teacher’s guide - cavesbooks.com.t¯«作/write right/wrtie right 2...my mom makes it to me. my...

Teacher’s Guide

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

- 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?

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?- What can you eat pizza with?- Where does Tina usually eat pizza?- How many slices of pizza can Tina eat?

pizza dough, cheese and different toppings

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

once a month

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.

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

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

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

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

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

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

Curry an Indian dish.is made with bread, beef, lettuce and tomato.

You can eat with ketchup.

Bulgogi a Korean dish.hamburger an American dish.

Sushi a Japanese dish.croissant a French dish.

Sweet and sour pork a Chinese dish.taco a Mexican dish.

is made with noodles, tomato sauce and garlic.

is made with beef, soy sauce and sesame oil.

is made with pork, sweet and sour sauce and onions.

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 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.

4. If there’s time, have the students say what ingredients are in their favorite foods.

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.

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

2. Take a vote to see which types of spaghetti, burger, salad, and meat are the most popular amongst the students.

Out of all the foods, pizza is definitely my favorite.

Sometimes, I have it delivered at home.

I can eat up to four slices.

I always love to eat pizza!

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.

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”.

I eat hamburgers at least twice a week.

I eat pizza at a pizzeria.

I eat hamburgers at a fast food restaurant.

I have Chinese food delivered at home.

My favorite type of spaghetti is tomato spaghetti.

[ Possible Answers ]

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.

I have fried chicken delivered at home.

My favorite type of burger is chicken burger.

My favorite type of salad is fruit salad.

My favorite type of meat is beef.

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.

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 favorite food in each of the empty spaces.

My Favorite Food

Workbook

Good job! Please remember to use “are” when describing foods that are countable, such as pork cutlets. I also like to eat pork cutlets!

Out of all the foods, pork cutlets is

my favorite.

It is International dish. It is made

with pork, onions bread powder.

You can eat pork cutlets with

rice.

I eat pork cutlets once a week. I

usually eat it at home. My mom makes

it to me. My mom is very good

cooking.

I’d like to eat pork cutlets

everyday!

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are

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They are


- 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?

went to an amusement park last Sunday

was the roller coaster


1. Tell your students that today’s/this week’s writing task is to write about a day they spent at an amusement park.

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.

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

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.

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

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.”

rode the log ride.

rode the drop tower.rode the Ferris wheel.

rode the bumper cars.rode the carousel.

the log ridefavorite ride


I rode it four times.

I rode it twice.

I rode it three times.


It was a little surprising but funny.

It was a little strange but exciting.

It was a little shocking but thrilling.

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

2. Remind them to use the plural form of “time” in “three times” and “four times.”

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 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.

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.

3. Have them read all of the sentences out loud. Encourage them to think of other things that could describe each place or location.

Last Sunday, my family went to an amusement park.

My favorite ride was the roller coaster.

We ate cotton candy and popcorn.

I can’t wait to go back!

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.

4. Ask the students to unscramble the sentences.

5. Remind them that a sentence begins with a capital letter and ends with a period.

I can’t wait to meet your friends.

I spent the whole day at the water park.In the library, there are many books to read.

I spent the whole afternoon at the mall.

I spent the whole weekend at the beach.

I spent the whole week at my grandparents’ house.

I can’t wait to watch that movie.

I can’t wait to hear his new song.

In the store, there are many things to buy.

In school, there are many subjects to study.

On my computer, there are many games to play.

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.




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.

The Amusement Park

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

I love amusement parks.

Last August, my family went to ever land.

We spent the whole day at the park.

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

things to see. We saw parade. It was very

cool.

I can’t wait to go back.

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- 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?

most famous song “Ways to Avoid the Sun”

most famous for the Hollywood movie “Ninja Assassin”


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

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.


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 “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.

a terrific singer.


a great movie director.

a wonderful model.

an excellent dancer.

a sensational actress.

an amazing comedian.

slim and stylish.

cute and athletic.

big and friendly.

beautiful and elegant.

muscular and tough looking.

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.”


1. Ask the students to complete the sentences like the example using the given phrases and “~ knows how to ~ very well.”

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

Rain is a singer and actor from South Korea.

He is now famous all over the world.

Rain has many hit songs and hit albums.

I am a big fan of Rain!

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

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 ~.”

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.”

are most famous for the song “Tell me.”

knows how to play the guitar very well.

is known to be very rich.

is known to be very friendly to his fans.

is known to be very generous.

is known to have a good singing voice.

is known to be an award-winning star.

knows how to interview people very well.

knows how to tell jokes very well.

knows how to pose for photographs very well.

knows how to direct movies very well.

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.




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.

My Favorite Star

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

My favorite star is Seohyun.

She is a singer from Korea. She is now

famous in Korea and Japan. Seohyun is

very pretty and tall. She knows how to

dance and sing very well. She is also

known to very smart. She likes read

books at free time.

She has many hit songs and hit albums.

Her most famous song is Gee. I think

she can be good actress, too. She

acts well on TV.

I am a big fan of Seohyun!

Workbook

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be to

in her

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could

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- 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 to the mountains his family

slept in a tent


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

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 rafting.

pitched a tent. slept under the stars.

built a campfire. caught fish.

sunbathed.

played beach volleyball. swam.

built a sandcastle. rode on a motorboat.

went scuba diving.


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.”

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.”

We saw many wild animals.

At night, we slept in a tent.

I saw many beautiful stars in the sky.

It was the best summer vacation ever!

3. Ask the students to write sentences like the example using phrases from each box.


5. Encourage them to think of other tasks they can help family members do.



I helped my mother wash the dishes.

I helped my uncle build a campfire.

It was the best winter vacation 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.

I helped my brother pitch a tent.

I helped my sister pack for the trip.


It was the worst summer vacation ever!

It was the hottest summer ever!

It was the coldest winter ever!

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.




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.

Summer Vacation

Wow it sounds like you had a great vacation with your family! Pleaseremember to use the past forms of verbs when describing things youdid. I am happy with the work you are doing.

Let me tell you about my great summer

vacation.

2 years ago last summer, I went to East

Beach with my family. We stayed there

for 2 days. It was very great!

During the day, we went to sea and swim

and sunbathe. We also had raw fish and

seashell. In the evening, we went to the

condo and had dinner. We ate rice and

pork. At night, we watched TV and slept

late.

It was the best summer vacation ever!

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Two summers ago

two “really” sounds more natural with “great”.

the beach swam

sunbathed

ourclams

went to bed


- 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 cold and she felt very sick

some delicious food


1. Tell your students that today’s/this week’s writing task is to write about a day they had a cold.

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.

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.


2. Remind them to use “a” before most symptoms, but to use “an” before earache and no articles before “watery eyes.”


had a runny nose.

had a fever.had a sore throat.

had a hoarse voice.had a headache.

had watery eyes.had an earache.

got a shot.

drank lots of water.

took some medicine.

took my temperature.

stayed in bed.

1. Ask the students to write the sentences like the example using the given words and the form, “I had to ~ because of my ~.”


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

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

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.

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.”


I felt weak.

I felt sleepy.

I felt strange.

My mom made me some soup.

I had to stay home all afternoon because of my cold.

I had to go to the hospital because of my cough.

I had to skip dinner because of my stomachache.

I had to take some pills because of my headache.

I felt tired.


My dad made me hot chocolate.

The doctor gave me a shot.

The pharmacist gave me some medicine.

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.




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.

A Cold

You’re making good progress! Please remember to use “doctor’s office”when you go to a small clinic and “hospital” when you go to a largebuilding that does operations and helps with emergencies.

Last last month, I had a cold and I felt

very sick.

I had high fever, a cough and a runny

nose. I also had sneeze.

I went to the hospital with my mom. I got a

shot for my cold. I had to lie in the bed all

day long because of my cold. I slept so long

time.

When I was sick, my mom cared me. She

made me delicious food. I felt good because

of her.

I hope I don’t get sick again.

Workbook

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Two months ago

was also sneezing

doctor’s office

“for so long” or “such a long time” sounds more natural.

took care of

“thanks to” sounds more natural.

a


- What do you do on your birthday?- Do you have a big birthday party or a small birthday party?- How many presents do 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?

on March 10th

his parents to buy him a smartphone


1. Tell your students that today’s/this week’s writing task is to write about the birthday presents they want.

2. Have the students look at the pictures on page 46 and think about the birthday presents they want.

3. Teach them the names of the presents.

4. Ask the students to complete the sentences like the example using the given words and the form, “It is much ~ than ~.”

5. 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”.

1. Ask the students to look at the pictures and write the sentences using the words from the “Presents” and “Special Days” boxes.

2. Have the students say what gift they want for each of the “Special Days” using the form, “I want ~ for ~.”

I want inline skates for Children’s Day.

New Year’s Day

I want a bicycle for my birthday.

I want new clothes for New Year’s Day.

I want a laptop computer for Children’s Day.

I want a backpack for Christmas.

I want sneakers for Children’s Day.


on January 1st.

Children’s Day on May 5th.

Thanksgiving on October 12th.

Christmas on December 25th.

much faster than my old bicycle.

much warmer than my old jacket

much nicer than my old backpack.

much prettier than my old sneakers.

1. Ask the students to look at the calendars and write the sentences like the example using the special days and their dates.

2. Remind the students to use “on” with specific dates and days of the week.


1. Ask the students to write the sentences like the example using words from each of the boxes.

2. Explain that “want” is used in the form, “want + someone + to ~.” Have them practice using the form with things they want.


1. Ask the students to match the phrases.

2. Have them write the answers in full sentences.

3. Remind them that “Internet” begins with a capital “I” and to include “in” before “the new clothes” and “on” before “the new bicycle.”

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.

4. Ask the students to change the sentences like the example and rewrite them using the given words.

5. Teach them to use “that” to add another phrase or sentence into the middle of a sentence.




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.

I want my grandparents to buy me nice presents.

I can surf the Internet faster with the new laptop computer.

I can go faster on the new bicycle.

I will look nicer in the new clothes.


I want my friends to buy me toys.

I want my sister to give me clothes.

I want my brother to give me books.

I will have more fun with the new video game player.

3. In the “More Expressions” section, teach the students about additional presents and the things they can do with them.

3. In the “Writing Tip!” section, teach the students about expressing wishes. Explain how to use “want”, “wish” and “hope” to express hopes and wishes.

4. Have the students use the phrases with different presents that they want.




2. 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.

My Birthday Present

Good effort! Please be careful with prepositions and remember that we usually say there is rust “on” an object.

My birthday is September 3rd. For my

birthday, I want my parents to buy me

new bicycle.

I have bicycle, but it is very old.

There is rust in bicycle. Also it is too

heavy.

The bicycle that I want is blue

bicycle. I saw a cool model at Emart. I

can run fast with the new bicycle. It is

much prettier than my old bicycle.

I really want a new bicycle for my

birthday!

Workbook

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on my

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oneIt’s better to say “one” than to repeat the word.

could go faster on

,


- What do you need to study for your dream job?- What country will you do your dream job in? - Will you speak English at your dream job?


- What does Beth like to do?- What does Beth want to become?- What does Beth want to win?- What does Beth need to do to be a good scientist?

to be a scientist

thinking logically


1. Tell your students that today’s/this week’s writing task is to write about what they want to be when they grow up.

2. Have the students look at the pictures on page 54 and think about what they want to be when they grow up.

3. Teach them the names of the jobs.

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

2. Explain any new phrases, such as “make a discovery” and “break a record”, and have the students practice using them.

3. Have them say what future goals they want to accomplish using the form, “I want to ~.”

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

2. Remind them to use “a” or “an” before the names of jobs.

3. Have the students say what they want to be when they grow up using the form, “My dream is to be a/an ~.”

My dream is to be a musician.

My dream is to be an astronaut. My dream is to be a doctor.

My dream is to be a police officer. My dream is to be an athlete.

My dream is to be a movie director. My dream is to be a computer programmer.

I want to help sick people.

I want to make a popular computer game.

I want to break an Olympic record.

I want to write a hit song.

I want to make a blockbuster film.

I want to fly in a rocket.

1. Ask the students to match each skill with the correct job.

2. Have them write the answers in full sentences using the form, “I will be a good ~ because I am good at ~.”

1. Ask the students to write sentences like the example using the given words and the form, “I need to ~ to be a good ~.”


I also want to win a Nobel Prize.

This is very important for a scientist.

I am sometimes a little careless.

One day, I will make my dream come true!

3. Ask the students to write the sentences like the example using the form, “I will be the greatest ~ in ~.”

4. Remind them not to use “the” before “Hollywood” and “Asia.”




I will be the greatest doctor in the nation .

I will be the greatest astronaut in the world.

I will be the greatest actor in Hollywood.

I will be the greatest musician in Asia.

I need to play many instruments to be a good musician.

I need to be very brave to be a good police officer.

I need to train very hard to be a good athlete.

I need to know many computer languages to be a good computer programmer.

I will be a good athlete because I am good at playing sports.

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 need to know a lot about movies to be a good movie director.

3. In the “More Expressions” section, teach the students additional jobs and career accomplishments.

3. 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.




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

My Future Dream

Your writing is improving! Please remember to use “an” beforeadjectives that start with a vowel like “international.” Good luck withyour future singing career!

My dream is to be a singer.

I like to sing in front of many people. I like

to dance, too. I want to be famous talent

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

good voice and I dance well. This is very

important for a singer.

However, I have to study English more. I

need to speak English very well to be an

international singer.

One day, I will make my dream come true!.

Workbook

Editing Marks


Delete

Capitalize


. Insert period

, Insert comma

# Insert space

( ) Close up space


sp Check spelling


Move right

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Symbols Meaning

Editing Marks

a

starbe

can

With “can” it sounds more natural.


- 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 do 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 do at school?

will be a good son

to eat more vegetables


1. Tell your students that today’s/this week’s writing task is to write a thank-you letter.

2. Have the students look at the letters on page 62 and think about a thank-you letter they would like to write.

3. Explain the different parts of a letter to the students and describe what information is included in each section.

1. Tell the students to read the thank-you letter out loud.

2. Ask the students to write the names of the different parts of the letter.

1. 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.”

2. Remind the students to use the “-ing” form of the verbs after “for.”


3. Ask the students to write the phrases for the different parts of a letter in the correct boxes.

4. Explain any new vocabulary, such as “grateful”, “protecting” and “sincerely”, and have the students practice reading the words.

5. Have them read all of the different “Greeting”, “Body” and “Closing” phrases out loud.

Dear parents,To my great teacher,Dear Grandma and Grandpa,

I promise to study harder.I will call you often.Thank you for protecting me.You are the best teacher ever!

Your grateful student,Sincerely,Your daughter,Your loving grandson,

date

greeting

body

closing

signature

Thank you for teaching me new things.

Thank you for buying me a bicycle.

Thank you for being a wonderful grandmother.

Thank you for giving me good advice.

Thank you for giving me gifts.

Thank you for making money for us.

1. Ask the students to change the sentences like the example.

2. Tell them to change “will” to “promise to”, and “will not” to “promise not to.”

3. Have the students say what they will do to become a better student using the forms, “I promise to ~.” and “I promise not to ~.”

Thank you so much for taking care of me.

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!

1. Ask the students to choose four things that they will do at home and four things they will do in school and write the sentences like the example.

2. Explain any new vocabulary, such as “cheat” and “chores”, and have the students practice reading the words.



I will clean my room.

I will get up early.

I will eat more vegetables.

I will do my chores.

I promise to eat more vegetables.

I promise to do my chores.

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

I promise to come to class on time.

I promise not to be late for school.

I promise not to be a picky eater.

I promise not to cheat on tests.

3. In the “More Expressions” section, teach the students additional things that they can express gratitude for and promises they can make.

4. In the “Writing Tip!” section, teach the students different ways to end a friendly letter.

1. Ask the students to write their thank-you letter following the paragraph guide and using the information from their graphic organizer.


3. Remind the students about the different parts of a thank-you letter and what information is included in each section.


2. 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.

November 30th, 2011

Please remember to use a person’s proper name when writing a letter tosomeone and also to put a comma after your closing phrase. I’m proudof all your hard work!

Dear my English teacher,

Thank you so much for teaching to

me English. Thank you for very kind.

From now on, I will be a very good

student.

I will study very hard. I promise to do

all homework very well. Plus, I promise

not to late to class.

Thank you again for my teacher. You

are a wonderful teacher!

Workbook

Editing Marks


Delete

Capitalize


. Insert period

, Insert comma

# Insert space

( ) Close up space


sp Check spelling


Move right

Move left

Symbols Meaning

Editing Marks

Your student

Jason

Use the teacher’s name, for example “Ms. Thomson.”

being

my

be

for being

,

teacher’s guide - cavesbooks.com.t¯«作/write right/wrtie right 2...my mom makes it to me. my...

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