Cambridge Grammar & Writing Skills Learner's Book 2 - 220516 - 095830

Cambridge Grammar and Writing Skills
Cambridge Grammar and Writing Skills

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
Cambridge Grammar
valuable consolidation for first language students and an opportunity for second
E
language learners to extend their skills.
Learner’s Book 2
and Writing Skills
PL
• 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
Sarah Lindsay and Wendy Wren

extended writing tasks
Learner’s Book 2
M
Brighter Thinking drives the Cambridge Approach; every day we

talk to teachers and leading educational thinkers in Cambridge and
around the world about how to make teaching and learning better.
SA
Our approach makes Better Learning possible, enabling students
to accelerate their learning and develop skills for life.
To find out more about Cambridge University Press

visit cambridge.org/education
© Cambridge University Press 2018

Cambridge Grammar
E
and Writing Skills
PL
Learner’s Book 2
M
SA

Name .............................................................................................
E
Class ...............................................................................................
Date ................................................................................................
I can write:
UNIT 1 Stories: plot

PL
UNIT 2 Stories: dialogue in stories
✓
...........
...........
M
UNIT 3 Personal writing: writing a recount ...........
UNIT 4 Explanatory writing: writing an explanation ...........
UNIT 5 Instructions: writing a simple recipe ...........

SA
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 ...........
3
Contents
Unit Reading Comprehension Writing features
Let’s read Let’s talk Let’s learn
Narrative writing: • What happens in the • Exclamation marks
1 writing a simple story story? • Ordering sentences
• What happens in the
beginning, middle and
end of the story?
• How does the main
E
character feel?
Narrative writing: • What does the comic • Writing sentences

2 using speech bubbles strip show? • Speech bubbles
• Looking closely at who’s
3
Personal writing:
writing recounts
PL •
•
talking
What happens in the

recount?
How do recounts differ
from stories?
•
•
Verbs
Adjectives
M
Explanatory writing: • What does the flow • Joining words
4 writing explanations and diagram tell you?
drawing flow diagrams • What does the
SA
explanation tell you?

Day and night
Instructions/Advice/ • Following instructions. • Verbs

5 Guidance: • Discussing how • Adverbs
writing instructions instructions are
organised.
4
Teacher guided writing Independent writing Resource sheets
Let’s practice Let’s write
• Looking closely at what • Writing a simple story using given • Exclamation
happened at the beginning, picture prompts marks
middle and end of a given story • Ordering a story
E
• Writing speech bubbles • Writing speech bubbles • Speech bubbles
• What happens
next?
•
Thinking about structuring a
recount
Writing a recount
PL •
•
Thinking about structuring a
recount
Writing a recount
•
•
Verbs and
adjectives
Writing a
recount
M
• Ordering sentences in an • Writing an explanation • Using joining
explanation • Completing a flow diagram words
• Completing a flow diagram • Writing an
SA
explanation
• Writing instructions • Writing instructions on how to • Verbs and

• on clearing up make a drink adverbs
• Ordering
instructions
5
Unit Reading Comprehension Writing features
Let’s read Let’s talk Let’s learn
Poetry: • Discussing rhyming words • Rhyming words
6 writing rhyming and list • Discussing the poems • Contractions
poems • Personal preference • Verbs
Factual writing: • What does the • Nouns
E
7 writing notes and tables information tell you? • Commas
• Discussing notes
8 interviews
PL
Writing to communicate: •
•
What does the interview
tell you?
Discussing the questions
and answers
•
•
Verbs – present and past
tense
Questions
M
Writing a story: • What does the story • Writing sentences
9 setting and characters tell us? • Adjectives
• Discussing the setting • Joining words
• Discussing the characters
SA
6
Teacher guided writing Independent writing Resource sheets
Let’s practice Let’s write
• Writing a list poem • Writing a rhyming poem • Rhyming words
• Writing a poem
• Highlighting important • Highlighting important • Commas
E
information information • Completing a
• Writing notes completing a table • Writing notes table
• An interview with a friend
PL • An interview with an older person •

•
Verb tenses
An interview
M
• Writing a setting • Writing a story • A setting
• Writing about a character • A character
• Planning a story
SA
7
1 Stories: plot
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.
Let’s read
E
Seagull
Seagull went into the clouds.
PL
“Oh no!’ said Seagull.
“Look at me.”
M
SA
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

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.
E
PL
M
SA
Pep, Lin and

Seagull helped
to clean the
beach.
Unit 1 Stories: plot 9

Let’s talk
A What happens in this story?
1 Where did Seagull fly first?
2 What happened when Seagull landed on the water?
3 Why did Seagull ask for help?
E
4 How did Pep and Lin help
Seagull?
1
PL
Why did Pep, Lin and Seagull
clean the beach?
Let’s look closely at the story.
What happened at the beginning of the story?

M
2 How do you think Seagull felt?
3 What happened in the middle of

SA
the story?
5 What happened at the end of

the story?

Let’s learn
Exclamation marks
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 (!).
E
Look carefully at this sentence. Seagull is shouting.
“Oh no, help me!”
2
3
these sentences.
1
PL
A Add a full stop, question mark or exclamation mark to each of
Seagull flew up into the clouds

Where am I
Help, I am lost
Oh no,
help me!
M
4
Shall I fly down to the water
5
Oh no, litter is stuck on my wings
B Write three sentences.

SA
1 a telling sentence
2 a question
3 an exclamation

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.
A Write the sentences in the box in the right order.

Match the pictures.
Word box
E
Seagull went onto the beach.
Seagull helped clean the beach.
PL
Seagull went into the clouds.
Seagull needed help to clean his wings.
Seagull went into the water.
M

SA

Let’s practise
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
E
make sense!
A Write what happened to Seagull at the beginning.
B
PL
Write what happened to Seagull in the middle.
M

SA
C Write what happened to Seagull at the end.

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
Remember a sentence always begins with a capital letter, and
E
make sure you include an exclamation mark in your story.
Seagull in a bin
PL
M
SA

E
PL
M
SA

2 Stories: dialogue in stories
In this unit, we will use speech bubbles to show when someone
says something.
Let’s read
Ben and Tia are friends.
E
They live next door to each other.
They are neighbours.
PL
The speech bubbles in this story show
us what Ben and Tia are saying.
This is a speech bubble.
M
SA
16 Unit 2 Stories: dialogue in stories

E
PL
M
SA
Unit 2 Stories: dialogue in stories 17

Let’s talk
A Talk about the comic strip story.
1 Who is Ben looking for?
2 What is the cat’s name?
3 Where did the cat go?
E
4 Who is upset?
1
Why was Ben worried?
PL
How is Tia a good neighbour?
What do the speech bubbles tell us?
How do we know the children are talking?

M
2 How do we know which child is talking?
SA
3 What is Tia saying in the first picture?
4 What is Ben saying in the last picture?

Let’s learn
Writing sentences
All sentences begin with a capital letter and end with a full stop
(.), question mark (?) or exclamation mark (!).
We need to look for Spot.

Where is he?
I really don’t know!
E
A Tick the sentences that are written correctly.

B

close by!
PL
1 we must look for Spot.
3 Quick, he must be
Copy these sentences.

2
4
Will you help me?
Where shall we look
Add the missing capital letters and punctuation.

M
1 shall I look in the shed

SA
2 I will get his food
3 quick, I can see him

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.
A Copy what each of these children is saying.

Remember to start each sentence with a capital letter.
E
1 2
Have you No, I
seen my cat ? have not.
The child is asking …

PL The man is saying …
M

3 4
SA
Can I Have you

help you? found Spot?
The old lady is asking … Tia is asking …


B Look at the pictures.
Choose the right sentence.
Copy it into the speech bubble.
1 Have you seen Spot?

What time is it?
E
2 PL
Look, is that a bird?
Look, is that Spot?
M
SA
3 I missed you!
I am very cross with you!

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.
E
PL
M
SA

Let’s practise
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?
Word box
E
stream water don’t worry watch out fun
PL Look, water to play in! Shall we play in

the water? We might get wet.
M
SA

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
E
Picture 2
Picture 3
Picture 4
2
PL
What might Ben say in each picture?
M
1
SA

B Now, neatly finish the comic strip.
Write in the speech bubbles to show what Ben and Tia say to
each other.
E
3
PL
M
SA


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Cambridge Grammar and Writing Skills

Cambridge Grammar and Writing Skills

Sarah Lindsay and Wendy Wren

Brighter Thinking drives the Cambridge Approach; every day we

To find out more about Cambridge University Press

© Cambridge University Press 2018

© Cambridge University Press 2018

UNIT 1 Stories: plot

UNIT 4 Explanatory writing: writing an explanation ...........

UNIT 5 Instructions: writing a simple recipe ...........

UNIT 6 Writing poems: rhyming poems and

UNIT 7 Factual writing: writing notes and tables ...........

UNIT 8 Writing to communicate: interviews ...........

UNIT 9 Stories: setting and characters ...........

Narrative writing: • What does the comic • Writing sentences

What happens in the

explanation tell you?

Instructions/Advice/ • Following instructions. • Verbs

• Writing instructions • Writing instructions on how to • Verbs and

Factual writing: • What does the • Nouns

• Highlighting important • Highlighting important • Commas

• An interview with a friend

PL • An interview with an older person •

Seagull went into the clouds.

Seagull went into the water.

Seagull went onto the beach.

8 Unit 1 Stories: plot

Pep, Lin and

Unit 1 Stories: plot 9

1 Where did Seagull fly first?

2 What happened when Seagull landed on the water?

3 Why did Seagull ask for help?

Let’s look closely at the story.

What happened at the beginning of the story?

3 What happened in the middle of

4 How do you think Seagull felt?

5 What happened at the end of

6 How do you think Seagull felt?

10 Unit 1 Stories: plot

Sentences start with a capital letter.

“Oh no, help me!”

Seagull flew up into the clouds

B Write three sentences.

Unit 1 Stories: plot 11

The sentences in a story need to be in order.

A Write the sentences in the box in the right order.

12 Unit 1 Stories: plot

A Write what happened to Seagull at the beginning.

C Write what happened to Seagull at the end.

Unit 1 Stories: plot 13

14 Unit 1 Stories: plot

Unit 1 Stories: plot 15

16 Unit 2 Stories: dialogue in stories

Unit 2 Stories: dialogue in stories 17

1 Who is Ben looking for?

2 What is the cat’s name?

3 Where did the cat go?

What do the speech bubbles tell us?

How do we know the children are 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

We need to look for Spot.

UNIT 1 Stories: plot

UNIT 5 Instructions: writing a simple recipe ...........

UNIT 6 Writing poems: rhyming poems and

2 What happened when Seagull landed on the water?

3 What happened in the middle of

5 What happened at the end of