Build&Grow - Write Right 2 Teacher_s Guide.pdf

Teacher’s Guide
2010 | PDF | 082 Pages
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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.
Sweetand sourpork 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.
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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them
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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
read the model text
out loud.
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 ride
favorite 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.
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.
3. Have them read all of
the sentences out loud.

sentences like the
example using the given
words and the form, “I
spent the whole ~.”
Encourage them to think
of new activities for each
expression.
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.

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.
graphic organizer.
ending of the given
more sentences.
organizer together.
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”
read the model text
out loud.
about their favorite star.
at the pictures on page
22 and think about
their favorite star.
of the stars and the job
and achievements
vocabulary.

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.
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.

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.

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.
graphic organizer.
ending of the given
more sentences.
organizer together.
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!
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in her
“ ”
could
a

- 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
read the model text
out loud.
about their summer
vacation.
30 and think about their
summer vacation.
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.
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.

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.
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.
with a period.
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.
graphic organizer.
ending of the given
more sentences.
organizer together.
their summer vacation
in each of the empty
spaces.

Summer Vacation
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.
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
our
clams
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
read the model text
out loud.
about a day they had a
cold.
38 and think about a
day they had a cold.
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.

words and the form, “I
had to ~ because of my
~.”
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!
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.

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.
graphic organizer.
ending of the given
more sentences.
organizer together.
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 large
building 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.
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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
read the model text
out loud.
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.
of the presents.

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
using the special days and
their dates.
2. Remind the students to
use “on” with specific dates
and days of the week.
3. Have the students read all
of the sentences out loud.

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.”
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.
with a period.
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.

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.
graphic organizer.
ending of the given
more sentences.
organizer together.
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!
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a
a
on my
a
one
It’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
read the model text
out loud.
about what they want
to be when they grow
up.
54 and think about what
they want to be when
they grow up.
of the jobs.

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 ~.”
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 ~.”
the form, “I need to ~ to be
a good ~.”
2. Have them read all of the
sentences out loud.
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.
graphic organizer.
ending of the given
more sentences.
organizer together.
their future dream in
each of the empty
spaces.

My Future Dream
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!
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
Move left
Symbols Meaning
Editing Marks
a
star
be
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
read the model text
out loud.
writing task is to write a
thank-you letter.
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.
the names of the
different parts of the
letter.
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
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.
with a period.
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.
their thank-you letter
following the paragraph
guide and using the
information from their
graphic organizer.
ending of the given
more sentences.
3. Remind the students about
the different parts of a
thank-you letter and what
information is included in
each section.
organizer together.
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 to
someone and also to put a comma after your closing phrase. I’m proud
of 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
,

Build&Grow - Write Right 2 Teacher_s Guide.pdf

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