Teacher’s Guide

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 family. 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 people

eats out

4. Ask the students the warm-up 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?
2. Ask the students to write out the answers for the comprehension
questions in the textbook. You can also ask the following questions.
- Does Brian have an older brother or a younger brother?
- What do Brian’s father and mother do?
- How many years older is Brian’s 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,”
an older brother
etc.
1. Ask the students to look at
the pictures and complete
the sentences using the
phrases in the box.
2. Teach them to use “the”
a younger brother.
before “youngest child”,
“oldest child”, “second
the oldest child. youngest child”, “second
an older sister.
the second oldest child. oldest child” and “middle
child”, and “an” before “only
the middle child.
child.”
the second youngest child.
two younger sisters.
the youngest child.
an only child.

any brothers.

any sisters.
three people

There are five people

any brothers or sisters.
There are seven people in my family.

4. Ask the students to look at the pictures and complete the sentences 3. Ask the students to count the number of people in each family and
using the phrases in the box. complete the sentences like the example.
5. Teach them that “any” is often used in negative sentences, and have 4. Teach them to use the form, “There are ~ people in my family.” to
them practice making their own sentences like “I don’t have any tell how many people are in their family.
pens.” or “I don’t have any money.”
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 match
the weekend activities with
the locations.
1. Ask the students to 2. Have them write the
complete the sentences answers in full sentences
like the example. using the form, “On the
2. Teach them to use weekend, ~.”
“~year(s) younger than~.” 3. Teach the students not to
or “~year(s) older than~.” use “a” or “the” between
when talking about age “at” and “home.”
differences.
3. Remind the students to three years younger
use “years” with “-s” for
two years older
numbers greater than
“one.” She is four years younger than I am. On the weekend, my family often sees a movie at a theater.
He is one year older than I am. 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. Let me tell you about my family.

My father is a salesman and my mother is a homemaker.

He is an elementary school student.

My brother is a middle school student.

They are high school students.

I am very close to my family.

They are college students.

2. Ask the students to complete the sentences like the example, with 3. Ask the students to correct the mistakes in each sentence and
the pronouns “He”, “She” or “They” and the articles “a” or “an.” rewrite the sentences.
3. Explain that the order of schooling is: “kindergarten  middle school 4. Have them practice using phrases like “Let me~.” or “I am very close
 high school  college.” 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 3. In the “Writing Tip!” section, teach your students about the writing
names and phrases for family activities. process and explain each step from prewriting to publishing.
 Workbook

Editing Marks

Editing Marks
My Family
Symbols Meaning
Let me tell you about our family. Symbols Meaning

There are six people in our family. I have Insert

a a and an Insert aa word,
word, letter
letter or
or phrase
phrase
father, mother, older brother. I am the
Delete
Delete
youngest in our family. “my family” is used more often.
Capitalize
Capitalize
Editing Marks
My father goes to a company and my mother

.
“works for~(company name)” is used more often. Change
Change to
to lower
lower case
case
is at home. My brother is the same school
“takes care of our home” or “is a homemaker” “goes to the same school as me” is used more often. Insert
Insert period
period
is used more often. student with me. He is 13 years old. He is three
years older than I am. , Insert
Insert comma
comma
## Insert
On the weekend, my family goes to the movies Insert space
space
or goes to shopping. Close
Close up
up space

(( ))
space
I am very close to my family. I really love Switch
Switch words
words or
or letters
letters
them all. 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.
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 room. out loud.

2. Have the students

look at the picture on
page 14 and think
about their room.
3. Teach them the
names of the objects
in the room .

between sister’s room parents’ room

to the right of

4. Ask the students the warm-up questions in the textbook. You can also
ask the following questions.
- What is your favorite thing in your room?
- What would you like to have in your room?
- What’s next to your room?
2. Ask the students to write out the answers for the comprehension
questions in the textbook. You can also ask the following questions.
- Does Michelle have her own room?
- Whose poster does Michelle have on the wall?
- Is Michelle’s room big?
 1. Review what position the
words and phrases in the
box describe.
2. Ask the students to look at
the pictures and complete
the sentences using the
words and phrases in the
box.
3. Have the students read all
of the sentences out loud.
4. Teach them more phrases,
under such as “on~” and “in the
center of~” using sentences
above like “The pen is on the desk.”
and “The table is in the
in front of
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
between
There is a trash can
across from
There is a closet at the end of
next to

1. Teach the students to use “There is ~ + prepositional phrases“ to 5. Review what location the words and phrases in the box describe.
describe the locations of objects. 6. Ask the students to complete the sentences using the phrases in the
2. Ask them look at the picture and complete the sentences using the box.
words in the box and the form, “There is a ~.” 7. Have the students read all of the sentences out loud.
 1. Ask the students the
question, “Where do you
keep your clothes?”
2. Teach them the structure,
“I have a closet for my
I have a bookshelf for my books.
clothes.”
I have my own desk.
I have a desk drawer for my pencils.
3. Ask the students to write
I don’t share it with my bother. sentences using the
I have a chest for my toys.
highlighted words and the
I have my own bicycle. form, “I have a ~ for my ~.”
I don’t share it with my family. I have a box for my computer games.

I have a table for my trophies.

I’d like to tell you about my room.

I don’t have my own room.
I share it with my sister. In one corner of my room, there is a bed.

There is a poster of my favorite TV star on the wall.

I don’t have my own computer.

I share it with my parents. My room is a bit small.

1. Ask the students to look at the example. Teach them to use “own” to
4. Ask the students to unscramble the sentences.
emphasize that a possession belongs to them.
5. Remind them that a sentence begins with a capital letter and ends
2. Teach the students that when they use something with other people, they
with a period.
“share” it, and that when they use something by themselves, they “don’t
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.
 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 room 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 sentences and
names of room objects. how they should be written.
 Workbook

Editing Marks

Editing Marks
My Room
Symbols Meaning
Symbols Meaning
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. I don’t share Insert
Insert aa word,
word, letter
letter or
or phrase
phrase
“share” needs an object, “it” or “my room”.
with my brother. M y r o om i s n e a r Delete
Delete
the door. Capitalize Editing Marks
for houses, “front hall” is usually used. Capitalize
In the corner of my room there is

.
〉 , Change
Change to
to lower
lower case
case
a desk. My desk is small . I want
Insert
Insert period
period
a new desk. There is a watch on
the wall.
“a watch” is what you wear around your
I also have a picture on wrist. You hang
, Insert
Insert comma
comma
“a clock” on the wall. ## Insert
the wall. I draw the picture this Insert space
space
drew Close
Close up
up space

(( ))
year. space
My room is not big. B u t I l i ke m y Switch
Switch words
words or
or letters
letters
room. Check
Check spelling
sp
sp 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.
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 sport.

2. Have the students look

at the pictures on page
22 and think about their
favorite sport.
3. Teach them the names
of the sports.

basketball the most

on the basketball court

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 play any sports? - Who does Tom play basketball with?
- When and where do you play sports? - What is Tom good at?
- What is your favorite sport? - What is Tom’s favorite basketball team?
- What are you good at?
1. Ask the students to look
at the pictures and
complete the sentences
using “play” and the words
in the box.
2. Have the students read all
of the sentences out loud play baseball. play soccer.

play badminton. play tennis. play volleyball.

soccer ball.

racket shuttlecock.

on the baseball field.

bat baseball glove.
on the tennis court.
on the soccer field. ice skates.
in the swimming pool.
on the ice rink. swimsuit.

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.”
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
1. Ask the students to write
different sports using the
sentences about the pictures
pictures.
using the words in the box.
2. Ask the students to
2. Tell them that “enjoy” and
match the phrases to
“playing” should be used for
make correct sentences. I enjoy playing badminton. sentences 2 and 3, while
3. Teach them to use the “enjoy” and “watching”
I enjoy playing soccer.
“–ing” verb form after the should be used for sentences
phrase “is good at.” 5 and 6.
4. Have the students read 3. Remind them to use the
all of the sentences out “–ing” verb form after “enjoy.”
loud.
I enjoy watching baseball games at the ball park.

I enjoy watching soccer games on TV.

I am good at throwing the ball. I like many sports, but I like basketball the most.

I am good at kicking the ball. I play basketball with my friends every Sunday morning.

I am good at hitting the shuttlecock. I am good at dribbling and shooting the ball.

I am good at serving 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.”
4. Ask the students to correct the mistakes in each sentence and
rewrite the sentences.
5. Have them practice using phrases like “every Sunday morning” and
“every Wednesday evening”.
6. Teach them that “everything” is always singular.
 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 sport in
each of the empty
spaces.

3. In the “More Expressions” section, teach the students how to describe 3. In the “Writing Tip!” section, teach the students about paragraphs
additional sports and their actions. and explain that the first line of a paragraph should be indented.
 Workbook

Editing Marks

Editing Marks
My Favorite Sport
Symbols Meaning
Symbols Meaning
I like many sports, but I like soccer
the most. Insertaaword,
Insert word,letter
letteror
orphrase
phrase
my
I play soccer with friend Min-Soo Delete
every , Delete
Saturday morning or Sunday morning. Capitalize
Capitalize
Editing Marks
We play it in the playground of our

..
Changeto
Change tolower
lowercase
case
on
school. I am good at kicking the ball and
You can omit one of the same two objects. Insertperiod
Insert period
blocking the ball. Sometimes after
,, Insertcomma
Insert comma
school, I practice soccer alone.
## Insertspace
Insert space
I also enjoy watching soccer games.
Closeup
upspace
space

(( ))
My favorite soccer team is Arsenal Close

team. Switchwords
Switch wordsor
orletters
letters

I love everything about soccer. sp Checkspelling

spelling
sp Check
Startaanew
Start newparagraph
paragraph

Moveright
Move right

Moveleft
Move left

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!
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 typical out loud.
Sunday.

2. Have the students look

at the pictures on page
30 and think about
their typical Sunday.
3. Teach them
expressions about
Sunday activities.

doesn’t go to school

every other Sunday

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.
- What do you usually do on Sundays? - What does Rachel do on Sunday afternoon?
- What time do you get up on Sundays? - Where does Rachel’s family go on Sunday afternoon?
- What don’t you do on Sundays? - What does Rachel do on Sunday evening?
- What do you want to do this Sunday? - What does Rachel think of 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. am never late

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.”
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. Review the words and
phrases in the “Actions”
and “Things” boxes on
page 34.
2. Ask the students to
complete the sentences
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.
1. Have the students look at
the “Sunday Schedule”
and describe what each
person does.
2. Ask the students to
complete the sentences
by creating phrases with
the given words, for
example use “dog” to
make “walk the dog.”
cooks me Bulgogi. [ Possible Answers ]
gives me a present.
Every Sunday, walk the dog.
buys me clothes. Every other Sunday, play computer games.
gives me a hug.
Every Sunday, go shopping.
buys me books.
Every other Sunday, go to the movies.

On Sunday, I don’t go to school.

I usually get up late in the morning.

Saturday is exciting. [ Possible Answers ] I often go out with my family.

Schooldays are tiring.
Weekdays are busy. I watch TV or play computer games.
Friday is relaxing.

4. Ask the students to choose one word from each box and use them
3. Ask the students to unscramble the sentences.
to make their own sentences.
4. Remind them that a sentence begins with a capital letter and ends
5. Remind the students to use “are” after plural nouns such as
with a period.
“Weekdays” and “Schooldays.”
6. If there’s time, have the students read some of their sentences out
loud and share their reasons for matching the adjectives and days of
the week.
 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 typical Sunday in
each of the empty
spaces.

3. In the “More Expressions” section, teach the students additional time 3. In the “Writing Tip!” section, teach the students about the
phrases and activities to do on a Sunday. introduction portion of an essay and explain what information an
introduction usually contains.
 Workbook

Editing Marks

Editing Marks
My Sunday
Symbols Meaning
Symbols Meaning
I love Sunday!
On Sunday, I don’t go to school. I don’t Insert
Insert aa word,
word, letter
letter or
or phrase
phrase
It’s also possible to You can use “Sunday”, but “Sundays” sounds more natural.
use “I don’t have go to any academy, too. I get up about 10 Delete
any other lessons the ies either around Delete
either.” in morning. Editing Marks
Capitalize
Capitalize
In the afternoon, I play with my

.
Change
Change to
to lower
lower case
case
It’s not very good to use “or” at friends. Or I go shopping with my mother.
the beginning of a sentence. friends, or Insert
Insert period
period
Every Sunday, I go to the church.
“go to school” or “go to church” is used without “the”.
Sometimes, I don’t go to the church
, Insert
Insert comma
comma
## Insert
because I get up too late. Insert space
space
Close
Close up
up space

(( ))
In the evening, I stay in home usually. space
at
Sunday is fun. I like every day is Switch
wish was Switch words
words or
or letters
letters
Sunday. Check
Check spelling
When you hope for something impossible, sp
you use “wish” and the past tense.
sp 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.
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 school. out loud.

2. Have the students

look at the picture on
page 38 and think
about their school.
3. Teach them the
names of the school
areas.

four floors

the schoolyard

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.
- Where is your school? - How does Jimmy go to school?
- What is the name of your school? - What floor is Jimmy’s classroom on?
- Is your school big or small? - 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 nurse’s office on the second floor.

The music room on the third floor.

There are water fountains in the hallway.

The library on the third floor.

There are lockers in my classroom.
The principal’s office on the fourth floor.

The teacher’s lounge on the fourth floor. There are swings in the schoolyard.

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.
3. Have the students read all of the sentences out loud.
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.
 1. Ask the students to
match the activities with
the school locations.
1. Teach the students the 2. Have them write the
words and phrases in the answers in full sentences
“Distance” and “Places” using the form,
boxes. “I like to ~”.
2. Ask the students to
complete the sentences
like the example.
3. Remind them to use
“from” after “far” and “to”
after “close”. [ Possible Answers ]
is far from the subway station.
I like to play baseball in the schoolyard.
is not far from the bus stop.
I like to drink soda in the cafeteria.
is a little far from my friend’s house.
I like to use the computer in the computer lab.
is close to my house. I like to play instruments in the music room.

I’d like to tell you about my school.

I take a bus to school. My school has four floors.

My favorite place is the schoolyard.

I take the subway to school.

I like to play soccer there.

My dad drives me to school.

4. Ask the students to unscramble the sentences. 2. Ask the students to correct the mistakes in each sentence and
5. Remind them that a sentence begins with a capital letter and ends rewrite the sentences.
with a period. 3. Have them practice saying where their favorite place at school is, and
6. Have the students practice using the phrases “I take a/the ~” and “~ what they like to do there.
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.)
 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 school 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 the body
school areas and activities. portion of an essay and explain what information the body of an essay
usually contains.
 Workbook

Editing Marks

Editing Marks
My School
Symbols Meaning
Symbols Meaning
I’d like to tell you about my school.
I go to mia elementary school in Insert
Insert aa word,
word, letter
letter or
or phrase
phrase
Seoul. My school is not far from our Delete
my Delete
to
house. I live next my school. I walk Capitalize Editing Marks
Capitalize
to school.

.
Change
Change to
to lower
lower case
case
My school has five floors. My
Insert
Insert period
period
classroom is on the second floor.
There is
a
playground,
an
auditorium,
, Insert
Insert comma
comma
and a ## Insert
nurse’s office in my school. My Insert space
space
the to Close
Close up
up space

(( ))
favorite place is playground. I like space
play with my friends there. Switch
Switch words
words or
or letters
letters
I like my school. Check
Check spelling
sp
sp spelling
Start
Start aa new
new paragraph
paragraph
Move
Move right
right
Move
Move left
left

You’re making good progress! Please remember to use capital letters

for the names of places and be careful with articles.
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 best friend. out loud.

2. Have the students look

at the pictures on page
46 and think about
their best friend.
3. Teach them the
appearance, personality
and interests words.

long wavy hair

dance to music

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.
- Is your best friend a girl or a boy? - What color eyes does Sarah have?
- How old is your best friend? - What does Sarah want to be when she grows up?
- What is your best friend like? - What do Amy and Sarah do together in the morning?
- Why do you like your best friend?
 1. Ask the students to
complete the sentences
1. Ask the students to look at using the words in the box.
the pictures and complete 2. Remind them to use
the sentences using the “is+adjective” when
words in the boxes. describing a person’s
2. Teach the students to use personality.
“has” when describing a 3. Have the students read all
single person. quiet.
of the sentences out loud.
outgoing.
3. Remind the students not to
use “a” or “the” when smart.
describing hair, and to use kind.
the plural form when
describing eyes.
4. If there’s time, have the has short wavy hair.
students describe has dark brown eyes.
themselves for the class. has an oval face.

has short straight hair. smart. gets good grades.

has green eyes.
has a thin face.
kind. likes to help people.
[ Possible Answers ]

Nari has long curly hair.

quiet. doesn’t talk much.
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 1. Ask the students to look at the pictures and complete the
write about their best friend using the words in the boxes above. sentences using the answers above.
6. Tell them to use “He” or “She” at the beginning of the sentences if 2. Practice making similar sentences together as a class using
they do not know the English spelling of their friend’s name. the students’ names.
 1. Ask the students to look
at the pictures and
complete the sentences
1. Ask the students to look at like the example, using
the pictures and complete the form, “ ~ wants to be
the sentences using the ~ in the future.”
phrases in the box.
2. Remind them to add “-s”
2. Remind them to replace the to the end of the verb
verb “be” with “is” or “are” “want” when using “he” or
depending on whether the wants to be a scientist in the future.
“she.”
subject is singular or plural.
go to the same school.
3. Teach the students any new wants to be a TV star in the future.
vocabulary, such as
live in the same apartment building.
“apartment building” and
“neighborhood”, and have live in the same neighborhood. wants to be a professor in the future.
them practice reading the
words and phrases. are in the same club.
wants to be a journalist in the future.

Let me introduce you to my best friend.

My best friend’s name is Sarah.

Every day at noon, eat lunch together. She tells many jokes and makes me laugh.
Every day after school, go home together.
I hope we are best friends forever!
Every Sunday, go to church together.

4. Ask the students to match the times of the day with the activities. 3. Ask the students to unscramble the sentences.
5. Have them write the answers in full sentences. 4. Remind them that a sentence begins with a capital letter and ends
with a period
 1. Ask the students to write
their story following the
paragraph guide and using
the information from their
graphic organizer.
2. Tell them that they can
change the beginning or
ending of the given
1. Review the sentences, and can also add
graphic organizer more sentences.
together.

2. Have the students fill

out their own graphic
organizer. Tell them to
write information about
their best friend 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 the conclusion
words to describe personalities and interests that people may have. portion of an essay and explain what information the conclusion of an
essay usually contains.
 Workbook

Editing Marks

Editing Marks
My Best Friend
Symbols Meaning
Symbols Meaning
Let me introduce you to my best
friend. Insert
Insert aa word,
word, letter
letter or
or phrase
phrase
My best friend’s name is Suh Sujin. Delete
In English, it’s common to introduce people with only Delete
She has black hair and dark brown eyes. their first name.
Capitalize Editing Marks
a Capitalize
She has round face. Sujin is very nice.

.
Change
Change to
to lower
lower case
case
She likes to help me and she likes to
Repeated phrases can be taken out. Insert
Insert period
period
play with me.
She also likes to swim. She wants to
, Insert
Insert comma
comma
## Insert
be a teacher. Insert space
space
the Close
Close up
up space

(( ))
Sujin and I go to same academy. In space
the evening, we come to home together. Switch
Switch words
words or
or letters
letters
I hope we are a friend for a long time. Check
Check spelling
sp
friends sp 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”.
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 out loud.
season.

2. Have the students

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

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 like hot weather or cold weather? - What does Jason think the best season is?
- What do you like to do/wear in the spring? - Why does Jason like winter?
- What do you like to do/wear in the summer? - When it snows, what does Jason do?
- What do you like to do/wear in the fall? - How do roasted sweet potatoes taste?
- What do you like to do/wear in the winter? - Who does Jason get Christmas presents from?
 1. Ask the students to look at
the pictures and put the
words in the right order
from the least hot/cold to
the most hot/cold.
warm hot scorching
2. Teach them to use
“scorching” when the
weather is extremely hot
It is rainy. It is snowy. and “freezing” when it is
extremely cold.
chilly cold freezing

It is warm. It is hot. It is cold.

enjoy eating strawberries

enjoy eating watermelons

enjoy eating chestnuts

It is windy. It is dry. It is humid.

enjoy eating roasted sweet potatoes

1. Ask the students to look at the pictures and write the sentences 3. Ask the students to look at the pictures and complete the sentences
using the words in the box. like the example using the words in the box.
2. Review the weather words and remind them to use “It is ~” when 4. Have the students say what foods they like eating during different
describing the weather. seasons using the form, “I enjoying eating ~ in the ~.”
3. Explain that for “rain” and “snow”, ”It is raining” and ”It is snowing”
can also be used.
4. Have the students read all of the sentences out loud.

1. Ask the students to write
down the season, fruit,
restaurant and TV show
they like the best and to
complete the sentences
like the example.
2. Have them say what
they think is the best
using the form, “I think ~
is the best ~.”
1. Ask the students to
match the special days
and holidays with the
activities.
2. Have them write the
answers in full sentences.
3. If there’s time, encourage
the students to create
spring [ Possible Answers ] more sentences using the
I think spring is the best season.
special days and holidays
an apple
with the activities they
I think an apple is the best fruit.
TGIF
usually do on them.
I think TGIF is the best restaurant.
American Idol
During summer vacation I go to summer camp.
I think American Idol is the best TV show.
At Christmas I get many Christmas presents.
On New Year’s 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. Best of all, winter has Christmas.

When it is hot, I go swimming.
For these reasons, winter is my favorite season!
When it is cool, I go fishing.

3. Ask the students to look at the pictures and complete the sentences 4. Ask the students to correct the mistakes in each sentence and
using the phrases in the box. rewrite the sentences.
4. Remind them to use “-ing” after “go”, and review the spelling of 5. Have them practice explaining why they like things using the phrase
“skiing” and “swimming”. “best of all.”
5. Have them write the answers in full sentences.
 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 season in
each of the empty
spaces.

3. In the “More Expressions” section, teach the students additional days 3. In the “Writing Tip” section, teach the students about capital letters.
and events and the activities people often do on them. 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 Meaning
I think spring is the best season.
In the spring, it is very warm. So I can play Insert a word, letter or phrase
also the
outside very much. I like spring because new
(When saying how much time you spend
a lot the Delete
doing something, use “a lot”.)
semester begins. When new semester begins, Editing Marks
my Capitalize
I meet new teacher and new friends.

.
Change to lower case
I also enjoy eating strawberries in the
Insert period
spring. Strawberries taste very sweet and
delicious.
, Insert comma
, #
Best of all spring has valentine s day and Insert space
, ,
white day. During valentine s day and white Close up space

()
On
day, I can eat many chocolate.
a lot of (Chocolate is an uncountable noun.) Switch words or letters
For these reasons, spring is my favorite
sp Check spelling
season!
Start a new paragraph

Move right

Move left

Your writing is improving! Please remember to start the names of

holidays with capital letters.
1 Tell your students that
today’s/this week’s 1. Tell the students to
writing task is to write read the model text
an invitation card. out loud.

2. Have the students look

at the picture on page
62 and think about
parties.
3. Teach them the names
of the party objects.

at Emma’s house

at 12 o’clock at
5 o’clock

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 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?
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 the invitation for?
- Who is having a birthday party?
- What will there be at the party?
- What is Emma’s 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 o’clock
at 8 o’clock.
at Summerville
Shopping Mall.

Date Next month

next
Friday May 23rd.
at 3 o’clock Time 6 p.m. 10 p.m.
at 6 o’clock. Place Bowling
at Jimmy’s Alley
pizza.

is next
Sunday, July 12th.
Date July starts at 8 o’clock
2nd and ends at 7 o’clock.
Time 2 p.m. 7 p.m. is at Great Fall
Place Movie Theater 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 “o’clock” and periods for “p.m.”
4. Have the students choose which party they would like to go to.
1. Ask the students to look 1. Ask the students to write
at the pictures and the sentences like the
complete the sentences example.
using the words in the 2. Teach them that “in” is
box. used instead of “after”
2. Remind them to use “a” The farewell party is this Sunday. when describing a time in
for singular objects and the future.
“-s” for plural objects. There will be a big cake. The graduation party is next Friday.

The Christmas party is next weekend.

The New Year’s Eve party is in two weeks.

There will be refreshments. There will be party hats.

There will be a magician. There will be a clown.

We can watch a movie. I’d like to invite you to my farewell party.

Please come to my Christmas party.
I hope you can come to my New Year’s party.
Can you come to my Thanksgiving party?
We can sing songs. We can open presents.

3. Ask the students to look at the pictures and complete the sentences 3. Ask the students to match the two parts of the invitations together.
using the phrases in the box. 4. Have them write the answers in full sentences.
4. Have the students choose an activity to do with their friends at their
party using the form, “We can ~.”
 1. Ask the students to write
their invitation 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,
1. Review the graphic and can also add more
organizer together. 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.

2. Have the students fill

out their own graphic
organizer. Tell them to
write information about
their party in each of
the empty spaces.

3. In the “More Expressions” section, teach the students additional party 5. In the “Writing Tip” section, teach the students about punctuation.
objects and locations. Explain to them where they should place periods, question marks,
exclamation marks, and commas in their sentences.
 Workbook

Editing Marks
Hi Rachel,
a Symbols Meaning
I’m having big farewell party for Sujin. Can
the
you come to party? Insert a word, letter or phrase
this
The party is Saturday. It starts at 12 o’clock
Delete
and ends at 3 o’clock. The party is at our Editing Marks
in Capitalize
classroom. The word “in” is used for specific rooms.

.
Change to lower case
There will be delicious food and drinks. We can
Insert period
eat a lot of snacks and play games.
I hope you can come to the party. Please join
, Insert comma
# Insert space
us. It will be very very funny.
, fun
Your friend Close up space

()
, The word “fun” is better to use when you have a
good time. “funny” is usually used when something
Sarah like comedy makes you laugh. Switch words or letters
to
P.S. Don’t forget bring many good presents! sp Check spelling

Start a new paragraph

Move right

Move left

Please remember to use “-s” when writing about many “drinks” or

“snacks”. I’m proud of all your hard work!