Paragraph to Essay

Contents

Unit Writing Type Writing Task Unit Goal Key Points

1 Writing Process Paragraph Practicing each step of the writing process Using the writing process
Brainstorming, Outlining, Drafting, Revising,
Editing

2 My Favorite Person Descriptive Describing your favorite person Describing a person

be like ~ // adjectives
relative pronoun (that ~)

3 My Favorite Place Descriptive Describing your favorite place Describing a place

adjectives to describe the atmosphere
see /hear + object + -ing // prepositional phrases

4 How to Play a Game Expository Explaining how to play a sport or game Explaining how to do an activity
be (not) allowed to // ~ can be ~
If ~, ~

5 My Country Expository Giving information about a country Giving information

including ~ /such as ~ // one of ~
relative pronouns (which, who )

6 Good Neighbors Opinion

Giving an opinion about what makes a good
neighbor
Giving opinions
A good ~ is ~ // should (not) ~
when + present tense/past tense

7 Being a Kid Opinion

Giving an opinion about if being a kid or an
adult is better
Giving opinions by comparing
don’t have to // While ~, ~
Being ~ is ~ than being ~ // It is ~ to ~ than to ~

8 My Scariest Experience Narrative

Telling about your scariest(happiest, saddest,
etc.) experience
Writing about an experience
The -est moment in my life was when ~
It happened ~ when ~ // While ~, ~ // After ~, ~

9 Cinderella Story Narrative Telling a story Writing a story

fairy tale beginnings
relative clause (who ) // reported speech

10 Thank-you Letter Letter Thanking a teacher or someone you respect Writing a polite letter
It has been ~ since ~ // I hope ~
I am writing to ~ // I really appreciated you -ing
 Writing Process
Unit Writing Process

1
Unit Goal Writing a paragraph using the writing process

Key Points Brainstorming, Outlining, Drafting,

Revising, Editing

1. Introduce each step of the writing process.

2. Have the students match each step with the corresponding image.

Tell your students that they will learn about the steps that go into
writing a paragraph. Talk about the importance of planning for
and checking their writing, instead of immediately trying to write
a perfect paragraph from the start.

1. Talk about what a paragraph does and the beginning, middle, and end of a paragraph
(the topic, body, and closing sentences, respectively).
2. Have the students read the given paragraph out loud. Talk about how the paragraph
is explaining why winter is the writer’s favorite season and that the unit will use this
paragraph as an example of the writing process.

4 5
Brainstorming
Explain to the students about what they do in the brainstorming step and talk
about the given model.
Have the students brainstorm about their favorite season. Tell them to write down
all the ideas that they have and to not worry about writing in complete sentences.
Then, if needed, tell them to look at their ideas and see if they want to add any details
or cross out things that don’t fit.
6 7
Outlining
Explain to the students about what they do in the outlining step and talk about
the given model. Mention how the topic (what exactly their favorite season is) is
mentioned in the topic sentence (beginning), the reasons for liking that season are
mentioned in the body (middle), and a final thought or feeling about the season is
given in the closing sentence (end).
Have the students use the ideas from the brainstorming step on page 8 to outline.
Tell them to organize their ideas into what goes in the beginning, middle, and end
of the paragraph and that they do not need to write in complete sentences.
Drafting Revising

Explain to the students about what they do in the drafting step. Have them read Explain to the students about what they do in the revising step. Talk about how
the given model. the tips can help them decide what to change in their writing.

Have the students write their first draft from the outline they made on page 9. 1. Have the students read the revision model and answer the questions.
Tell them not to worry about making it perfect.
2. Talk about how words were added to make the paragraph more organized
and thus, easier for the reader to follow.

8 9
Editing
Explain to the students about what they do in the editing step. Tell the students that
they can do the revising and editing steps at the same time if they choose to.
Talk about the different kinds of mistakes that students should look for in their
writing. Have them fill in the blanks and go over the answers.
10
Talk about the different editing marks and what they are used for.
Have the students use the editing marks to edit the given paragraph.
(One way to check the answers is to copy the paragraph onto a
transparency, project it onto a whiteboard, and have the students
come up and make the edits).
Have the students make revisions and edits to the draft they wrote on page 10.
Remind them to refer to the revising tips on page 11, to use the editing marks on
page 13, and to go back to their brainstorming or outlining, if needed, to see if
there are any ideas that they might have missed or ignored when they wrote their
drafts.
11
 1 Brainstorming & O
Unit
u tli n i n g

12 13
 Warm-up
Unit My Favorite Person

2
Unit Goal Describing a person

Key Points be like ~ // adjectives

relative clause (that ~)
1. Explain that in the warm-up, they will look at the picture of the criminal
and describe him using the given words.
2. Talk about why in order to catch the criminal, a clear, detailed description
is needed. Along with the given words, encourage your students to
include other descriptions like color or material.

1. Tell your students that today’s/this week’s assignment is to write a paragraph

describing their favorite person’s looks and characteristics.
2. Mention the unit’s key points.

Talk about what a descriptive paragraph does. Explain that a good descriptive paragraph
lets the reader picture what the person is like and what he/she looks like, even though the
reader may not know or has never seen a picture of said person.

14 15
Writing Model Writing Analysis

1. Have the students read the writing model out loud.
2. Have the students answer the questions and then check the answers as a class.
Remind the students to write in complete sentences.
1. Explain what goes in each part of the outline:
- Topic: introducing the person
- Body: the main part of a descriptive paragraph-writing about the person’s
looks and characteristics
- Closing: feelings about the person
2. Remind the students that they do not need to write everything word for word.

16 17
Sentence Building
Tell the students that when using “be like ~,” they can compare the given people with
other people, animals, or things. Have them explain how these people are “like +
someone/something” in the second sentence.
Tell the students to pick an adjective from the box (or have them come up with their own)
to describe the given people. Have them give details about these characteristics in the
second sentence.
18
1. Explain to the students that a relative clause gives extra information about the
subject without starting a new sentence.
2. Remind the students that when the repeated word is the subject, they should
use “that” before the verb of the second sentence, and when the repeated word
is an object, they should use “that” before the subject of the second sentence.
Tell the students to cross out the repeated word and its possessive adjective in the
second sentence and replace them with “that” to make one sentence.
19
Brainstorming Outlining

1. Have the students look at their brainstorming on page 20 and make their own
Review the graphic organizer. Point out that like the example, they do not have to outlines. Remind them of what to include in each part from what the class
write in complete sentences when they brainstorm. discussed on page 17.
2. In the body, tell them to include other categories if they did so in their
brainstorming.

1. Have the students brainstorm about their favorite person. Tell them that they can
make a graphic organizer like the given example, or make a list, draw a picture of
the person, etc. Whatever method they use, tell them to make categories like “looks,”
“characteristics,” “personality,” “likes/dislikes,” “talents,” etc.
2. Remind them that they can get ideas about what to write about from the writing
model, sentence building exercises, and the “more words and expressions” box at
the bottom of page 21.

20 21
 2 e P ractice
Unit c
M ore S e n t e n

22 23
 Warm-up
Unit My Favorite Place

3
Unit Goal Describing a place

Key Points adjectives to describe the atmosphere

see /hear + object + -ing
prepositional phrases
Explain that in the warm-up, they will read the given clues about Jason’s and
Ann’s favorite places and guess what they are. Then, have the students write
about the places in complete sentences.

1. Tell your students that today’s/this week’s assignment is to write a paragraph

describing their favorite place.
2. Mention the unit’s key points.

Talk about what a descriptive paragraph does. Explain that a good descriptive
paragraph lets the reader picture what the place is like, such as how the place
makes the writer feel and where specific things are located.

24 25
Writing Model Writing Analysis

1. Explain what goes in each part of the outline:

- Topic: introducing the place
Have the students read the writing model out loud. - Body: the main part of a descriptive paragraph - writing about the reasons why
it is a favorite place and what the place is like (the atmosphere, what people
can see, hear, and do there)
- Closing: feelings about the place
2. Remind the students that they do not need to write everything word for word.

Have the students answer the questions and then check the answers as a class.
Remind the students to write in complete sentences.

26 27
Sentence Building

1. Tell the students that when describing a place’s atmosphere, they are describing the
place’s appearance, general mood, or how the place makes them feel with adjectives. Explain to the students that a “prepositional phrase” is the combination of a “preposition”
(a word that describes the location) and a noun.
2. Have the students describe the given places using two adjectives from the box. If
needed, tell them to use their own adjectives, but to make sure to use two in each
sentence.

1. Tell the students to use

the first given place in the
prepositional phrase and to
use “there is/are” to describe
where the second place is in
relation to the first place in
the picture. Tell them that
none of the prepositions
from the box are repeated, so
they should do the exercises
in the given order to make
sure that all the words are
used.
2. Point out that a comma is
used after prepositional
phrases when they start
sentences (tell the students
that prepositional phrases
can also come at the end
without a comma and that
they will practice this in the
workbook).
3. Check to see if students have
included the correct articles
where they are needed.

Tell the students to describe sights and sounds in places with “see/hear + object +
-ing.” Remind them to double the consonants or get rid of the “e” if needed when
adding “-ing” to the end of the given verbs.

28 29
Brainstorming Outlining

Review the graphic organizer. Point out that like the example, they do not have to
write in complete sentences when they brainstorm.
1. Have the students look at their brainstorming on page 28 and make their own
outlines. Remind them of what to include in each part from what the class
discussed on page 25.
2. In the body, tell them to include other categories if they did so in their
brainstorming.

1. Have the students brainstorm about their favorite place. Tell them that they can
make a graphic organizer like the given example, or make a list, draw a picture
of the place, etc. Whatever method they use, tell them to make categories like
“atmosphere,” “sounds/views,” “activities,” “reasons why it’s my favorite place,”
etc.
2. Remind them that they can get ideas about what to write about from
the writing model, sentence building exercises, and the “more words and
expressions” box at the bottom of page 29.

30 31
 3 e P ractice
Unit c
M ore S e n t e n

32 33
 Warm-up
Unit How to Play a Game

4
Unit Goal Explaining how to do an activity
Key Points be (not) allowed to
~ can be ~ // If ~, ~

Tell the students that in the warm-up, they will use the phrases in the box to
explain how to play charades. They will explain how many people and what
things are needed to play the game, what to do and what is not allowed while
the game is going on, and how to win the game.

1. Tell your students that today’s/this week’s assignment is to write a paragraph

that explains how to play a sport or game.
2. Mention the unit’s key points.

Talk about what an expository paragraph does. This kind of paragraph explains
how to do an activity, including what is needed to start the activity, what to do Tell the students to use the sentence structures in the charades exercise and the
while the activity is going on, and how to complete the activity. phrases from the box to write about how to play soccer in complete sentences.

34 35
Writing Model Writing Analysis

1. Explain what goes in each part of the outline:

- Topic: introducing the game or sport
Have the students read the writing model out loud. - Body: the main part of an expository paragraph – giving basic information
about the game or sport (such as the equipment that is needed, number of
players, where it is played) and explaining the game’s or sport’s rules, how to
win, and how long it takes to play
- Closing: feelings about the game or sport
2. Remind the students that they do not need to write everything word for word.

Have the students answer the questions and then check the answers as a class.
Remind the students to write in complete sentences.

36 37
Sentence Building

Tell the students to rewrite the sentences of what people can do in a sport or 1. Tell the students that these types of sentences are conditional sentences.
game with “be allowed to” and what they cannot do with “be not allowed to.” When the first part happens, the second part always happens.
2. Have the students match the sentences from each box and write sentences
using “If ~, ~.” Remind them to use a comma after the first sentence.

1. Tell the students that the passive is used when the object is more important
than the subject and thus, is mentioned first.
2. Have the students rewrite the given sentences using “~ can be ~ by~.” Remind
them to use the past participle form of the verb.

38 39
Brainstorming Outlining

Review the graphic organizer. Point out that like the example, they do not have to
write in complete sentences when they brainstorm.
1. Have the students look at their brainstorming on page 36 and make their own
outlines. Remind them of what to include in each part from what the class
discussed on page 33.
2. In the body, tell them to include other categories if they did so in their
brainstorming.

1. Have the students brainstorm about a game or sport they want to explain.
Tell them they can write about the professional rules of the sport or when they
play the sport for fun with their friends.
2. Tell the students that they can make a graphic organizer like the given example,
make a list, etc. Whatever method they use, tell them to make categories
like “equipment,” “number of players,” “where it is played,” “rules,” “how to win,”
“playing time,” etc. Remind them that they will probably not be able to write
every single game or sports rule, so they should pick the most basic and
important rules.
3. Remind them that they can get ideas about what to write about from the
writing model, sentence building exercises, and the “more words and
expressions” box at the bottom of page 37.

40 41
 4 e P ractice
Unit c
M ore S e n t e n

42 43
 Warm-up
Unit My Country

5
Unit Goal Giving information
Key Points including ~ /such as ~
one of ~
relative pronouns (which, who ) Explain that in the warm-up, they will use the phrases in the box to write three
facts about the countries (the continent it is located in, what it is famous for, and
a famous person from there). Tell them to use the pictures for clues. If there is a
country that the students don’t know anything about, tell them to cross it out and
write about a country that they do know about.

1. Tell your students that today’s/this week’s assignment is to write a paragraph

that gives information about a country.
2. Mention the unit’s key points.

Talk about what an expository paragraph does. The most important aspect of this
kind of paragraph is the use of specific facts and information about the topic, and
not giving one’s personal thoughts or opinions.

44 45
Writing Model Writing Analysis

1. Explain what goes in each part of the outline:

- Topic: introducing the country
Have the students read the writing model out loud. - Body: the main part of an expository paragraph – giving information about the
country’s capital and famous places, things, and people
- Closing: a summary about what the country has
2. Remind the students that they do not need to write everything word for word.

Have the students answer the questions and then check the answers as a class.
Remind the students to write in complete sentences.

46 47
Sentence Building
1. Tell the students to use commas and “including” or “such as” to make sentences
more detailed with specific examples.
2. Have the students write the sentences with at least two examples, the words in
the parentheses, and commas.
1. Tell the students that using “one of” shows that the subject is one example of
others like it.
2. Tell the students to remember to correctly change the adjectives into the
superlative and change the nouns into the plural when they rewrite the
sentences using “one of the” and “in the world.”
48
1. Tell the students that like “that,” they can use a comma and “which” to give
extra information without starting a new sentence. In this exercise, they
will give extra information (the second sentence) about the first sentence’s
object.
2. Tell the students to connect the two sentences using a comma and “which”
after the first sentence. The first word of the second sentence is not
included.
1. Tell the students that “who” is used to give extra information about a person or
a group of people.
2. Have the students rewrite the sentences using “There are ~ who are ~.”
49
Brainstorming Outlining

Review the graphic organizer. Point out that like the example, they do not have to
write in complete sentences when they brainstorm.
1. Have the students look at their brainstorming on page 44 and make their
own outlines. Remind them of what to include in each part from what the
class discussed on page 41.
2. In the body, tell them to include other categories if they did so in their
brainstorming.

1. Have the students brainstorm about a country they want to give information
about. Tell the students that they can make a graphic organizer like the given
example, make a list, etc. Whatever method they use, tell them to make
categories like “capital,” “famous landmark,” “famous people,” “famous places,”
“food,” etc.
2. Remind them that they can get ideas about what to write about from the
writing model, sentence building exercises, and the “more words and
expressions” box at the bottom of page 45.

50 51
 5 e P ractice
Unit c
M ore S e n t e n

52 53
 Warm-up
Unit Good Neighbors

6
Unit Goal Giving opinions
Key Points A good ~ is ~
should (not) ~
when + present tense // when + past tense
Tell the students to think about what a good teacher and a good student should
and should not do and write their ideas in the blanks.

1. Tell your students that today’s/this week’s assignment is to write a paragraph

that gives their opinion about what makes a good neighbor, teacher, student,
or friend.
2. Mention the unit’s key points.

Talk about what an opinion paragraph does. Tell the students that it is not enough
to just say what they think about the topic. They also have to give explanations
and examples to make their opinions more convincing to the reader.

54 55
Writing Model Writing Analysis

1. Explain what goes in each part of the outline:

- Topic: introducing that the paragraph will be about the three qualities of good
Have the students read the writing model out loud. neighbors
- Body: the main part of an opinion paragraph – saying what the writer thinks are
the qualities of good neighbors and giving specific explanations and examples
for each quality
- Closing: telling what will happen if people are good neighbors
2. Remind the students that they do not need to write everything word for word.

Have the students answer the questions and then check the answers as a class.
Remind the students to write in complete sentences.

56 57
Sentence Building
Tell the students to use the given sentences and “A good ~ is ~” to write opinions
about what makes a good teacher, friend, etc.
Tell the students to pick an adjective from the box (or come up with their own
adjectives) to give their opinion about how good friends, brothers, etc. should
be. Then, tell them to write explanations or examples that make these opinions
more convincing. Encourage them to use “should” or “should not” in the second
sentence.
58
Tell the students that “when + present tense” is used to tell about things that
happen often or regularly. Have the students complete the sentences with
their own ideas using the present tense.
Tell the students that “when + past tense” is used to tell when something
happened in the past. Have the students use the given words in the
parentheses and past tense verbs to make the given sentences longer (the
sentences and the words in the parentheses should give a clue about what
to add to the sentences).
59
Brainstorming Outlining

Review the graphic organizer. Point out that like the example, they do not have to Have the students look at their brainstorming on page 52 and make their own
write in complete sentences when they brainstorm. outlines. Remind them of what to include in each part from what the class
discussed on page 49.

1. Have the students pick one of the topics and brainstorm about it. Tell them to
first write qualities (adjectives) that their chosen person should have. Then,
have them brainstorm specific explanations and examples that further explain
these qualities.
2. Remind them that they can get ideas about what to write about from the writing
model, sentence building exercises, and the “more words and expressions” box
at the bottom of page 53.

60 61
 6 Practice
Unit
ce
More Senten

62 63
 Warm-up
Unit Being a Kid

7
Unit Goal Giving opinions by comparing
Key Points don’t have to // While ~, ~
Being ~ is ~ than being ~
It is ~ to ~ than to ~
1. Tell the students that in the warm-up, they will write about the good and bad points
about having a sibling and being an only child. Afterwards, for extra practice, have
students give their opinion about which side they think is better and why.
2. Have the students mark the sentences as (G) for advantages and (B) for
1. Tell your students that today’s/this week’s assignment is to write a paragraph disadvantages, and then choose two good points and two bad points for each side
that gives their opinion about which is better between being a kid or an adult, to write about in complete sentences (Tell them to change the wording or add
a student or a teacher, or a man or a woman. words to the answers as needed).

2. Mention the unit’s key points.

Talk about what an opinion paragraph does. Tell the students that sometimes a
way to give their opinion is by comparing it to the other side and showing why
their side is better by giving positive reasons for their side and negative reasons
for the other side.

64 65
Writing Model Writing Analysis

1. Explain what goes in each part of the outline:

- Topic: giving your opinion (being a kid is better than being an adult)
Have the students read the writing model out loud. - Body: giving reasons for your opinion by saying positive reasons for your side
(being a kid) and negative reasons for the other side (being an adult). Also,
point out that “First of all,” “Secondly,” and “Lastly,” are words to help the reader
go from one reason to another reason.
- Closing: saying your opinion one more time
2. Remind the students that they do not need to write everything word for word.

Have the students answer the questions and then check the answers as a class.
Remind the students to write in complete sentences.

66 67
Sentence Building

Tell the students to compare the two given subjects by giving an example of what
one side doesn’t have to do, but the other side does. Have them use “Unlike” at the
beginning with a comma and “don’t have to” and their own ideas in the second part
of the sentence.
1. Tell the students to compare the two given subjects by changing the adjectives
in the parentheses into the comparative and using “Being ~ is ~ than being ~”
and “It is ~ to ~ than to ~.” Remind them to include articles before the subjects.
2. Have the students share their answers and discuss why they think that way.

Tell the students that “While ~, ~” is another way to say differences between two subjects.
Remind the students to put a comma after the first part of the sentence and to complete
the second part with their own ideas.

68 69
Brainstorming Outlining

Review the graphic organizer. Point out that like the example, they do not have to Have the students look at their brainstorming on page 60 and make their
write in complete sentences when they brainstorm. own outlines. Remind them of what to include in each part from what the
class discussed on page 57.

1. Have the students pick one of the topics and brainstorm about which one is
better. Tell them to choose one side and think of positive reasons for that side.
Then, have them think of negative reasons for the other side that they can
compare these positive reasons with.
2. Remind them that they can get ideas about what to write about from the writing
model, sentence building exercises, and the “more words and expressions” box
at the bottom of page 61.

70 71
 7 Practice
Unit
ce
More Senten

72 73
 Warm-up
Unit My Scariest Experience

8
Unit Goal Writing about an experience
Key Points The -est moment in my life was when ~
It happened ~ when ~
While ~, ~ // After ~, ~
Tell the students that in the warm-up, they will look at the pictures and imagine
what happened to the people and how they felt because of these events. While
words and phrases are given in the boxes, encourage the students to also include
their own ideas and give names to the people in the pictures.

1. Tell your students that today’s/this week’s assignment is to write about

a past experience they have had.
2. Mention the unit’s key points.

Talk about what a narrative paragraph does. In this kind of paragraph, a real-life,
past experience is told like a story. The writer sets up the story with when and
where the experience happened, tells the events in order, and ends the story with
a final thought about the experience (which could be about what was learned or
what changed after the experience).

74 75
Writing Model Writing Analysis

1. Explain what goes in each part of the outline:

- Topic: introducing what kind of experience it was (the scariest)
Have the students read the writing model out loud. - Body: the main part of a narrative paragraph – telling when, where, and what
happened in order
- Closing: what the writer learned from the experience
2. Remind the students that they do not need to write everything word for word.

Have the students answer the questions and then check the answers as a class.
Remind the students to write in complete sentences.

76 77
Sentence Building
Tell the students to write what kind of special experience the given topics were
using “The –est moment in my life was when ~” and a superlative adjective from
the box. Remind them to change the verb into the past tense.
1. Tell the students that they can write about when an event happened using
a time phrase and how old they were or what they were doing at that time.
2. Have the students write sentences using “It happened ~ when ~” and the
given phrases.
78
1. Tell the students that in this exercise, they will be writing about an action that happens
in the middle of another action. In other words, this other action happens before the
first action could be completed. The action that was going on is written in the past
progressive (was/were + -ing) and the interrupting action is written in the past tense.
2. Tell the students to combine the two sentences using “while” and a comma after the
first sentence. Remind them to change the verb in the first sentence into the past
progressive.
1. Tell the students that in this exercise, they will be writing about an action that happened
after doing another action for a certain amount of time. The completed action is written
with –ing and the action that happens afterwards is written in the past tense.
2. Tell the students to combine the two sentences using “after” and a comma after the first
sentence. Remind them to change the verb in the first sentence into -ing.
79
Brainstorming Outlining

Review the graphic organizer. Point out that like the example, they do not have to Have the students look at their brainstorming on page 68 and make their
write in complete sentences when they brainstorm. own outlines. Remind them of what to include in each part from what the
class discussed on page 65.

1. Have the students brainstorm about a special, past experience they had and
when and where it happened. Tell them they can first list all the important
events that happened and then put numbers next to them (1,2,3…) in order to
help them write the events in order.
2. Remind them that they can get ideas about what to write about from the writing
model, sentence building exercises, and the “more words and expressions” box
at the bottom of page 69.

80 81
 8 Practice
Unit
ce
More Senten

82 83
 Warm-up
Unit Cinderella Story

9
Unit Goal Writing a story

Key Points fairy tale beginnings

relative clause (who )
reported speech
Tell the students that in the warm-up, they will write about the story of “Rudolph,
the Red Nosed Reindeer.” Have them look at the pictures and read the sentences
to put the story in order and then write the story in complete sentences.

1. Tell your students that today’s/this week’s assignment is to write a story,

whether it is a shortened version of a story they already know or their own
original story.
2. Mention the unit’s key points.

Talk about what a narrative paragraph does. In this kind of paragraph, the writer
tells a story that has a beginning, middle, and end. The beginning talks about
the characters and setting (when and where the story takes place), the middle
presents a problem or a special situation that the main character faces, and the
end talks about if the problem is solved or how things change for the character.
Just like a personal narrative paragraph, the events are written in the past tense
and in order.

84 85
Writing Model Writing Analysis

1. Explain what goes in each part of the outline:

- Beginning: introducing the main character and the setting
Have the students read the writing model out loud. - Middle: the main part of a narrative paragraph – telling about what special
thing happened to Cinderella and the order that the events happened
- End: telling about how Cinderella’s life changed
2. Remind the students that they do not need to write everything word for word.

Have the students answer the questions and then check the answers as a class.
Remind the students to write in complete sentences.

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Sentence Building

1. Tell the students that reported speech is used when the writer wants to tell
Tell the students to write fairy tale beginnings with the given phrases and what the character says without using quotation marks.
“there was/were.” Remind them to pay attention to if they have to use the 2. Have the students use “to” for affirmative sentences and “not to” for negative
singular or plural form of “be.” sentences.

1. Tell the students that extra information about a person can come after the subject using “who”
and commas at the beginning and the end of that extra information. While the extra information
is not necessary to understand the sentence (if it is taken out, the sentence still makes sense: “The
prince invited all the young ladies to a ball)”, it makes the sentence more interesting.
2. Have the students combine the two sentences using “who” and commas at the beginning and
the end of the extra information.

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Brainstorming Outlining

Review the graphic organizer. Point out that like the example, they do not have to Have the students look at their brainstorming on page 76 and make their
write in complete sentences when they brainstorm. own outlines. Remind them of what to include in each part from what the
class discussed on page 73.

1. Have the students decide what story they want to write and brainstorm about
it. Since they won’t be able to talk about every detail of the story, tell them to
first list all the important events that happened and then put numbers next to
them (1,2,3…) in order to help them write the events in order.
2. Another option is to have the students write their own original story. If the
students choose to do this, remind them of the basic structure of a story as was
discussed at the beginning of the unit.
3. Remind them that they can get ideas about what to write about from the writing
model, sentence building exercises, and the “more words and expressions” box
at the bottom of page 77.

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 Warm-up
Unit Thank-you Letter

10
Unit Goal Writing a polite letter
Key Points It has been ~ since ~ // I hope ~
I am writing to ~ Tell the students that in the warm-up, they will look at the differences between a
I really appreciated you -ing friendly letter and a polite letter. Tell them to use the given sentences to complete
the two letters and to note the different style of writing. For example:
Hi Steve! <-> Dear Morgan,
Write back soon! <-> Please write back when you can.
Your pal, Bob <-> Regards, Bob Smith
1. Tell your students that today’s/this week’s assignment is to write a polite,
thank-you letter to a teacher or another person they respect.
2. Mention the unit’s key points.

Talk about what a polite letter does. Compared to a friendly letter, a polite letter
is written to someone who is probably older than the writer and is someone the
writer respects or doesn’t know very well. The language that is used is different
than the casual language that is used with a close person.

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Writing Model Writing Analysis

1. Explain what goes in each part of the letter:

- Heading: the date
Have the students read the writing model out loud. - Greeting: addressing the person whom you are writing to
- Body: the main part of the letter – asking about how the other person is doing,
talking about how you are doing, saying why you are writing (in this case, Sally
is thanking Ms. Dalloway), and asking to keep in touch
- Closing: words like “Sincerely,” “Regards,” etc. that you write before you write
your name
- Signature: your name
2. Remind the students that they do not need to write everything word for word.

Have the students answer the questions and then check the answers as a class.
Remind the students to write in complete sentences.

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Sentence Building

1. Tell the students that the exercises that they will be doing are all examples
of polite language. In this exercise, the letter writer is saying how much time
has passed since he/she last spoke to or contacted the person being written
to. It is expressing the hope that they will be in contact again.
2. Have the students write the sentences using “has been” (the present perfect
form of “be”) and the given phrases.
1. Tell the students that they can thank someone in a letter using “I am writing
to thank you for ~.”
2. Have the students write sentences to thank someone for the given reasons.
Remind them to change the verb into –ing after “for.”

1. Tell the students that they can use “I really appreciated you ~” to thank someone
about doing something.
1. Tell the students that by using “I hope~,” they can wish the best for the person.
2. Have the students write sentences to thank someone about doing the given things.
2. Have the students change the given questions into statements using “I hope.”
Remind them to change the verb into –ing after “appreciated you.”

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Brainstorming Outlining

Review the graphic organizer. Point out that like the example, they do not have to
write in complete sentences when they brainstorm.
1. Have the students look at their brainstorming on page 84 and make their
own outlines. Remind them of what to include in each part from what the
class discussed on page 81.
2. In the body, tell them to include other categories if they did so in their
brainstorming.

1. Have the students decide who they want to write a polite, thank-you letter to
and brainstorm about it.
2. Tell the students that they can make a graphic organizer like the given example
or make a list. Whatever method they use, tell them to make categories like
“asking about him/her,” “talking about me,” “reasons to thank him/her,” “why he/
she is so great,” etc.
3. Remind them that they can get ideas about what to write about from the writing
model, sentence building exercises, and the “more words and expressions” box
at the bottom of page 85.

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