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.

T: My name is Mr. Lewis, and I

like baseball.
S1: My name is Annie, and I like
dogs.
S2: My name is John, I like
computer games.
 Have students try to recall their
classmates names and the things
they like.

city

Tokyo

book

Charlottes Web

school

Harvard

river

Nile

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.

1 - Singular and Plural Nouns

Extension

Ask students if they can think of

any other common nouns and
proper nouns.

foxes
children

teeth

countries

stories

buses

feet

bookcase
kiss

woman

program

lady

B Singular and Plural

Nouns

Have students look at Chart B on

page 6.

Explain that when a noun means

one only, it is said to be singular;
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
their answers with the class.

a
an

C A or An

an
a

Have students look at Chart C on

page 7.

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.

Have students do the check-up

exercise on page 7 and share their
answers with the class.

A Common and Proper Nouns

Have students look at Chart A on page 6.

Help students notice the differences between the common nouns and proper
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.

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.

(1~5) / (6~10) / (11~15): The answers can be in any order in each group.

Read the words together in a group

or individually.
Ask students to write the words
accordingly in the chart. The word,
friends, is already done as an
example.

children

Golden Gate Park

make

teacher

Stanford University

fast

mother

Mr. Brown

go

jar

Empire State Building

before

B Write a or an. Write , if a

or an is not needed.


Have students read each short

dialogue and determine which
articles would correctly complete it.

a
a

Remind students that not every

sentence requires an article.

an

C Check and correct the

mistake.


Ask students to turn to page 9.

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.

10

Ask students to check and correct

the mistakes in the rest of the
exercise.

an

D Write the plural forms.



This activity gives students the opportunity to practice grammar within

context reading. It shows how the grammar is weaved and worked together
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.

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?
- What do mammals like tigers
and foxes eat?

men
a
John

- What do hedgehogs eat?

park

- What animals eat both plants

and meat?

chairs (or a chair)

3. Grammar Summary
mammals

Grammar Summary shows briefly

what the days lesson is about.

This section can be used to wrap

up the days lesson.

This section can also be used as

an extension activity if time allows.
Go over the chart and have
students provide more examples of
the lesson targets.

tigers

foxes
bats
insects
rabbits

cows
plants

bears

Homework


Workbook 1: pages 8~11

The answer key to the homework

is found on page 113 in Teachers
Manual 1.

Ask questions such as:

- 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 warmblooded, 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

page shows which lesson each
question has been taken from.

12

The answer key to Grammar Quiz 1

is found on page 108 in Teachers
Manual 1.

2. Grammar Introduction
Write or draw book on one side and water on the other side of the board.
Ask students what the difference between the two words is and have them
wonder about it.
Add apple and homework on each side. Continue adding count nouns on
one side and noncount nouns on the other; eventually helping students
understand that some words are countable and some words arent.

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
books) and noncount nouns (such
as water) in affirmative
sentences and questions.

Remind students that the

indefinite article, a/an, is used
with singular count nouns.

Have students do the check-up

exercise on page 11 and share the
answers with the class.

some

a
some
some
an
some
some

C Any


Have students look at Chart C on

page 11.

Go through the chart together

while making sure students
understand that any expresses an
unspecified amount of something
which can be used with plural
count nouns (such as books) and
noncount nouns (such as water)
in negative sentences and
questions.

Have students do the check-up

exercise on page 11 and share the
answers with the class.

any
some (or any)
some (or any)
some

any
any
some

A Count and Noncount Nouns



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.

My Next Grammar 1 13

3. Grammar Practice
A Choose and write.


Ask students to turn to page 12.

Have students look at the word

bank first. There are seven count
nouns and seven noncount nouns in
it.

(1~7) / (8~14): The answers can be in any order within each group.

Have students go over numbers 1

and 8 together which are given as
examples.
Ask students to choose and write
count nouns and noncount nouns
accordingly in the chart.

banana

furniture

knife

yogurt

spoon

homework

postcard

mail

coin

music

cookies

money

Check the answers together after

students have finished.

B Check and correct the

mistake.


an egg
money

Have students read the sentence

for number 1 together. Ask them to
tell you why the checked word,
some, is a mistake, and elicit the
correct answer, any, from students.

(some) information
friends
pictures
music
mail

Ask students to check and correct

the mistakes in the rest of the
exercise.

girls

Check the answers together after

students have finished.

D Complete the sentence using some or any.

C Write a, an, some or any.


Ask students to turn to page 13.

Have students pair up with a

partner and complete the dialogues
with the correct words.

Check the answers by asking for a

volunteer pair to do the dialogue in
front of the class.

This activity gives students the opportunity to practice grammar within

context reading. It shows how the grammar is weaved and worked together
in a paragraph. Diverse reading materials have been compiled based on
different topics which the students will enjoy reading. In this activity,
students will work with a recipe on how to make a yogurt snack.

Before doing the exercise, ask students what their favorite snacks are to get
their interests going.
- What is your favorite snack? Do you like ______?

14

Have students look at the pictures in the recipe and talk about them.

2 - Count and Noncount Nouns

Ask students some comprehension

questions about the reading to
finish up the activity.
Use questions such as:
- Do we need any ice cream to
make Yogurt on the Go?

some (or any)

any

some

- Do we need some bananas?

some (or any)

- Do we need some raisins?

an

- Do we need some sunflower

seeds?

4. Grammar Summary


Grammar Summary shows briefly

what the days lesson is about.

This section can be used to wrap

up the days lesson.

This section can also be used as

an extension activity if time
allows. Go over the chart and have
students provide more examples of
the lesson targets.

any milk
some raisins
some sunflower seeds
a banana (or any bananas)
some strawberries

Homework


Workbook 1: pages 12~15

The answer key to the homework

is found on page 114 in Teachers
Manual 1.

Ask questions such as:

- 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.

My Next Grammar 1 15

Lesson

Subject and Object Pronouns

Objectives

Subjects and objects

Subject pronouns

Object pronouns

Check Homework


Ask students to open their

workbooks to page 13.

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 107 for

Grammar Quiz 2.

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

page shows which lesson each
question has been taken from.

16

The answer key to Grammar Quiz 2

is found on page 108 in Teachers
Manual 1.

2. Grammar Introduction


Say two sentences about one of the students, using his/her name in the first
sentence and a pronoun in the second.

T: Mary has a pencil. She has an eraser too.

 Ask students to identify the pronoun in the second sentence and who it is
referring to.

3 - Subject and Object Pronouns

B Subject Pronouns


Have students look at Chart B on

page 14.

Go through the chart together

while making sure students
understand that a subject pronoun
takes the place of a subject noun.

Explain that there are singular

subject pronouns (I, you,
he/she/it), and plural subject
pronouns(we, you, they).

Have students do the check-up

exercise on page 15 and share the
answers with the class.

They
It
She
we
you

C Object Pronouns


Have students look at Chart C on

page 15.

Go through the chart together while

making sure students understand
that an object pronoun takes the
place of an object noun.

Explain that there are singular

object pronouns (me, you,
him/her/it), and plural object
pronouns(us, you, them).

Have students do the check-up

exercise on page 15 and share the
answers with the class.

them
it
him
her
me

A Subjects and Objects



Have students look at Chart A on page 14.

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.

My Next Grammar 1 17

3. Grammar Practice
A Circle the correct
pronoun.


Ask students to turn to page 16.

Have students do number 1

together as an example.

Ask students to choose and circle

the correct subject or object
pronoun in each question.

Check the answers together after

students have finished.

B What does the pronoun

in bold refer to?


Have students do number 1

together as an example.

Ask students to write what each

pronoun refers to in the blank
provided.

my homework

Andy

Check the answers together after

students have finished.

my friends and I

three tortoises

C Write the correct subject

and object pronouns.


Ask students to turn to page 17.

Have students pair up with a

partner and complete the
dialogues with correct pronouns.

Check the answers by asking for a

volunteer pair to do the dialogue in
front of the class.

D Choose and write.



18

This activity gives students the

opportunity to practice grammar
within context reading. It shows
how the grammar is weaved and
worked together in a paragraph.

Barbara

Diverse reading materials have been compiled based on different topics

which the students will enjoy reading. In this activity, students will have a
chance to read a brief synopsis of an internationally famous book, Charlottes
Web.


Before doing the exercise, ask students what their favorite books are to get
their interests going.
Ask questions such as:
- What is your favorite book?
- Who are the characters in the book?

Have students look at the pictures and talk about them.

3 - Subject and Object Pronouns

Ask students some comprehension

questions about the reading to
finish up the activity.
Use questions such as:

- Who is Wilbur? Who is

Charlotte?

it

- What did the old sheep say

about Wilbur?

them

they

- 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

Grammar Summary shows briefly

what the days lesson is about.

This section can be used to wrap

up the days lesson.

This section can also be used as

an extension activity if time
allows. Go over the chart and have
students provide more examples of
the lesson targets.

She

him

they

Homework
Ask questions such as:
- Have you read the book, Charlottes Web?

Workbook 1: pages 16~19

The answer key to the homework

is found on page 115 in Teachers
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.

Have students share the answers with the class.

My Next Grammar 1 19

Lesson

Demonstratives and Possessives 1

Objectives

Demonstratives

Possessive nouns

Check Homework


Ask students to open their

workbooks to page 17.

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.

students go to page 108 for

Grammar Quiz 3.

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

page shows which lesson each
question has been taken from.

20

The answer key to Grammar Quiz 3

is found on page 108 in Teachers
Manual 1.

That present is for Kathy.

Those are my brothers.
Can I play with this toy?
I want to buy these.

2. Grammar Introduction


Engage in a dialogue with students while demonstrating the grammar target

of the lesson. Ask students questions pointing to things nearby and further
away. Make sure to emphasize the words, this, that, these, and those.
T: What is this/that?
Ss: Its a blackboard.
T: What are these/those?
Ss: They are pencils.

4 - Demonstratives and Possessives 1

B Possessive Nouns


Have students look at Chart B on

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
used with irregular plural nouns
(children childrens).

Have students do the check-up

exercises on page 19 and share
the answers with the class.

girls
eagles
womens
Janes
my brothers
my teachers

boys
penguins
womens
teachers
My mothers

A Demonstratives


Have students look at Chart A on page 18.

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.).

Have students do the check-up exercises on page 18 and share the answers
with the class.

My Next Grammar 1 21

3. Grammar Practice
A Look and write.


Ask students to turn to page 20.

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
exercise by filling in correct
demonstrative pronouns and
possessive nouns.

That

teachers

Those

womens

This

twins

Check the answers together after

students have finished.
These

Kellys

Those

my dads

B Write the sentence using

the words on the left.


Have students do number 1

together as an example. Using the
given words on the left, students
are to write a complete sentence
which has both a demonstrative
pronoun and a possessive noun.

This is the tigers new home.

That is the teachers room.
Those are the girls boots.
This is my brothers homework.
That is Mikes school.

Have students do the rest of the

exercise.

Those are Amys friends.

These are students desks.

Check the answers together after

students have finished.

This is your brothers book.

C Choose and write.



22

This activity gives students the

opportunity to practice grammar
within context reading. It shows
how the grammar is weaved and
worked together 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 how
different animals adapt to their
environments to survive.

Ask students to turn to page 21.

Before doing the exercise, talk about our physical features as humans with
the class.
Talk about questions such as:
- Why do we have two legs?
- Why do we have fingers?
- How come we dont have hair like bears?

Have students look at the pictures in the book and talk about them.

4 - Demonstratives and Possessives 1

Ask students some comprehension

questions about the reading to
finish up the activity.
Use questions such as:
- Why are giraffes necks long?
- Why are frogs tongues sticky?
- Why are ducks feet webbed?
- Why do polar bears have thick
fur?

Frogs
ducks
camels

4. Grammar Summary


Grammar Summary shows briefly

what the days lesson is about.

This section can be used to wrap

up the days lesson.

This section can also be used as

an extension activity if time
allows. Go over the chart and have
students provide more examples of
the lesson targets.

polar bears
animals

Homework


Workbook 1: pages 20~23

The answer key to the homework

is found on page 116 in Teachers
Manual 1.

Ask questions such as:

- 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.

Have students share the answers with the class.

My Next Grammar 1 23

Lesson

Possessives 2
Objectives

Possessive adjectives

Possessive pronouns

Check Homework


Ask students to open their

workbooks to page 21.

Check the homework by having

students take turns calling out the
answers.

1. Grammar Link


Have students go to page 109 for

Grammar Quiz 4.

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

page shows which lesson each
question has been taken from.

24

Use the provided cumulative quiz

as a review to assess students
understanding.

The answer key to Grammar Quiz 4

is found on page 108 in Teachers
Manual 1.

their
their

his

her

its

Our
Your
My

2. Grammar Introduction


Engage in a dialogue with students while demonstrating the grammar target

of the lesson. Ask questions about possession by pointing to things nearby
and further away. Encourage students to answer using possessive adjectives.
T: (pointing to a students bag nearby) Is this my bag?
S1: No, its not your bag.
T: (pointing to a students books further away) Are those Marys books?
S2: Yes, they are her books.

5 - Possessives 2

B Possessive Pronouns

his

Have students look at Chart B on

page 23.

Go through the chart together.

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.

Tell students the question word,

whose, is used to ask about
possession (as in Whose book is
this?).

Have students do the check-up

exercises on page 23 and share
the answers with the class.

hers
theirs
ours
mine

Whose car is this?

Whose dogs are they?
Whose house is that?
Whose boots are those?

A Possessive Adjectives


Have students look at Chart A on page 22.

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).

Have students do the check-up exercises on page 22 and share the answers
with the class.

My Next Grammar 1 25

3. Grammar Practice
A Write the correct
possessive adjective or
pronoun.


Ask students to turn to page 24.

Have students do number 1

together as an example. Have
students read the sentence on the
left and complete the sentence on
the right using a correct possessive
adjective or possessive pronoun.

her
theirs
yours
his
my
its

Have students do the rest of the

exercise.

ours

Check the answers together after

students have finished.
hers

B Choose and write.



Have students do number 1

together as an example. As
students read the sentence, have
them choose between the given
possessive adjective and
possessive pronoun and complete
the sentence.

Have students do the rest of the

exercise.

Check the answers together after

students have finished.

C Check and correct the

mistake.


26

your

Have students read part A of the

dialogue for number 1 together.
Ask students to tell you why the
checked word, yours, is a mistake
and the word, your, should be
used instead.

Their
Its
our
my
their
his
yours

Ask students to check and correct the mistakes in the rest of the exercise.

Check the answers by asking for a volunteer pair to do the dialogue in front
of the class.

D Choose and write.



This activity gives students the opportunity to practice grammar within

context reading. It shows how the grammar is weaved and worked together
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 emperor penguins and how they care for their eggs.

5 - Possessives 2

his

Have students read Emperor

Penguins as they choose and
write the correct words in the
blanks.

Have students share the answers

with the class.

Ask students some comprehension

questions about the reading to
finish up the activity.

their
mine

Use questions such as:

- Where do emperor penguins
live?
- When do they have babies?
their

her

- How many eggs does the mother

penguin lay?

she

- How do the father penguins keep

the eggs warm?

his

fathers

4. Grammar Summary

Ask students to turn to page 25.

Before doing the exercise, talk about penguins to get the students interests
going.
Ask questions such as:
- What do penguins look like?
- How do penguins walk?

Grammar Summary shows briefly

what the days lesson is about.

This section can be used to wrap

up the days lesson.

This section can also be used as

an extension activity if time
allows. Go over the chart and have
students provide more examples of
the lesson targets.

Homework


Workbook 1: pages 24~27

The answer key to the homework

is found on page 117 in Teachers
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?
My Next Grammar 1 27

Lesson

Present Simple: Be
Objectives

Affirmatives and negatives

Yes/no questions

There + Be

Check Homework


Ask students to open their

workbooks to page 25.

Check the homework by having

students take turns calling out the
answers.

1. Grammar Link


Have students go to page 110 for

Grammar Quiz 5.

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

page shows which lesson each
question has been taken from.

28

Use the provided cumulative quiz

as a review to assess students
understanding.

The answer key to Grammar Quiz 5

is found on page 108 in Teachers
Manual 1.

am

am not

are not

are

isnt

is

Shes

isnt
arent
isnt

Theyre
Hes

2. Grammar Introduction


Engage in a dialogue with students while demonstrating the grammar target

of the lesson. Ask questions using all three forms of present simple Be and
encourage students to answer accordingly.
T: S1, are you a teacher?
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.

6 - Present Simple: Be

B Be: Yes / No Questions

Are

are

Is

is

Are

arent

Is

isnt

Have students look at Chart B on

page 27.

Go through the chart together.

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.

Have students do the check-up

exercise on page 27 and share the
answers with the class.

C There + Be


Have students look at Chart C on

page 27.

Go through the chart together.

Explain There + Be expresses
that something exists in a
particular place. There is is used
with singular count nouns or
noncount nouns where as there
are is used with plural count
nouns.

Explain that contractions arent

used to answer Yes to a question.

Have students do the check-up

exercise on page 27 and share the
answers with the class.

There are
There is
There is

A Be: Affirmatives and Negatives



Have students look at Chart A on page 26.

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.

Have students do the check-up exercises on page 26 and share the answers
with the class.

My Next Grammar 1 29

3. Grammar Practice
A Write the complete
sentence.
(

: affirmative
: question)

: negative

Ask students to turn to page 28.

Have students do number 1

together as an example. Using the
given words on the left, students
are to write a complete sentence
using the correct Be. Explain that
means an affirmative sentence,
means a negative sentence, and
means a yes/no question.

Have students do the rest of the

exercise.

Check the answers together after

students have finished.

Beijing is the capital of China.

Are you 10 years old?
Sam and John are neighbors.
Giraffes necks arent short.
Are your teachers from Canada?
I am very smart.
Ken isnt Amys brother.
Is Mary a fast runner?
You arent a policeman.

There isnt
Are there

B Read and write. Use

There + Be.
(


30

: affirmative
: question)

There are
There arent

: negative

Is there
There is

Have students do number 1

together as an example. Remind
students that Be has to agree with
the noun that follows Be.

Have students do the rest of the

exercise.

Check the answers together after

students have finished.

There arent

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
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 the list of facts about Australia.

Ask students to turn to page 29.

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.

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


Grammar Summary shows briefly

what the days lesson is about.

This section can be used to wrap

up the days lesson.

This section can also be used as

an extension activity if time allows.
Go over the chart and have students
provide more examples of the
lesson targets.

is

is

are

are
are
is

Homework


Workbook 1: pages 28~31

The answer key to the homework

is found on page 118 in Teachers
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.


Have students share the answers with the class.

Ask students some comprehension questions about the reading to finish up

the activity.
Use questions such as:

My Next Grammar 1 31

Lesson

Present Simple
Objectives

Affirmatives and negatives

Spelling rules of final -s

Yes/no questions

Check Homework


Ask students to open their

workbooks to page 29.

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 111 for

Grammar Quiz 6.

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

page shows which lesson each
question has been taken from.

32

The answer key to Grammar Quiz 6

is found on page 109 in Teachers
Manual 1.

2. Grammar Introduction


Engage in a dialogue with students while demonstrating the grammar target

of the lesson. Encourage students to speak in the present simple tense.

T: I speak English every day. What about you, S1?

S1: I speak Korean every day.
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.

7 - Present Simple

B Present Simple: Spelling

Rules of Final -s

has
carries

stays

catches

builds

does

finishes

laughs

goes

pushes

flies

Have students look at Chart B on

page 30.

Go through the chart together and

have students learn the spelling
rules of final -s.

Explain that final -s is added to

most verbs, and final -es is added
to verbs that end in -ch, -sh, -s,
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.

Have students do the check-up

exercise on page 31 and share the
answers with the class.

they do
Dose

he does

Do

I dont

Do

they do

Do

I dont

Does

she (or he) does

Does

she doesnt

Do

they do

C Present Simple: Yes / No

Questions


Have students look at Chart C on

page 31.

Go through the chart together

while making sure students learn
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
used.

Have students do the check-up

exercise on page 31 and share the
answers with the class.

A Present Simple: Affirmatives and Negatives



Have students look at Chart A on page 30.

Go through the chart together while making sure students learn how to make
the affirmative and negative statements in the present simple tense. Explain
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.

Have students do the check-up exercise on page 30 and share the answers
with the class.

My Next Grammar 1 33

3. Grammar Practice
A Complete the sentence.
(

: affirmative

: negative)

Ask students to turn to page 32.

Have students do number 1

together as an example. They are
to complete the sentence with the
correct form of the given verb.
Explain that means an
affirmative sentence, and
means a negative sentence.

Have students do the rest of the

exercise.

Check the answers together after

students have finished.

wash
goes
play
opens
doesnt eat
dont drive
dont live

B Read and write the

answer or the question.


34

No, he doesnt.

Have students look at the chart

and write Yes or No about
themselves.

No, they dont.

Yes, I do. (or No, I dont.)

Have students do number 1 and 5

together as examples. They are to
look at the chart and write the
answer or the question accordingly.

Have students do the rest of the

exercise.

Check the answers together after

students have finished.

Does Mr. Roberts work in a bank?

Do Amy and Mary play the clarinet?
Do you play the clarinet? (The answer may vary.)

to choose and use any of the verb phrases provided, or they can come up
with their own words.

C Choose and write about

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
students have learned. They are to
write three things they do on
Sundays and three things they
dont do on Sundays. They are free

D Write the verb in the present simple tense.



This activity gives students the opportunity to practice grammar within

context reading. It shows how the grammar is weaved and worked together
in a paragraph. Diverse reading materials have been compiled based on
different topics which the students will enjoy reading. In this activity,

7 - Present Simple

verbs in the present simple tense

as they read.


Have students share the answers

with the class.

Ask students some comprehension

questions about the reading to
finish up the activity.

(Answers may vary.)

I read books on Sundays.

I dont go to church on Sundays.

I watch TV on Sundays.

I dont get up early on Sundays.

Use questions such as:

- 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?

dont have

- What does she believe people

should do to all animals?

live

feels
do
chase

4. Grammar Summary

tells
laugh
doesnt care

Grammar Summary shows briefly

what the days lesson is about.

This section can be used to wrap

up the days lesson.

This section can also be used as

an extension activity if time
allows. Go over the chart and have
students provide more examples of
the lesson targets.

believes

Homework
students will read about a fictional character, Jessie, and how she loves
animals.


Before doing the exercise, talk about if anyone has ever lost a pet or seen a
lost dog on the street.

Workbook 1: pages 32~35

The answer key to the homework

is found on page 119 in Teachers
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
My Next Grammar 1 35

Lesson

Present Simple and Frequency Adverbs

Objectives

Uses of present simple tense

Frequency adverbs with common
verbs

Frequency adverbs with Be

Check Homework


Ask students to open their

workbooks to page 33.

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 112 for

Grammar Quiz 7.

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

page shows which lesson each
question has been taken from.

36

The answer key to Grammar Quiz 7

is found on page 109 in Teachers
Manual 1.

2. Grammar Introduction


Engage in a game with students demonstrating the grammar target of the

lesson. Ask students what is wrong with the sentence while encouraging
them to find the mistake.

T: (speaking slowly) I always gets up at 7:00. Is there a mistake in the

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.

8 - Present Simple and Frequency Adverbs

B Frequency Adverbs with

Common Verbs

Have students look at Chart B on

page 34.

Go through the chart together.

Explain that the frequency adverbs
come before the main verb in the
sentence. Help students notice
when to use these frequency
adverbs using the graph at the
bottom of the chart. Frequency
increases in the following order:
never (0%)
sometimes often
uuuusually
always (100%).

Have students do the check-up

exercise on page 35 and discuss
their choice of frequency adverbs
with the class.

(Answers may vary.)

often
always
never
often
sometimes
always
usually

(Answers may vary.)

C Frequency Adverbs with

Be

never
usually
sometimes

Have students look at Chart C on

page 35.

Go through the chart together

while helping students notice that
the frequency adverbs come after
Be in the sentence.

Have students do the check-up

exercise on page 35 and discuss
their choice of frequency adverbs
with the class.

always
usually
often

A Uses of Present Simple Tense

Have students look at Chart A on page 34.

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.

Have students do the check-up exercise on page 34 and share the answers
with the class.

My Next Grammar 1 37

3. Grammar Practice
A Write the sentence in the
right order.


Ask students to turn to page 36.

Have students do number 1

together as an example. Students
are to put the given words in the
right order to make a complete
sentence. Help them understand
that the main focus of this activity
is to find the correct place for the
frequency adverb depending on
the main verb.

Have students do the rest of the

exercise.

Check the answers together after

students have finished.

I usually do my homework after school.

My brother is always hungry.

Baseball games are never boring.

My friends sometimes go swimming on the weekend.

Mr. Smith usually plays golf on Saturdays.

Lisa always writes good stories.

B Rewrite the sentence

using the frequency
adverb.


38

Kathys room is sometimes clean.

Does Sam often get up late?
My dad is usually tired after work.

Have students do number 1

together as an example. They are
to put the given frequency adverb
in the correct position in the
sentence and write it out.

Have students do the rest of the

exercise.

Check the answers together after

students have finished.

Does your mom often work on Sundays?

Mr. Brown is always very busy.
I am never late for school.

C Circle the correct word.



This activity gives students the opportunity to practice grammar within

context reading. It shows how the grammar is weaved and worked together
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 a fictional character, Jungle Jones, and monkeys.

Ask students to turn to page 37.

Before doing the exercise, talk about monkeys to get the students interests
going.

8 - Present Simple and Frequency Adverbs

Ask students some comprehension

questions about the reading to
finish up the activity.
Use questions such as:
- Where does Jungle Jones live?
- What do monkeys eat?
- Do monkeys eat insects too?
- What do you usually eat?

4. Grammar Summary


Grammar Summary shows briefly

what the days lesson is about.

This section can be used to wrap

up the days lesson.

This section can also be used as

an extension activity if time
allows. Go over the chart and have
students provide more examples of
the lesson targets.

Homework


Workbook 1: pages 36~39

The answer key to the homework

is found on page 120 in Teachers
Manual 1.

Ask questions such as:

- 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.

Have students share the answers with the class.

My Next Grammar 1 39

Lesson

Present Continuous
Objectives

Affirmatives and negatives

Yes/no questions

Spelling rules of (verb~ing)

Check Homework


Ask students to open their

workbooks to page 37.

Check the homework by having

students take turns calling out the
answers.

are playing

1. Grammar Link


Have students go to page 113 for

Grammar Quiz 8.

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

page shows which lesson each
question has been taken from.

40

is brushing

Use the provided cumulative quiz

as a review to assess students
understanding.

The answer key to Grammar Quiz 8

is found on page 109 in Teachers
Manual 1.

isnt writing
arent playing
am not sleeping

2. Grammar Introduction


Get students attention and go around the classroom making comments on

what you and your students are doing at the moment. Try to use time words
like now, at the moment or today to hint that you are talking about what is
going on at the moment you are speaking.
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.

9 - Present Continuous

B Present Continuous:
Yes / No Questions

coming

Is

helping

Is

Go through the chart together

while making sure students
understand how to make yes/no
questions and answers in the
present continuous tense. Explain
that in yes/no questions Be is
placed at the beginning of the
sentence.

Have students do the check-up

exercise on page 39 and share the
answers with the class.

she (or he) is

it isnt

doing

Are

Have students look at Chart B on

page 38.

it isnt

raining

Is

they are

C Present Continuous:
Spelling Rules of
Verb~ing
building
running

answering

standing

learning

sitting

cleaning

sailing

mopping

eating

losing

taking

drying

A Present Continuous: Affirmatives and Negatives



Have students look at Chart A on page 38.

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.

Have students do the check-up exercise on page 38 and share the answers
with the class.

Have students look at Chart C on

page 39.

Go through the chart together and

have students learn the spelling
rules of verb~ing.

Explain that -ing is added to most

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.

Have students do the check-up

exercise on page 39 and share the
answers with the class.

My Next Grammar 1 41

3. Grammar Practice
A Write the complete
sentence in the present
continuous tense.


Ask students to turn to page 40.

Have students do number 1

together as an example. Using the
given words on the left, students
are to write the complete sentence
in the present continuous tense.
Explain that
means an
affirmative sentence,
means a
negative sentence, and
means
a yes/no question.

Have students do the rest of the

exercise.

Check the answers together after

students have finished.

Mike is eating breakfast.

Are you talking on the phone?
They are running in the park.
It isnt snowing.
Is she speaking Chinese?
Amy is painting.
He isnt sitting on the floor.
Is Mary smiling?
You arent reading a newspaper.

(Answers may vary.)

Yes, she is.

No, it isnt.

B Write the answers about

you.


No, Im not.
Yes, he is.

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 do number 1
together as an example. Students
are to read the question and write
the answer accordingly.

Have students do the rest of the

exercise.

Check the answers together after

students have finished.

No, she isnt.

Yes, I am.
No, Im not.

C Write the verb in the present continuous tense.



This activity gives students the opportunity to practice grammar within

context reading. It shows how the grammar is weaved and worked together
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 how chickens eggs are hatching step by step as if
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

Use questions such as:

- 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?
is sticking

are hatching

are pushing
am

helping

4. Grammar Summary


Grammar Summary shows briefly

what the days lesson is about.

This section can be used to wrap

up the days lesson.

This section can also be used as

an extension activity if time
allows. Go over the chart and have
students provide more examples of
the lesson targets.

are doing

is making
is calling

is looking

Homework


Workbook 1: pages 40~43

The answer key to the homework

is found on page 121 in Teachers
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.

Have students share the answers with the class.

Ask students some comprehension questions about the reading to finish up

the activity.

My Next Grammar 1 43

Lesson

Present Simple vs. Present Continuous

Objectives

Present simple

Present continuous

Present simple vs. present
continuous

Check Homework


Ask students to open their

workbooks to page 41.

Check the homework by having

students take turns calling out the
answers.

1. Grammar Link


44

does

Use the provided cumulative quiz

as a review to assess students
understanding.

Have students go to page 114 for

Grammar Quiz 9.

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

page shows which lesson each
question has been taken from.

practice

The answer key to Grammar Quiz 9

is found on page 109 in Teachers
Manual 1.

visit
speaks
wear

2. Grammar Introduction


Review the present simple tense by having students take turns making a
statement and a question in the present simple tense. Encourage them to
talk about their daily routines or personal habits.
T: I get up at 6:30 every day.
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?

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.

Have students do the check-up

exercise on page 42 and share the
answers with the class.

are taking
is brushing
are staying
is writing

B Present Continuous


Have students look at Chart B on

page 42.

Go through the chart together.

Remind students that the present
continuous tense expresses
actions that are happening at the
moment of speaking.

Help students get familiarized with

the time expressions for the
present continuous tense at the
bottom of the chart.

Have students do the check-up

exercise on page 43 and share the
answers with the class.

is playing
finishes
brush
are having
is studying

C Present Simple vs.

Present Continuous


Have students look at Chart C on

page 43.

Go through the chart together

while helping students notice the
difference in the usage between
the present simple tense and the
present continuous tense. The
habitual actions are expressed in
the present simple tense and the
temporary actions in the present
continuous tense.

Have students do the check-up

exercise on page 43 and share the
answers with the class.

A Present Simple


Have students look at Chart A on page 42.

Go through the chart together while reminding students that the present
simple tense expresses habitual activities or facts.

Help students get familiarized with the time expressions for the present
simple tense at the bottom of the chart.

Have students do the check-up exercise on page 42 and share the answers
with the class.

My Next Grammar 1 45

3. Grammar Practice
A Write every day or now.


Ask students to turn to page 44.

Have students do number 1

together as an example. Students
are to decide which time word is
more appropriate in the sentence,
every day or now.

now
every day
every day

Have students do the rest of the

exercise.

now

Check the answers together after

students have finished.

now

every day

B Look and write.

46

Have students look at the picture

chart which shows the activities
for every afternoon and today.

Have students do number 1

together as an example using the
pictures as a guide. They are to
complete the sentence for the
given subject using both the
present simple and present
continuous tenses.

Have students do the rest of the

exercise. Let students know that
they have to write about
themselves for number 6.

Check the answers together after

students have finished.

surfs the Internet every afternoon, but he is studying for his test today.
ride their bikes every afternoon, but they are walking in the park today.
swims every afternoon, but he is listening to music today.
jogs every afternoon, but he is sleeping today.
(The answer may vary.)
do my homework every afternoon, but I am playing computer games today.

C Write the correct form of the verb.



Ask students to turn to page 45.

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.

10 - Present Simple vs. Present Continuous

4. Grammar Summary

is snowing

Grammar Summary shows briefly

what the days lesson is about.

This section can be used to wrap

up the days lesson.

This section can also be used as

an extension activity if time
allows. Go over the chart and have
students provide more examples of
the lesson targets.

have
live
walks
am going
is driving
eat out
is riding

Homework


Workbook 1: pages 44~47

The answer key to the homework

is found on page 122 in Teachers
Manual 1.

(Answers may vary.)

I go to the park with my dad.
I am studying right now.
dad
mom
sister
sister

He watches news on TV in the evening.

She is talking to my brother.
She brushes her teeth in the morning.
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.
Have students share the answers with the class.

My Next Grammar 1 47

Lesson

Future: Will
Objectives

Affirmatives and negatives

Yes/no questions

Check Homework


Ask students to open their

workbooks to page 45.

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 115 for

Grammar Quiz 10.

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

page shows which lesson each
question has been taken from.

48

The answer key to Grammar Quiz

10 is found on page 110 in
Teachers Manual 1.

will cook
will visit
will make
will clean up
will be
will travel

2. Grammar Introduction


Engage in a dialogue with students demonstrating the grammar target of the

lesson. Talk about what you will do tomorrow and ask students what they
will do.
T: Tomorrow is (Friday). Lets talk about what well do tomorrow.
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.

11 - Future: Will

B Future: Yes / No Questions

I will
Will

he wont

Wil

they will

Will

she wont

Will

it will

Have students look at Chart B on

page 47.

Go through the chart together

while making sure students learn
how to make yes/no questions
and answers in the future tense.
Explain that in yes/no questions,
Will is placed at the beginning of
the sentence.

Help students notice that the

contraction of subject pronoun and
will is not used when answering
yes to a question.

Have students do the check-up

exercises on page 47 and share
the answers with the class.

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



Have students look at Chart A on page 46.

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).

Have students do the check-up exercise on page 46 and share the answers
with the class.
My Next Grammar 1 49

3. Grammar Practice
A Look at Amys plans for
tomorrow. Complete the
sentence using will or
wont.
will practice

Ask students to turn to page 48.

Have students look and read Amys

plans for tomorrow.

wont go

Have students do number 1

together as an example. Using the
picture of Amys schedule as a
guide, students are to complete
the sentence in the future tense
using will or wont.

will clean up

Have students do the rest of the

exercise.

Check the answers together after

students have finished.

will go

wont clean up
(Answers may vary.)

Yes, I will. (or No, I wont.)

Will Suzy walk in the park tomorrow?
Will you do the dishes tomorrow?

B Read and write the

answer or the question.


Have students look at the chart

and write Yes or No about
themselves.

Have students do number 1

together as an example. They are
to look at the chart and write the
short answer or the question
accordingly.

Have students do the rest of the

exercise.

Check the answers together after

students have finished.

C Lets have fun!



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


50

Divide the class into teams of 6 (Billy, Jake, John, Jane, Amy, D) and have a
role-play competition.

11 - Future: Will

4. Grammar Summary


Grammar Summary shows briefly

what the days lesson is about.

This section can be used to wrap

up the days lesson.

This section can also be used as

an extension activity if time
allows. Go over the chart and have
students provide more examples of
the lesson targets.

Homework


Workbook 1: pages 48~51

The answer key to the homework

is found on page 123 in Teachers
Manual 1.

My Next Grammar 1 51

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

52

Ask students to open their

workbooks to page 49.

Check the homework by having

students take turns calling out the
answers.

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
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.

Pair up students. Have them

change their books with their
partners and check the answers.

goes
are taking
will help
is
practice

Do

coming

Is
are speaking
are

He
are going
correct
a sandwich (or sandwiches)
isnt
correct
I
is
doesnt
Are

My Next Grammar 1 53

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
before moving on to the next
lessons.

Are the dogs playing outside?

Are there many children on the playground?

L2

18

L6

35

L2

L3

19

L3

36

L4

L4

20

L9

37

L8

L7

21

L4

38

L9

L9

22

L1

39

L1

L7

23

L2

40

L1

L1

24

L9

41

L5

L5

25

L3

42

L2

L8

26

L6

43

L7

10

L11

27

L7

44

L7

11

L7

28

L6

45

L8

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

Will the girls sing at the school concert?

This is an interesting story.

John doesnt have any money.

Giraffes necks arent short.

I always wash my face in the morning.

Amy is talking to Jeff in English now.

12 - Progress Test 1

Homework


Workbook 1: pages 52~55

The answer key to the homework

is found on page 124 in Teachers
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.

My Next Grammar 1 55

Lesson

Past Simple: Regular Verbs

Objectives
 Affirmatives and negatives
 Yes/no questions
 Spelling rules of final -ed

Check Homework

Ask students to open their

workbooks to page 52.

Check the homework by having

students take turns calling out the
answers.

1. Grammar Link

Have students go to page 116 for

Grammar Quiz 11.

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

page shows which lesson each
question has been taken from.

58

Use the provided cumulative quiz

as a review to assess students
understanding.

The answer key to Grammar Quiz

11 is found on page 110 in
Teachers Manual 1.

didnt cry
visited
didnt listen

2. Grammar Introduction

Engage in a dialogue with students demonstrating the grammar target of the

lesson. Encourage students to speak in the past simple tense of regular verbs.
T: Yesterday I played badminton with my friend.
What about you, S1? Did you play badminton too?
S1: No.
T: What did you do yesterday?
S1: I watch TV
T: You watched TV?
S1: Yes, I watched TV.

13 - Past Simple: Regular Verbs

Did it snow

it did

Did Amy help

she did

Did they study

they didnt

Did John wash

he did

explained

carried

stayed

hopped

continued

looked

finished

laughed

decided

B Past Simple: Yes / No

Questions

Have students look at Chart B on

page 56.

Go through the chart together

while making sure students learn
how to make yes/no questions
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...?

Have students do the check-up

exercise on page 57 and share the
answers with the class.

C Present Simple: Spelling

Rules of Final -ed

Have students look at Chart C on

page 57.

Go through the chart together and

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 +
a consonant, double the
consonant and add -ed. If a verb
ends in a consonant + -y, change
the -y to -i and add -ed.

Have students do the check-up

exercise on page 57 and share the
answers with the class.

If students use irregular verbs, its all right. Just help them notice that this
conversation is about what they did yesterday.

A Past Simple: Affirmatives and Negatives

Have students look at Chart A on page 56.

Go through the chart together while making sure students learn how to make
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.

Have students do the check-up

exercise on page 56 and share the
answers with the class.

My Next Grammar 1 59

3. Grammar Practice
A Complete the sentence in
the past tense.

Ask students to turn to page 58.

Have students do number 1

together as an example. They are
to complete the sentence in the
past tense using the correct final
-ed.

didnt finish
stopped
didnt call
stayed

Have students do the rest of the

exercise.

didnt play
liked

Check the answers together after

students have finished.

(Answers may vary.)

B Read and write the

answer or the question.

60

Yes

Have students look at the chart

and write Yes or No about
themselves in the last row.

Check the answers together after

students have finished.

No

Yes, he did.
Yes, they did.

Have students do number 1 and 5

together as examples. They are to
write the answer or the question
accordingly using the chart as a
guide. There are two possible
answers for number 5:
Did Kelly watch a DVD
yesterday? and Did Kelly play in
the park yesterday?
Have students do the rest of the
exercise. Tell students there may
be more than one possible answer
for numbers 5 to 8.

No

Yes, I did.

Did Sam play in the park yesterday?

Did Amy and Mary watch a DVD yesterday?
Did you clean your room yesterday?

C Choose and write about you.

Ask students to turn to page 59.

This activity is about personalizing the grammar students have learned. They
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.

13 - Past Simple: Regular Verbs

- Where do you think they are?

- Why do you think so?
- What is the boy in the front of
the picture wearing?

(Answers may vary.)

- What kind of skeleton is that in

the picture?

I didnt visit my grandma yesterday.

I cleaned my room yesterday.

I didnt study for the test yesterday.

I listened to music yesterday.

I didnt play soccer yesterday.

loved

stopped

Have students read the reading

piece. Tell students to write the
given verbs in the past simple
tense as they read.

Have students share the answers

with the class.

Ask students some comprehension

questions about the reading to
finish up the activity.

looked
didnt want
wanted

Use questions such as:

played

touched

- Where did they go yesterday?

learned

- Did they have fun there?

tried

- What did they see?

didnt fit
enjoyed

- What did they learn?

4. Grammar Summary

Grammar Summary shows briefly

what the days lesson is about.

This section can be used to wrap

up the days lesson.

This section can also be used as

an extension activity if time
allows. Go over the chart and have
students provide more examples of
the lesson targets.

D Write the verb in the past simple tense.

This activity gives students the opportunity to practice grammar within

context reading. It shows how the grammar is weaved and worked together
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 a boy who spent a day in the science museum with
his family.
Before doing the exercise, have students look at the picture in the book and
ask some questions.

Use questions such as:

Homework

Workbook 1: pages 58~61

The answer key to the homework

is found on page 125 in Teachers
Manual 1.

My Next Grammar 1 61

Lesson

Past Simple: Irregular Verbs and Be

Objectives
 Past simple of irregular verbs
 Past simple of Be

Check Homework

Ask students to open their

workbooks to page 59.

Check the homework by having

students take turns calling out the
answers.

1. Grammar Link

62

Use the provided cumulative quiz

as a review to assess students
understanding.

Have students go to page 117 for

Grammar Quiz 12.

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

page shows which lesson each
question has been taken from.

took

The answer key to Grammar Quiz

12 is found on page 110 in
Teachers Manual 1.

saw
went
slept
read
drove
found
drank
wrote

2. Grammar Introduction

Engage in a game with students reviewing the past simple tense of regular
verbs. Have students take turns saying one thing they did yesterday. Tell
students they cannot repeat the same activity if it has been mentioned
already.
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.

14 - Past Simple: Irregular Verbs and Be

Help students learn the common

irregular verbs and their past
forms at the bottom of the chart.

Have students do the check-up

exercise on page 60 and share the
answers with the class.

B Past Simple: Be

Have students look at Chart B on

page 61.

Go through the chart together

while making sure students learn
how to make affirmative and
negative statements and yes/no
questions of Be in the past simple
tense. Explain that there are two
past tense forms for Be. Was is
the past tense of am and is, and
were is the past tense of are.

Remind students that not is placed

after Be to make negatives; the
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.

Have students do the check-up

exercise on page 61 and share the
answers with the class.

was

Were
were
was

was
was
Were
was
were
was

was

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

Have students look at Chart A on page 60.

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.
My Next Grammar 1 63

3. Grammar Practice
A Complete the question
and answer. Use the verb
in the past tense.

Ask students to turn to page 62.

Have students do number 1

together as an example. They are
to complete the dialogue using the
correct past form of the given
irregular verb.

Did
did

didnt sleep

Check the answers by asking for

volunteer pairs to do the dialogues
in front of the class.

took

Check the answers by asking for a

volunteer pair to do the dialogue in
front of the class. (You might want
to ask some other volunteer pairs
to do the dialogue if time allows.)

was

did

went

Were there
were

Have students do part A of the

dialogue in number 1 together as
an example. They are to complete
the question using the given words
in the past simple tense.
Have students pair up with a
partner and complete the rest of
the dialogue. Tell students that
numbers 1 to 4 make one dialogue
together.

went

wasnt

Have students pair up with a

partner and complete the rest of
the dialogues.

bought

Was

B Complete the dialogue.

Use the verb in the past
tense.

buy

was

was

Did you see

did

saw

Were you
werent

were

This activity is about personalizing the grammar students have learned. They
are to complete the sentences to make them true about themselves.

Have students do the exercise on their own.

Have some volunteer students read out what they have written.

D Choose and write the verb in the past tense.

C Choose and write the
verb in the past tense
about you.

64

Ask students to turn to page 63.

This activity gives students the opportunity to practice grammar within

context reading. It shows how the grammar is weaved and worked together
in a paragraph. Diverse reading materials have been compiled based on
different topics which the students will enjoy reading. In this activity,

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

Famous Fable. Ask them to
choose and write the appropriate
verbs in the past tense as they
read.

Have students share the answers

with the class.

Ask students some comprehension

questions about the reading to
finish up the activity.

went (or didnt go)

studied (or didnt study)

worked

was

played

Use questions such as:

was

told

- What did the ant do all day?

laughed
had

came

- What did the grasshopper do all

day?

was

- What did the ant tell the

grasshopper?
- What happened to the
grasshopper in the winter?

4. Grammar Summary

Grammar Summary shows briefly

what the days lesson is about.

This section can be used to wrap

up the days lesson.

This section can also be used as

an extension activity if time
allows. Go over the chart and have
students provide more examples of
the lesson targets.

students will read a short version of one of the famous Aesops fables about
an ant and a grasshopper.

Before doing the exercise, have students look at the pictures in the book and
ask some questions.
Use questions such as:
- Who do you think this man is?
- Is he a writer or an artist?
- Have you read any of his stories?
- Do you remember the characters in his stories?

Homework

Workbook 1: pages 62~65

The answer key to the homework

is found on page 126 in Teachers
Manual 1.

- Do you know this story?

My Next Grammar 1 65

Lesson

Helping Verbs
Objectives
 Ability: can and could
 Permission: may and can
 Future: will

Check Homework

Ask students to open their

workbooks to page 63.

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.

Could

Can

Pair up students. Have them

change their books with their
partners and check the answers.

The chart at the bottom of the

page shows which lesson each
question has been taken from.
The answer key to Grammar Quiz
13 is found on page 110 in
Teachers Manual 1.

swim

could walk

Read the directions and have

students do the example problem
together.
Set a time limit and let students
finish the quiz.

ride
cant speak

Have students go to page 118 for

Grammar Quiz 13.

could write

couldnt use
can go

2. Grammar Introduction

Engage in a dialogue with students demonstrating the grammar target of the

lesson. Ask students questions whether they can do certain things.

T: (motioning) I can swim fast. Can you swim, S1?

S1: Yes. I can swim.

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

Have students do the check-up

exercise on page 64 and share the
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

may (or can)

Have students look at Chart B on

page 65.

Go through the chart together.

Explain that the helping verbs may
and can are used to give or ask for
permission.

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.

Have students do the check-up

exercise on page 65 and share the
answers with the class.

May (or Can)

may not (or cant)
may (or can)

Will

see

will

wont be
will stay
wont take

C Future: Will

Have students look at Chart C on

page 65.

Go through the chart together. This

section should be the review of
Lesson 11.

Have students do the check-up

exercise on page 65 and share the
answers with the class.

A Ability: Can and Could

Have students look at Chart A on page 64.

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.

My Next Grammar 1 67

3. Grammar Practice
A Check and correct the
mistake.

Astudents to turn to page 66.

Have students read the question

for number 1 together, and ask
them to tell you why the checked
word, comes, is a mistake, and
elicit the correct answer, come,
from students.

help
play
speak
couldnt
rain

Ask students to check and correct

the mistakes in the rest of the
exercise.

come

Check the answers together after

students have finished.

snow

use

Yes

(Answers may vary.)

B Write your class rules

using may /can or may
not /cant.

may (or can)

may not (or cant)
may not (or cant)

Have students do number 1

together as an example and see if
they agree with the helping verb.

may (or can)

may (or can)

Have students pair up with a

partner and write out the class
rules with appropriate helping
verbs.

may (or can)

may not (or cant)
may (or can)

Check the class rules together by

having the pairs take turns
presenting the rules.

C Complete the sentences about you.

68

Ask students to turn to page 67.

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 students do the exercise on their own.

Have some volunteer students read what they have written.

15 - Helping Verbs

Tell students to look at the picture

in the book and ask:
- What do you think is the girls
favorite food?

(Answers may vary.)

ski

- What do you think she will ask

her mom?

snowboard
play computer games

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

have made.

Have students pair up with a

partner and do a role-play of the
story.

May I have bread and jam for breakfast?

May I have bread and jam for lunch?

Yes, you may,
May I have bread and jam for dinner?
You can have bread and jam anytime,

4. Grammar Summary

Grammar Summary shows briefly

what the days lesson is about.

This section can be used to wrap

up the days lesson.

This section can also be used as

an extension activity if time
allows. Go over the chart and have
students provide more examples of
the lesson targets.

D Choose and write.

This activity gives students the opportunity to practice grammar within

context reading. It shows how the grammar is weaved and worked together
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 a girl who loves to eat bread and jam every day.
Before doing the exercise, talk about the favorite food to get students
interests going.

Homework

Workbook 1: pages 66~69

The answer key to the homework

is found on page 127 in Teachers
Manual 1.

- What is your favorite food?

- Can you eat it every day?

My Next Grammar 1 69

Lesson

Adjectives
Objectives
 Adjective + noun
 Be + adjective
 Common adjectives

Check Homework

Ask students to open their

workbooks to page 67.

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 119 for

Grammar Quiz 14.

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

page shows which lesson each
question has been taken from.

70

The answer key to Grammar Quiz

14 is found on page 111 in
Teachers Manual 1.

hot

weather

Chinese

restaurant

interesting

experience

big

dinner

2. Grammar Introduction

Engage in a dialogue with students demonstrating the grammar target of the

lesson. Ask students to look at the front cover of My Next Grammar and talk
about it with students using different adjectives.

T: (pointing to the boys on the cover)

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.

16 - Adjectives

B Adjectives: Be + Adjective

Have students look at Chart B on

page 68.

Go through the chart together.

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.

Have students do the check-up

exercise on page 68 and share the
answers with the class.

(Answers may vary.)

big
dangerous

C Common Adjectives

fast
old
ugly

beautiful

small

big

Have students look at Chart C on

page 69.

Go through the chart together and

help students get familiarized with
the adjectives in the chart.

Have students do the check-up

exercises on page 69 and share
the answers with the class.
The answers for the first exercise
will vary since students can
choose any adjectives from the
chart which they think are
appropriate. Discuss their choices.

famous

hard

strong

smart

boring

quick

diligent

large

dangerous

pretty

dry

A Adjectives: Adjective + Noun

Have students look at Chart A on page 68.

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.

Have students do the check-up exercise on page 68 and share the answers
with the class.

My Next Grammar 1 71

3. Grammar Practice
A Write the sentence in the
right order. Then circle
the adjective(s).

Ask students to turn to page 70.

Have students do number 1

together as an example. Students
are to put the given words in the
right order to make a complete
sentence. Help them understand
that the main focus of this activity
is to practice the usage of
adjectives in the sentence.

It is a large animal.

It has big ears and sharp tusks.

It has a long and powerful trunk.

Its favorite food is fresh leaves.

Ask students to do the rest of the

exercise.

(Answers may vary.)

Check the answers together after

students have finished.

clean

warm

handsome

kind
quiet

nice

B Choose and complete the

sentence.

Have students read through the

list of adjectives together.

Have students use any adjectives

from the list to complete the
sentences.

big
special
cold
pretty

smart

wonderful
safe

Check the answers while

discussing their choices of
adjectives.

C Choose and write. Discuss your choices.

This activity gives students the opportunity to practice grammar within

context reading. It shows how the grammar is weaved and worked together
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 different animals on the farm.

Ask students to turn to page 71.

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.)

Grammar Summary shows briefly

what the days lesson is about.

This section can be used to wrap

up the days lesson.

This section can also be used as

an extension activity if time
allows. Go over the chart and have
students provide more examples of
the lesson targets.

Homework
wonderful
fat

noisy
big

hungry

spotted

Workbook 1: pages 70~73

The answer key to the homework

is found on page 128 in Teachers
Manual 1.

new

red
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.

My Next Grammar 1 73

Lesson

Linking Verbs and Adjectives

Objectives
 Linking verbs + adjectives
 Linking verbs vs. actions verbs

Check Homework

Ask students to open their

workbooks to page 71.

Check the homework by having

students take turns calling out the
answers.
comfortable

1. Grammar Link

expensive

Use the provided cumulative quiz

as a review to assess students
understanding.

spicy
big

Have students go to page 120 for

Grammar Quiz 15.

terrible

Read the directions and have

students do the example problem
together.

sad

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

page shows which lesson each
question has been taken from.

fun

wonderful

good
exciting

2. Grammar Introduction

Write or Draw

The answer key to Grammar Quiz

15 is found on page 111 in
Teachers Manual 1.

74

Write the following on the board.

Write

The cake

good

happy

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.

17 - Linking Verbs and Adjectives

B Linking Verbs vs. Action

Verbs

Have students look at Chart B on

page 73.

Go through the chart together

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.

Have students do the check-up

exercise on page 73 and share the
answers with the class.

A Linking Verbs + Adjectives

Have students look at Chart A on page 72.

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.

Have students do the check-up exercise on page 72 and share the answers
with the class.

My Next Grammar 1 75

3. Grammar Practice
A Choose and complete the
sentence. Discuss your
choices.

Ask students to turn to page 74.

Go through the word bank of

adjectives together with students.

Have students do number 1

together as an example. Students
are to complete the sentence with
their choice of adjective.

(Answers may vary.)

easy
nice
difficult
great

Ask students to do the rest of the

exercise.

wonderful
hot

Check the answers together after

students have finished, and
discuss their choice of adjectives.

B Choose and write the

correct verb form. Then
circle.

76

Go through the word bank of verbs

together with students.

Have students do number 1

together as an example. Students
are to choose and write the correct
form of the verb, and circle if it is
used as a linking verb or action
verb.

Ask students to do the rest of the

exercise.

Check the answers together after

students have finished.

come
look
gave
smell
sounds
finish

C Write the correct form of the verb. Use feel, sound, smell,
look or taste.

This activity gives students the opportunity to practice grammar within

context reading. It shows how the grammar is weaved and worked together
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 our five senses and how they help us to perceive
things in the world.

Ask students to turn to page 75.

Before doing the exercise, talk about the five senses we have.

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
tastes

smell

feels

Grammar Summary shows briefly

what the days lesson is about.

This section can be used to wrap

up the days lesson.

This section can also be used as

an extension activity if time
allows. Go over the chart and have
students provide more examples of
the lesson targets.

sounds

Homework

Workbook 1: pages 74~77

The answer key to the homework

is found on page 129 in Teachers
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.

My Next Grammar 1 77

Lesson

Adverbs 1
Objectives
 Adverbs
 Adjectives and adverbs

Check Homework

Ask students to open their

workbooks to page 75.

Check the homework by having

students take turns calling out the
answers.

1. Grammar Link

Have students go to page 121 for

Grammar Quiz 16.
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

page shows which lesson each
question has been taken from.

78

Use the provided cumulative quiz

as a review to assess students
understanding.

The answer key to Grammar Quiz

16 is found on page 111 in
Teachers Manual 1.

called

loudly

dances

badly

see

well

learns

easily

write

neatly

ran

noisily

read

carefully

run

fast

speak

clearly

studies

hard

goes

late

2. Grammar Introduction

Engage in a dialogue with students demonstrating the grammar target of the

lesson. Ask students what you are doing as you walk in slow motion.

T: (walking in slow motion) What am I doing?

Ss: You are walking.
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.

18 - Adverbs 1

B Adjectives and Adverbs

Have students look at Chart B on
page 77.

Go through the chart together and

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).

Help students get familiarized with

more examples of adverbs in the
chart.

Have students do the check-up

exercise on page 77 and share the
answers with the class.

A Adverbs

Have students look at Chart A on page 76.

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.

Have students do the check-up exercise on page 76 and share the answers
with the class.

My Next Grammar 1 79

3. Grammar Practice
A Complete the sentence
using the correct form of
the word.

Ask students to turn to page 78.

Have students do number 1

together as an example. Students
are to change the given adjective
to the adverb form and complete
the sentence with it.

Ask students to do the rest of the

exercise.

Check the answers together after

students have finished.

easily
correct
good
great
loudly
quickly
well
happy

B Write the sentence in the

right order.

Mr. Johnson speaks English clearly.

Have students do number 1

together as an example. Students
are to put the given words in the
right order to make a complete
sentence. Help them understand
that the main focus of this activity
is to find the correct place for the
adverb in the sentence.

Have students do the rest of the

exercise.

Check the answers together after

students have finished.

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?

The boys cleaned their room fast.

C Check and correct the mistake.

80

Ask students to turn to page 79.

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.

Check the answers together after students have finished.

18 - Adverbs 1

good

Go through the list of adverbs

together with students.

Have students read Otters while

filling in the blanks with the
adverbs of their choice.

Check the answers after students

have finished.

Ask students some comprehension

questions about the reading to
finish up the activity.

fast
neatly
(Answers may vary.)

Use questions such as:

- Where do otters live?

quickly

- Why are many otters dying?

- What can we do to protect
otters?

happily
Sadly

Extension

seriously
carelessly

hard

Have students share their ideas on

what children can do every day to
make our environment better.

freely

4. Grammar Summary

Grammar Summary shows briefly

what the days lesson is about.

This section can be used to wrap

up the days lesson.

This section can also be used as

an extension activity if time
allows. Go over the chart and have
students provide more examples of
the lesson targets.

D Choose and write. Discuss your choices.

This activity gives students the opportunity to practice grammar within

context reading. It shows how the grammar is weaved and worked together
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 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?

Homework

Workbook 1: pages 78~81

The answer key to the homework

is found on page 130 in Teachers
Manual 1.

- Where have you seen them?

- What are they doing?

My Next Grammar 1 81

Lesson

Adverbs 2
Objectives
 Adverbs
 Frequency adverbs

Check Homework

Ask students to open their

workbooks to page 79.

Check the homework by having

students take turns calling out the
answers.

1. Grammar Link

82

find
hard
happy

Have students go to page 122 for

Grammar Quiz 17.

is running
wrong

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

page shows which lesson each
question has been taken from.

are driving

Use the provided cumulative quiz

as a review to assess students
understanding.

The answer key to Grammar Quiz

17 is found on page 111 in
Teachers Manual 1.

dont get up
played
huge

2. Grammar Introduction

Have students review adverbs by playing a quick Simon Says. Have some
volunteer students form a line in front of the class. Give them commands
using adverbs. Students who do not correctly respond to the command
should return to their seats.
T: Simon says, dance slowly.
(Students dance slowly.)
T: Stop.
(Students shouldnt stop.)

19 - Adverbs 2

Help students learn the common

adverbs that describe or modify
adjectives or adverbs at the
bottom of the chart.

Have students do the check-up

exercise on page 80 and share the
answers with the class.

B Frequency Adverbs
(Answers may vary.)

Have students look at Chart B on

page 81.

Remind students that frequency

adverbs (always, often, usually,
sometimes and never) tell how
often somebody does something.
Frequency adverbs are usually
placed before the main verb or
after Be in the sentence.

Have students do the check-up

exercises on page 81 and share
the answers with the class.

sometimes
always
always
usually
never
never
often

A Adverbs

Have students look at Chart A on page 80.

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.

My Next Grammar 1 83

3. Grammar Practice
A Circle the correct words.

Ask students to turn to page 82.

Have students do number 1

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

Ask students to do the rest of the

exercise.

Check the answers together after

students have finished.

B Write the sentence in the

right order.

Have students do number 1

together as an example. Students
are to put the given words in the
right order to make a complete
sentence. Help them understand
that the main focus of this activity
is to find the correct place for the
adverb in the sentence.

Have students do the rest of the

exercise.

Check the answers together after

students have finished.

Amy can sing very beautifully.

I went to bed quite late last night.

Your answers are always correct.

This essay is well written. (or This essay is written well.)

C Write sentences with the

words on the left.

84

D Choose and write. Discuss your choices.

Ask students to turn to page 83.

This activity is about personalizing

the grammar students have
learned. They are to write complete
sentences including the given
words on the left.

This activity gives students the opportunity to practice grammar within

context reading. It shows how the grammar is weaved and worked together
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 a boy who gets into a big trouble on a field trip.

Have students do the exercise on

their own.

Before doing the exercise, talk about the picture with students.

Have some volunteer students

read out what they have written.

- Where do you think they are?

- What kinds of machines do you see?
- What do you think the boy is doing?

19 - Adverbs 2

- Why do you think the boy walked

away from the group?
- What did he do?
(Answers may vary.)
I think butterflies are very beautiful.

Extension

My brother usually eats really fast.

I sometimes go to bed late.

Ask students if they were ever in a

big trouble. Have them share their
experiences.

(Answers may vary.)

4. Grammar Summary
stupidly

quietly

Grammar Summary shows briefly

what the days lesson is about.

This section can be used to wrap

up the days lesson.

This section can also be used as

an extension activity if time
allows. Go over the chart and have
students provide more examples of
the lesson targets.

very
loudly
Suddenly
quickly
angrily
really

Homework

Workbook 1: pages 82~85

The answer key to the homework

is found on page 131 in Teachers
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.

Ask students some comprehension questions about the reading to finish up

the activity.
Use questions such as:
- Where did the class go on a field trip?
My Next Grammar 1 85

Lesson

Prepositions of Time
Objectives
 Prepositions of time
 Useful time questions

Check Homework

Ask students to open their

workbooks to page 83.

Check the homework by having

students take turns calling out the
answers.

1. Grammar Link

at

on

at

on

in

on

in

Have students go to page 123 for

Grammar Quiz 18.

in
at

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

page shows which lesson each
question has been taken from.

86

Use the provided cumulative quiz

as a review to assess students
understanding.

in

The answer key to Grammar Quiz

18 is found on page 112 in
Teachers Manual 1.

on
in
at

in

2. Grammar Introduction

Engage in a dialogue with students while demonstrating the grammar target

of the lesson. Ask students the time questions and encourage them to use
the proper prepositions when answering.
T: (pointing to the clock) What time is it now?
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?

20 - Prepositions of Time

A Prepositions of Time

Have students look at Chart A on

page 84.

Go through the chart together

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
used with days and dates. On is
also used with morning, afternoon,
evening and night of the specific
days (on Monday morning and on
the night of Nov. 10th). At is used
with clock time and night.

Have students do the check-up

exercises on page 84 and share
the answers with the class.

What month is it?

What was the date?
What year was it?
What day is it?
What time is it?

B Useful Time Expressions

Ss: Its Tuesday.

T: Do we have class on Wednesday?
Ss: No, we dont.
T: When is our next class?
Ss: Thursday.
T: Yes. Our next class is on Thursday.

Have students look at Chart B on

page 85.

Go through the chart together

while making sure that students
know how to ask and answer the
useful time questions in the chart.
Have students learn how to tell
time, the days of the week, the
names of the 12 months and the
ordinal numbers (first, second,
third..).

Have students do the check-up

exercises on page 85 and share
the answers with the class.

My Next Grammar 1 87

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.

This activity gives students the

opportunity to practice grammar
within context reading. It shows
how the grammar is weaved and
worked together 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 a comic and
learn how pumpkins grow.

Ask students to turn to page 86.

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?

88

Go through the list of six question

choices together with students.

Have students pair up with a

partner and read the comic,
Pumpkin Pals, together. Ask
them to write the number of the
appropriate question in the speech
bubbles as they read.

Check the answers after students have finished.

Have students practice a role-play of the comic.

Ask some volunteer pairs to do the role-play in front of the class.

20 - Prepositions of Time

4. Grammar Summary

Grammar Summary shows briefly

what the days lesson is about.

This section can be used to wrap

up the days lesson.

This section can also be used as

an extension activity if time
allows. Go over the chart and have
students provide more examples of
the lesson targets.

at
on
on
in
at
in
in
on

Homework

on
in
in
in
at

Workbook 1: pages 86~89

The answer key to the homework

is found on page 132 in Teachers
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.

Have students do the rest of the exercise.

Check the answers together after students have finished.

My Next Grammar 1 89

Lesson

Prepositions of Place
Objectives
 Prepositions of place

Check Homework

Ask students to open their

workbooks to page 87.

Check the homework by having

students take turns calling out the
answers.

in

1. Grammar Link

90

under
above
in

Have students go to page 124 for

Grammar Quiz 19.

next to (or in front of)

on

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

page shows which lesson each
question has been taken from.

in front of

Use the provided cumulative quiz

as a review to assess students
understanding.

The answer key to Grammar Quiz

19 is found on page 112 in
Teachers Manual 1.

in
on
above

2. Grammar Introduction

Engage in a dialogue with students demonstrating the grammar target of the

lesson. Ask students about the location of things in the classroom. You
might want to put things in interesting places in advance.
T: Do you see my book anywhere?
Ss: Its there.
T: Where? Ah, its on the floor.
S1, where is your book?
S1: Its on the desk.
T: S2, where is...?

21 - Prepositions of Place

B Prepositions of Place 2

next to (or near)

Have students look at Chart B on

page 89.

Go through the chart together and

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).

Have students do the check-up

exercise on page 89 and share the
answers with the class.

between

across from

in

near (or next to)

A Prepositions of Place 1

Have students look at Chart A on page 88.

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.

Have students do the check-up exercise on page 88 and share the answers
with the class.
My Next Grammar 1 91

3. Grammar Practice
A Circle the correct word(s).

Ask students to turn to page 90.

Have students do number 1

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

Ask students to do the rest of the

exercise.

Check the answers together after

students have finished.

B Write the sentence in the

correct order.

Have students do number 1

together as an example. Students
are to put the given words in the
right order to make a complete
sentence. Help them understand
that the main focus of this activity
is to practice making correct
sentences using prepositional
phrases.

Have students do the rest of the

exercise.

Check the answers together after

students have finished.

C Look around your

classroom and answer
the questions.

92

Ask students to turn to page 91.

This activity is about personalizing

the grammar students have
learned. They are to write
complete answers to the
questions.

There is a big dog behind you.

I found my watch under the bed.

Dont sit in front of the TV.

My classroom is next to the cafeteria.

Mr. Jones is at the post office.

Have students do the exercise on their own.

Have some volunteer students read out what they have written.

D Choose and write.

This activity gives students the opportunity to practice grammar within

context reading. It shows how the grammar is weaved and worked together
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 a boy who thinks his room is not that messy.

21 - Prepositions of Place

Go through the list of prepositions

together with students.

Have students read The Messy

Room while filling in the blanks
with the correct prepositions.

Check the answers after students

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
room.

(Answers may vary.)

Mary sits next to me in class.
My teachers desk is in front of the blackboard.
There are many books on my teachers desk.

under
on

S1: There is a sandwich behind

the door.
S2: The books are in the closet.
S3: There is a robot...

in
behind
on

above

In front of

4. Grammar Summary

Before doing the exercise, talk about the state of the students rooms at
home.
- 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?

Grammar Summary shows briefly

what the days lesson is about.

This section can be used to wrap

up the days lesson.

This section can also be used as

an extension activity if time
allows. Go over the chart and have
students provide more examples of
the lesson targets.

Homework

Workbook 1: pages 90~93

The answer key to the homework

is found on page 133 in Teachers
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?
My Next Grammar 1 93

Lesson

Statements and Yes/No Questions

Objectives
 Affirmative and negative
statements

 Yes/no questions

Check Homework

Ask students to open their

workbooks to page 91.

Check the homework by having

students take turns calling out the
answers.

1. Grammar Link

94

John didnt see a movie yesterday.

You may not go up the ladder.
The school isnt next to the park.

Have students go to page 125 for

Grammar Quiz 20.

They arent playing the piano together.

Mary doesnt have a swimming lesson today.

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

page shows which lesson each
question has been taken from.

A shark cant live for 40 years.

Use the provided cumulative quiz

as a review to assess students
understanding.

The answer key to Grammar Quiz

20 is found on page 112 in
Teachers Manual 1.

We wont go to Sams birthday party.

There isnt a puppy outside.
They dont practice baseball every day.

2. Grammar Introduction

Play a game of making sentences. Have students take turns making a

sentence. Encourage students to make any kinds of sentences as long as
they are grammatically correct.
T: We are in the classroom.
S1: There are 12 students.
S2: We are playing a game now.

22 - Statements and Yes/No Questions

B Yes / No Questions

Will they be at school tomorrow?

Have students look at Chart B on

page 93.

Go through the chart together

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.

Have students do the check-up

exercises on page 93 and share
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

Have students look at Chart A on page 92.

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.

Have students do the check-up exercise on page 92 and share the answers
with the class.
My Next Grammar 1 95

3. Grammar Practice
(Note: It might be more helpful to do
exercises B and C first and then do A.)

A Choose and write.

Ask students to turn to page 94.

This activity gives students the

opportunity to practice grammar
within context reading. It shows
how the grammar is weaved and
worked together 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 a comic about a
boy who wants to play soccer on a
team.

May I try out?

Yes, I do.
Yes, I am.

Did you play soccer last year?

Can you play keeper?

Yes, I will.

Before doing the exercise, talk

about the pictures with students.
- Where are they?

Do you have any

questions?

- Who do you think the man is?

- What do you think the boy wants
to do?

Have students pair up with a

partner and read the comic, An
Interview for a Team, together.
Ask them to write the appropriate
questions and answers in the
speech bubbles as they read.

Check the answers after students

have finished.

Have students practice the roleplay of the comic.

96

Go through the list of four

questions and four short answers
with students.

Ask some volunteer pairs to do the

role-play in front of the class.

Yes, I can.

B Complete the sentence using the correct form of the verb.

Ask students to turn to page 95.

Have students do number 1 together as an example. Students are to write

the correct form of the given verb to make a complete sentence. Have them
make either affirmative or negatives sentences in the proper tense.

Have students do the rest of the exercise.

Check the answers together after students have finished.

22 - Statements and Yes/No Questions

4. Grammar Summary

Grammar Summary shows briefly

what the days lesson is about.

This section can be used to wrap

up the days lesson.

This section can also be used as

an extension activity if time
allows. Go over the chart and have
students provide more examples of
the lesson targets.

didnt go
doesnt want
smoke
are playing
dont have
play
will go

Homework
Can you walk

Did you see

Workbook 1: pages 94~97

The answer key to the homework

is found on page 134 in Teachers
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.

Have students do the rest of the exercise.

Check the answers together after students have finished.

My Next Grammar 1 97

Lesson

Information Questions
Objectives
 What, who, whose
 When, what time, where
 How many, how much

Check Homework

Ask students to open their

workbooks to page 95.

Check the homework by having

students take turns calling out the
answers.

What
Who
What

1. Grammar Link

Have students go to page 126 for

Grammar Quiz 21.

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

page shows which lesson each
question has been taken from.

98

Whose

Use the provided cumulative quiz

as a review to assess students
understanding.

The answer key to Grammar Quiz

21 is found on page 112 in
Teachers Manual 1.

Whose
Who
What

2. Grammar Introduction

Get students attention and write the following on the board.

I usually get up at _________________ in the morning.

I eat __________________ for breakfast every morning.
I come to school by _________________.

Have students ask you questions to get the information from you to complete
the sentences.

23 - Information Questions

B Information Questions:
When, What time, Where

Where

Have students look at Chart B on

page 96.

Go through the chart together and

introduce three additional whwords (when, what time,
where).

Remind students that when and

what time ask about time, and
where asks about place.

Have students do the check-up

exercise on page 97 and share the
answers with the class.

When (or What time)

When
Where
Where
When
Where

C Information Questions:
How many, How much

Have students look at Chart C on

page 97.

Go through the chart together and

introduce two more informational
question words (how many, how
much).

Explain that both how many and

how much ask about quantity.
How many is used with plural
count nouns and how much is
used with noncount nouns.

Have students do the check-up

exercise on page 97 and share the
answers with the class.

How many
How many
How much
How much
How many
How many
How much
How much

A Information Questions: What, Who, Whose

Have students look at Chart A on page 96.

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.

Have students do the check-up exercise on page 96 and share the answers
with the class.

My Next Grammar 1 99

3. Grammar Practice
A Complete the question
and the answer with your
own words.

Ask students to turn to page 98.

Have students do number 1

together as an example. They are
to complete the rest of the
information question and write the
answer about themselves.

Have students do the rest of the

exercise.

Check the answers together after

students have finished.

(Answers may vary.)

usually go to bed?
I usually go to bed at 10 oclock.
brothers or sisters do you have?
I have two sisters, but I dont have any brothers.
mom do?
Shes an English teacher.
dogs are they?
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!

100

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 23. While
having fun reading the comic,
students are getting great
exposure to actual conversational
English.

Have students turn to pages 99 and 100.

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 4 (Billy, Jake, Amy, D) and have a role-play
competition.

23 - Information Questions

4. Grammar Summary

Grammar Summary shows briefly

what the days lesson is about.

This section can be used to wrap

up the days lesson.

This section can also be used as

an extension activity if time
allows. Go over the chart and have
students provide more examples of
the lesson targets.

Homework

Workbook 1: pages 98~101

The answer key to the homework

is found on page 135 in Teachers
Manual 1.

My Next Grammar 1 101

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

102

Ask students to open their

workbooks to page 99.

Check the homework by having

students take turns calling out the
answers.

24 - Progress Test 2

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.

Pair up students. Have them

change their books with their
partners and check the answers.

beautiful
Johns
correct
well
on

Did
correct
trunk
well
sleeps

My Next Grammar 1 103

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.

Use the chart to determine which

lessons should be reviewed.

Make sure that students

understand the prior material
before moving on to the next
lessons.

What are

When do you

How many students are there

Who can speak

When (or What time) do you get up

L15

18

L21

35 L14/L21

L13

19

L17

36

L15

3 L16/L18 20

L4

37

L17

L7/L17

38

L18

5 L20/L21 22

L18

39

L20

6 L13/L14 23

L20

40

L21

L13

21

L19

24

L14

41

L1

L19

25

L15

42

L16

L17

26

L1

43

L7

10

L14

27

L19

44

L6

11

L20

28

L7

45

L20

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

John didnt play soccer yesterday afternoon.

Was Amy at the library last Sunday?

May I use your pen?

The pillow feels nice and soft.

Did you answer the questions correctly?

24 - Progress Test 2

Homework

on

Workbook 1: pages 102~105

The answer key to the homework

is found on page 136 in Teachers
Manual 1.

in
child

favorite

are

dont

(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.

My Next Grammar 1 105

Answer Key to

Grammar Quizzes

p.106
1

an

p.107

p.108

any

some

any

an

bread

some

weather

any

leaves

some

babies

him

notebooks

some (any)

He

feet

an

They

boxes

any

them

10

children

11

john

12

person

13

School

14

correct

15

storys

10

some

10

We

11

correct

11

them

people

12

Children

12

rex

school

13

13

(any

14

japan

14

correct

15

puppys

15

man

John

stories

children

some (any)
Japan
puppies

it
Rex
some) or (have

men

p.109

108

dont have)

p.110

bread

She

mice

Those

teeth

Sams

water

girls

cheese

that

He

theirs

her

His

us

My

you

ours

10

Those are babies toys.

10

Its

11

That sandwich is for Karen.

11

them

12

This holiday picture is great.

12

(some

a) or (sandwich

13

These are womens rings.

13

some

any

14

That pencil is Sids.

14

correct

15

Those are childrens storybooks.

15

europe

it

Europe

sandwiches)

Answer Key to

Grammar Quizzes

p.111

p.112

country

Do, work

some

studies

him

take

They

doesnt have

Teds

dont go

isnt, is

harry potter

are, arent

correct

Is, is

we

us

Are, are

this

these

10

Are, am

10

It

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.

Harry Potter

Its

p.113

p.114

Sam is always hungry at lunch time.

her

It often rains in the summer.

Janes

I sometimes watch TV after dinner.

His

My mom is never sad.

isnt

My teacher usually wears a tie.

does

doesnt have

cries

Does, go

is making

likes

arent playing

Do, live

is swimming

10

(any

a) or (phone

11

it

12

correct

13

their

14

are

is

15

(am

are) or (We

phones)

them

theirs

I)

10

is walking

11

am not writing

12

We are always happy in class.

13

Jack usually does his homework.

14

My dad often walks to his office.

15

It is sometimes quiet in the park.

109

Grammar Quizzes

Answer Key to

p.115

p.116

is brushing

Does, have

practice

Are, doing

wears

isnt dancing

writes

will snow

is helping

wont wear

correct

This is our new dog, Rex.

theirs

My mom always cooks me dinner.

Are

Mary isnt cleaning her room now.

washes

We visit our grandparents every Sunday.

mine (ours)
Is
wash

10

plays always

always plays

10

They wont watch a movie tomorrow.

11

forget never

never forget

11

are

12

is coming

12

listening

13

arent getting up

13

runs

14

is watching

14

correct

15

Is, doing

15

will

is
listens

are running

will be

p.117

110

p.118

we

ate

Steves

met

yours

were

take

finished

always comes

had

Will, be

takes

reads

Is, watching

isnt

Will, come

are having

didnt arrive

10

studied

10

wont go

11

Is, practicing

11

me

12

mopped

12

is

13

will cook

13

correct

14

Did, watch

14

gets never

15

didnt listen

15

stop

mine
are

never gets

stopped

Answer Key to

Grammar Quizzes

p.119

p.120

cried

doesnt read

didnt like

always watches

saw

is making

Were

play

broke

bought

will go

began

may not (cant) play

will

cant sing

Did, didnt

could write

May

10

could

11

can

12

The test was very difficult (hard).

13

It will be a dangerous trip.

14

My sister is very weak.

15

This hotel room is noisy.

10

May (Can), borrow

11

(are

am) or (I

12

ride

rides

13

home for usually

14

make

15

correct

We)

usually home for

making

p.121

p.122

exciting

quickly

fat

nice

famous

good

cant

beautifully

may not

slowly

very usually

interesting

correct

loudly

wearing

sweet

Do

Will

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

usually very

wear

111

Answer Key to

Grammar Quizzes

p.123

p.124

, fast

, smiled

, answer

, studied

, empty

, crowded

, happy

, happy

, plays

, big

quickly

in

late

on

look

at

sounds

in

10

fast

10

rides

ride

11

correct

11

invite

invited

12

is

12

find

13

mops

13

cant

14

buy

bought

14

correct

15

Do

May (Can)

15

well

will be
mopped

found
couldnt

good

p.125

112

p.126

wet

read

good

stay

well

nervous

carefully

looks

sometimes

early

played

play

really

drink

drank

on

May

in

on

across from

Can
at

10

correct

10

behind

11

date

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.

day

Answer Key to

Workbook 1

Lesson 1 | Singular and Plural Nouns

p.9
A*

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

1 princesses

6 feet

1 an

6 an

2 babies

7 watches

2 a

3 children

8 oranges

3 a, a

8 a

4 brothers

9 mice

4 an

9 a

5 foxes

10 ladies

10 a

p.11
F

1 an

6 an

2 korea

Korea

7 A San Francisco

3 correct

8 childs

4 a

9 correct

5 tree

an
trees

10 john

children

San Francisco

2
3
4

John

113

Answer Key to

Workbook 1

Lesson 2 | Count and Noncount Nouns

p.13
A

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

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

114

1 a

1 backpacks

1 City

2 some

2 homework

2 correct

3 a

3 water

3 baby

4 some (any)

4 leaves

4 new dress

5 an

5 mice

5 knife

6 any

6 clouds

city

babies
a new dress

knives

Answer Key to

Workbook 1

Lesson 3 | Subject and Object Pronouns

p.17
A

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

1 I / her

2 we / them

3 he / him

4 She / her

5 they / them

p.19
A

1 a

1 We

1 correct

2 some

2 It

2 it

3 any

3 You

3 tooths

4 an

4 She

4 he

5 any

5 us

5 some

6 some

6 me

them
teeth
him
any

115

Answer Key to

Workbook 1

Lesson 4 | Demonstratives and Possessives 1

p.21
A

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

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

1 It

1 These are bookstores.

1 This is

2 some

2 These are new cars.

2 she

3 They

3 Those are birds eggs.

3 correct

4 people

4 That is a students backpack.

4 (These are

5 it

5 This is Toms baseball card.

6 fruit
7 I

116

These are
her

This is) or

(player

players)

5 puppy

puppies

Answer Key to

Workbook 1

Lesson 5 | Possessives 2
p.25
A

1 his

1 your / Mine

1 my

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

9 its

p.26
D

1 his

6 my

2 her

7 hers

3 mine

8 theirs

4 yours

9 his

5 our

10 ours

p.27
A

1 it

1 sons

1 any

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

some

6 his
7 dogs

117

Answer Key to

Workbook 1

Lesson 6 | Present Simple: Be

p.29
A

1 are

1 Is your dad busy now?

2 isnt

2 Is she a beautiful bride?

3 am

3 Is it a lion?

4 is

4 Are they good cooks?

5 arent

p.30
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

118

1 He

1 isnt / is

1 new york

2 hers

2 is / arent

2 Anna

3 my

3 arent / are

3 correct

4 She

4 Are / am

4 some

5 theirs

5 Is / is

5 He

6 Tims

6 Are / are

New York
Annas

any
His

Answer Key to

Workbook 1

Lesson 7 | Present Simple

p.33
A

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
E Answers may vary.

D
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.

I dont work in a bank.

They dont play the violin.

Do I (you) work in a bank?

Do they play the violin?

4 Does / Yes, he does.

5 Do / No, they dont.

p.35
A

1 ours

1 Does, chat

1 juices

2 her

2 am not

2 correct

3 Is

3 send

3 his

4 that

4 doesnt go

4 uncle

uncles

5 isnt

5 are

5 dont

doesnt

6 they

6 has

juice

him

119

Answer Key to

Workbook 1

Lesson 8 | Present Simple and Frequency Adverbs

p.37
A

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.

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

120

1 that

1 dont go

1 correct

2 Saras / it

2 Does, do

2 dont

3 always drinks

3 drive

3 A

4 are usually

4 am not

4 does often

5 am sometimes

5 plays

5 He

6 never forgets

6 Are

doesnt
An

His

often does

Answer Key to

Workbook 1

Lesson 9 | Present Continuous

p.41
B Answers may vary.

A
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

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

1 I sometimes play soccer.

1 are baking

1 correct

2 My mom is always busy.

2 isnt taking

2 arent

3 They usually drink tea.

3 are cleaning

3 She

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

isnt
He

121

Answer Key to

Workbook 1

Lesson 10 | Present Simple vs. Present Continuous

p.45
A

1 cleans

2 goes

3 is baking

4 are playing

5 are working

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

122

1 There are

1 is washing

1 run

2 is usually

2 Do, talk

2 am checking

3 Are

3 am writing

3 correct

4 often get up

4 arent swimming

4 those

5 today

5 takes

5 she

6 every day

6 isnt washing

are running

hat
her

check

Answer Key to

Workbook 1

Lesson 11 | Future: Will

p.49
A

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
D Answers may vary.

C
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

1 These

1 isnt studying

1 reading

2 a

2 is

2 goes usually

3 some

3 doesnt sleep

3 listen

4 It

4 will be

4 Are

5 Marys

5 are writing

5 correct

6 mine

6 plays

read
usually goes

is listening
Is

123

Answer Key to

Workbook 1

Lesson 12 | Progress Test 1

p.52
A

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

10 watch

5 Common noun

5 a

5 books

6 Proper noun

p.53
D

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.

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

124

1 Does

1 is playing

1 is

2 dont

2 am washing

2 correct

3 Do

3 will watch

3 raining

4 Will

4 teaches

4 she

5 Is

5 will visit

5 playing

6 wont

6 are having

are

rain
her
play

Answer Key to

Workbook 1

Lesson 13 | Past Simple: Regular Verbs

p.59
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

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

1 dont

1 will travel

1 cook

2 hers

2 didnt finish

2 correct

3 I

3 have

3 playing

4 Is

4 Did, work

4 meeting

5 womens

5 wont go

5 cries

6 is not

6 lived

cooks

are playing (will play or played)

will meet
cried

125

Answer Key to

Workbook 1

Lesson 14 | Past Simple: Irregular Verbs and Be

p.63
A

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
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

126

1 saw

1 practices

1 correct

2 bought

2 Did

2 Are

3 found

3 study

3 surfs

4 went

4 will have

4 enjoy

5 drank

5 didnt

5 Is

6 took

6 are swimming

Is
surf

Will

enjoys

Answer Key to

Workbook 1

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 cant (may not)

2 can (may)

3 can (may)

4 can (may)

5 can (may)

6 cant (may not)

p.69
A

1 is

1 will

1 rides

2 does

2 can

2 moving

3 are cleaning

3 couldnt

3 arent

4 eat

4 may not

4 correct

5 lived

5 Does

5 cant

6 took

6 Did

is riding
will move (are moving)
werent

couldnt

127

Answer Key to

Workbook 1

Lesson 16 | Adjectives
p.71
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

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

1 didnt

1 new

1 comes

2 met

2 favorite

2 bark

is barking

3 Can

3 delicious

3 Will

May (Can)

4 Did

4 dark

4 cleans

5 couldnt

5 busy

5 correct

6 reads
7 is talking

128

came

clean

Answer Key to

Workbook 1

Lesson 17 | Linking Verbs and Adjectives

p.75
A

Linking Verb

Action Verb

1 delicious

sounds

2 young

looked

3 blue

looks

4 lonely

smelled

5 comfortable

lost

6 spicy

were

7 dangerous

smells

8 nervous

found

9 fresh

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

1 will watch

1 action verb / flew

1 begin

2 take

2 linking verb / tastes

2 playing

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

began
plays

129

Answer Key to

Workbook 1

Lesson 18 | Adverbs 1
p79
A

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

6 late

13 well

7 noisily

14 hard

10 quickly

p.80
D Answers may vary.

C
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

1 are listening

1 quietly

1 climbing

2 Did, cry

2 cheap

2 correct

3 wont move

3 sad

3 are

4 read

4 loud

4 fastly

5 doesnt brush

5 correctly

5 happy

6 nice
7 quickly

130

climb

were
fast
happily

Answer Key to

Workbook 1

Lesson 19 | Adverbs 2
p.83
A

Verb

Adjective

beautiful

1 too fast

(will) go

2 very beautiful

fast

3 quite nicely

nice

4 really happy

empty

5 very well

goes

6 very hard

hard

7 truly happy

sat

8 really easily

Adverb

9 very nervous

p.84
D Answers may vary.

C
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

1 famous

/ carefully

1 cant

2 smells

/ difficult

2 do

3 pretty

/ dark

3 Does

4 fast

/ cant see

4 correct

5 looks

/ weak

5 driving

6 usually

/ is playing

couldnt
did
Did

are driving

131

Answer Key to

Workbook 1

Lesson 20 | Prepositions of Time

p.87
A

Months

Days

Dates

1 on

11 on

1 January

Monday

1st

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

First

10 October
11 November
12 December

p.88
C

D Answers may vary.

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

132

1 good

1 in

1 lately

2 really

2 at

2 correct

3 clearly

3 on

3 breaks

4 never

4 in

4 well

5 cold

5 on

5 (went

6 almost

6 in

late

broke
good
will go) or (tomorrow

yesterday)

Answer Key to

Workbook 1

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

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

1 quite

1 in

1 sleepily

2 date

2 in front of

2 on

3 really

3 between

3 across

4 soft

4 behind

4 lately

5 had

5 on

5 correct

6 Did

6 above

sleepy

in
across from
late

133

Answer Key to

Workbook 1

Lesson 22 | Statements and Yes/No Questions

p.95
A

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

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

134

1 May

1 in

1 easy

2 will

2 on

2 wears

3 arent

3 at

3 Do

4 Did

4 between

4 correct

5 happy

5 in

5 good

6 quickly

6 under

easily
wear
Are

well

Answer Key to

Workbook 1

Lesson 23 | Information Questions

p.99
A

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
D Answers may vary.

C
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

1 behind

1 When

1 on

2 angrily

2 What

2 correct

3 free

3 Where

3 in

4 doesnt

4 How many

4 beautifully

beautiful

5 will live

5 Whose

5 nice really

really nice

at (

on

6 Are
7 Did

135

Answer Key to

Workbook 1

Lesson 24 | Progress Test 2

p.102
A

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

Linking Action

1 will go

1 quick

6 quiet

looks

2 can swim

2 difficult

7 dirty

smelled

3 may

3 little

8 interesting

came

4 ran

4 pretty

9 young

tastes

5 wont

5 big

finished

10 wet

p.104
F Answers may vary.

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
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

136

10 year