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Sarah Lindsay and Wendy Wren
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Learner’s Book 2
• Help your learners understand the features of different writing types with the model texts at the start of each unit • Improve comprehension skills with the ‘Let’s talk’ section in each unit, which encourages learners to discuss the model text • The ‘Writer’s Toolbox’ supports learners with activity tips • Helpful tools, like planning scaffolds, help learners understand how to plan extended writing tasks
Cambridge Grammar and Writing Skills Learner’s Book 2
SA M
Whether it’s writing dialogue, poems or instructions, Cambridge Grammar and Writing Skills provides activities for learners to practice and extend their creative writing skills. Each unit focuses on a different text type, building confidence in extended writing, while example texts show students a model to work to. They’ll write a recount of a race and instructions to make a cake. Use of English activities give learners opportunities to practise grammar for different writing tasks. The series is the ideal support for our popular Global English, Primary English and Checkpoint English resources. It suits first and second language learners, providing valuable consolidation for first language students and an opportunity for second language learners to extend their skills.
Cambridge Grammar and Writing Skills
Cambridge Grammar and Writing Skills
Sarah Lindsay and Wendy Wren
© Cambridge University Press 2018
PL E
Cambridge Grammar and Writing Skills Learner’s Book 2
SA M
Sarah Lindsay and Wendy Wren
Š Cambridge University Press 2018
PL E
Name ............................................................................................. Class ............................................................................................... Date ................................................................................................ I can write:
✓
...........
UNIT 2 Stories: dialogue in stories
...........
SA M
UNIT 1 Stories: plot
UNIT 3
Personal writing: writing a recount
...........
UNIT 4
Explanatory writing: writing an explanation ...........
UNIT 5 Instructions: writing a simple recipe
...........
UNIT 6 Writing poems: rhyming poems and list poems
...........
UNIT 7
Factual writing: writing notes and tables
...........
UNIT 8
Writing to communicate: interviews
...........
UNIT 9
Stories: setting and characters
...........
© Cambridge University Press 2018
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Contents Unit
1
Reading
Comprehension
Writing features
Narrative writing: writing a simple story
•
What happens in the story? What happens in the beginning, middle and end of the story? How does the main character feel?
• •
What does the comic strip show? Looking closely at who’s talking
• •
Writing sentences Speech bubbles
What happens in the recount? How do recounts differ from stories?
• •
Verbs Adjectives
What does the flow diagram tell you? What does the explanation tell you?
•
Joining words
Following instructions. Discussing how instructions are organised.
• •
Verbs Adverbs
Let’s read
Let’s talk
•
2
Narrative writing: using speech bubbles
Personal writing: writing recounts
•
•
•
•
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3
4
Exclamation marks Ordering sentences
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•
Let’s learn
Explanatory writing: writing explanations and drawing flow diagrams
•
•
Day and night
5
Instructions/Advice/ Guidance: writing instructions
• •
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Teacher guided writing
Independent writing
Resource sheets
•
•
•
Let’s practice
Writing speech bubbles
•
Thinking about structuring a recount Writing a recount
Writing a simple story using given picture prompts
•
•
Writing speech bubbles
• •
Speech bubbles What happens next?
•
Thinking about structuring a recount Writing a recount
•
Verbs and adjectives Writing a recount
•
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Exclamation marks Ordering a story
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Looking closely at what happened at the beginning, middle and end of a given story
•
•
Let’s write
•
• •
Writing an explanation Completing a flow diagram
•
•
Ordering sentences in an explanation Completing a flow diagram
• •
Writing instructions on clearing up
•
Writing instructions on how to make a drink
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© Cambridge University Press 2018
•
•
Using joining words Writing an explanation
Verbs and adverbs Ordering instructions
5
6
7
Comprehension
Writing features
Poetry: writing rhyming and list poems
• • •
Discussing rhyming words Discussing the poems Personal preference
• • •
Rhyming words Contractions Verbs
Factual writing: writing notes and tables
•
What does the information tell you? Discussing notes
• •
Nouns Commas
What does the interview tell you? Discussing the questions and answers
• •
Verbs – present and past tense Questions
• • •
Writing sentences Adjectives Joining words
Let’s read
Let’s talk
Writing to communicate: interviews
•
•
•
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Reading
9
Let’s learn
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Unit
Writing a story: setting and characters
•
• •
What does the story tell us? Discussing the setting Discussing the characters
6 © Cambridge University Press 2018
Teacher guided writing
Independent writing
Resource sheets
•
Writing a list poem
•
Writing a rhyming poem
• •
Rhyming words Writing a poem
•
•
•
Highlighting important information Writing notes completing a table
•
Highlighting important information Writing notes
• •
Commas Completing a table
•
An interview with a friend
•
An interview with an older person
• •
Verb tenses An interview
• •
A setting A character
Let’s write
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Let’s practice
• • •
Writing a setting Writing about a character Planning a story
•
Writing a story
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1
Stories: plot
Let’s read Seagull
PL E
In this unit we will write a story. We will look in a book to see what happens at the beginning, what happens in the middle and what happens at the end of a story.
SA M
Seagull went into the clouds. “Oh no!’ said Seagull. “Look at me.”
Seagull went into the water. “Oh no!’ said Seagull. “Look at me.”
Seagull went onto the beach. “Oh no!” said Seagull. “Help me!” 8
Unit 1 Stories: plot
© Cambridge University Press 2018
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Pep and Lin looked at Seagull. “Look! Is it a seagull?” said Pep. “We can help you. We can clean your wings.” Pep and Lin cleaned Seagull’s wings. “Thank you,” said Seagull.
© Cambridge University Press 2018
Pep, Lin and Seagull helped to clean the beach.
Unit 1 Stories: plot
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Let’s talk A
What happens in this story?
1 Where did Seagull fly first? 2 What happened when Seagull landed on the water?
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3 Why did Seagull ask for help? 4 How did Pep and Lin help Seagull?
5 Why did Pep, Lin and Seagull clean the beach? B
Let’s look closely at the story.
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1 What happened at the beginning of the story? 2 How do you think Seagull felt? 3 What happened in the middle of the story? 4 How do you think Seagull felt? 5 What happened at the end of the story? 6 How do you think Seagull felt?
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© Cambridge University Press 2018
Let’s learn Exclamation marks
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Sentences start with a capital letter. If the sentence tells you something, it ends with a full stop (.). If the sentence asks you something, it ends with a question mark (?). If a sentence shows that someone is surprised or angry or shouting, it ends with an exclamation mark (!). Look carefully at this sentence. Seagull is shouting. “Oh no, help me!”
A Add a full stop, question mark or exclamation mark to each of these sentences.
Oh no, help me!
SA M
1 Seagull flew up into the clouds 2 Where am I 3 Help, I am lost 4 Shall I fly down to the water 5 Oh no, litter is stuck on my wings B
Write three sentences.
1 a telling sentence
2 a question
3 an exclamation
© Cambridge University Press 2018
Unit 1 Stories: plot
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Ordering sentences The sentences in a story need to be in order. If the sentences are not in order the story does not make sense. Write the sentences in the box in the right order. Match the pictures.
Word box
PL E
A
SA M
Seagull went onto the beach. Seagull helped clean the beach. Seagull went into the clouds. Seagull needed help to clean his wings. Seagull went into the water.
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Let’s practise
A
Write what happened to Seagull at the beginning.
Write what happened to Seagull in the middle.
SA M
B
PL E
We can split stories into three parts: the beginning, the middle and the end. Beginning – where the story is happening and who is in it. Middle – what happens to the characters. End – how everything in the story gets sorted. Remember, if the sentences are not in order the story does not make sense!
C
Write what happened to Seagull at the end.
© Cambridge University Press 2018
Unit 1 Stories: plot
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Let’s write You are going to write your own story with Seagull. Look at these pictures. Write what you think is happening in each picture. Write the beginning, the middle and the end of the story.
Top Tip
SA M
Seagull in a bin
PL E
Remember a sentence always begins with a capital letter, and make sure you include an exclamation mark in your story.
14 Unit 1 Stories: plot
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SA M Š Cambridge University Press 2018
Unit 1 Stories: plot
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2
Stories: dialogue in stories
In this unit, we will use speech bubbles to show when someone says something.
Let’s read
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Ben and Tia are friends. They live next door to each other. They are neighbours.
SA M
The speech bubbles in this story show us what Ben and Tia are saying. This is a speech bubble.
16 Unit 2 Stories: dialogue in stories
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SA M Unit 2 Stories: dialogue in stories
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Let’s talk A
Talk about the comic strip story.
1 Who is Ben looking for? 2 What is the cat’s name?
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3 Where did the cat go? 4 Who is upset?
5 How is Tia a good neighbour? 6 Why was Ben worried? B
What do the speech bubbles tell us?
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1 How do we know the children are talking? 2 How do we know which child is talking? 3 What is Tia saying in the first picture? 4 What is Ben saying in the last picture?
18 Unit 2 Stories: dialogue in stories
© Cambridge University Press 2018
Let’s learn Writing sentences All sentences begin with a capital letter and end with a full stop (.), question mark (?) or exclamation mark (!).
A
Tick the sentences that are written correctly. 1 we must look for Spot. 3 Quick, he must be close by!
2
Will you help me?
4
Where shall we look
Copy these sentences. Add the missing capital letters and punctuation.
SA M
B
PL E
We need to look for Spot. Where is he? I really don’t know!
1 shall I look in the shed
2 I will get his food
3 quick, I can see him
Unit 2 Stories: dialogue in stories
© Cambridge University Press 2018
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Speech bubbles Remember, speech bubbles tell us what someone is saying. Ben is asking, Have you seen my cat? Look! Every sentence that is spoken starts with a capital letter. Copy what each of these children is saying. Remember to start each sentence with a capital letter.
1
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A
Have you seen my cat ?
2
No, I have not.
The man is saying …
SA M
The child is asking …
3
Can I help you?
4
Have you found Spot?
The old lady is asking …
Tia is asking …
20 Unit 2 Stories: dialogue in stories
© Cambridge University Press 2018
B
Look at the pictures. Choose the right sentence. Copy it into the speech bubble.
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1 Have you seen Spot? What time is it?
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Look, is that a bird? 2 Look, is that Spot?
3 I missed you! I am very cross with you!
Unit 2 Stories: dialogue in stories
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SA M
PL E
C Ben and Tia take Spot home. What do Ben and Tia say to Ben’s mum? Remember to use a capital letter for the first word each person speaks.
22 Unit 2 Stories: dialogue in stories
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Let’s practise
Word box
PL E
Now you are going to write your own comic strip. 1 Look at the pictures. 2 Talk about what Ben and Tia might be saying. 3 Write words or notes in the boxes next to each picture. What might Tia and Ben be saying in the speech bubbles?
stream water don’t worry watch out fun
SA M
Look, water to play in! Shall we play in the water? We might get wet.
Unit 2 Stories: dialogue in stories
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Let’s write A
Look carefully at the comic strip on pages 18 and 19. What are Ben and Tia saying?
Watch out, I’m wet! 1
What might Tia say in each picture?
Picture 1 Picture 2 Picture 3 Picture 4 2
What might Ben say in each picture?
SA M
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1
24 Unit 2 Stories: dialogue in stories
© Cambridge University Press 2018
B Now, neatly finish the comic strip. Write in the speech bubbles to show what Ben and Tia say to each other.
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3
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2
4
Unit 2 Stories: dialogue in stories
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