Write right 2 teachers guide

Teacher’s Guide


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

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

2. Have the students look
at the pictures on page 6
and think about their
favorite food.
3. Teach them the food
vocabulary, and the
names of the countries
and their nationalities.

pizza dough, cheese and different toppings
once a month

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 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?


1. Ask the students to complete the
sentences using the ingredients in
the box and the form, “~ is made
with ~.”
2. Teach them that “ingredients” are
the different things that are mixed
together to make certain kinds of
food.
3. Explain any new vocabulary, such
as “dough” and “sesame oil”, and
have the students practice reading
the words.

Curry

an Indian dish.

4. 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.

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

5. Ask the students to complete the sentences using the words in the
box and the form, “You can eat ~ with ~.”

2. Explain to them that “hamburger”, “croissant”, and “taco” are
countable nouns and need “a” before them.

6. Teach them that “nan bread” is a popular Indian bread that people
eat with curry.

3. Have them read all of the sentences out loud.


1. Ask the students to choose
their favorite foods from
the given words and write
the sentences like the
example.

1. Ask the students to write
sentences like the
example using the
phrases in the box.
2. Teach them the
meanings of the
frequency phrases and
have the students
practice reading them.

3. 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.

2. 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.

4. Ask the students to write sentences like the example using the given
words.
5. Teach them to use “eat” for food that they eat at a restaurant and
“have ~ delivered” for food that is delivered to their home.
6. Remind them to use “at” when describing a location.

I can eat up to four slices.

I always love to eat pizza!

3. Ask the students to correct the mistakes in each sentence and
rewrite the sentences.
4. 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 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 food in
each of the empty
spaces.

3. In the “More Expressions” section, teach the students about additional
kinds of food and the ingredients they contain.

3. 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 do 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!


1. Tell your students
that today’s/this

week’s writing task is
to write about a day
they spent at an
amusement park.

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 a time they went
to an amusement park.
3. Teach them the names
of the amusement park
rides.

went to an amusement park last Sunday
was the roller coaster

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.

-

-

When is the last time you went to an amusement park?
Do you like fast and scary rides?
Who do you like to ride fast and scary rides with?
What season do 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?


1. Ask the students to look
at the pictures and
complete the sentences
using the phrases in the
box.
2. Remind them to use
“the” when referring to
specific objects.

1. Ask the students to write
the sentences using the
phrases in the box.

I rode it four times.
I rode it twice.

3. 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.

2. 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.

4. Ask the students to answer the question, “What was your favorite

ride?”

3. Ask the students to complete the sentences using a word from each
box and the form, “It was a little ~ but ~.”

5. 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.”

4. Explain any new vocabulary, such as “embarrassing” and “thrilling”,
and have the students practice reading the words.
5. Have them read all of the sentences out loud. Encourage them to
think of something that each sentence could describe.


1. Ask the students to write
sentences like the example
using the given words and
the form, “there are many ~
to ~.”
2. Remind them to use
commas (,) after the phrases
describing each place or
location.

1. Ask the students to write
sentences like the
example using the given
words and the form, “I
spent the whole ~.”
2. 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.

3. 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.

3. Ask the students to write sentences like the example using the given
words.

4. Teach them that “I can’t wait” is used to show excitement about a
future action, activity or event.
5. Encourage the students to think of things that they “can’t wait” to
do.

We ate cotton candy and popcorn.
I can’t wait to go back!

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
a time they went to an
amusement park in
each of the empty
spaces.

3. In the “More Expressions” section, teach the students about additional
amusement park activities and attractions.

3. 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.


Workbook

Editing Marks

The Amusement Park
Symbols

I love amusement parks.

(

Last August, my family went to ever land.

Insert a word, letter or phrase

)

We spent the whole day at the park.

Meaning

Delete

My brother and I rode the roller coaster,
the bumper cars and the drop tower.

My

favorite ride was the drop tower. I rode it
many times. It was scary but exciting very
much.

.
,

#

()

At the amusement park, there are many
a

things to see. We saw parade. It was very

Capitalize

cool.
I can’t wait to go back.

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

Well done! Please remember to use capitals for the names of places
like Everland.


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

about their favorite star.

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 star.
3. Teach them the names
of the stars and the job
and achievements
vocabulary.

most famous song

“Ways to Avoid the Sun”

most famous for the Hollywood movie “Ninja Assassin”

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.

-

-

Do you want to be famous like your favorite star?
Have you ever received an award?
Are you a good singer?
Who is your favorite singer?

Who is Diane’s favorite star?
Where is Rain from?
What countries is Rain famous in?
What does Rain look like?
What does Rain know how to do well?


[ Possible Answers ]

a terrific singer.

a great movie director.

a wonderful model.
slim and stylish.
an excellent dancer.

a sensational actress.

cute and athletic.
big and friendly.
beautiful and elegant.

an amazing comedian.

1. Ask the students to look at the pictures and complete the sentences
using the “Adjectives” and “Job Names” in the box.
2. Explain any new vocabulary, such as “terrific” and “sensational”, and
have the students practice pronouncing the words.

muscular and tough looking.

1. Ask the students to look at the pictures and complete the sentences
using the phrases in the box.
2. Explain any new vocabulary, such as “athletic” and “muscular”, and
have the students practice pronouncing the words.
3. Remind them to use “He is” or “She is” when describing a person’s
appearance or character.


1. Ask the students to look
at the pictures and
complete the sentences
using the phrases in the
box and the form, “~ is
known to ~.”
2. Remind them to use the
basic forms of verbs after
“to.”
3. Have them read all of
the sentences out loud.

1. Ask the students to
complete the sentences like

the example using the
given phrases and “~ knows
how to ~ very well.”
knows how to play the guitar very well.
is known to be very rich.
is known to be very friendly to his fans.

knows how to interview people very well.

is known to be very generous.

knows how to tell jokes very well.

is known to have a good singing voice.

knows how to pose for photographs very well.

is known to be an award-winning star.

2. Have them practice saying
what activities they can do
well using the form, “I know
how to ~ very well.”

knows how to direct movies very well.

Rain is a singer and actor from South Korea.
is most famous for the movie “Harry Potter.”
is most famous for the talk show “The Oprah Show.”
is most famous for the TV show “Boys over Flowers.”

He is now famous all over the world.
Rain has many hit songs and hit albums.
I am a big fan of Rain!

are most famous for the song “Tell me.”

4. Ask the students to complete the sentences like the example using
the phrases in the box and the form, “~ is most famous for ~.”

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

5. Remind them to capitalize all the words in the titles of movies, songs
and TV programs except for prepositions such as “over.”

4. If there’s time, have them practice saying who their favorite stars are
using the form, “I am a big fan of ~.”


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 star in
each of the empty
spaces.

3. In the “More Expressions” section, teach the students about additional
things and activities that stars do.

3. In the “Writing Tip!” section, teach the students about descriptive
writing. Tell them that descriptive writing is used to describe people,
places, things or events in great detail.


Workbook

Editing Marks

My Favorite Star
Symbols

My favorite star is Seohyun.
She is a singer from Korea. She is now

Insert a word, letter or phrase

famous in Korea and Japan. Seohyun is

Delete

very pretty and tall. She knows how to
dance and sing very well. She is also
be
to
known to very smart. She likes read
books at free time.
in her
She has many hit songs and hit albums.

“

”

I am a big fan of Seohyun!

Capitalize

.
,

#

()

Her most famous song is Gee. I think
a
she can be good actress, too. She
could
acts well on TV.

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

Seohyun is a very good singer! Please remember to include “be” in the
phrase “is known to be”. Keep up the good work!


1. Tell your students that

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

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
summer vacation.
3. Teach them the names
of the “Mountain” and
“Beach” activities.

went to the mountains

his family

slept in a tent

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 like about summer vacation?
What do you usually do on your summer vacation?
Have you gone camping before?
Where do you want to go on your next summer vacation?

Who did Billy go to the mountains with?
How long did Billy stay in the mountains?
What did Billy do in the evening?
What did Billy see at night?


went rafting.

pitched a tent.

slept under the stars.

built a campfire.

caught fish.

went scuba diving.

sunbathed.

played beach volleyball.

built a sandcastle.

swam.

rode on a motorboat.

1. Ask the students to look at the pictures and complete the sentences using
the phrases in the box.
2. Remind them to change the verbs in the box into the past tense.
3. Have the students read all of the sentences out loud.
4. Take a vote to see which vacation activities are the most popular amongst the
students.


1. Ask the students to look
at the pictures and write
the sentences using the
phrases in the box.
2. Teach them to use “for”
before time phrases when
describing how long they
stay at a place or how
long they do an activity
for.

1. Ask the students to write
sentences like the example
using the given words and
the form, “It was the ~ ever.”

We stayed in the woods for a week.
We stayed in the countryside for a month.
We stayed near the river for a day.
We stayed at the farm for two weeks.
We stayed at the beach for five days.

It was the best winter vacation ever!
It was the worst summer vacation ever!

2. Remind them to change all
of the given adjectives into
the superlative and have
them practice saying the
superlative forms of “good,”
“bad,” “hot” and “cold.”

It was the hottest summer ever!
It was the coldest winter ever!

We saw many wild animals.
[ Possible Answers ]
I helped my mother wash the dishes.

At night, we slept in a tent.
I saw many beautiful stars in the sky.

I helped my brother pitch a tent.
I helped my sister pack for the trip.

It was the best summer vacation ever!

I helped my uncle build a campfire.

3. Ask the students to write sentences like the example using phrases
from each box.
4. Have them read all of the sentences out loud.
5. Encourage them to think of other tasks they can help family
members do.

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 summer vacation
in each of the empty
spaces.

3. In the “More Expressions” section, teach the students additional
activities that people can do during their vacation.

3. In the “Writing Tip!” section, teach the students about transition
words. Tell them that transition words are used to connect sentences
and paragraphs so that essays can be read more smoothly.


Workbook

Editing Marks

Summer Vacation
Let me tell you about my great summer

Symbols

Meaning

vacation.

Insert a word, letter or phrase

2 years ago last summer, I went to East
Two summers ago
Beach with my family. We stayed there

Delete

for 2 days. It was very great!
two
“really” sounds more natural with “great”.
During the day, we went to sea and swim
the beach swam
and sunbathe. We also had raw fish and
sunbathed
seashell. In the evening, we went to the
clams
our
condo and had dinner. We ate rice and

It was the best summer vacation ever!

.
,

#

()

pork. At night, we watched TV and slept
went to bed
late.

Capitalize

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

Wow it sounds like you had a great vacation with your family! Please
remember to use the past forms of verbs when describing things you
did. 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 a day they had a
cold.

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

2. Have the students look
at the pictures on page
38 and think about a
day they had a cold.
3. Teach them the names
of the symptoms.

had a cold and she felt very sick
some delicious food

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.

- When was the last time you had a cold?
- What do you do when you have a cold?
- Who takes care of you when you have a cold?

- Did Jennifer have a fever last week?
- Who did Jennifer go to see on Friday?
- Why did Jennifer have to lie in bed all day?


had a runny nose.

had a sore throat.

had a fever.

got a shot.
had a headache.

had a hoarse voice.

took some medicine.
took my temperature.

stayed in bed.
had an earache.

had watery eyes.

1. Ask the students to look at the pictures and complete the sentences
using the phrases in the box.
2. Remind them to use “a” before most symptoms, but to use “an”
before earache and no articles before “watery eyes.”
3. Have the students read all of the sentences out loud.

drank lots of water.

1. Ask the students to look at the pictures and to circle the things they
should do when they have a cold.
2. Explain any new vocabulary, such as “temperature” and “medicine”,
and have the students practice reading the words.

3. Tell the students to complete the sentences using the phrases they
circled.
4. Remind them to change the verbs in the phrases into the past tense.


1. Ask the students to write
the sentences like the
example using the given
words and the form, “I
had to ~ because of my
~.”
2. Have them read all of
the sentences out loud.

1. Ask the students to write
the sentences like the
example using the given
words.
I had to stay home all afternoon because of my cold.
My mom made me some soup.
I had to go to the hospital because of my cough.

2. Remind them to change
the verbs into the past
tense and to use “me” after
the verbs.

My dad made me hot chocolate.
I had to take some pills because of my headache.
The doctor gave me a shot.

I had to skip dinner because of my stomachache.
The pharmacist gave me some medicine.

[ Possible Answers ]
I felt weak.
I felt sleepy.
I felt strange.
I felt tired.

Last week, I had a cold and I felt sick.
When I was sick, my mom stayed by my side.
I felt much better.
I hope I don’t get sick again!

3. Ask the students to complete the sentences like the example using
the words in the box.

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

4. Remind them that “felt” is the past tense of “feel.”

4. Review how to use “much + the comparative” with the students and
have them practice using phrases like “much better”, “much more”
and “much cheaper.”
5. Have them read all of the sentences out loud.


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
a time they had a cold
in each of the empty
spaces.

3. In the “More Expressions” section, teach the students about additional
things that both they and their parents can do to help them get over a
cold.

3. In the “Writing Tip!” section, teach the students that transition words
can also be used to show time order. Tell them that transition words
help readers understand what happened first and what happened next.