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Sarah Lindsay and Wendy Wren
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Learner’s Book 3
• 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 3
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Whether it’s writing letters, dialogue 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 rhyming poems and instructions for a cat feeder, as well as a fun park leaflet. 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 3
SA M
Sarah Lindsay and Wendy Wren
Š Cambridge University Press 2018
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Name ............................................................................................. Class ............................................................................................... Date ................................................................................................ I can write: UNIT 1
✓
Explanatory writing: writing an explanation ...........
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UNIT 2 Writing to communicate: writing a letter
...........
UNIT 3
Narrative writing: writing dialogue in a story ...........
UNIT 4
Poems: writing a humorous poem
........... ...........
UNIT 6 Writing to persuade: writing a poster and a leaflet
...........
UNIT 7
Narrative writing: writing a play script
...........
UNIT 8
Alphabetic texts: writing a glossary
...........
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UNIT 5 Instructions: writing instructions and rules
UNIT 9 Narrative writing: writing a story setting and story ending
...........
3 Š Cambridge University Press 2018
Contents 1
2
Reading
Comprehension
Writing features
Explanatory writing: how is it done?
•
• • • • •
Writing sentences Adjectives Headings Sequence Pictures
Why is the letter written? What happens in the letter? Looking closely at how a letter is structured
• • • •
Pronouns Address and date Paragraphs Letter endings
What happens in the story? Looking at dialogue
• • •
Dialogue Contractions Other words for said
Let’s read
Let’s talk
•
Writing to communicate: writing a letter
• • •
•
•
Poems: humorous poems
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4
Narrative writing: dialogue in stories
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3
5
What happens in the explanation? How is the explanation written?
Let’s learn
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Unit
Instructions: writing instructions and rules
• • •
What is the poem about? How is the poem written? What do you think about the poem?
• • • •
Rhyme Pronouns Verbs Prepositions
•
What do instructions tell you? Discussing how instructions are organised. Discussing how rules are organised
• • •
Imperative verbs Adjectives Sentences
• •
4 © Cambridge University Press 2018
Teacher guided writing
Independent writing
Resource sheets
•
Writing captions that plot the sequence of an explanation
•
• •
•
Writing a letter
•
Writing a conversation
•
Planning a humorous poem
Let’s write
Sentences Writing an explanation
Writing a letter
• •
Pronouns Writing a letter
•
Writing a conversation
• •
Writing dialogue Using speech bubbles
Writing a humorous poem
• •
Prepositions Linking rhyming words
Writing instructions and rules for an imagined invention
• •
Imperative verbs Writing instructions and rules
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•
•
SA •
Writing an explanation
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Let’s practice
Writing instructions and rules for a given invention
•
5 © Cambridge University Press 2018
Reading
Comprehension
Writing features
6
Writing to persuade: posters and leaflets
• •
Discussing posters Discussing leaflets
• • • • •
Adjectives Conjunctions Sentences Information Layout
7
Narrative writing: play scripts
•
What happens in the play? What do we learn about the characters? How is a play script written?
• • •
Layout of play scripts Dialogue in play scripts Adverbs
What does the dictionary page tell you? What does the glossary tell you? Comparing dictionaries and glossaries
• • •
Alphabetical order Parts of speech Definitions
• • • • •
Past tenses Adjectives Story structure Writing an opening Writing an ending
Let’s read
Let’s talk
• •
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Alphabetic texts: a glossary
•
•
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•
Narrative writing: story settings and endings
•
• •
What does the story tell us? Discussing the setting Discussing the ending
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Let’s learn
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Unit
6 © Cambridge University Press 2018
Teacher guided writing
Independent writing
Resource sheets
•
Writing a poster
•
Writing a leaflet
• •
Adjectives Planning the writing for a leaflet
•
Writing a play script
•
Continuing the play script
• •
Adverbs Layout of a play
•
Writing a glossary for a given book
•
Writing a glossary for a book of your own choice
•
Alphabetical order Writing a glossary
Let’s write
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Let’s practise
Writing a setting Writing an ending
• •
Writing a setting Writing an ending
• •
Verb tenses Writing a story setting
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• •
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•
7 © Cambridge University Press 2018
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Explanatory writing: how is it done?
An explanation tells us how something is made or done.
Let’s read
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It explains what happened in the order it is done.
Ana and Mohammed are getting ready for Mohammed’s party. He loves aeroplanes so he wants an ‘aeroplane’ party.
The two children are making lots of paper aeroplanes.
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Ana wonders how real aeroplanes fly, so they look in a book to find out.
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Unit 1 Explanatory writing: how is it done? © Cambridge University Press 2018
How do aeroplanes fly? Aeroplanes are controlled by one or two pilots who sit on the flight deck. They fly the aeroplane by pressing and turning many different buttons and controls. The captain is the pilot in charge of the aeroplane.
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1 The pilot starts the aeroplane’s engines.
Pilot starting the engines
2 The aeroplane’s engines create a ‘thrust’ that pushes the plane forward. The pilot steers the aeroplane along the runway as it goes faster and faster.
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4 It is the ‘thrust’ from the engines and ‘lift’ from the wings that makes the aeroplane fly. Once the plane is flying, it can stay at a steady speed, high above the clouds.
Plane travelling down the runway
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3 When the aeroplane is travelling fast enough, the air moving over the wings lifts the wings and the whole aeroplane upwards. The pilot then steers the aeroplane where they want it to go.
Plane flying
Did you know… the airliner is fast but the jet fighter is faster. Have you ever been in an aeroplane?
Plane taking off
Unit 1 Explanatory writing: how is it done? © Cambridge University Press 2018
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Let’s talk A What is the explanation about? Discuss your answers. 1 What explanation did Mohammed and Ana look up? 2 Who is in charge of the aeroplane? 3 What does a pilot do first?
PH to be resupplied
4 Where do the pilots sit? B Why does it do that? Discuss your answers.
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1 What moves the plane forward?
2 At what point does an aeroplane start to lift?
3 Which part of the plane does most of the ‘lift’ come from?
4 What do you think happens if the aeroplane is not moving fast enough? C How is an explanation written? Discuss your answers. 1 What is the title of the explanation?
2 How many points are used in the explanation? 3 Find three verbs in the explanation.
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4 What pictures or diagram have been used in the explanation?
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5 Do you find the pictures and diagram useful? Why?
PH to be resupplied
10 Unit 1 Explanatory writing: how is it done? © Cambridge University Press 2018
Let’s learn Writing sentences Explanations need sentences that clearly explain something. Remember, every sentence needs: • a capital letter • a verb
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• punctuation at the end of the sentence.
A Copy two ‘telling’ sentences from the explanation. 1 2
B Copy two ‘question’ sentences from the explanation. 1 2
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Comparing words
Comparing words can make explanations more interesting. They describe the difference between things.
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The airliner is fast but the jet fighter is faster.
We usually add er to a word when we are comparing two things.
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small smaller
If the word has one syllable and ends in a vowel plus a consonant, we double the last letter and add er. hot hotter
Unit 1 Explanatory writing: how is it done? © Cambridge University Press 2018
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If the comparing word ends in e then just add r.
large
larger
If the word ends in y then change the y to an i and add er. snowy
snowier
Comparing words are either adjectives or adverbs. A Change each of these words into a comparing word. 2 red
3 quick
4 wise
5 sleepy 7 strong
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1 high
6 flat 8 safe
B Write a comparing word in each of these sentences. 1 An aeroplane is 2 A car is
than a car.
than an aeroplane.
Headings
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C Write a comparing word about an aeroplane in your own sentence.
Always begin your explanation with a clear heading.
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This tells the reader what the explanation is about. How do aeroplanes fly?
A Write a heading for an explanation about each of these. 1 Party organising
2 Paper aeroplane
3 Different aeroplanes
12 Unit 1 Explanatory writing: how is it done? © Cambridge University Press 2018
Sequences The sequence of an explanation is very important. You have to explain things in the order in which they occur; otherwise they do not make sense. 1 The pilot starts the aeroplane’s engines. A Rewrite these sentences in the order they appear in the explanation.
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When the aeroplane is travelling fast enough, the air moving over the wings lifts the wings and the whole aeroplane upwards. The pilot steers the aeroplane along the runway as it goes faster and faster.
Once the aeroplane is flying, it can stay at a steady speed, high above the clouds. The pilot starts the aeroplane’s engines. 1 2 3 4
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Pictures and diagrams
The writer has used pictures (illustrations) and a diagram in the explanation.
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Pictures and diagrams show what something looks like or how it works. They can be captioned to give the reader even more information.
A Look at this picture. What caption would you write?
Caption: Unit 1 Explanatory writing: how is it done? © Cambridge University Press 2018
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Let’s practise Ana and Mohammed finished making the paper aeroplanes for the party. They then started talking about how other things move. Ana remembered the time she learned how to ride a bike. You are going to write an explanation of how you learn to ride a bike.
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Planning
A What title will you give your explanation?
B Each picture is a step in the explanation of how to ride a bike. Use the words in the boxes to discuss each picture. C Each picture needs a caption.
You need to draw the final picture. 1
bike
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Word box
help
child
adult
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support
hold
2
Word box bike
pedal
support
seat
ground
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3
Word box child
pedalling
alongside
bike
running
Word box
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4
ready
concentrate
alongside
catch
5
Word box
balanced
support
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bike
happy
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riding
support
Unit 1 Explanatory writing: how is it done? Š Cambridge University Press 2018
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Let’s write Now use the pictures and words on pages 8 and 9 to write an explanation about learning to ride a bike. Complete the missing pictures.
Writer’s Toolbox Have you: • written a heading that makes it clear what the explanation is about?
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• written the explanation so it is in the correct order? • drawn a picture or diagram to support the explanation? • included captions?
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1 Heading:
2 Heading:
16 Unit 1 Explanatory writing: how is it done? © Cambridge University Press 2018
3 Heading:
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4 Heading:
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5 Heading:
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Read through your explanation carefully. Edit and proofread Correct mistakes in: spelling
punctuation
grammar
Unit 1 Explanatory writing: how is it done? Š Cambridge University Press 2018
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z
2
Writing to communicate: writing a letter
Letters are a way of communicating. We write letters for many different reasons. We can write letters to family and friends to ask or tell somebody something.
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Let’s read 3 Beach View Street Jaintipur Haryana 110023 Friday 2nd May 2018
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Dear Aanya and Arjun, I was sorting through some old photos in the attic yesterday, when I came across photos of you both when you were younger. It reminded me of a very funny memory! Do you remember when we went to the sandy beach and bought ice creams with Uncle and Aunty a few years ago? It had the most beautiful views! You were both arguing over who had the biggest scoop of chocolate ice cream, while sitting on the rocks just next to a small rockpool. I remember sitting behind you both and laughing at you with your little ice-cream competition. Suddenly, the most colourful bird swooped down and grabbed both your ice creams out of your hands! You both screamed with shock and toppled into the water, without your ice creams! Who had the better ice cream then? The bird of course! It still makes me chuckle to this day, remembering you both coming out of the water, soaked from head to toe. Would you like to come to stay again? We can go and get ice creams, but watch out for the birds though! Lots of love, Grandma
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This shows the details of how to lay out a letter. 3 Beach View Street Jaintipur
Your address
Haryana 110023
The date the letter is written
Friday 2nd May Dear Aanya and Arjun,
First paragraph – why you are writing the letter
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I was sorting through some old photos in the attic yesterday, when I came across photos of you both when you were younger. It reminded me of a very funny memory!
The people you are writing the letter to
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Do you remember when we went to the sandy beach and bought ice creams with Uncle and Aunty a few years ago? It had the most beautiful views! You were both arguing over who had the biggest scoop of chocolate ice cream, while sitting on the rocks just next to a small rockpool. I remember sitting behind you both and laughing at you with your little ice-cream competition. Suddenly, the most colourful bird swooped down and grabbed both your ice creams out of your hands! You both screamed with shock and toppled into the water, without your ice creams! Who had the better ice cream then? The bird of course! It still makes me chuckle to this day, remembering you both coming out of the water, soaked from head to toe. Would you like to come to stay again? We can go and get ice creams, but watch out for the birds though! Lots of love,
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Grandma
Main part of the letter
Last paragraph finishing the letter in an interesting way A friendly ending Your name
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Let’s talk A What does the letter tell you? Discuss your answers. 1 Who is this letter to? Who is this letter from? 2 What is this letter about? 3 What were the children arguing about? 4 Why did the children topple into the rock pool? B Think about the letter. Discuss your answers.
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1 How do we know the letter is about something that happened in the past? 2 How does Grandma describe the beach?
3 Why does the memory still make Grandma ‘chuckle to this day’?
4 Which line tells us that Grandma would like Aanya and Arjun to come to stay again? C How is the letter written? Discuss your answers. 1 How do we know where Grandma lives? 2 Where is the date written? 3 How is the letter finished?
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4 Look at the ending of the letter. How do we know Grandma knows Aanya and Arjun very well?
20 Unit 2 Writing to communicate: writing a letter © Cambridge University Press 2018
Let’s learn Pronouns Pronouns can be used in place of nouns. For example: Noun
Pronoun
the boy
he
the girl
she
the boy and girl
they
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Letters are often written using the pronouns I and we because the writer is writing about something they experienced. These are known as first person pronouns. I was sorting through some old photos… …we went to the sandy beach…
Word box Pronouns:
I
you
he
she
it
me
we
they
him
her
them
us
A Copy the sentences, changing the underlined proper nouns into pronouns.
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1 Aanya and Arjun visited Grandma.
2 Aanya thought she had the biggest ice cream.
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3 Arjun thought he had the biggest ice cream.
4 Grandma smiles when she thinks about Aanya and Arjun in the water.
B Write your own sentence that includes a first person pronoun.
Unit 2 Writing to communicate: writing a letter © Cambridge University Press 2018
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Address and date Letters begin with an address and date at the top. In a personal letter: • the address is where the person who is sending the letter lives • the date is the day the letter is written. Number of house/apartment and name of street/road
3 Beach View Street
Name of village/town/city Jaintipur Date letter written
Haryana 110023
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Postal code
Friday 2nd May
Some addresses might be longer. Addresses do vary, but they all give detail of where someone lives. A Write your address and the date, as if you are going to write a letter.
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Paragraphs
A group of sentences that is written about one main idea is called a paragraph. Each new paragraph starts a new line. Letters are written using paragraphs. The first paragraph introduces why the letter is being written. I was sorting through some old photos in the attic yesterday, when I came across photos of you both when you were younger. It reminded me of a very funny memory!
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The paragraphs in the main part of the letter detail what is being written about. Do you remember when we went to the sandy beach… The final paragraph finishes the letter in an interesting way. Would you like to come to stay again? We can go and get ice creams, but watch out for the birds though!
Top Tip
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Look! The first line of each paragraph is indented. Imagine you are Grandma and you are writing to Aanja and Arjun’s mum and dad. You want to ask if Aanja and Arjun can come to stay with you during the holidays. A Write the opening paragraph.
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B Write the final paragraph.
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Letter endings
How you end your letter depends on how well you know the person. If you know them well you can write a friendly ending, like Lots of love. If you know them quite well you can write Best wishes or Kind regards.
A Write three other ways you might finish your letter.
‘Lots of love’ ‘Best wishes’ ‘Kind regards’ Unit 2 Writing to communicate: writing a letter © Cambridge University Press 2018
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Let’s practise You have looked in detail at Grandma’s letter to Aanya and Arjun. Aanya and Arjun would like to go to visit Grandma so they decide to write a letter back to her. You are going to write a letter back to Grandma pretending to be Aanya or Arjun.
A Planning Use the questions below to help you plan your letter. Make notes.
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1 Make up an address for Aanya and Arjun.
2 What date are you replying to Grandma’s letter?
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3 Who are you writing to?
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4 Make notes on your first paragraph. Why are you writing the letter?
5 Make notes on the main part of the letter. Explain why you would like to come to stay again.
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6 Make notes on your final paragraph. How are you going to end the letter?
7 Which letter ending are you going to use?
B Writing
Writer’s Toolbox Have you: • written an address? • written a date?
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Now use your notes and write your letter.
• used first person pronouns?
• written the first paragraph explaining why you are writing the letter? • written the main part of the letter?
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• included an interesting final paragraph?
• included a friendly ending and your name?
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Edit and proofread
Correct mistakes in: spelling
punctuation
grammar
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Let’s write You are going to write a letter to someone in your family or a close friend. You are going to write about a special memory you have.
A Planning
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1 What memory are you going to write about?
a celebration
a day out
a holiday
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a wedding
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2 Why did you choose this special memory?
3 How does the special memory make you feel?
4 First paragraph: How will you introduce your memory?
5 Main part of letter: What happened during your special memory? Write notes in the order it happened.
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6 Final paragraph: How did you feel as the special memory came to an end?
7 Which letter ending are you going to use?
B Writing
Now use your notes to write your letter.
Writer’s Toolbox Have you: • written an address?
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• written a date?
• used first person pronouns?
• written the first paragraph explaining why you are writing the letter?
SA
• written the main part of the letter?
• included an interesting final paragraph? • included a friendly ending and your name?
Edit and proofread
Correct mistakes in: spelling
punctuation
grammar
Write your neat copy.
Unit 2 Writing to communicate: writing a letter © Cambridge University Press 2018
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