About This Book

New Grammar Time Teacher’s Book 4 is the Teacher’s Book for Level 4 of New Grammar Time — the teacher-facing companion to the pupil’s grammar course at this level. Where the pupil’s book presents structures and practice, this volume presents the teaching: the plans, answers, scripts, and professional reasoning that convert a class set of pupil’s books into actual grammar learned.

A grammar course for young learners lives or dies on presentation, and presentation is this book’s home ground. Each unit’s guidance works the same honest sequence the course itself teaches by: set the context so the structure is needed, present the form inside meaning, practise under control, then release into use — with the teacher’s book supplying the board plans, the eliciting questions, and the anticipated errors at every step. Answers are given completely, because a teacher marking thirty books at midnight deserves certainty, and tapescripts support the listening strands so no lesson depends on equipment behaving. Notes on pacing protect the syllabus across a real term — what can be compressed if the school play eats a week, what must never be skipped because Level 5 will build on it. Extension and support suggestions run in parallel, widening the lesson for the fast and scaffolding it for the struggling, since a Level 4 class contains both in the same row. Used as intended, the volume makes an average week of grammar teaching reliably good, which is a greater service to more children than brilliance on alternate Fridays.

What Learners Will Practise

Teaching the Units

Teachers practise delivering the course’s grammar units as designed: contexts set before forms are named, board work that models the structure cleanly, and practice staged from control toward use. The plans are scripts in the best sense — support that frees the teacher to watch the class instead of the book.

Handling Grammar Errors

The book practises the correction economy of a grammar course: which errors the current structure owns and must be fixed, which belong to earlier levels and get a reminder, and which are developmental weather to be noted and left. Anticipated-error notes turn the common traps into teaching moments prepared in advance.

Pacing a Real Term

Teachers practise course management: fitting the level’s syllabus into actual school weeks, protecting the structures later levels depend on, and using revision points as diagnosis rather than ceremony. The finished course, not the finished book, is the target the pacing notes keep in view.

Key Features

The complete teaching wrapper is the feature: plans, answers, scripts, and rationale bound around the pupil’s course. The anticipated-error guidance is the second — a grammar teacher’s most valuable intelligence — and the pacing realism the third, a course designed for terms as they actually happen. In this collection it stands on the teacher’s-book shelf.

Who This Book Is For

Teachers delivering New Grammar Time Level 4 are its first audience, in primary classrooms where grammar is a weekly subject. Coordinators and heads of English form its second readership, standardising quality across parallel classes. New teachers make its third, apprenticed by a book that explains the why behind every what.

How to Use This Book

Plan from it the night before, teach away from it during the lesson, and mark from it afterwards — its three natural habitats. Read the anticipated errors before the unit, not after the test; their value is entirely in arriving early. Coordinators: observe against its staging, and the feedback conversation will find its structure ready-made.

Related Books

The teacher-training shelf’s grammar volume stands at How To Teach Grammar Book, and the teacher’s-book shelf’s Book 2 waits at Incredible English Teacher’s Book 2.