Teacher’s Guide

1. Tell your students that

1. Tell the students to
today’s/this week’s
read the model text
writing task is to write
out loud.
about their favorite food.

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.
- 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?
 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.
Curry an Indian dish.
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.

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

hamburger an American dish. Bulgogi a Korean dish.

croissant a French dish. Sushi a Japanese dish.

You can eat with ketchup.

You can eat with butter or jam.

You can eat with soy sauce.

taco a Mexican dish. Sweet and sour pork a Chinese dish. You can eat with rice or nan bread.

1. Ask the students to look at the pictures and complete the sentences 5. Ask the students to complete the sentences using the words in the
using the words in the box. box and the form, “You can eat ~ with ~.”
2. Explain to them that “hamburger”, “croissant”, and “taco” are 6. Teach them that “nan bread” is a popular Indian bread that people
countable nouns and need “a” before them. 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
1. Ask the students to write the sentences like the
sentences like the example.
example using the
2. Take a vote to see which
phrases in the box.
types of spaghetti, burger,
2. Teach them the salad, and meat are the
meanings of the most popular amongst the
frequency phrases and [ Possible Answers ]
students.
have the students I eat hamburgers at least twice a week.
practice reading them. My favorite type of spaghetti is tomato spaghetti.
I eat bulgogi at least once a month.
3. Have the students say I eat sweet and sour pork at least twice a month.
how often they eat each My favorite type of burger is chicken burger.
I eat fried chicken at least once a month.
of the foods. Remind
them to use “never” if
My favorite type of salad is fruit salad.
they don’t eat any of the
dishes.
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 can eat up to four slices.

I have Chinese food delivered at home.

I always love to eat pizza!

I have fried chicken delivered at home.

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

4. Ask the students to write sentences like the example using the given
rewrite the sentences.
words.
4. Have them practice using phrases like “out of” and “up to”.
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.
 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
1. Review the graphic sentences, and can also add
organizer together. 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 3. In the “Writing Tip!” section, teach the students about expository
kinds of food and the ingredients they contain. 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
Symbols Meaning
Out of all the foods, pork cutlets is
are
my favorite. Insert a word, letter or phrase
i
It is International dish. It is made Delete
They are an and They are
with pork, onions bread powder. Editing Marks
bread crumbs Capitalize
You can eat pork cutlets with

.
Change to lower case
rice.
Insert period
I eat pork cutlets once a week. I
usually eat it at home. My mom makes
, Insert comma
them at # Insert space
it to me. My mom is very good
them for
Close up space

()
cooking.
I’d like to eat pork cutlets Switch words or letters
#
everyday! sp Check spelling

Start a new paragraph

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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 1. Tell the students to
to write about a day read the model text
they spent at an out loud.
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.

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.
- 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?
2. Ask the students to write out the answers for the comprehension
questions in the textbook. You can also ask the following questions.
- 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 1. Ask the students to write
box. the sentences using the
2. Remind them to use phrases in the box.
I rode it four times.
“the” when referring to 2. Remind them to use the
specific objects. I rode it twice. plural form of “time” in
3. Have them read all of rode the log ride. “three times” and “four
the sentences out loud. I rode it three times. times.”

rode the Ferris wheel. rode the drop tower.

rode the carousel. rode the bumper cars. [ Possible Answers ]

It was a little surprising but funny.

[ Possible Answers ]
It was a little strange but exciting.
favorite ride the log ride
It was a little shocking but thrilling.

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.”
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.
 1. Ask the students to write
sentences like the example
using the given words and
the form, “there are many ~
to ~.”
1. Ask the students to write 2. Remind them to use
sentences like the commas (,) after the phrases
example using the given describing each place or
words and the form, “I location.
spent the whole ~.” 3. Have them read all of the
2. Have them read all of sentences out loud.
the sentences out loud. In the library, there are many books to read. Encourage them to think of
I spent the whole day at the water park. other things that could
Encourage them to think
of new activities for each describe each place or
In the store, there are many things to buy.
expression. location.
I spent the whole afternoon at the mall.
In school, there are many subjects to study.

I spent the whole weekend at the beach. 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.

We ate cotton candy and popcorn.
I can’t wait to watch that movie.
I can’t wait to go back!
I can’t wait to hear his new song.

3. Ask the students to write sentences like the example using the given 4. Ask the students to unscramble the sentences.
words.
5. Remind them that a sentence begins with a capital letter and ends
4. Teach them that “I can’t wait” is used to show excitement about a with a period.
future action, activity or event.
5. Encourage the students to think of things that they “can’t wait” to
do.
 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
1. Review the graphic sentences, and can also add
organizer together. 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 3. In the “Writing Tip!” section, teach the students about narrative
amusement park activities and attractions. writing. Tell them that narrative writing is used to share real or
imaginary stories about the author.
 Workbook

Editing Marks
The Amusement Park
Symbols Meaning
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. Delete
My brother and I rode the roller coaster, Editing Marks
Capitalize
the bumper cars and the drop tower. My

.
Change to lower case
favorite ride was the drop tower. I rode it
Insert period
many times. It was scary but exciting very
much.
, Insert comma
# Insert space
At the amusement park, there are many
a
Close up space

()
things to see. We saw parade. It was very
cool. Switch words or letters
I can’t wait to go back. sp Check spelling

Start a new paragraph

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Well done! Please remember to use capitals for the names of places
like Everland.
1. Tell your students that
today’s/this week’s 1. Tell the students to
writing task is to write read the model text
about their favorite star. 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 2. Ask the students to write out the answers for the comprehension
ask the following questions. questions in the textbook. You can also ask the following questions.
- Do you want to be famous like your favorite star? - Who is Diane’s favorite star?
- Have you ever received an award? - Where is Rain from?
- Are you a good singer? - What countries is Rain famous in?
- Who is your favorite singer? - 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.
an excellent dancer.
a sensational actress.
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.
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.
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.”
2. Have them practice saying
knows how to play the guitar very well. what activities they can do
is known to be very rich. well using the form, “I know
knows how to interview people very well. how to ~ very well.”
is known to be very friendly to his fans.
knows how to tell jokes very well.
is known to be very generous.

is known to have a good singing voice. knows how to pose for photographs very well.

is known to be an award-winning star.

knows how to direct movies very well.

Rain is a singer and actor from South Korea.

is most famous for the movie “Harry Potter.”

He is now famous all over the world.

is most famous for the talk show “The Oprah Show.”

Rain has many hit songs and hit albums.

is most famous for the TV show “Boys over Flowers.”

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 3. Ask the students to correct the mistakes in each sentence and
the phrases in the box and the form, “~ is most famous for ~.” rewrite the sentences.
5. Remind them to capitalize all the words in the titles of movies, songs 4. If there’s time, have them practice saying who their favorite stars are
and TV programs except for prepositions such as “over.” 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.
2. Tell them that they can
change the beginning or
ending of the given
1. Review the graphic sentences, and can also add
organizer together. 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 3. In the “Writing Tip!” section, teach the students about descriptive
things and activities that stars do. 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 Meaning
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 Editing Marks
Capitalize
dance and sing very well. She is also

.
be to Change to lower case
known to very smart. She likes read
Insert period
books at free time.
in her
She has many hit songs and hit albums.
, Insert comma
“
Her most famous song is Gee. I think
” # Insert space
a
Close up space

()
she can be good actress, too. She
could
acts well on TV. Switch words or letters
I am a big fan of Seohyun! sp Check spelling

Start a new paragraph

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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 1. Tell the students to
writing task is to write read the model text
about their summer out loud.
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 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.
- 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?
2. Ask the students to write out the answers for the comprehension
questions in the textbook. You can also ask the following questions.
- 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. went scuba diving. sunbathed.

pitched a tent. slept under the stars. played beach volleyball. swam.

built a campfire. caught fish. built a sandcastle. 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.
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.
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
It was the best winter vacation ever!
the superlative and have
them practice saying the
It was the worst summer vacation ever! superlative forms of “good,”
“bad,” “hot” and “cold.”
It was the hottest summer ever!

We stayed at the beach for five days. It was the coldest winter ever!

We saw many wild animals.

[ Possible Answers ] At night, we slept in a tent.

I helped my mother wash the dishes. 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 3. Ask the students to unscramble the sentences.
from each box.
4. Remind them that a sentence begins with a capital letter and ends
4. Have them read all of the sentences out loud. with a period.
5. Encourage them to think of other tasks they can help family
members do.
 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
1. Review the graphic sentences, and can also add
organizer together. 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 3. In the “Writing Tip!” section, teach the students about transition
activities that people can do during their vacation. 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
Symbols Meaning
Let me tell you about my great summer
vacation. Insert a word, letter or phrase
2 years ago last summer, I went to East Delete
Two summers ago
Beach with my family. We stayed there Editing Marks
Capitalize
for 2 days. It was very great!

.
two “really” sounds more natural with “great”. Change to lower case
During the day, we went to sea and swim
the beach swam Insert period
and sunbathe. We also had raw fish and
sunbathed
seashell. In the evening, we went to the
, Insert comma
clams our # Insert space
condo and had dinner. We ate rice and
pork. At night, we watched TV and slept Close up space

()
went to bed
late. Switch words or letters
It was the best summer vacation ever! sp Check spelling

Start a new paragraph

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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 1. Tell the students to
writing task is to write read the model text
about a day they had a out loud.
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.

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.
- 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?
2. Ask the students to write out the answers for the comprehension
questions in the textbook. You can also ask the following questions.
- 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. drank lots of water.

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.
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 1. Ask the students to write
example using the given the sentences like the
words and the form, “I example using the given
had to ~ because of my words.
~.” 2. Remind them to change
2. Have them read all of
I had to stay home all afternoon because of my cold. the verbs into the past
the sentences out loud. My mom made me some soup. tense and to use “me” after
I had to go to the hospital because of my cough. 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.

Last week, I had a cold and I felt sick.

[ Possible Answers ]

I felt weak. When I was sick, my mom stayed by my side.

I felt sleepy. I felt much better.

I felt strange.
I hope I don’t get sick again!
I felt tired.

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.”
3. Ask the students to correct the mistakes in each sentence and
rewrite the sentences.
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.
2. Tell them that they can
change the beginning or
ending of the given
1. Review the graphic sentences, and can also add
organizer together. 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

3. In the “Writing Tip!” section, teach the students that transition words
things that both they and their parents can do to help them get over a
can also be used to show time order. Tell them that transition words
cold.
help readers understand what happened first and what happened next.
 Workbook

Editing Marks
A Cold
Symbols Meaning
Last last month, I had a cold and I felt
Two months ago
very sick. Insert a word, letter or phrase
a
I had high fever, a cough and a runny Delete
nose. I also had sneeze. Editing Marks
was also sneezing Capitalize
I went to the hospital with my mom. I got a

.
doctor’s office Change to lower case
shot for my cold. I had to lie in the bed all
Insert period
day long because of my cold. I slept so long
time. “for
, Insert comma
so long” or “such a long time” sounds more natural.
# Insert space
When I was sick, my mom cared me. She
took care of
Close up space

()
made me delicious food. I felt good because
“thanks to” sounds more natural.
of her. Switch words or letters
I hope I don’t get sick again. sp Check spelling

Start a new paragraph

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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 large
building that does operations and helps with emergencies.
1. Tell your students that
today’s/this week’s 1. Tell the students to
writing task is to write read the model text
about the birthday out loud.
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.

on March 10th

his parents to buy him a smartphone

4. Ask the students the warm-up questions in the textbook. You can also
ask the following questions.
- 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?
2. Ask the students to write out the answers for the comprehension
questions in the textbook. You can also ask the following questions.
- Who does 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?

[ Possible Answers ]
I want inline skates for Children’s Day.
I want a bicycle for my birthday.
I want new clothes for New Year’s Day.
I want a backpack for Christmas.
I want a laptop computer for Children’s Day.
I want sneakers for Children’s Day.
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 ~.”
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.
New Year’s Day on January 1st. 3. Have the students read all
Children’s Day on May 5th. of the sentences out loud.
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.
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 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.
3. Have the students read
all of the sentences out
loud.
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.”
[ Possible Answers ]
I want my grandparents to buy me nice presents.
I want my friends to buy me toys. I can surf the Internet faster with the new laptop computer.
I want my sister to give me clothes. I can go faster on the new bicycle.
I want my brother to give me books. I will look nicer in the new clothes.
I will have more fun with the new video game player.

The cell phone that I want is very nice. I already have a cell phone.

I can’t use the Internet with it.

The backpack that I need is very useful.

I can also send video files to my friends.

The purse that my mother has is very pretty.

I really want a smartphone for my birthday.

The laptop that my father has is very expensive.

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.
6. Have the students read all of the sentences out loud.
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.
2. Tell them that they can
change the beginning or
ending of the given
1. Review the graphic sentences, and can also add
organizer together. more sentences.

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.

3. In the “Writing Tip!” section, teach the students about expressing

3. In the “More Expressions” section, teach the students about additional wishes. Explain how to use “want”, “wish” and “hope” to express
presents and the things they can do with them. hopes and wishes.
4. Have the students use the phrases with different presents that they
want.
 Workbook

Editing Marks
My Birthday Present
Symbols Meaning
My birthday is September 3rd. For my
birthday, I want my parents to buy me Insert a word, letter or phrase
a
new bicycle. Delete
a
I have bicycle, but it is very old. Editing Marks
Capitalize
There is rust in bicycle. Also it is too
,
.
on my Change to lower case
heavy.
a Insert period
The bicycle that I want is blue
It’s better to say “one” bicycle. I saw a cool model at Emart. I
, Insert comma
than to repeat the word. one #
can run fast with the new bicycle. It is Insert space
could go faster on
Close up space

()
much prettier than my old bicycle.
I really want a new bicycle for my Switch words or letters
birthday! sp Check spelling

Start a new paragraph

Move right

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Good effort! Please be careful with prepositions and remember that

we usually say there is rust “on” an object.
1. Tell your students that
today’s/this week’s
writing task is to write 1. Tell the students to
about what they want read the model text
to be when they grow out loud.
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.

to be a scientist

thinking logically

3. Ask the students the warm-up questions in the textbook. You can also 2. Ask the students to write out the answers for the comprehension
ask the following questions. questions in the textbook. You can also ask the following questions.
- What do you need to study for your dream job? - What does Beth like to do?
- What country will you do your dream job in? - What does Beth want to become?
- Will you speak English at your dream job? - What does Beth want to win?
- What does Beth need to do to be a good scientist?
 My dream is to be a musician. I want to help sick people.

I want to make a popular computer game.

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

I want to break an Olympic record.

I want to write a hit song.

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

I want to make a blockbuster film.

I want to fly in a rocket.

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

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 ~.”
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
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 ~.”
2. Have them read all of the
sentences out loud.
I need to play many instruments to be a good musician.
I need to be very brave to be a good police officer.
I will be a good athlete because I am good at playing sports. I need to train very hard to be a good athlete.
I will be a good musician because I am good at writing songs.
I will be a good police officer because I am good at solving mysteries. I need to know a lot about movies to be a good movie director.

I will be a good actor because I am good at expressing emotions.

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

I also want to win a Nobel Prize.

I will be the greatest doctor in the nation .
This is very important for a scientist.
I will be the greatest astronaut in the world.
I am sometimes a little careless.
I will be the greatest actor in Hollywood.
One day, I will make my dream come true!
I will be the greatest musician in Asia.

3. Ask the students to write the sentences like the example using the 3. Ask the students to correct the mistakes in each sentence and
form, “I will be the greatest ~ in ~.” rewrite the sentences.
4. Remind them not to use “the” before “Hollywood” and “Asia.” 4. Have the students read all of the sentences out loud.
5. Have the students 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.
2. Tell them that they can
change the beginning or
ending of the given
1. Review the graphic sentences, and can also add
organizer together. more sentences.

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.

3. In the “More Expressions” section, teach the students additional jobs 3. In the “Writing Tip!” section, teach the students that transition words
and career accomplishments. can also be used to contrast things. Tell them that transition words
help readers understand the differences between things or thoughts.
 Workbook

Editing Marks
My Future Dream
Symbols Meaning
My dream is to be a singer.
I like to sing in front of many people. I like Insert a word, letter or phrase
a
to dance, too. I want to be famous talent
star Delete
be
and popular. I also want to be an Editing Marks
Capitalize
international singer and make many hit songs.

.
Change to lower case
I will be a good singer because I have a
can Insert period
good voice and I dance well. This is very
important for a singer.
With “can” it sounds more natural. , Insert comma
# Insert space
However, I have to study English more. I
need to speak English very well to be an Close up space

()
international singer. Switch words or letters
One day, I will make my dream come true!. sp Check spelling

Start a new paragraph

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Your writing is improving! Please remember to use “an” before

adjectives that start with a vowel like “international.” Good luck with
your future singing career!
1. Tell your students that
today’s/this week’s 1. Tell the students to
writing task is to write a read the model text
thank-you letter. out loud.

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.

will be a good son

to eat more vegetables

3. Ask the students the warm-up questions in the textbook. You can also
ask the following questions.
- What are some things that you can thank your parents, grandparents,
or teacher for?
- Why is it good to say “thank you” to people?
- How do you feel when someone says “thank you” to you?
2. Ask the students to write out the answers for the comprehension
questions in the textbook. You can also ask the following questions.
- 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?
1. Tell the students to read
the thank-you letter out
loud. date
2. Ask the students to write greeting
the names of the body
different parts of the
letter. closing
signature

Thank you for teaching me new things.

Dear parents, Thank you for buying me a bicycle.

To my great teacher,
Dear Grandma and Grandpa,
Thank you for being a wonderful grandmother.

I promise to study harder.

I will call you often. Thank you for giving me good advice.
Thank you for protecting me.
You are the best teacher ever!

Thank you for giving me gifts.

Your grateful student,

Sincerely,
Your daughter, Thank you for making money for us.
Your loving grandson,

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.
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. Have them read all of the sentences out loud.

I will clean my room.
I will get up early.
I will eat more vegetables.
I will 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
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.
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
I promise to eat more vegetables.
better student using the
I promise to do my chores. forms, “I promise to ~.” and
“I promise not to ~.”
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.
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!
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 thank-you letter
following the paragraph
guide and using the
information from their
graphic organizer.
2. Tell them that they can
change the beginning or
1. Review the graphic ending of the given
organizer together. sentences, and can also add
more sentences.
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.

3. In the “More Expressions” section, teach the students additional things 4. In the “Writing Tip!” section, teach the students different ways to end
that they can express gratitude for and promises they can make. a friendly letter.
 Workbook

Editing Marks
November 30th, 2011
Symbols Meaning
Dear my English teacher,
Use the teacher’s name, for example “Ms. Thomson.”
Thank you so much for teaching to Insert a word, letter or phrase
being
me English. Thank you for very kind.
Delete
From now on, I will be a very good Editing Marks
Capitalize
student.

.
Change to lower case
I will study very hard. I promise to do
my Insert period
all homework very well. Plus, I promise
be
not to late to class.
, Insert comma
for being #
Thank you again for my teacher. You Insert space

are a wonderful teacher! Close up space

()
Your student , Switch words or letters
Jason sp Check spelling

Start a new paragraph

Move right

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Please remember to use a person’s proper name when writing a letter to

someone and also to put a comma after your closing phrase. I’m proud
of all your hard work!