Write right 1 teachers guide

Teacher’s Guide


1. Tell your students that
today’s/this week’s
writing task is to write
about their family.

1. Tell the students to
read the model text
out loud.

2. Have the students
look at the picture on
page 6 and think about
their family.
3. Teach them the names
of the family members.

four
eats

people
out

4. Ask the students the warm-up questions in the textbook. You can also
ask the following questions.

2. Ask the students to write out the answers for the comprehension
questions in the textbook. You can also ask the following questions.

- How many people are there in your family?
- Do you have any brothers, sisters, or cousins?
- How old are they?

- Does Brian have an older brother or a younger brother?
- What do Brian’s father and mother do?
- How many years older is Brian’s brother than Brian?
- Is Brian very close to his family?


1. Ask the students to look at
the pictures and complete
the sentences using the
phrases in the box.
2. Remind them to use “an”
before “older brother” and
“older sister”, and to use the
plural form of “sister” after
“two younger.”
3. Have the students practice
phrases like “two
older/younger brothers”,
“three older/younger sisters,”
etc.

1. Ask the students to look at
the pictures and complete
the sentences using the
phrases in the box.
a younger brother.

the oldest child.

an older sister.

the second oldest child.
the middle child.

an older brother

two younger sisters.

the second youngest child.

2. Teach them to use “the”
before “youngest child”,
“oldest child”, “second
youngest child”, “second
oldest child” and “middle
child”, and “an” before “only
child.”

the youngest child.
an only child.

any brothers.

any sisters.

any brothers or sisters.

three people
There are five people
There are seven people in my family.

4. Ask the students to look at the pictures and complete the sentences
using the phrases in the box.

3. Ask the students to count the number of people in each family and
complete the sentences like the example.

5. Teach them that “any” is often used in negative sentences, and have
them practice making their own sentences like “I don’t have any
pens.” or “I don’t have any money.”

4. Teach them to use the form, “There are ~ people in my family.” to
tell how many people are in their family.

6. Remember to mention that if a countable noun is used after “any”,
the plural form of the noun is usually used.


1. Ask the students to
complete the sentences
like the example.
2. Teach them to use
“~year(s) younger than~.”
or “~year(s) older than~.”
when talking about age
differences.

3. Remind the students to
use “years” with “-s” for
numbers greater than
“one.”

1. Ask the students to match
the weekend activities with
the locations.
2. Have them write the
answers in full sentences
using the form, “On the
weekend, ~.”
3. Teach the students not to
use “a” or “the” between
“at” and “home.”
three years younger
two years older
She is four years younger than I am.
He is one year older than I am.

On the weekend, my family often sees a movie at a theater.
On the weekend, my family often watches DVDs at home.
On the weekend, my family often has a picnic at a park.
On the weekend, my family often goes shopping at a mall.

She is a kindergarten student.
He is an elementary school student.
They are high school students.
They are college students.

Let me tell you about my family.
My father is a salesman and my mother is a homemaker.
My brother is a middle school student.
I am very close to my family.

2. Ask the students to complete the sentences like the example, with
the pronouns “He”, “She” or “They” and the articles “a” or “an.”

3. Ask the students to correct the mistakes in each sentence and
rewrite the sentences.

3. Explain that the order of schooling is: “kindergarten  middle school
 high school  college.”

4. Have them practice using phrases like “Let me~.” or “I am very close
to~.”


1. Ask the students to write
their story following the
paragraph guide and using
the information from their
graphic organizer.
2. Tell them that they can
change the beginning or
ending of the given
sentences, and can also add
more sentences.
1. Review the graphic
organizer together.

2. Have the students fill
out their own graphic
organizer. Tell them to
write information about
their family in each of
the empty spaces.

3. In the “More Expressions” section, teach your students additional job
names and phrases for family activities.

3. In the “Writing Tip!” section, teach your students about the writing
process and explain each step from prewriting to publishing.


Workbook

Editing Marks

My Family
Let me tell you about our family.
a

Editing Marks
Symbols
Symbols

There are six people in our family. I have
a
and an

father, mother, older brother. I am the
youngest in our family.

“works for~(company name)” is used more often.

is at home. My brother is the same school

“takes care of our home” or “is a homemaker”
is used more often. student with me. He

Insert
Insert aa word,
word, letter
letter or
or phrase
phrase
Delete
Delete

“my family” is used more often.

My father goes to a company and my mother

“goes to the same school as me” is used more often.

is 13 years old. He is three

years older than I am.
On the weekend, my family goes to the movies

Capitalize
Capitalize

.
,

##

(( ))

or goes to shopping.
I am very close to my family. I really love
them all.

Meaning
Meaning

Editing Marks

Change
Change to
to lower
lower case
case
Insert
Insert period
period
Insert
Insert comma
comma

Insert
Insert space
space

Close
Close up
up space
space
Switch
Switch words
words or
or letters
letters

sp
sp

Check
Check spelling
spelling
Start
Start aa new
new paragraph
paragraph
Move
Move right
right
Move
Move left
left

Good job! Please remember to use “my” when describing your family
and “a” or “an” before the names of family members.


1. Tell your students that
today’s/this week’s
writing task is to write
about their room.

1. Tell the students to
read the model text
out loud.

2. Have the students
look at the picture on
page 14 and think
about their room.
3. Teach them the
names of the objects
in the room .

between
to

the

sister’s room
right

parents’ room

of

4. Ask the students the warm-up questions in the textbook. You can also
ask the following questions.

2. Ask the students to write out the answers for the comprehension
questions in the textbook. You can also ask the following questions.

- What is your favorite thing in your room?
- What would you like to have in your room?
- What’s next to your room?

- Does Michelle have her own room?
- Whose poster does Michelle have on the wall?
- Is Michelle’s room big?


1. Review what position the
words and phrases in the
box describe.
2. Ask the students to look at
the pictures and complete
the sentences using the
words and phrases in the
box.
3. Have the students read all
of the sentences out loud.
under

above
in front of

4. Teach them more phrases,
such as “on~” and “in the
center of~” using sentences
like “The pen is on the desk.”
and “The table is in the
center of the room.”

in the corner of
to the left of
There is a coat rack
There is a dresser
There is a rug
There is a stereo
There is a trash can
There is a closet

between
across from
at the end of
next to

1. Teach the students to use “There is ~ + prepositional phrases“ to
describe the locations of objects.
2. Ask them look at the picture and complete the sentences using the
words in the box and the form, “There is a ~.”

5. Review what location the words and phrases in the box describe.

6. Ask the students to complete the sentences using the phrases in the
box.
7. Have the students read all of the sentences out loud.


1. Ask the students the
question, “Where do you
keep your clothes?”
I have a bookshelf for my books.
I have my own desk.
I don’t share it with my bother.
I have my own bicycle.
I don’t share it with my family.

I have a desk drawer for my pencils.
I have a chest for my toys.

2. Teach them the structure,
“I have a closet for my
clothes.”
3. Ask the students to write
sentences using the
highlighted words and the
form, “I have a ~ for my ~.”

I have a box for my computer games.
I have a table for my trophies.

I’d like to tell you about my room.
I don’t have my own room.

I share it with my sister.

I don’t have my own computer.
I share it with my parents.

1. Ask the students to look at the example. Teach them to use “own” to
emphasize that a possession belongs to them.
2. Teach the students that when they use something with other people, they
“share” it, and that when they use something by themselves, they “don’t
share” it.
3. Practice describing the first picture using the phrases in the example. Ask
the students to write sentences 1 and 2 like the example.
4. Practice describing the second picture using the phrases in the example.
Ask the students to write sentences 3 and 4 like the example.

In one corner of my room, there is a bed.
There is a poster of my favorite TV star on the wall.
My room is a bit small.

4. Ask the students to unscramble the sentences.
5. Remind them that a sentence 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.

1. Review the graphic
organizer together.

2. Tell them that they can
change the beginning or
ending of the given
sentences, and can also add
more sentences.

2. Have the students fill
out their own graphic
organizer. Tell them to
write information about
their room in each of
the empty spaces.

3. In the “More Expressions” section, teach the students additional
names of room objects.

3. In the “Writing Tip!” section, teach the students about sentences and
how they should be written.


Workbook

Editing Marks

Editing Marks

My Room

I ’ d l i ke t o t e l l y o u a b o u t m y r oom .
I have my own room.
with my brother.

Symbols
Symbols

Insert
Insert aa word,
word, letter
letter or
or phrase
phrase

I don’t share

“share” needs an object, “it” or “my room”.

M y r o om i s n e a r

Delete
Delete

the door.

Capitalize
Capitalize

for houses, “front hall” is usually used.

In the corner of my room there is

,

〉

a desk.

My desk is small .

a new desk.

I want

There is a watch on

“a watch” is what you wear around your
wrist. You hang
“a clock” on the wall.

the wall.

I also have a picture on

the wall.

I draw the picture this
drew

My room is not big.

.
,

##

(( ))

year.

B u t I l i ke m y

room.

Meaning
Meaning

Editing Marks

Change
Change to
to lower
lower case
case
Insert
Insert period
period
Insert
Insert comma
comma

Insert
Insert space
space

Close
Close up
up space
space
Switch
Switch words
words or
or letters
letters

sp
sp

Check
Check spelling
spelling
Start
Start aa new
new paragraph
paragraph
Move
Move right
right
Move
Move left
left

Well done! Please remember to use the past tense of verbs, such as
“drew”, for activities you have already done.


1. Tell your students that
today’s/this week’s
writing task is to write
about their favorite sport.

1. Tell the students to
read the model text
out loud.

2. Have the students look
at the pictures on page
22 and think about their
favorite sport.
3. Teach them the names
of the sports.

basketball
on

the

the

most

basketball

court

4. Ask the students the warm-up questions in the textbook. You can also
ask the following questions.

2. Ask the students to write out the answers for the comprehension
questions in the textbook. You can also ask the following questions.

-

- Who does Tom play basketball with?
- What is Tom good at?
- What is Tom’s favorite basketball team?

Do you play any sports?
When and where do you play sports?
What is your favorite sport?
What are you good at?


1. Ask the students to look
at the pictures and
complete the sentences
using “play” and the words
in the box.
2. Have the students read all
of the sentences out loud

play badminton.

play baseball.

play soccer.

play tennis.

play volleyball.

soccer ball.
racket
on the baseball field.
on the tennis court.
on the soccer field.

bat

shuttlecock.
baseball

glove.

ice skates.

in the swimming pool.
on the ice rink.

3. Ask the students to complete the sentences by writing down the
place where each sport is played .

4. Teach them to use “on” before “the tennis court”, “the baseball field”
and “the ice rink”, but to use “in” before “the swimming pool.”

swimsuit.

1. Ask the students to complete the sentences using the words in the
box.
2. Teach them to use “with” before “my basketball” or “my racket”, but
to use “in” before “my ice skates” or “my swimsuit.”
3. Remind them that “ice stakes” is two words with a space between
each word, but “swimsuit” is one word without any spaces between
the words.


1. Review the names of the
different sports using the
pictures.

1. Ask the students to write
sentences about the pictures
using the words in the box.

2. Ask the students to
match the phrases to
make correct sentences.

I enjoy playing badminton.

3. Teach them to use the
“–ing” verb form after the

phrase “is good at.”

I enjoy playing soccer.

4. Have the students read
all of the sentences out
loud.

2. Tell them that “enjoy” and
“playing” should be used for
sentences 2 and 3, while
“enjoy” and “watching”
should be used for sentences
5 and 6.
3. Remind them to use the
“–ing” verb form after “enjoy.”

I enjoy watching baseball games at the ball park.
I enjoy watching soccer games on TV.

I am good at throwing the ball.
I am good at kicking the ball.
I am good at hitting the shuttlecock.
I am good at serving the ball.

I like many sports, but I like basketball the most.
I play basketball with my friends every Sunday morning.
I am good at dribbling and shooting the ball.
I love everything about basketball!

5. Ask the students to write the sentences using the answers from the
first activity.

4. Ask the students to correct the mistakes in each sentence and
rewrite the sentences.

6. Encourage the students to say what they are good at doing, using
the form, “I am good at –ing.”

5. Have them practice using phrases like “every Sunday morning” and
“every Wednesday evening”.
6. Teach them that “everything” is always singular.


1. Ask the students to write
their story following the
paragraph guide and using
the information from their
graphic organizer.

1. Review the graphic
organizer together.

2. Tell them that they can
change the beginning or
ending of the given
sentences, and can also add
more sentences.

2. Have the students fill

out their own graphic
organizer. Tell them to
write information about
their favorite sport in
each of the empty
spaces.

3. In the “More Expressions” section, teach the students how to describe
additional sports and their actions.

3. In the “Writing Tip!” section, teach the students about paragraphs
and explain that the first line of a paragraph should be indented.


Workbook

Editing Marks

Editing Marks

My Favorite Sport
I like many sports, but I like soccer

Symbols
Symbols

Insertaaword,
word,letter
letteror
orphrase

phrase
Insert

the most.

my
I play soccer with friend Min-Soo

Delete
Delete

,
every
Saturday morning or Sunday morning.

We play it in the playground of our
on
school. I am good at kicking the ball and
blocking

the

ball.

You can omit one of the same two objects.

Sometimes

after

school, I practice soccer alone.
I also enjoy watching soccer games.

Capitalize
Capitalize

..
,,

##

(( ))

My favorite soccer team is Arsenal

Editing Marks

Changeto
tolower
lowercase
case
Change
Insertperiod
period
Insert
Insertcomma
comma
Insert
Insertspace
space

Insert

Closeup
upspace
space
Close
Switchwords
wordsor
orletters
letters
Switch

team.
I love everything about soccer.

Meaning
Meaning

sp
sp

Checkspelling
spelling
Check
Startaanew
newparagraph
paragraph
Start
Moveright
right

Move
Moveleft
left
Move

I also love soccer! Please remember to use “on” when talking about
things that you do or play on the playground. Keep up the good work!


1. Tell your students that
today’s/this week’s
writing task is to write
about their typical
Sunday.

1. Tell the students to
read the model text
out loud.

2. Have the students look
at the pictures on page
30 and think about
their typical Sunday.
3. Teach them
expressions about
Sunday activities.

doesn’t go
every

other

to

school

Sunday

4. Ask the students the warm-up questions in the textbook. You can also
ask the following questions.

2. Ask the students to write out the answers for the comprehension
questions in the textbook. You can also ask the following questions.

- What do you usually do on Sundays?
- What time do you get up on Sundays?

- What does Rachel do on Sunday afternoon?
- Where does Rachel’s family go on Sunday afternoon?
- What does Rachel do on Sunday evening?
- What does Rachel think of Sunday?

- What don’t you do on Sundays?
- What do you want to do this Sunday?


go shopping.

always brush my teeth
visit my grandparents.

get up late.

usually take the bus
sometimes walk

play computer games.

go to the movies.

often eat noodles
am usually kind

eat out.

walk the dog.

1. Ask your students to look at the pictures and complete the
sentences using the phrases in the box.

2. Review the weekend activities phrases and have the students
practice saying them. Remind them to use the “–ing” verb form with
“go shopping.”

am never late

1. Teach the students adverbs of frequency using the chart on page 33.

2. Remind them that adverbs of frequency are used before most verbs,
but after “be” verbs.

3. Practice using examples like “I always get up late in the morning.” and
“I am always happy in my English class.” Encourage the students to
share their own sentences with the class.
4. Ask the students to answer the questions on page 33 with their own
answers.


1. Have the students look at
the “Sunday Schedule”
and describe what each
person does.

1. Review the words and
phrases in the “Actions”
and “Things” boxes on
page 34.

2. Ask the students to
complete the sentences
by creating phrases with
the given words, for
example use “dog” to
make “walk the dog.”

2. Ask the students to
complete the sentences
like the example, using
the word order of “an
action + me + a thing.”
3. Remind the students to

use “-s” after each verb
because the subject is 3rd
person singular.

cooks me Bulgogi.

[ Possible Answers ]

gives me a present.
buys me clothes.
gives me a hug.
buys me books.

Every Sunday,

walk the dog.

Every other Sunday,

play computer games.

Every Sunday,

go shopping.

Every other Sunday,

go to the movies.

On Sunday, I don’t go to school.

I usually get up late in the morning.
Saturday is exciting.

[ Possible Answers ]

Schooldays are tiring.
Weekdays are busy.

I often go out with my family.
I watch TV or play computer games.

Friday is relaxing.

4. Ask the students to choose one word from each box and use them
to make their own sentences.
5. Remind the students to use “are” after plural nouns such as
“Weekdays” and “Schooldays.”
6. If there’s time, have the students read some of their sentences out
loud and share their reasons for matching the adjectives and days of
the week.

3. Ask the students to unscramble the sentences.
4. Remind them that a sentence 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.

1. Review the graphic
organizer together.

2. Tell them that they can
change the beginning or
ending of the given
sentences, and can also add
more sentences.

2. Have the students fill
out their own graphic
organizer. Tell them to
write information about
their typical Sunday in
each of the empty
spaces.

3. In the “More Expressions” section, teach the students additional time
phrases and activities to do on a Sunday.

3. In the “Writing Tip!” section, teach the students about the
introduction portion of an essay and explain what information an
introduction usually contains.


Workbook

Editing Marks

My Sunday
I love Sunday!
It’s also possible to
use “I don’t have
any other lessons
either.”

Symbols
Symbols

On Sunday, I don’t go to school. I don’t

go to any academy, too. I get up about 10
ies
either
around
the
in morning.
I play with my

friends. Or I go shopping with my mother.
friends, or
Every Sunday, I go to the church.

“go to school” or “go to church” is used without “the”.

Sometimes, I don’t go to the church
because I get up too late.

you use “wish” and the past tense.

Delete
Delete
Capitalize
Capitalize

.
,

##

(( ))

In the evening, I stay in home usually.
at
Sunday is fun. I like every day is
wish
was
Sunday.
When you hope for something impossible,

Meaning
Meaning

Insert
Insert aa word,
word, letter
letter or
or phrase

phrase

You can use “Sunday”, but “Sundays” sounds more natural.

In the afternoon,
It’s not very good to use “or” at
the beginning of a sentence.

Editing Marks

Editing Marks

Change
Change to
to lower
lower case
case
Insert
Insert period
period
Insert
Insert comma
comma
Insert
Insert space
space

Close
Close up
up space

space
Switch
Switch words
words or
or letters
letters

sp
sp

Check
Check spelling
spelling
Start
Start aa new
new paragraph
paragraph
Move
Move right
right
Move
Move left
left

Sundays are great! Please remember to use “at” when describing
something you do at your house. I am happy with the work you are
doing.


1. Tell your students that

today’s/this week’s
writing task is to write
about their school.

1. Tell the students to
read the model text
out loud.

2. Have the students
look at the picture on
page 38 and think
about their school.
3. Teach them the
names of the school
areas.

four

floors
the

schoolyard

4. Ask the students the warm-up questions in the textbook. You can also
ask the following questions.

2. Ask the students to write out the answers for the comprehension
questions in the textbook. You can also ask the following questions.

- Where is your school?

- What is the name of your school?
- Is your school big or small?

- How does Jimmy go to school?
- What floor is Jimmy’s classroom on?
- What does Jimmy like to do in the schoolyard?


There is an art room in my school.

There is a whiteboard in my classroom.

There is a jungle gym in the schoolyard.
The cafeteria

on the first floor.

The computer lab

on the first floor.

The nurse’s office

on the second floor.

The music room

on the third floor.

The library

on the third floor.

The principal’s office

on the fourth floor.

The teacher’s lounge

on the fourth floor.

1. Ask the students to look at the picture and complete the sentences
using the names of the rooms along with the floors they are located
on.
2. Teach the students to use “on” when talking about the different
floors of a building.
3. Have the students read all of the sentences out loud.

There are water fountains in the hallway.

There are lockers in my classroom.

There are swings in the schoolyard.

1. Ask the students to write the sentences using the given words and
the form, “There is a ~ in ~.” and “There are ~ in ~.”
2. Remind them to use “is” with singular objects and “are” for plural
objects.
3. Teach the students that “in” is used to describe the locations of
rooms or areas.

4. Explain any new vocabulary, such as “the auditorium” and “water
fountains”, and have the students practice reading the words.


1. Ask the students to
match the activities with
the school locations.
2. Have them write the
answers in full sentences
using the form,

1. Teach the students the
words and phrases in the
“Distance” and “Places”
boxes.

“I like to ~”.

2. Ask the students to
complete the sentences
like the example.
3. Remind them to use
“from” after “far” and “to”
after “close”.

is far from the subway station.

[ Possible Answers ]

is not far from the bus stop.

is a little far from my friend’s house.
is close to my house.

I like to play baseball in the schoolyard.
I like to drink soda in the cafeteria.
I like to use the computer in the computer lab.
I like to play instruments in the music room.

I’d like to tell you about my school.
I take a bus to school.
I take the subway to school.
My dad drives me to school.

4. Ask the students to unscramble the sentences.

5. Remind them that a sentence begins with a capital letter and ends
with a period.
6. Have the students practice using the phrases “I take a/the ~” and “~
drives me.” Tell them “the” is usually used before “subway”.
7. Encourage them to think of other forms of transportation they can
“take” (a train, a plane, a street car, etc.)

My school has four floors.
My favorite place is the schoolyard.
I like to play soccer there.

2. Ask the students to correct the mistakes in each sentence and
rewrite the sentences.
3. Have them practice saying where their favorite place at school is, and
what they like to do there.

1. Ask the students to write
their story following the
paragraph guide and using
the information from their
graphic organizer.

1. Review the graphic
organizer together.

2. Tell them that they can
change the beginning or
ending of the given
sentences, and can also add
more sentences.

2. Have the students fill
out their own graphic
organizer. Tell them to
write information about
their school in each of
the empty spaces.

3. In the “More Expressions” section, teach the students additional
school areas and activities.

3. In the “Writing Tip!” section, teach the students about the body
portion of an essay and explain what information the body of an essay
usually contains.