Write right 2 teachers guide

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Teacher’s Guide Tell your students that today’s/this week’s writing task is to write about their favorite food Tell the students to read the model text out loud Have the students look at the pictures on page and think about their favorite food Teach them the food vocabulary, and the names of the countries and their nationalities pizza dough, cheese and different toppings once a month Ask the students the warm-up questions in the textbook You can also ask the following questions Ask the students to write out the answers for the comprehension questions in the textbook You can also ask the following questions - - What is Tina’s favorite food? Do you like eating food from different countries? Which countries have the most delicious food? Do you like spicy food? What did you eat for dinner last night? What country is it from? - What can you eat pizza with? - Where does Tina usually eat pizza? - How many slices of pizza can Tina eat? Ask the students to complete the sentences using the ingredients in the box and the form, “~ is made with ~.” Teach them that “ingredients” are the different things that are mixed together to make certain kinds of food Explain any new vocabulary, such as “dough” and “sesame oil”, and have the students practice reading the words Curry an Indian dish If there’s time, have the students say what ingredients are in their favorite foods is made with bread, beef, lettuce and tomato is made with noodles, tomato sauce and garlic is made with beef, soy sauce and sesame oil hamburger an American dish Bulgogi croissant a French dish Sushi taco a Mexican dish is made with pork, sweet and sour sauce and onions a Korean dish a Japanese dish Sweet and sour pork a Chinese dish You can eat with ketchup You can eat with butter or jam You can eat with soy sauce You can eat with rice or nan bread Ask the students to look at the pictures and complete the sentences using the words in the box Ask the students to complete the sentences using the words in the box and the form, “You can eat ~ with ~.” Explain to them that “hamburger”, “croissant”, and “taco” are countable nouns and need “a” before them Teach them that “nan bread” is a popular Indian bread that people eat with curry Have them read all of the sentences out loud Ask the students to choose their favorite foods from the given words and write the sentences like the example Ask the students to write sentences like the example using the phrases in the box Teach them the meanings of the frequency phrases and have the students practice reading them Have the students say how often they eat each of the foods Remind them to use “never” if they don’t eat any of the dishes Take a vote to see which types of spaghetti, burger, salad, and meat are the most popular amongst the students [ Possible Answers ] I eat hamburgers at least twice a week I eat bulgogi at least once a month I eat sweet and sour pork at least twice a month I eat fried chicken at least once a month My favorite type of spaghetti is tomato spaghetti My favorite type of burger is chicken burger My favorite type of salad is fruit salad My favorite type of meat is beef I eat pizza at a pizzeria I eat hamburgers at a fast food restaurant Out of all the foods, pizza is definitely my favorite Sometimes, I have it delivered at home I have Chinese food delivered at home I have fried chicken delivered at home Ask the students to write sentences like the example using the given words Teach them to use “eat” for food that they eat at a restaurant and “have ~ delivered” for food that is delivered to their home Remind them to use “at” when describing a location I can eat up to four slices I always love to eat pizza! Ask the students to correct the mistakes in each sentence and rewrite the sentences Have them practice using phrases like “out of” and “up to” Ask the students to write their story following the paragraph guide and using the information from their graphic organizer Review the graphic organizer together Tell them that they can change the beginning or ending of the given sentences, and can also add more sentences Have the students fill out their own graphic organizer Tell them to write information about their favorite food in each of the empty spaces In the “More Expressions” section, teach the students about additional kinds of food and the ingredients they contain In the “Writing Tip!” section, teach the students about expository writing Tell them that expository writing is used to give information on something or to explain how to something Workbook Editing Marks My Favorite Food Out of all the foods, pork cutlets is my favorite i It is International dish It is made They are They are an and with pork, onions bread powder bread crumbs You can eat pork cutlets with Symbols are rice I eat pork cutlets once a week I I’d like # everyday! to eat pork Insert a word, letter or phrase Delete Capitalize , # () usually eat it at home My mom makes them at it to me My mom is very good them for cooking Meaning cutlets Editing Marks Change to lower case Insert period Insert comma Insert space Close up space Switch words or letters sp Check spelling Start a new paragraph Move right Move left Good job! Please remember to use “are” when describing foods that are countable, such as pork cutlets I also like to eat pork cutlets! Tell your students that today’s/this week’s writing task is to write about a day they spent at an amusement park Tell the students to read the model text out loud Have the students look at the picture on page 14 and think about a time they went to an amusement park Teach them the names of the amusement park rides went to an amusement park last Sunday was the roller coaster Ask the students the warm-up questions in the textbook You can also ask the following questions Ask the students to write out the answers for the comprehension questions in the textbook You can also ask the following questions - - When is the last time you went to an amusement park? Do you like fast and scary rides? Who you like to ride fast and scary rides with? What season you like to visit amusement parks in? How long did Patrick spend at the amusement park What did Patrick ride at the amusement park? How many times did Patrick ride the roller coaster? What did Patrick eat at the amusement park? Ask the students to look at the pictures and complete the sentences using the phrases in the box Remind them to use “the” when referring to specific objects Ask the students to write the sentences using the phrases in the box I rode it four times I rode it twice Have them read all of the sentences out loud rode the log ride I rode it three times rode the Ferris wheel rode the drop tower rode the carousel rode the bumper cars Remind them to use the plural form of “time” in “three times” and “four times.” [ Possible Answers ] It was a little surprising but funny [ Possible Answers ] favorite ride the log ride It was a little strange but exciting It was a little shocking but thrilling Ask the students to answer the question, “What was your favorite ride?” Ask the students to complete the sentences using a word from each box and the form, “It was a little ~ but ~.” Teach them that “ride” can be used as both a noun and a verb Remind them of the verb forms for ride: “ride – rode – rode.” Explain any new vocabulary, such as “embarrassing” and “thrilling”, and have the students practice reading the words Have them read all of the sentences out loud Encourage them to think of something that each sentence could describe Ask the students to write sentences like the example using the given words and the form, “there are many ~ to ~.” Remind them to use commas (,) after the phrases describing each place or location Ask the students to write sentences like the example using the given words and the form, “I spent the whole ~.” Have them read all of the sentences out loud Encourage them to think of new activities for each expression I spent the whole day at the water park In the library, there are many books to read In the store, there are many things to buy I spent the whole afternoon at the mall I spent the whole weekend at the beach Have them read all of the sentences out loud Encourage them to think of other things that could describe each place or location In school, there are many subjects to study On my computer, there are many games to play I spent the whole week at my grandparents’ house Last Sunday, my family went to an amusement park My favorite ride was the roller coaster I can’t wait to meet your friends I can’t wait to watch that movie I can’t wait to hear his new song Ask the students to write sentences like the example using the given words Teach them that “I can’t wait” is used to show excitement about a future action, activity or event Encourage the students to think of things that they “can’t wait” to We ate cotton candy and popcorn I can’t wait to go back! Ask the students to unscramble the sentences Remind them that a sentence begins with a capital letter and ends with a period Ask the students to write their story following the paragraph guide and using the information from their graphic organizer Review the graphic organizer together Tell them that they can change the beginning or ending of the given sentences, and can also add more sentences Have the students fill out their own graphic organizer Tell them to write information about a time they went to an amusement park in each of the empty spaces In the “More Expressions” section, teach the students about additional amusement park activities and attractions In the “Writing Tip!” section, teach the students about narrative writing Tell them that narrative writing is used to share real or imaginary stories about the author Tell your students that today’s/this week’s writing task is to write about the birthday presents they want Tell the students to read the model text out loud Have the students look at the pictures on page 46 and think about the birthday presents they want Teach them the names of the presents on March 10th his parents to buy him a smartphone Ask the students the warm-up questions in the textbook You can also ask the following questions Ask the students to write out the answers for the comprehension questions in the textbook You can also ask the following questions - What you on your birthday? - Do you have a big birthday party or a small birthday party? - How many presents you usually get on your birthday? - Who does Sam want a smartphone from? - What is wrong with the cell phone Sam already has? - Why is the smartphone Sam wants better than his old phone? Ask the students to look at the calendars and write the sentences like the example using the special days and their dates Remind the students to use “on” with specific dates and days of the week [ Possible Answers ] I want inline skates for Children’s Day New Year’s Day on January 1st Children’s Day on May 5th Thanksgiving on October 12th Christmas on December 25th Have the students read all of the sentences out loud I want a bicycle for my birthday I want new clothes for New Year’s Day I want a backpack for Christmas I want a laptop computer for Children’s Day much faster than my old bicycle much warmer than my old jacket much nicer than my old backpack I want sneakers for Children’s Day much prettier than my old sneakers Ask the students to look at the pictures and write the sentences using the words from the “Presents” and “Special Days” boxes Ask the students to complete the sentences like the example using the given words and the form, “It is much ~ than ~.” Have the students say what gift they want for each of the “Special Days” using the form, “I want ~ for ~.” Remind them to change the adjectives into the comparative by adding “-er.” Tell the students to add only “-r” to nice, and to change the “y” to an “i” and add “er” for “pretty” Ask the students to match the phrases Ask the students to write the sentences like the example using words from each of the boxes Explain that “want” is used in the form, “want + someone + to ~.” Have them practice using the form with things they want Have the students read all of the sentences out loud Have them write the answers in full sentences Remind them that “Internet” begins with a capital “I” and to include “in” before “the new clothes” and “on” before “the new bicycle.” [ Possible Answers ] I want my grandparents to buy me nice presents I want my friends to buy me toys I can surf the Internet faster with the new laptop computer I want my sister to give me clothes I can go faster on the new bicycle I want my brother to give me books I will look nicer in the new clothes I will have more fun with the new video game player The cell phone that I want is very nice The backpack that I need is very useful The purse that my mother has is very pretty The laptop that my father has is very expensive Ask the students to change the sentences like the example and rewrite them using the given words Teach them to use “that” to add another phrase or sentence into the middle of a sentence Have the students read all of the sentences out loud I already have a cell phone I can’t use the Internet with it I can also send video files to my friends I really want a smartphone for my birthday Ask the students to unscramble the sentences Remind them that a sentence begins with a capital letter and ends with a period Ask the students to write their story following the paragraph guide and using the information from their graphic organizer Review the graphic organizer together Tell them that they can change the beginning or ending of the given sentences, and can also add more sentences Have the students fill out their own graphic organizer Tell them to write information about a birthday present they want in each of the empty spaces In the “More Expressions” section, teach the students about additional presents and the things they can with them In the “Writing Tip!” section, teach the students about expressing wishes Explain how to use “want”, “wish” and “hope” to express hopes and wishes Have the students use the phrases with different presents that they want Workbook Editing Marks My Birthday Present My birthday is September 3rd For my a Meaning birthday, I want my parents to buy me Insert a word, letter or phrase new bicycle a I have bicycle, but it is very old Delete There is rust in bicycle Also it is too , on my heavy a The bicycle that I want is blue It’s better to say “one” than to repeat the word Symbols , # () bicycle I saw a cool model at Emart I one can run fast with the new bicycle It is could go faster on much prettier than my old bicycle Capitalize I really want a new bicycle for my birthday! Editing Marks Change to lower case Insert period Insert comma Insert space Close up space Switch words or letters sp Check spelling Start a new paragraph Move right Move left Good effort! Please be careful with prepositions and remember that we usually say there is rust “on” an object Tell your students that today’s/this week’s writing task is to write about what they want to be when they grow up Tell the students to read the model text out loud Have the students look at the pictures on page 54 and think about what they want to be when they grow up Teach them the names of the jobs to be a scientist thinking logically Ask the students the warm-up questions in the textbook You can also ask the following questions Ask the students to write out the answers for the comprehension questions in the textbook You can also ask the following questions - What you need to study for your dream job? - What country will you your dream job in? - Will you speak English at your dream job? - What What What What does does does does Beth Beth Beth Beth like to do? want to become? want to win? need to to be a good scientist? My dream is to be a musician I want to help sick people I want to make a popular computer game My dream is to be an astronaut My dream is to be a doctor I want to break an Olympic record I want to write a hit song My dream is to be a police officer My dream is to be an athlete I want to make a blockbuster film I want to fly in a rocket My dream is to be a movie director My dream is to be a computer programmer Ask the students to look at the pictures and write the sentences using the words in the box Ask the students to look at the pictures and write the sentences using the phrases in the box Remind them to use “a” or “an” before the names of jobs Explain any new phrases, such as “make a discovery” and “break a record”, and have the students practice using them Have the students say what they want to be when they grow up using the form, “My dream is to be a/an ~.” Have them say what future goals they want to accomplish using the form, “I want to ~.” Ask the students to write sentences like the example using the given words and the form, “I need to ~ to be a good ~.” Have them read all of the sentences out loud Ask the students to match each skill with the correct job Have them write the answers in full sentences using the form, “I will be a good ~ because I am good at ~.” I need to play many instruments to be a good musician I need to be very brave to be a good police officer I will be a good athlete because I am good at playing sports I need to train very hard to be a good athlete I will be a good musician because I am good at writing songs I will be a good police officer because I am good at solving mysteries I will be a good actor because I am good at expressing emotions I will be the greatest doctor in the nation I need to know a lot about movies to be a good movie director I need to know many computer languages to be a good computer programmer I also want to win a Nobel Prize This is very important for a scientist I will be the greatest astronaut in the world I am sometimes a little careless I will be the greatest actor in Hollywood One day, I will make my dream come true! I will be the greatest musician in Asia Ask the students to write the sentences like the example using the form, “I will be the greatest ~ in ~.” Ask the students to correct the mistakes in each sentence and rewrite the sentences Remind them not to use “the” before “Hollywood” and “Asia.” Have the students read all of the sentences out loud Have the students read all of the sentences out loud Ask the students to write their story following the paragraph guide and using the information from their graphic organizer Review the graphic organizer together Tell them that they can change the beginning or ending of the given sentences, and can also add more sentences Have the students fill out their own graphic organizer Tell them to write information about their future dream in each of the empty spaces In the “More Expressions” section, teach the students additional jobs and career accomplishments In the “Writing Tip!” section, teach the students that transition words can also be used to contrast things Tell them that transition words help readers understand the differences between things or thoughts Workbook Editing Marks My Future Dream My dream is to be a singer Symbols I like to sing in front of many people I like a to dance, too I want to be famous talent star be and popular I also want to be an international singer and make many hit songs I will be a good singer because I have a can good voice and I dance well This is very With “can” it sounds more natural important for a singer However, I have to study English more I Insert a word, letter or phrase Delete Capitalize , # () need to speak English very well to be an international singer One day, I will make my dream come true! Meaning Editing Marks Change to lower case Insert period Insert comma Insert space Close up space Switch words or letters sp Check spelling Start a new paragraph Move right Move left Your writing is improving! Please remember to use “an” before adjectives that start with a vowel like “international.” Good luck with your future singing career! Tell your students that today’s/this week’s writing task is to write a thank-you letter Tell the students to read the model text out loud Have the students look at the letters on page 62 and think about a thank-you letter they would like to write Explain the different parts of a letter to the students and describe what information is included in each section will be a good son to eat more vegetables Ask the students the warm-up questions in the textbook You can also ask the following questions Ask the students to write out the answers for the comprehension questions in the textbook You can also ask the following questions - What are some things that you can thank your parents, grandparents, or teacher for? - Why is it good to say “thank you” to people? - How you feel when someone says “thank you” to you? - Who is David’s letter to? What date did David write his letter on? What is David thanking his mom and dad for? What will David at school? Tell the students to read the thank-you letter out loud Ask the students to write the names of the different parts of the letter date greeting body closing signature Thank you for teaching me new things Dear parents, To my great teacher, Dear Grandma and Grandpa, Thank you for buying me a bicycle Thank you for being a wonderful grandmother I promise to study harder I will call you often Thank you for protecting me You are the best teacher ever! Thank you for giving me good advice Thank you for giving me gifts Your grateful student, Sincerely, Your daughter, Your loving grandson, Thank you for making money for us Ask the students to write the phrases for the different parts of a letter in the correct boxes Ask the students to look at the pictures and write the sentences using the phrases in the box and the form, “Thank you for ~ me.” Explain any new vocabulary, such as “grateful”, “protecting” and “sincerely”, and have the students practice reading the words Remind the students to use the “-ing” form of the verbs after “for.” Have them read all of the different “Greeting”, “Body” and “Closing” phrases out loud Have them read all of the sentences out loud Ask the students to change the sentences like the example Tell them to change “will” to “promise to”, and “will not” to “promise not to.” I promise to eat more vegetables I promise to my chores I promise to come to class on time Have the students say what they will to become a better student using the forms, “I promise to ~.” and “I promise not to ~.” I will clean my room I will get up early I will eat more vegetables I will my chores I promise not to be late for school I promise not to be a picky eater I promise not to cheat on tests Thank you so much for taking care of me I will come to class on time I will not fight with other students I will help my classmates I will not cheat on tests Ask the students to choose four things that they will at home and four things they will in school and write the sentences like the example Explain any new vocabulary, such as “cheat” and “chores”, and have the students practice reading the words From now on, I will be a good son You are the greatest parents in the whole world Thank you again for everything, Mom and Dad! Ask the students to unscramble the sentences Remind them that a sentence begins with a capital letter and ends with a period Review the graphic organizer together Ask the students to write their thank-you letter following the paragraph guide and using the information from their graphic organizer Tell them that they can change the beginning or ending of the given sentences, and can also add more sentences Remind the students about the different parts of a thank-you letter and what information is included in each section Have the students fill out their own graphic organizer Tell them to write information about their thank-you letter in each of the empty spaces In the “More Expressions” section, teach the students additional things that they can express gratitude for and promises they can make In the “Writing Tip!” section, teach the students different ways to end a friendly letter Workbook Editing Marks November 30th, 2011 Symbols Dear my English teacher, Use the teacher’s name, for example “Ms Thomson.” Thank you so much for teaching to being me English Thank you for very kind Insert a word, letter or phrase Delete From now on, I will be a very good student I will study very hard I promise to my all homework very well Plus, I promise be not to late to class for being Thank you again for my teacher You Capitalize , # () are a wonderful teacher! Your student , Jason Meaning Editing Marks Change to lower case Insert period Insert comma Insert space Close up space Switch words or letters sp Check spelling Start a new paragraph Move right Move left Please remember to use a person’s proper name when writing a letter to someone and also to put a comma after your closing phrase I’m proud of all your hard work! ... in each sentence and rewrite the sentences Have them practice using phrases like “out of” and “up to” 1 Ask the students to write their story following the paragraph guide and using the information... the students to choose their favorite foods from the given words and write the sentences like the example Ask the students to write sentences like the example using the phrases in the box Teach... begins with a capital letter and ends with a period 1 Ask the students to write their story following the paragraph guide and using the information from their graphic organizer Review the graphic
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