
1 cats 6 man 1 Noncount noun 1 a
2 boxes 7 baby 2 Count noun 2 some
3 horses 8 tooth 3 Noncount noun 3 an
4 countries 9 foot 4 Common noun 4 any
5 books 10 watch 5 Common noun 5 a
6 Proper noun
p.53
D E F
1 He 1 Her 1 are 6 is playing
2 These 2 theirs 2 isnt 7 get up
3 it 3 ours 3 is
4 That 4 His 4 goes
5 childrens 5 My 5 dont live
p.54
G H Answers may vary. I
1 saying 1 Yes / will rain 1 Nicks dad will have dinner at home
2 making 2 No / dont read 2 Jason will join the book club
3 getting 3 Yes / am 3 They will study at the library
4 swimming 4 No / am not playing 4 She will go on a field trip
5 walking 5 Yes / takes
6 living 6 No / isnt washing
p.55
A B C
1 Does 1 is playing 1 is are
2 dont 2 am washing 2 correct
3 Do 3 will watch 3 raining rain
4 Will 4 teaches 4 she her
5 Is 5 will visit 5 playing play
6 wont 6 are having
124
Lesson 13 | Past Simple: Regular Verbs

p.59
A B C Answers may vary.
1 walked 1 lived 1 Yes / finished
2 cried 2 enjoyed 2 No / didnt clean
3 arrived 3 didnt visit 3 Yes / watched
4 played 4 didnt answer 4 No / didnt wash
5 planned 5 started 5 Yes / learned
6 stopped 6 studied
p.60
D E
1 Did Mary visit / she didnt 1 My uncle traveled to Africa with his family last year.
2 Did he learn / he did (My uncle traveled with his family to Africa last year.)
3 Did they work / they didnt 2 She didnt open her store yesterday.
4 Did Tom call / he did 3 John tried to win the race last month.
5 Did you clean / Yes, I did. (The answer may vary.) 4 Her dad stopped smoking last year.
5 The plane arrived very late.
p.61
A B C
1 dont 1 will travel 1 cook cooks
2 hers 2 didnt finish 2 correct
3 I 3 have 3 playing are playing (will play or played)
4 Is 4 Did, work 4 meeting will meet
5 womens 5 wont go 5 cries cried
6 is not 6 lived
125
Lesson 14 | Past Simple: Irregular Verbs and Be

p.63
A B C
1 began 1 got up 1 Were
2 read 2 told 2 were
3 met 3 taught 3 wasnt
4 slept 4 gave 4 was
5 took 5 flew 5 was
6 broke 6 found 6 wasnt
7 bought 7 Were
8 spoke
p.64
D E F Answers may vary.
1 Sam didnt break the window. 1 Did they have steak for dinner? 1 Yes / bought
2 They didnt read a book in class. 2 Did I (you) see a shooting star last night? 2 No / didnt write
3 He didnt meet his old friend. 3 Did we (you) do our (your) homework together? 3 Yes / drank
4 We didnt sleep a lot last night. 4 Did he make a model plane? 4 No / didnt drive
5 I didnt go to the movies. 5 Did she drive to work this morning? 5 Yes / read
6 She didnt take a walk in the park. 6 Did Tom sing at the concert? 6 No / didnt come
7 Yes / went
p.65
A B C
1 saw 1 practices 1 correct
2 bought 2 Did 2 Are Is
3 found 3 study 3 surfs surf
4 went 4 will have 4 enjoy enjoys
5 drank 5 didnt 5 Is Will
6 took 6 are swimming
126
Lesson 15 | Helping Verbs

p.67
A Answers may vary.
1 Yes, she can. 1 Can Sally ski?
2 No, he cant. 2 Can Fred breakdance?
3 No, they cant. 3 Can Sally and Fred breakdance?
4 Yes, I can. (The answer may vary.) 4 Can you ski?
5 No, I cant. (The answer may vary.) 5 Can you speak French?
p.68
B C Answers may vary.
1 1 cant (may not)
2 2 can (may)
3 3 can (may)
4 4 can (may)
5 5 can (may)
6 6 cant (may not)
7
p.69
A B C
1 is 1 will 1 rides is riding
2 does 2 can 2 moving will move (are moving)
3 are cleaning 3 couldnt 3 arent werent
4 eat 4 may not 4 correct
5 lived 5 Does 5 cant couldnt
6 took 6 Did
127
Lesson 16 | Adjectives
p.71
A B C Answers may vary.
1 weak 1 rich 1 hot
2 sad 2 small 2 delicious
3 interesting 3 cold 3 safe
4 difficult (hard) 4 special 4 smart
5 sweet 5 popular
6 safe 6 dry
7 short 7 expensive
8 dirty 8 noisy
9 short
10 lazy
p.72
D E
1 slow train 1 The clown has a sad smile.
2 short rope 2 We have an important test tomorrow.
3 dirty 3 Jane is wearing a pretty dress today.
4 small garden 4 There are many tall buildings in New York.
5 dangerous 5 The trip to Africa was exciting.
6 boring
p.73
A B C
1 didnt 1 new 1 comes came
2 met 2 favorite 2 bark is barking
3 Can 3 delicious 3 Will May (Can)
4 Did 4 dark 4 cleans clean
5 couldnt 5 busy 5 correct
6 reads
7 is talking
128
Lesson 17 | Linking Verbs and Adjectives

p.75
A B Linking Verb Action Verb
1 delicious 1 sounds x
2 young 2 x looked
3 blue 3 looks x
4 lonely 4 x smelled
5 comfortable 5 x lost
6 spicy 6 were x
7 dangerous 7 smells x
8 nervous 8 x found
9 fresh 9 x see
p.76
C Linking Verb Action Verb D Answers may vary.
1 smells 1 My teddy bear looks cute.
2 felt 2 The windows look clean.
3 sounds 3 My room looks messy.
4 tells 4 My moms shoes look new.
5 taste 5 The flower vase looks old.
6 listen 6 The sofa looks comfortable.
7 looks
p.77
A B C
1 will watch 1 action verb / flew 1 begin began
2 take 2 linking verb / tastes 2 playing plays
3 large 3 action verb / broke 3 came come
4 cant 4 linking verb / is 4 cant couldnt
5 is flying 5 adjective / cold 5 correct
6 wont be 6 noun / singer
129
Lesson 18 | Adverbs 1
p79
A B
1 clearly 8 carefully 1 quiet 6 slowly
2 softly 9 loudly 2 happily 7 hard
3 simply 10 fast 3 well 8 angry
4 honestly 11 happily 4 careful 9 soft
5 comfortably 12 early 5 beautiful 10 quickly
6 late 13 well
7 noisily 14 hard
p.80
1 (opened) quickly 1 well
2 (drives) slowly 2 quickly
3 (came) late 3 diligent
4 (skis) well 4 early
5 (put) neatly 5 clearly
6 (played) badly 6 loud
7 (wagged) happily 7 carefully
8 (read) carefully
p.81
A B C
1 are listening 1 quietly 1 climbing climb
2 Did, cry 2 cheap 2 correct
3 wont move 3 sad 3 are were
4 read 4 loud 4 fastly fast
5 doesnt brush 5 correctly 5 happy happily
6 nice
7 quickly
130
Lesson 19 | Adverbs 2
p.83
A Verb Adjective Adverb B
1 x beautiful x 1 too fast
2 (will) go x x 2 very beautiful
3 x x fast 3 quite nicely
4 x nice x 4 really happy
5 x empty x 5 very well
6 goes x x 6 very hard
7 x x hard 7 truly happy
8 sat x x 8 really easily
9 very nervous
p.84
1 Mike usually goes to school by bike. 1 sometimes
2 Michelle sometimes comes home late from school. 2 sometimes
3 My grandma looks very beautiful today. 3 often
4 They always drink milk in the morning. 4 usually
5 Your school projects are always great. 5 always
6 sometimes
7 often
p.85
A B C
1 famous 1 / carefully 1 cant couldnt
2 smells 2 / difficult 2 do did
3 pretty 3 / dark 3 Does Did
4 fast 4 / cant see 4 correct
5 looks 5 / weak 5 driving are driving
6 usually 6 / is playing
131
Lesson 20 | Prepositions of Time

p.87
A B Months Days Dates
1 on 11 on 1 January Monday 1st First
2 at 12 at 2 February Tuesday 2nd Second
3 in 13 on 3 March Wednesday 3rd Third
4 in 14 in 4 April Thursday 4th Fourth
5 at 15 at 5 May Friday 5th Fifth
6 on 16 in 6 June Saturday 6th Sixth
7 at 17 on 7 July Sunday 7th Seventh
8 at 18 in 8 August 8th Eighth
9 on 19 on 9 September 9th Ninth
10 in 20 in 10 October
11 November
12 December
p.88
C D Answers may vary. E
1 in 1 in 1998 1 What time is it?
2 on 2 at 8:00 2 What month is it?
3 at 3 read at 3 What year was it?
4 on 4 study in 4 What day was it?
5 in 5 play basketball 5 What is the date?
6 at 6 go to church, on
7 in
8 at
p.89
A B C
1 good 1 in 1 lately late
2 really 2 at 2 correct
3 clearly 3 on 3 breaks broke
4 never 4 in 4 well good
5 cold 5 on 5 (went will go) or (tomorrow yesterday)
6 almost 6 in
132
Lesson 21 | Prepositions of Place

p.91
A
1 next to
2 between, and
3 across from
4 next to
5 near
6 across from
7 next to (behind)
8 behind (next to)
9 near (across from)
10 behind (next to)
p.92
B C
1 on 1 An old woman is standing at the bus stop.
2 in 2 My apartment is across from the park.
3 above 3 There is a bench in front of the tree.
4 behind
5 in front of
6 under
p.93
A B C
1 quite 1 in 1 sleepily sleepy
2 date 2 in front of 2 on in
3 really 3 between 3 across across from
4 soft 4 behind 4 lately late
5 had 5 on 5 correct
6 Did 6 above
133
Lesson 22 | Statements and Yes/No Questions

p.95
A B
1 speaks 1 You may not take this home.
2 will be 2 Amy doesnt sing well.
3 went 3 He isnt making dinner now.
4 didnt buy 4 Bens idea didnt sound interesting.
5 werent 5 There werent many birds.
6 doesnt like 6 They wont arrive early tonight.
7 isnt wearing 7 Some bears dont sleep in winter.
p.96
C D E Answers may vary.
1 Can she play baseball? 1 he does 1 Yes, I do.
2 Are they going on a field trip? 2 they arent 2 No, Im not.
3 Did he go to the library? 3 she isnt 3 No, I didnt.
4 Will you call me tonight? 4 she did 4 Yes, he can.
5 Is this Sams pet snake? 5 he wont 5 No, she doesnt.
6 Do we (you) come here often? 6 Yes, it was.
7 No, it wont.
p.97
A B C
1 May 1 in 1 easy easily
2 will 2 on 2 wears wear
3 arent 3 at 3 Do Are
4 Did 4 between 4 correct
5 happy 5 in 5 good well
6 quickly 6 under
134
Lesson 23 | Information Questions

p.99
A B
1 Whose 1 How many
2 What 2 How much
3 When 3 How many
4 Who 4 How much
5 Where 5 How many
6 What 6 How much
7 What time 7 How much
8 Where 8 How many
9 When
p.100
1 How many computers are there in the room? 1 I play soccer.
2 Where did he go yesterday? 2 I like Rains songs (the) most.
3 When (What time) will the train leave? 3 I (usually) go to bed at 10:00.
4 Whose bird is it? 4 I drink one glass of milk a day.
5 What do you like to do in your free time? 5 I like to go to the amusement park.
6 Who was your Spanish teacher last year? 6 Santa Claus gave me a present.
7 How much (money) did you pay for this (that) book?
p.101
A B C
1 behind 1 When 1 on at ( )
2 angrily 2 What 2 correct
3 free 3 Where 3 in on
4 doesnt 4 How many 4 beautifully beautiful
5 will live 5 Whose 5 nice really really nice
6 Are
7 Did
135
Lesson 24 | Progress Test 2

p.102
A B
1 opened 6 slept 1 watched 6 drives
2 did 7 stopped 2 is 7 are making
3 drank 8 ate 3 will finish 8 will leave
4 studied 9 went 4 were 9 saw
5 found 10 drove 5 are playing
p.103
C D E Linking Action
1 will go 1 quick 6 quiet 1 looks
2 can swim 2 difficult 7 dirty 2 smelled
3 may 3 little 8 interesting 3 came
4 ran 4 pretty 9 young 4 tastes
5 wont 5 big 10 wet 5 finished
p.104
F Answers may vary. G
1 at a Japanese restaurant. 1 good 5 never
2 in a beautiful house. 2 softly 6 almost
3 a famous aunt. 3 angrily 7 beautiful
4 difficult for me. 4 badly 8 quickly
5 nice and friendly.
p.105
H I
1 on 6 on 1 Who 5 How many
2 near 7 at 2 What 6 Whose
3 behind 8 at 3 Where 7 When
4 in 9 between 4 When 8 How much
5 day 10 year
136

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Introduction

My Next Grammars main focus is to present grammar targets in an achievable way

My Next Grammar series is comprised of three books providing twenty-four lessons

3. Organization of the Workbook

Common and proper nouns

S1: My name is Annie, and I like school Harvard

dogs. river Nile

S2: My name is John, I like

classmates names and the things

children teeth B Singular and Plural

A Choose and write.

Read the words together in a group teacher Stanford University fast

or individually. mother Mr. Brown go

B Write a or an. Write , if a

Ask students some comprehension

Ask questions such as:

Count and noncount nouns

A Choose and write.

examples. postcard mail

Ask students to choose and write coin music

count nouns and noncount nouns cookies money

B Check and correct the an egg

D Complete the sentence using some or any.

Ask students some comprehension

Ask questions such as:

Subjects and objects

Manual 1. referring to.

A Subjects and Objects

A Circle the correct

B What does the pronoun

Check the answers together after

Ask students some comprehension

A Look and write.

B Write the sentence using

pronoun and a possessive noun. That is Mikes school.

Have students do the rest of the Those are Amys friends.

exercise. These are students desks.

C Choose and write.

Ask students some comprehension

Ask questions such as:

as a review to assess students their his

Set a time limit and let students My

finish the quiz.

Whose car is this?

Whose dogs are they?

Whose house is that?

Whose boots are those?

A Write the correct

students read the sentence on the yours

the sentence. his

Have students read Emperor

Ask students to turn to page 25.

Affirmatives and negatives

as a review to assess students are are not

B Be: Yes / No Questions

A Write the complete

Are you 10 years old?

given words on the left, students Giraffes necks arent short.

Have students do number 1 There is

together as an example. Remind There arent

students that Be has to agree with

- What is Australias nickname?

correct form of Be.