Cambridge Grammar and Writing Skills

Cambridge Grammar and Writing Skills

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

Cambridge Grammar
language learners, providing valuable consolidation for first language students

E
and an opportunity for second language learners to extend their skills.

Learner’s Book 3
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 3

M
Sarah Lindsay and Wendy Wren

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 3
Sarah Lindsay and Wendy Wren
M
SA

© Cambridge University Press 2018

Name .............................................................................................

E
Class ...............................................................................................

Date ................................................................................................

I can write:

UNIT 1
PL
Explanatory writing: writing an explanation ...........

UNIT 2 Writing to communicate: writing a letter

✓

...........
M
UNIT 3 Narrative writing: writing dialogue in a story ...........

UNIT 4 Poems: writing a humorous poem ...........

UNIT 5 Instructions: writing instructions and rules ...........

SA

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 ...........

UNIT 9 Narrative writing: writing a story setting

and story ending ...........

3
© Cambridge University Press 2018
 Contents
Unit Reading Comprehension Writing features
Let’s read Let’s talk Let’s learn
Explanatory writing: • What happens in the • Writing sentences
1 how is it done? explanation? • Adjectives
• How is the explanation • Headings
written?
• Sequence
• Pictures

E
Writing to communicate: • Why is the letter written? • Pronouns
2 writing a letter • What happens in the • Address and date
letter? • Paragraphs
• Looking closely at how a • Letter endings

3
Narrative writing:
dialogue in stories PL •

•
letter is structured

What happens in the

story?
Looking at dialogue
•
•
•
Dialogue
Contractions
Other words for said
M
Poems: • What is the poem about? • Rhyme
4 humorous poems • How is the poem written? • Pronouns
• What do you think about • Verbs
the poem? • Prepositions
SA

Instructions: • What do instructions tell • Imperative verbs

5 writing instructions and rules you? • Adjectives
• Discussing how • Sentences
instructions are organised.
• Discussing how rules are
organised

4
© Cambridge University Press 2018
Teacher guided writing Independent writing Resource sheets
Let’s practice Let’s write
• Writing captions that plot the • Writing an explanation • Sentences
sequence of an explanation • Writing an
explanation

E
• Writing a letter • Writing a letter • Pronouns
• Writing a letter

• Writing a conversation
PL • Writing a conversation •
•
Writing dialogue
Using speech
bubbles
M
• Planning a humorous poem • Writing a humorous poem • Prepositions
• Linking rhyming
words
SA

• Writing instructions and rules for a • Writing instructions and rules for • Imperative verbs
given invention an imagined invention • Writing
instructions and
rules

5
© Cambridge University Press 2018
 Unit Reading Comprehension Writing features
Let’s read Let’s talk Let’s learn
Writing to persuade: • Discussing posters • Adjectives
6 posters and leaflets • Discussing leaflets • Conjunctions
• Sentences
• Information
• Layout

Narrative writing: • What happens in the • Layout of play scripts

7

E
play scripts play? • Dialogue in play scripts
• What do we learn about • Adverbs
the characters?
• How is a play script
written?

8
Alphabetic texts:
a glossary

PL •

•
What does the dictionary
page tell you?
What does the glossary
tell you?
Comparing dictionaries
and glossaries
•
•
•
Alphabetical order
Parts of speech
Definitions
M
Narrative writing: • What does the story tell • Past tenses
9 story settings and endings us? • Adjectives
• Discussing the setting • Story structure
• Discussing the ending • Writing an opening
• Writing an ending
SA

6
© Cambridge University Press 2018
Teacher guided writing Independent writing Resource sheets
Let’s practise Let’s write
• Writing a poster • Writing a leaflet • Adjectives
• Planning the
writing for a
leaflet

• Writing a play script • Continuing the play script • Adverbs

E
• Layout of a play

• Writing a glossary for a given

book

PL• Writing a glossary for a book of

your own choice
•

•
Alphabetical
order
Writing a
glossary
M
• Writing a setting • Writing a setting • Verb tenses
• Writing an ending • Writing an ending • Writing a story
setting
SA

7
© Cambridge University Press 2018
1 Explanatory writing: how is
it done?
An explanation tells us how something is made or done.

It explains what happened in the order it is done.

Let’s read

E
Ana and Mohammed are getting ready for Mohammed’s party.

He loves aeroplanes so he wants an ‘aeroplane’ party.

PL
The two children are making lots of paper aeroplanes.

Ana wonders how real aeroplanes fly, so they look in a book to find out.
M
SA

8 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.

1 The pilot starts the aeroplane’s engines.

E
Pilot starting the engines

pushes the plane forward.

PL
2 The aeroplane’s engines create a ‘thrust’ that

The pilot steers the aeroplane along the

runway as it goes faster and faster.
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
M
steady speed, high above the clouds.

Plane travelling down the runway

3 When the aeroplane is travelling fast enough,

SA

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? 9

© Cambridge University Press 2018
 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
4 Where do the pilots sit? resupplied

B Why does it do that? Discuss your answers.

1 What moves the plane forward?

E
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?

PL
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.
4 What pictures or diagram have been used in the explanation?
M
5 Do you find the pictures and diagram useful? Why?
SA

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

• punctuation at the end of the sentence.

E
A Copy two ‘telling’ sentences from the explanation.

1
2

1
2

Comparing words
PL
B Copy two ‘question’ sentences from the explanation.
M
Comparing words can make explanations more interesting.

They describe the difference between things.

The airliner is fast but the jet fighter is faster.

SA

We usually add er to a word when we are comparing

two things. PH to be
resupplied
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? 11

© Cambridge University Press 2018
 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.

1 high 2  red
3 quick 4  wise

E
5 sleepy 6  flat
7 strong 8  safe

B Write a comparing word in each of these sentences.

1 An aeroplane is
2 A car is

PL than a car.
than an aeroplane.

C Write a comparing word about an aeroplane in your own sentence.

M
Headings

Always begin your explanation with a clear heading.

This tells the reader what the explanation is about.

SA

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.

When the aeroplane is travelling fast enough, the air moving over the wings lifts the wings
and the whole aeroplane upwards.

E
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

Pictures and diagrams

PL
M
The writer has used pictures (illustrations) and a diagram
in the explanation.

Pictures and diagrams show what something looks like or

how it works.
SA

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? 13

© Cambridge University Press 2018
 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.

Planning

E
A What title will you give your explanation?

B Each picture is a step in the explanation of how to ride a bike.

1
PL
Use the words in the boxes to discuss each picture.
C Each picture needs a caption.

You need to draw the final picture.

Word box
M
bike hold help

support child adult

SA

Word box
bike pedal ground

support seat

14 Unit 1 Explanatory writing: how is it done?

© Cambridge University Press 2018
3

Word box
child pedalling running

alongside bike

E
Word box
ready concentrate support

alongside catch

Word box
riding happy
PL balanced
M
bike support
SA

Unit 1 Explanatory writing: how is it done? 15

© Cambridge University Press 2018
 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?
• written the explanation so it is in the correct order?

E
• drawn a picture or diagram to support the explanation?
• included captions?

1 Heading:

PL
M
SA

2 Heading:

16 Unit 1 Explanatory writing: how is it done?

© Cambridge University Press 2018
3 Heading:

E
4 Heading:

PL

M
5 Heading:
SA

Read through your explanation carefully.

Edit and proofread

Correct mistakes in: spelling punctuation grammar

Unit 1 Explanatory writing: how is it done? 17

© Cambridge University Press 2018
 2
z

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.

Let’s read

E
3 Beach View Street
Jaintipur
Haryana 110023
Friday 2nd May 2018
Dear Aanya and Arjun,

PL
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
M
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,
SA

Grandma

18 Unit 2 Writing to communicate: writing a letter

© Cambridge University Press 2018
This shows the details of how to lay out a letter.

3 Beach View Street Jaintipur Your address

Haryana 110023 The date the

Friday 2nd May letter is written

Dear Aanya and Arjun, The people you are

writing the letter to
I was sorting through some old photos in the attic yesterday,
when I came across photos of you both when you were younger. First paragraph – why
It reminded me of a very funny memory! you are writing the letter

E
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

PL
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.
Main part of the letter

Last paragraph finishing

M
Would you like to come to stay again? We can go and get ice the letter in an interest-
creams, but watch out for the birds though! ing way

Lots of love, A friendly ending

Grandma
SA

Your name

Unit 2 Writing to communicate: writing a letter 19

© Cambridge University Press 2018
 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.

1 How do we know the letter is about something that happened in the past?

E
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?

PL
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?
4 Look at the ending of the letter. How do we know Grandma knows Aanya and Arjun
M
very well?
SA

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
Letters are often written using the pronouns I and we because the writer is writing

E
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
PL she it me we they him

A Copy the sentences, changing the underlined proper nouns into pronouns.
1 Aanya and Arjun visited Grandma.
her them us
M
2 Aanya thought she had the biggest ice cream.

3 Arjun thought he had the biggest ice cream.

SA

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 21

© Cambridge University Press 2018
 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
Postal code Haryana 110023

E
Date letter written 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.

PL

SA

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!

22 Unit 2 Writing to communicate: writing a letter

© Cambridge University Press 2018
 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
Look! The first line of each paragraph is indented.

E
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.

B Write the final paragraph.

PL
M
Letter endings
SA

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 23

© Cambridge University Press 2018
 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.
1 Make up an address for Aanya and Arjun.

E
PL
2 What date are you replying to Grandma’s letter?

3 Who are you writing to?

M
4 Make notes on your first paragraph. Why are you writing the letter?
SA

5 Make notes on the main part of the letter. Explain why you would like to come to stay
again.

24 Unit 2 Writing to communicate: writing a letter

© Cambridge University Press 2018
 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
Now use your notes and write your letter.

E
Writer’s Toolbox
Have you:
• written an address?
• written a date?

PL
• used first person pronouns?
• written the first paragraph explaining why you are writing the letter?
• written the main part of the letter?
• included an interesting final paragraph?
M
• included a friendly ending and your name?

Edit and proofread

SA

Correct mistakes in: spelling punctuation grammar

Unit 2 Writing to communicate: writing a letter 25

© Cambridge University Press 2018
 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
1 What memory are you going to write about?

E
a wedding a celebration

PL
a day out a holiday
M
2 Why did you choose this special memory?
SA

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.

26 Unit 2 Writing to communicate: writing a letter

© Cambridge University Press 2018
 6 Final paragraph: How did you feel as the special memory came to an end?

E
7 Which letter ending are you going to use?

B Writing

Have you:
• written an address?
• written a date?
PL
Now use your notes to write your letter.

Writer’s Toolbox
M
• used first person pronouns?
• written the first paragraph explaining why you are writing the letter?
• written the main part of the letter?
SA

• 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 27

© Cambridge University Press 2018