Writing Starter 3, 2nd - Teacher’s Guide

Unit 1. Natural Disasters

Warm-Up
Look at the first picture of the unit with your students. Ask them questions about the picture (for
example, What do you see? What happened? What country do you think this is? What happens to homes
in this situation? ). If there is extra time, have every student give a sentence about the picture. This can
describe a detail, an idea, or a feeling from looking at the picture. Everyone should have a unique
answer.

Extension Activity – Language Skill Focus

Play an editing game with the class. Divide students into two teams. Write a sentence on the board with
one mistake in it. The first team to rewrite the sentence without the mistake gets a point. Continue for
eight or nine sentences. The team with the most points wins.

Extension Activity – Writing

Write these prompts on the board:

What:
When:
Where:
Who:
What damage:
What response:
What result:

Tell students about a natural disaster that you or someone you know has experienced. For example:
Last year, there was terrible flooding in Seoul. My cousin’s house is near the river, and the water
came into the first floor of her house. The water covered her floor and her TV. She and her family put
sandbags in front of her house so the water couldn’t come in anymore. Luckily, this stopped the water
from going higher.

Have them take notes according to the prompts on the board. They can work in small groups to check
each other’s notes. Once finished checking, students should write a paragraph based on their notes. If
there is extra time, have students exchange papers and check their partner’s paper for mistakes.

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Writing Starter 3, 2nd - Teacher’s Guide

Answer Key

Part A
CIRCLE: One recent natural disaster occurred in Queensland.
UNDERLINE: They sometimes take away businesses, homes, and even lives.

1. a
2. b

Part B
Every spring I like to plant flowers. I even have my own garden that is full
of flowers. My favorite flowers are white lilies. I like to watch them grow. When
they are fully grown, I pick the flowers and give them to my friends. Sometimes,
my mom helps me water my flowers. Then, we sit in the garden and admire them.
My mom has brown hair. When the weather starts to get cold, I say good-bye
to my flowers and wait for spring to come again.

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Writing Starter 3, 2nd - Teacher’s Guide

Unit 2. Kayaking

Warm-Up

Look at the picture on the first page of the unit with your students. Tell them to cover up the paragraph,
and by only looking at the picture, to guess what the reading will be about. Next, have them look at only
the title and the first sentence. Ask the students to guess about details they might read in the
paragraph. Write the ideas on the board. Then have everyone read the paragraph. Talk about which
ideas turned out to be correct and which ideas didn’t.

Extension Activity – Language Skill Focus

Dictate the following sentences to your students. Repeat the sentences as many times as needed.
Students should try to write the sentences with the correct punctuation.
• After dinner, they went home.
• Watch out! That car is driving too fast!
• They saw a movie, and it was boring.
• “Sarah, over here!” she yelled to her friend.
• John ate three things for lunch: bread, cheese, and a tomato.

Extension Activity – Writing

Put students into pairs. Have them ask and answer questions about their favorite sport or hobby.
Partners should take notes on their answers. Afterwards, have students write a paragraph about their
partner’s favorite sport or hobby. If there is extra time, have students exchange papers and correct their
partner’s work.

Answer Key

Part A
One of my favorite activities is kayaking. It’s relaxing and exciting. I will always remember going kayaking
with my mother on a sunny day last summer. We were on vacation, and we saw some kayaks on the
beach. The boats were beautiful colors: red, green, blue, and yellow. My mom asked me if I wanted to
try the sport. I said, “Sure!” The man at the kayak shop helped us to get ready. We climbed carefully into
our kayaks, and he showed us how to use the paddles. I was surprised; it was easy! We spent several
hours traveling across the calm, blue water. In my kayak, I felt happy and free!
1. b
2. b

Part B
I have always loved to bake. I remember Aunt Kelly asking me, “Would you like to make cookies with
me?” I was only three years old, but I was eager to help. She taught me about baking cookies; she also
taught me about baking bread. I learned the main ingredients in any bread: flour, yeast, salt, and water.
Cinnamon bread is my very favorite. I could eat it every day! Over the years, we have created wonderful
treats for the family.

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Writing Starter 3, 2nd - Teacher’s Guide

Unit 3. The Kindness of a Stranger

Warm-Up

Look at the picture on the first page of the unit with your students. Tell them that the story is about
being kind. Ask your students to guess details about the story based on the picture (for example, Who
do you think was kind? How were they kind? What happened? ). Read the story together with your
students and check their guesses. If there is extra time, ask your students to give examples of how
people have shown them kindness.

Extension Activity – Language Skill Focus

Put the students into pairs or small groups. Write several topics on the board (for example, An Easy
Subject, The Best City, A Dangerous Animal, A Great Singer) and ask the groups to choose one of the
topics. Have the groups write a short five-sentence paragraph about their topic. However, one of the
sentences in their group paragraph must be unrelated to the main topic. When all paragraphs are
finished, have the groups exchange their paragraphs with another group. Groups now must find the
unrelated sentence.

Extension Activity – Writing

Have students talk about different celebrities or famous people. Ask them to name three of the kindest.
Divide students up into three groups and have each group write a letter to one of the top three.
Students can decide what to write, but it should be related to the topic of kindness.

Answer Key
Part A
CIRCLE: Gloria
CIRCLE: She wiped the tears off my face. Then she helped me find my grandpa.
1. a
2. a

Part B
CIRCLE: Junk food is unhealthy. Junk food is cheap, delicious, and fast.

Group A
My parents don’t allow me to eat a lot of junk food.
Junk food is unhealthy.
Junk food can make you gain weight.
It can also cause problems with your teeth.
Group B
I eat potato chips and candy every day.
It is the best kind of food.
Junk food is cheap, delicious, and fast.
I can buy snacks in a store and eat them right away.

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Writing Starter 3, 2nd - Teacher’s Guide

Unit 4. An Important Song

Warm-Up

Look at the title of the unit with your students. Ask them about the different kinds of music they like and
their favorite songs. Ask them why they like these songs and if there are any songs that are important to
them.

Extension Activity – Language Skill Focus

Put the students into pairs. Give each pair a set of cards that has introductory clauses and phrases on
them (see the downloadable cards). The first student chooses a card at random and reads the clause or
phrase. Their partner must repeat the phrase and then complete the sentence using their own idea.
Students take turns reading the cards.

Extension Activity – Writing

Have students choose three of the cards from the previous activity. Students must write a cohesive
paragraph, including the three introductory clauses/phrases, on the cards. When students are finished
writing, have them exchange paragraphs to check for mistakes. If there is extra time, have students read
their paragraphs to the class.

Answer Key

Part A
CIRCLE: After I took my black belt test in karate, my parents had a surprise party for me.

1. b
2. a

Part B

Sample Answers
1. When they looked out the window, they saw the fresh snow.
2. Because she was tired, Jenny fell asleep during the movie.
3. While looking at the mouse, the cat licked its lips.
4. Because she wanted to make her happy, Lisa hugged her grandmother.
5. In order to wake up at five o’clock in the morning on Friday, we went to bed early.

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Writing Starter 3, 2nd - Teacher’s Guide

To wake up early Since it was raining

Having no money Studying hard in the library

Because my teacher was When I took my last test

angry

After breakfast Arriving at school

To stay healthy After he saw the president

Hearing a strange noise Because he was hungry

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Writing Starter 3, 2nd - Teacher’s Guide

Unit 5. Amazing Dogs

Warm-Up

Look at the title and the picture on the first page of the unit with your students. Ask them questions
about the dog in the picture and relate it to the title of the unit (for example, What is this dog doing?
How could it be amazing? Do you think it helps people? How could dogs help people?).

Extension Activity – Language Skill Focus

Divide students into pairs. Have each pair write sets of related sentences that include pronouns. Then
students should rewrite the sentence putting in blanks for the pronouns. Have the pairs of students
exchange sentences. Each pair of students should write in the missing pronouns in the sentences that
they have just been given.
Example: Our teacher has nice clothes on today. He is wearing a new tie. It is green and gray.

Extension Activity – Writing

Put the students into pairs and have them talk about animals they think are important to people and
how the animals help us. After about five to ten minutes, have the students write a paragraph about one
of the animals they were discussing and what these animals do to help us.

Answer Key

Part A

My school sponsors a search and rescue dog. Search and rescue dogs are very important. They find people
who are lost. They also look for survivors. Sometimes, the dogs go to dangerous and scary places. For example,
many dogs looked for survivors after the tragedy in New York on September 11, 2001. One famous dog named
Dusty was there. She searched for many hours. She even kept searching after she fell! Search and rescue dogs are
strong and brave. They save many people. The dog we sponsor has already saved six people! Everyone at our
school is very proud.

1. b
2. a

Part B

1. Many dogs chase cats, but cats hate it.

2. Russell and Ben rode bikes, but the bikes were old.
3. I took a shirt out of the paper bag and then folded the shirt.
4. Jerry bought a new coat and hat. The coat is yellow with blue stripes.
5. My father and uncle both exercise, but my uncle hates jogging.

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Writing Starter 3, 2nd - Teacher’s Guide

Unit 6. Denver Is the Best

Warm-Up

Give students thirty seconds to read the passage on first page of the unit. Tell them that they must try to
remember as much as they can while they are reading. When the time is up, have the students close
their books. Ask students what “positive” words they remember. Next, continue asking students what
adjectives they remember, then what nouns. Finally, ask students what the main idea of the passage is.
Have students open their books and check their ideas.

Extension Activity – Language Skill Focus

Put the students into pairs or small groups. The first student must say a sentence containing at least two
“feeling” words (either positive or negative). If the student cannot think of a sentence on their own, they
may choose a sentence from the Language Skill Focus exercise on page 37. The second student must
then repeat that sentence, changing certain words to change the feeling of the sentence (for example,
S1: “That loud dog next door is a monster.” S2: “That cute dog next door is a sweetie!”). The second
student now says a new sentence of their own, which the next student must repeat and change. Have
students continue this for at least ten sentences, without repeating any of the “feeling” words.

Extension Activity – Writing

Have students write a five-sentence paragraph about one of the best (cities / singers / animals / hobbies
/ athletes / jobs ) of their choice. Students must try to use positive “feeling” words in their sentences.
When students are finished, have them exchange papers. Their partners must now change all the
positive words to negative ones (i.e. best worst). When students are finished, have them read the
paragraphs to their partners.

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Writing Starter 3, 2nd - Teacher’s Guide

Answer Key

Part A

Of all the great cities in America, Denver, Colorado is the best place to live. The first reason is
because of the beautiful weather. In addition to four seasons, Denver gets over three hundred sunny
days a year! There is always something to do outside. In only thirty minutes, you can drive from Denver
to the Rocky Mountains. These mountains have some of the best hiking, biking, and skiing in the world.
If you don’t want to leave the city, there are many parks and swimming pools. Besides great things to do
outside, Denver has museums, movie theaters, and shopping malls. People in Denver have very active
lives. Denver is a great place for anyone to live.

1. b
2. a

Part B

1. loud – N, monster – N
2. have to – N, old – N, dirty – N
3. roared – N, too fast – N
4. smelly –N, elegant – P

Sample Answers
1. My brother’s room is bright and cheerful.
2. The computer is brand-new and fast!
3. The class was short and interesting.
4. The spelling test was easy.

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Writing Starter 3, 2nd - Teacher’s Guide

Unit 7. Spinning

TS: Soil is one of the best building materials.

CS: Soil is a great building material. There are many reasons to use it.

Warm-Up

Look at the picture on the first page of the unit with your students. Ask your students what the woman
is doing and what she is making. Next, have the students quickly skim the passage. Have them label or
point out the parts of the spinning wheel that are mentioned in the passage.

Extension Activity – Language Skill Focus

Ask your students for four or five different topics, writing them as a list on the board (for example:
Studying math is important
Spiders are gross
Basketball is the best sport
Chinese food is tastier than Japanese food
My dad loves to play golf

Now put students into pairs or small groups. Have students brainstorm ten words or phrases that come
into their heads based on one of the topics. Next, have students work together to create long sentences
and short sentences using those ten words. Repeat the process for a few different topics.

Extension Activity – Writing

Put the students into pairs. Have them choose one of the topics from the previous extension activity.
Working together, they should write a ten-sentence paragraph about this topic, trying to write
sentences of the same length. When the students are finished, have them exchange their paragraph
with another group. Now pairs must work together to edit the new paragraph so that the sentence
length varies. If there is extra time, have a few pairs read their edited paragraph to the class.

Answer Key
Part A
ONE SENTENCE INTO TWO: She pulls off a piece of the roving. Then she pulls it at two ends to open up
the fibers.
TWO SENTENCES INTO ONE: The wheel pulls in the wool fibers, spinning as it goes, and this makes the
yarn.
1. a
2. b

Part B
Sample Answers
I like material with flowers and material with stripes.
She cuts the material and helps me sew the clothes.
My friends think my clothes are cool and unique.

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Writing Starter 3, 2nd - Teacher’s Guide

Unit 8. Positive Effects of Music

Warm-Up

Look at the unit title and the picture on the first page of the unit with your students. Ask them what
music they like and how music helps them. Write their answers on the board. Afterwards, model the
students’ answers using parallel structure (for example, Music makes Soo-young happy and relaxed. Ju-
yeon likes rock but doesn’t like jazz.).

Extension Activity – Language Skill Focus

Put the students into pairs or small groups. Ask them to name things or activities that can have positive
and negative effects (for example, owning a pet, playing computer games, reading comic books, chewing
gum). Write down these topic ideas on the board, and underneath each put a + and a -. Together
students should brainstorm positive and negative points for each topic (at least four or five each). After
students have brainstormed for most of the topics, have them take turns making sentences using
parallel structure. (for example, S1: “A pet can make people happy and relaxed.” S2: “But a pet can shed
hair and can be very noisy.”).

Extension Activity – Writing

Have students pick one of the topics from the previous extension activity. Students must pick either the
positive or the negative side and write a paragraph about it. When students are finished writing, have
them exchange papers and check each other’s parallel structure. If there is extra time, have a few
students read their paragraphs to the class.

Answer Key
Part A
Every day, I listen to music for many reasons. Music has several positive effects, especially on my mood.
Whenever I feel sad or lonely, I play my favorite songs. Before long, I start dancing and singing along
with the songs. They always cheer me up. Music also helps me study. I listen to classical music when I
need to focus and get my work done. I play it quietly. It helps me think and finish my work quickly.
Listening to music is also a great way to help me fall asleep. It makes me feel relaxed, calm, and ready
for sleep. I don’t know what I would do without my music!

1. b
2. a

Part B
Sample Answers
1. She sang beautifully and clearly.
2. Switzerland borders France, Germany, Austria, and Italy.
3. Exercise makes people stronger and healthier.
4. In Egypt, you can see pyramids, ride a camel, and learn Arabic.
5. My grandparents said that they miss me and that they love me.
6. When I get older, I want to travel, explore, and write.

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Writing Starter 3, 2nd - Teacher’s Guide

Unit 9. Camel Riding in the Sahara

Warm-Up

Look at the picture on the first page of the unit with your students. Ask them what is happening in the
picture and how the boy is feeling. Ask them to describe the things they can see in the picture, giving as
much detail as possible (for example, a big, brown, angry camel).

Extension Activity – Language Skill Focus

Sit in a circle with your students. Begin by saying a very simple sentence (for example, T: “My friend John
has a cat.”). The student to your left should add a detail to the sentence (for example, S1: “My friend
John has a white cat.”). The next student should add another detail (for example, S2: “My best friend
John has a white cat.”), and so on. Try to make it all the way around the circle with everyone adding a
detail. Change your position in the circle with the start of each new sentence so that the person to your
left is always different. Encourage students to be creative.

Extension Activity – Writing

Put the students in pairs or small groups. Have the students write a descriptive sentence with a lot of
detail (for example, My best friend Soo-min has a big, fluffy, white cat.). When groups are finished
writing their sentence, have them pass their sentence to another group. Now students in the group
must write a paragraph which will include this sentence. Students may modify this sentence slightly if
necessary to make writing easier (for example, My teacher’s best friend Soo-min has a big fluffy white
cat.). After students are finished writing, have them read their paragraphs to the class.

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Writing Starter 3, 2nd - Teacher’s Guide

Answer Key

Part A

I went camel riding in the Sahara desert last year. First, I took a very long and tiring flight to Morocco.
Then, I took a bumpy car ride into the desert. I was very sleepy, but I was also excited and nervous.
When I got to the desert camp, I met my camel. He was tall and skinny. He made a lot of scary noises
when I climbed on his back. I rode him for five days, and I saw enormous sand dunes. Sometimes, all I
could see was sand. One day, I got off my camel, and the sand was so hot that I burnt my feet! Even
though I burnt my feet, I still enjoyed the desert. It was the most exciting and strange vacation I have
ever been on!

1. a
2. b

Part B

1. CROSS OUT: through slowly

They walked slowly through the beautiful park.
2. CROSS OUT: new
The new skating rink is very busy.
3. CROSS OUT: quickly
The cow ate the grass quickly.
4. CROSS OUT: perfectly
The girl acted perfectly in the school play.

1. John often listens to loud rock music.

2. Carrie loves her curly blond hair.
3. I ate many sweet pink cupcakes.
4. We saw many magnificent sailboats.

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Writing Starter 3, 2nd - Teacher’s Guide

Unit 10. A Dress for the Dance

Warm-Up

Look at the title of the unit and the picture on the first page with your students. Ask them what they
think the passage is about and what the girl’s problem was. When they give answers, prompt them with
“For example?” or “Why?”to get them to give further details or explanations in their answers.

Extension Activity – Language Skill Focus

Write Thing/ActivityExplanationTopicExample on the board. Put students into groups of five or

seven. The first student starts by saying the name of a thing/activity. The next student continues the
sentence by adding a brief explanation, and then the third student finishes the topic. The fourth student
adds another sentence with one or two examples. Students continue this for a few minutes, starting
with different activities when the previous sentence is finished. Conversations might look like this:
S1: “My desk”
S2: “which is broken”
S3: “is very difficult to use.”
S4: “For example, it always moves when I write.”
S5: “Our teacher”

Extension Activity – Writing

Have students choose one of the topics from the previous extension activity and write a paragraph
about it. Remind students that they will have to add more examples and explanations in their
paragraph. If there is extra time, ask a few students to read their paragraphs to the class.

Answer Key

Part A
CIRCLE: There was a dance at my school, but I had nothing to wear.
UNDERLINE: For example, she told me to clean my room, walk our dog, and take out the trash. I also set
the table for dinner and did laundry.

1. b
2. a

Part B

Our new neighbors

a boy my age
We love playing soccer together.
It means goodbye in Spanish.
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Writing Starter 3, 2nd - Teacher’s Guide

Unit 11. A Bright Idea

Warm-Up

Look at the picture on the first page of the unit with your students. Tell your students that there is an
invention in the picture. Have your students make guesses as to the invention. Then give them
information piece by piece from the passage, and have them keep guessing. Finally, read the passage
together and review their guesses.

Extension Activity – Language Skill Focus

Put students into pairs. Have each student write two active and two passive sentences. Then have
students exchange sentences and rewrite them in the opposite voice.

Extension Activity – Writing

Put students in small groups and have them work together. Each group should brainstorm about
inventions that they would like to invent. Each group should choose one of their inventions to write a
paragraph about. Remind students to use passive and active voice appropriately. If there is enough time,
students may also draw a picture of their invention and tell the class about it.

Answer Key

Part A
CIRCLE: The middle school student wanted to make a candle that was safer than regular candles.

1. b
2. a

Part B

Tom’s Birthday Party

Everybody in Tom’s family is planning his birthday party. Tom’s mother bought him a present a
few days ago. His grandmother ordered a pizza this morning. Now, Tom’s father is buying the cake.
Suddenly, the guests knock on the door. Tom’s mother opens the door. Tom invites everybody into the
house. The birthday party begins!

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Writing Starter 3, 2nd - Teacher’s Guide

Unit 12. Dad’s Treasure

Warm-Up
Look at the picture on the first page of the unit with your students. Ask past tense and past progressive
questions about the picture (for example, Where were the boy and man standing? What was the boy
doing while the man was opening the door? What was on top of the drawers? ). Make sure that your
students answer the questions in full sentences.

Extension Activity – Language Skill Focus

On small cards, write sentences that contain the past progressive. Divide students into teams. Give the
first student from each team a card (the other members of the team should not look at the card).
Students must act out the sentence on the card, without speaking to their teammates. The first team to
guess the sentence correctly gets a point.
Sentences could include:
• The water got cold while I was washing my hair.
• While he was walking in the forest, he saw a bear.
• The phone rang when she was studying.
• While it was raining, the kids were walking home.
• When she woke up, her dad was making breakfast.
(See the printable sentence strips.)

Extension Activity – Writing

Put the students into pairs or small groups. Give each group a big photo, picture, or cartoon of an
incident or event (for example, a picture of two people bumping into each other, with one person
dropping a glass which breaks). Have students write a paragraph about the story of this incident. If there
is extra time, have students read their paragraphs to the class.

Answer Key

Part A
CIRCLE: were, saw, was, had, was, didn’t, bought, took, were, was, told, opened, was
UNDERLINE: have, go, likes, are

1. b
2. b

Part B

Sample Answers
1. While a mouse was running across the floor, Kelly screamed.
Kelly screamed while a mouse was running across the floor.

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Writing Starter 3, 2nd - Teacher’s Guide

2. Kim was doing the dishes when she dropped a plate.

When Kim dropped a plate, she was doing the dishes.

3. John was driving the car while Emily was looking at the map.
While Emily was looking at the map, John was driving the car.

4. My brother cleaned the kitchen while I was sleeping on the couch.

While I was sleeping on the couch, my brother cleaned the kitchen.

5. The children were clapping while Marsha was dancing.

While Marsha was dancing, the children were clapping.

The water got cold while I was washing While I was walking in the forest, I saw
my hair. a bear.

The phone rang when she was While it was raining, the kids were
studying. walking home.

When I woke up, my dad was making I saw a mouse when I was eating
breakfast. lunch.

While I was washing my hands, I While I was studying, I fell asleep.

dropped my cell phone in the toilet.

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Writing Starter 3, 2nd - Teacher’s Guide

Unit 13. A Time Capsule

Warm-Up

Look at the title and the picture on the first page of the unit with your students. Ask them to identify
what they see in the picture and explain what a time capsule is. Ask them what they would think or feel
if they opened this time capsule. Ask them what they would include in a time capsule and why.

Extension Activity – Language Skill Focus

Write conditional phrases on cards. Some example phrases are:

• If I were you...
• If I had my own private jet...
• If we had a school trip tomorrow...
• If we were in a different class...
• If the weather were different today...
• I would have a big party if….
• Our class would be better if…
• The food in the school cafeteria would be more delicious if…

Put students into pairs or small groups. Give each group one set of cards. The first student in the group
takes one and reads it out. The second student must repeat the phrase and complete the sentence with
his or her own idea. The second student then takes a new card and reads it to the next student.
Students continue this until all the cards are done. Students may also think of their own conditional
phrases once the cards are finished.

Extension Activity – Writing

Have students choose one of the conditional phrases from the previous extension activity and write a
story/paragraph which contains that sentence. After students are finished writing, have them exchange
papers and check each other’s paragraphs for correct conditional usage.

Answer Key

Part A
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Writing Starter 3, 2nd - Teacher’s Guide

CIRCLE: if x 2
UNDERLINE: were x 2
1. a
2. b

Part B
1. hurt 2. was 3. ate 4. give

1. If I had a dictionary, I could look up the word.

2. She would get a parrot, if she got a pet.
3. If my dad won the lottery, he would take us all on vacation.
4. The students would study tonight if they had a test tomorrow.

Unit 14. The Okapi

Warm-Up

Look at the picture on the first page of the unit with your students. Ask them what animals they see and
write the names of the animals on the board. Ask the students to describe the animals’ characteristics,
putting the information under the names on the board. When there is enough information on the board,
ask your students how the animals are similar and how they are different. Read the passage together to
check the students’ ideas.

Extension Activity – Language Skill Focus

Write all of the transition words on separate pieces of paper and put them in a hat. Have students take
turns drawing words from the hat and making sentences. This could also be done as a chain story, with
each student adding a sentence to the story (but also having to use their transition word in their
sentence).

Extension Activity – Writing

Ask different students in your class for the names of their favorite singers/movie
stars/sports/foods/animals etc. Write their answers as pairs on the board (for example, ramyun / pizza,
basketball / baseball, Girls’ Generation / Rain, tigers / dogs). Have students choose one of the topics and
write a paragraph comparing the two things. If there is extra time, have students exchange papers and
check each other’s use of transitions.

Answer Key
Part A
CIRCLE: Both the okapi and the giraffe have similar tongues. Their tongues are bluish-black and very
long. They use their tongues to lick leaves off of trees, clean their ears, and wash their eyelids. The okapi
and the giraffe also have similar body shapes.

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Writing Starter 3, 2nd - Teacher’s Guide

UNDERLINE: In contrast, the okapi is much smaller than the giraffe, and it does not have a long neck like
a giraffe.

1. b
2. a

Part B

1. yet 2. unlike 3. Although 4. On the other hand

Sample Answers
1. Unlike potato chips, baked potatoes are healthy.
2. Monkeys have tails. In comparison, primates do not.
3. Spaceships go into space. Rockets also can go into space.
4. Airplanes can fly over oceans. Trains, on the other hand, cannot cross most oceans.

Unit 15. The Fire-Eater

Warm-Up

Look at the picture on the first page of the unit with your students. Have students think of questions
they could ask about the passage based on the picture. Write the students’ questions on the board.
Read the passage together as a class and go over any answers that are found in the passage.

Extension Activity – Language Skill Focus

Put students into pairs. One student should be the reporter, and the other student should be the
interviewee. The reporter should ask wh- questions about what the interviewee did last weekend.
Students should take notes on what their partner says. When the pair is finished, have the students
switch partners and roles, with the interviewee now being the reporter. Have the students interview
three or four partners.

Extension Activity – Writing

Have students choose one of their partners from the extension activity and write a paragraph about
his/her weekend activities based on the notes. When students are finished writing, have them read their
paragraphs out to the class.

Hello, Becky. I got revised MSW Book2 sample design from Andy today. I and Anne will complete
revisions by tomorrow, so could you get this sample design confirm by KC later, please? After we get
confirm from him, we will move on to Book 1 &3 sample soon.

Answer Key

Part A
CIRCLE: last week
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Writing Starter 3, 2nd - Teacher’s Guide

UNDERLINE: the fire-eater

1. a
2. a

Part B
CHECK MARKS NEXT TO:
Who is the story about?
What is the story about?

1. The story is about Carrie.

2. The story is about missing an important shot/playing in a championship basketball game.
3. She (was upset because she) missed an important shot/her team lost by one point.

Unit 16. Painting the Day

Warm-Up

Look at the picture on the first page of the unit with your students. Ask them to describe what they see
in the painting. After students have thought of most of the obvious adjectives and adverbs, ask them to
think of adjectives and adverbs that could describe the “feelings” of the objects or actions in the picture.
Read the passage together as a class, noting these kinds of words.

Extension Activity – Language Skill Focus

Put students into pairs or small groups. Have students look around the classroom and pick an object.
The first student must think of a sentence or phrase which personifies this object. Students continue to
think of descriptions for this object as long as they can. When they are stuck, they should switch to
another object. Have students practice this for three to four objects, making sure to use new describing
words.

Extension Activity – Writing

Have students write a paragraph about an object in their bag or desk. Students must describe this object
using personification. When students are finished writing, have them read their paragraphs to the class.

Answer Key

Part A
CIRCLE: whispers, strokes, smiles, shouts, clap their hands
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Writing Starter 3, 2nd - Teacher’s Guide

1. b
2. a

Part B
CIRCLE: smiled brightly, waking up, whistled softly, danced, laugh, sweat, hot and thirsty, called out, got
sleepy, hid, drank

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