Wright RIght Teachers Guide

Teachers Guide
1. Tell your students that

todays/this weeks
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 Brians father and mother do?
- How many years older is Brians 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.

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 dont have any
pens. or I dont 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.

todays/this weeks
about their room.

read the model text
out loud.

page 14 and think
about their room.
3. Teach them the
names of the objects
in the room .
between
to
the
sisters room
right
parents room
of
- What is your favorite thing in your room?

- What would you like to have in your room?
- Whats next to your room?
- Does Michelle have her own room?

- Whose poster does Michelle have on the wall?
- Is Michelles room big?
1. Review what position the

words and phrases in the
box describe.
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 dont share it with my bother.
I have my own bicycle.
I dont 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.
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.
Id like to tell you about my room.

I dont have my own room.
I share it with my sister.
I dont 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 dont
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.

graphic organizer.

organizer together.

ending of the given
more sentences.

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 dont 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.

todays/this weeks
about their favorite sport.

read the model text
out loud.
2. Have the students look

at the pictures on page
22 and think about their
favorite sport.
of the sports.
basketball
on
the
the
most
basketball
court
- Who does Tom play basketball with?

- What is Tom good at?
- What is Toms 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
using play and the words
in the box.
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.

sentences about the pictures
using the words in the box.

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.

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.

graphic organizer.

organizer together.

ending of the given
more sentences.

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!

todays/this weeks
about their typical
Sunday.

read the model text
out loud.

30 and think about
their typical Sunday.
3. Teach them
expressions about
Sunday activities.
doesnt go
every
other
to
school
Sunday
- What do you usually do on Sundays?

- What time do you get up on Sundays?
- What does Rachel do on Sunday afternoon?

- Where does Rachels family go on Sunday afternoon?
- What does Rachel do on Sunday evening?
- What does Rachel think of Sunday?
- What dont 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.

by creating phrases with
the given words, for
example use dog to
make walk the dog.

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 dont go to school.

I usually get up late in the morning.
Saturday is exciting.
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 theres time, have the students read some of their sentences out
loud and share their reasons for matching the adjectives and days of
the week.

with a period.

graphic organizer.

organizer together.

ending of the given
more sentences.

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!
Its also possible to
use I dont have
any other lessons
either.
Symbols
Symbols
On Sunday, I dont go to school. I dont
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 dont 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,
Its 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.

todays/this weeks
about their school.

read the model text
out loud.

page 38 and think
about their school.
3. Teach them the
names of the school
areas.
four
floors
the
schoolyard
- 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 Jimmys 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 nurses office
on the second floor.
The music room
on the third floor.
The library
on the third floor.
The principals office
on the fourth floor.
The teachers 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.
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.

match the activities with
the school locations.
answers in full sentences
using the form,
1. Teach the students the

Distance and Places
boxes.
I like to ~.

like the example.
3. Remind them to use
from after far and to
after close.
is far from the subway station.
is not far from the bus stop.

is a little far from my friends 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.
Id 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.
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.

3. Have them practice saying where their favorite place at school is, and
what they like to do there.

graphic organizer.

organizer together.

ending of the given
more sentences.

their school in each of
the empty spaces.

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.
Workbook
Editing Marks
Editing Marks
My School
Id like to tell you about my school.
Symbols
Symbols
Insert
Insert aa word,
word, letter
letter or
or phrase
phrase
I go to mia elementary school in

Seoul. My school is not far from our
my
to
house. I live next my school. I walk
to school.
My
school
has
five
floors.
My
Delete
Delete
Capitalize
Capitalize
.
,
##
(( ))
classroom is on the second floor.

a
an
There is
playground,
auditorium,
and a
nurses office in my school.
My
to
the
favorite place is
playground. I like
play with my friends there.
I like my school.
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
Youre making good progress! Please remember to use capital letters

for the names of places and be careful with articles.

todays/this weeks
about their best friend.

read the model text
out loud.

46 and think about
their best friend.
3. Teach them the
appearance, personality
and interests words.
long
dance
Is your best friend a girl or a boy?

How old is your best friend?
What is your best friend like?
Why do you like your best friend?
wavy
to
hair
music
- What color eyes does Sarah have?

- What does Sarah want to be when she grows up?
- What do Amy and Sarah do together in the morning?


words in the boxes.
2. Remind them to use

is+adjective when
describing a persons
personality.
2. Teach the students to use

has when describing a
single person.
outgoing.
3. Remind the students not to

use a or the when
describing hair, and to use
the plural form when
describing eyes.
4. If theres time, have the

students describe
themselves for the class.

of the sentences out loud.
quiet.
smart.
kind.
has short wavy hair.

has dark brown eyes.
has an oval face.
has short straight hair.
smart.
has green eyes.
gets good grades.
has a thin face.

kind.
likes to help people.
quiet.
doesnt talk much.
Nari
has long curly hair.
Nari
has grey eyes.
Nari
has a square face.

outgoing.
likes to meet other people.
5. Have the students draw a picture of their best friend. Ask them to
write about their best friend using the words in the boxes above.
1. Ask the students to look at the pictures and complete the

sentences using the answers above.
6. Tell them to use He or She at the beginning of the sentences if

they do not know the English spelling of their friends name.
2. Practice making similar sentences together as a class using

the students names.

at the pictures and
like the example, using
the form, ~ wants to be
~ in the future.

phrases in the box.
2. Remind them to replace the
verb be with is or are
depending on whether the
subject is singular or plural.
wants to be a scientist in the future.

go to the same school.
3. Teach the students any new

vocabulary, such as
apartment building and
neighborhood, and have
them practice reading the
words and phrases.
2. Remind them to add -s

to the end of the verb
want when using he or
she.
wants to be a TV star in the future.
live in the same apartment building.

live in the same neighborhood.
are in the same club.
wants to be a professor in the future.
wants to be a journalist in the future.
Let me introduce you to my best friend.

My best friends name is Sarah.
Every day at noon,
eat lunch together.
Every day after school,
go home together.
Every Sunday,
go to church together.
She tells many jokes and makes me laugh.

I hope we are best friends forever!
4. Ask the students to match the times of the day with the activities.
5. Have them write the answers in full sentences.
with a period

graphic organizer.
1. Review the
graphic organizer
together.

ending of the given
more sentences.

their best friend in each
of the empty spaces.

words to describe personalities and interests that people may have.
3. In the Writing Tip section, teach the students about the conclusion
portion of an essay and explain what information the conclusion of an
essay usually contains.
Workbook
Editing Marks
My Best Friend
Let me introduce you
to my best
Editing Marks
Symbols
Symbols
Insert
Insert aa word,
word, letter
letter or
or phrase
phrase
friend.
My best friends name is Suh Sujin.
Delete
Delete
In English, its common to introduce people with only

their first name.
and dark brown eyes.
She has black hair

a
She has round face. Sujin is very nice.
She likes to help me and she likes to
play with me.
Meaning
Meaning
Repeated phrases can be taken out.
She also likes to swim. She wants to

be a teacher.
.
,
##
(( ))
the
Sujin and I go to same academy. In
Capitalize
Capitalize
the evening, we come to home together.

I hope we are a friend for a long time.
friends
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 effort! Please remember to use eyes when describing what

someone looks like and use the before same.

todays/this weeks
about their favorite
season.

read the model text
out loud.

look at the pictures on
page 54 and think
about their favorite
season.
3. Teach them the
season, weather and
action words.
eating roasted sweet potatoes

many
presents
- Do you like hot weather or cold weather?
- What does Jason think the best season is?
What
What
What
What
do
do
do
do
you
you
you
you
like
like
like
like
to
to
to
to
do/wear
do/wear
do/wear
do/wear
in
in
in
in
the
the
the
the
spring?
summer?
fall?
winter?
Why does Jason like winter?

When it snows, what does Jason do?
How do roasted sweet potatoes taste?
Who does Jason get Christmas presents from?
It is rainy.
It is warm.
It is hot.
warm
hot
scorching
chilly
cold
freezing
It is snowy.

the pictures and put the
words in the right order
from the least hot/cold to
the most hot/cold.
2. Teach them to use
scorching when the
weather is extremely hot
and freezing when it is
extremely cold.
It is cold.
enjoy eating strawberries

enjoy eating watermelons
It is windy.
It is dry.
It is humid.
enjoy eating chestnuts

enjoy eating roasted sweet potatoes
1. Ask the students to look at the pictures and write the sentences
2. Review the weather words and remind them to use It is ~ when
describing the weather.
3. Explain that for rain and snow, It is raining and It is snowing
can also be used.
like the example using the words in the box.
4. Have the students say what foods they like eating during different
seasons using the form, I enjoying eating ~ in the ~.

down the season, fruit,
restaurant and TV show
they like the best and to
like the example.
2. Have them say what
they think is the best
using the form, I think ~
is the best ~.

match the special days
and holidays with the
activities.
answers in full sentences.
spring
I think spring is the best season.
3. If theres time, encourage

the students to create
more sentences using the
special days and holidays
with the activities they
usually do on them.
an apple
I think an apple is the best fruit.
TGIF
I think TGIF is the best restaurant.
American Idol
I think American Idol is the best TV show.
During summer vacation
I go to summer camp.
At Christmas
I get many Christmas presents.
On New Years Day
I meet my relatives.
On my birthday
I have a birthday party.
go hiking.
go swimming.
go fishing.
In the winter, it is usually cold.

However, I like winter because it snows.
When it is warm, I go hiking.

When it is hot, I go swimming.
When it is cool, I go fishing.
4. Remind them to use -ing after go, and review the spelling of
skiing and swimming.
Best of all, winter has Christmas.

For these reasons, winter is my favorite season!

5. Have them practice explaining why they like things using the phrase
best of all.

graphic organizer.

organizer together.

ending of the given
more sentences.

their favorite season in
each of the empty
spaces.
3. In the More Expressions section, teach the students additional days

and events and the activities people often do on them.
3. In the Writing Tip section, teach the students about capital letters.
Explain that capital letters are used at the beginning of sentences, for
the word I and for proper nouns.
Workbook
Editing Marks
My Favorite Season
Symbols
I think spring is the best season.

In the spring, it is very warm. So I can play
also
the
outside very much. I like spring because new
(When saying how much time you spend
a lot
the
doing something, use a lot.)
semester begins. When new semester begins,
my
I meet new teacher and new friends.
Insert a word, letter or phrase

Delete
Capitalize
I also enjoy eating strawberries in the

spring. Strawberries taste very sweet and
delicious.
Best of all
spring has valentine s day and
season!
()
white day. During valentine s day and white

On
day, I can eat many chocolate.
a lot of (Chocolate is an uncountable
For these reasons, spring is my favorite
Meaning
Change to lower case

Insert period
Insert comma
Insert space
Close up space
Switch words or letters
noun.)
sp
Check spelling
Start a new paragraph
Move right
Move left
Your writing is improving! Please remember to start the names of

holidays with capital letters.
Editing Marks
1 Tell your students that

todays/this weeks
an invitation card.

read the model text
out loud.

at the picture on page
62 and think about
parties.
of the party objects.
at
When is the last time you went to a party?

What do you like to eat at parties?
What do you want to get for your birthday present?
Do you like big parties or small parties?
at
oclock
Emmas
12
house
oclock
at
- Who is the invitation for?
- Who is having a birthday party?

- What will there be at the party?
- What is Emmas telephone number?
3. Teach the students about writing an invitation. Explain what

information is included in the greeting, body, closing, and postscript of
an invitation. Remind them to sign their name at the end.
next
weekend April 20th.
at 11 oclock
at 8 oclock.
at Summerville
Shopping Mall.
Date
next
Friday May 23rd.
at 3 oclock
at 6 oclock.
at Jimmys
pizza.
Time
Next month
6 p.m.
Place
Alley
Date
Time
Place
2nd
July
2 p.m.
7 p.m.
Movie Theater
is next
Sunday, July 12th.
starts at 8 oclock
and ends at 7 oclock.
is at Great Fall
Water Park.
1. Ask the students to look at the example card and complete the other cards
using the words on the invitations.
2. Teach them that when writing full sentences, at is used before times and
locations.
3. Remind them to use an apostrophe for oclock and periods for p.m.
4. Have the students choose which party they would like to go to.
10 p.m.
Bowling

the sentences like the
example.

at the pictures and
using the words in the
box.
2. Remind them to use a
for singular objects and
-s for plural objects.
The farewell party is this Sunday.

There will be a big cake.
The graduation party is next Friday.
2. Teach them that in is

used instead of after
when describing a time in
the future.
The Christmas party is next weekend.

There will be refreshments.
There will be party hats.
There will be a magician.
There will be a clown.
We can watch a movie.
The New Years Eve party is in two weeks.
Id like to invite you to my farewell party.

Please come to my Christmas party.
I hope you can come to my New Years party.
We can sing songs.
We can open presents.
4. Have the students choose an activity to do with their friends at their
party using the form, We can ~.
Can you come to my Thanksgiving party?
3. Ask the students to match the two parts of the invitations together.

their invitation following the
graphic organizer.

organizer together.

ending of the given sentences,
and can also add more
sentences.
3. Review the different parts of
an invitation and remind the
students what information is
included in the greeting,
body, closing, and postscript.
4. Teach them some different
closing phrases such as See
you soon, etc.

their party in each of
the empty spaces.
3. In the More Expressions section, teach the students additional party

objects and locations.
5. In the Writing Tip section, teach the students about punctuation.

Explain to them where they should place periods, question marks,
exclamation marks, and commas in their sentences.
Workbook
Editing Marks
Hi Rachel,
a
Im having big farewell party for Sujin. Can
the
you come to party?
this
The party is Saturday. It starts at 12 oclock
and ends at 3 oclock. The party is at our
in
classroom.
The word in is used for
Symbols
Insert a word, letter or phrase

Delete
Capitalize
specific rooms.
There will be delicious food and drinks. We can

eat a lot of snacks and play games.
I hope you can come to the party. Please join
Sarah
fun is better to use when you have a

good time. funny is usually used when something
like comedy makes you laugh.
to
P.S. Dont forget bring many good presents!
.
,
()
us. It will be very very funny.

,
fun
Your friend
The word
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 -s when writing about many drinks or

snacks. Im proud of all your hard work!

Wright RIght Teachers Guide

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Teachers Guide

1. Tell your students that

1. Tell the students to

2. Have the students

- How many people are there in your family?

- Does Brian have an older brother or a younger brother?

1. Ask the students to look at

1. Ask the students to look at

the oldest child.

the second oldest child.

two younger sisters.

the second youngest child.

2. Teach them to use the

the youngest child.

any brothers or sisters.

4. Teach them to use the form, There are ~ people in my family. to

6. Remember to mention that if a countable noun is used after any,

1. Ask the students to

1. Ask the students to match

On the weekend, my family often sees a movie at a theater.

She is a kindergarten student.

Let me tell you about my family.

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

3. Explain that the order of schooling is: kindergarten middle school

1. Ask the students to write

2. Have the students fill

3. In the More Expressions section, teach your students additional job

There are six people in our family. I have

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

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.

Good job! Please remember to use my when describing your family

1. Tell your students that

1. Tell the students to

2. Have the students

- What is your favorite thing in your room?

- Does Michelle have her own room?

1. Review what position the

4. Teach them more phrases,

1. Teach the students to use There is ~ + prepositional phrases to

1. Ask the students the

I have a desk drawer for my pencils.

2. Teach them the structure,

I have a box for my computer games.

Id like to tell you about my room.

I dont have my own computer.

In one corner of my room, there is a bed.

4. Ask the students to unscramble the sentences.

1. Ask the students to write

1. Review the graphic

2. Tell them that they can

2. Have the students fill

3. In the More Expressions section, teach the students additional

share needs an object, it or my room.

for houses, front hall is usually used.

In the corner of my room there is

a watch is what you wear around your

I also have a picture on

I draw the picture this