Cambridge Grammar and Writing Skills: Learner's Book 2 PDF

Here is the converted markdown format of the supplied document/image: # Cambridge Grammar and Writing Skills: Learner's Book 2 ### Sarah Lindsay and Wendy Wren ## Contents | Unit | Reading Let's read | Comprehension Let's talk...

Here is the converted markdown format of the supplied document/image: # Cambridge Grammar and Writing Skills: Learner's Book 2 ### Sarah Lindsay and Wendy Wren ## Contents | Unit | Reading Let's read | Comprehension Let's talk | Writing features Let's learn | Writing features Let's practise | Independent writing Let's write | Resource sheets | | ---- | ----------------------------------- | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | -------------------------------------------------------------------------------------------------------------------------- | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | ------------------------------------------------------------ | ---------------------------------------------------------------------------------------------------------------------------------------- | | 1 | Stories: plot | - What happens in the story? - What happens in the beginning, middle and end of the story? - How does the main character feel? | - Exclamation marks - Ordering sentences | - Looking closely at what happened at the beginning, middle and end of a given story | Writing a simple story using given picture prompts | Exclamation marks Ordering a story | | 2 | Stories: dialogue in stories | - What does the comic strip show? - Looking closely at who's talking | - Writing sentences - Speech bubbles | - Writing speech bubbles | Writing speech bubbles | - Speech bubbles - What happens next? | | 3 | Personal writing: writing a recount | - What happens in the recount? - How do recounts differ from stories? | - Verbs - Adjectives | - Thinking about structuring a recount -Writing a recount | - Thinking about structuring a recount - Writing a recount | - Verbs and Adjectives - Writing a recount | | 4 | Explanatory writing: writing an explanation | - What does the Information tell you? - How Is the information written? | - Joining words | - Ordering sentences in an explanation - Completing a flow diagram | - Writing an explanation - Completing a flow diagram | - Using joining words - Writing an explanation | | 5 | Instructions: writing a simple recipe | - Following Instructions - Discussing how instructions are organised | - Verbs - Adverbs | - Writing Instructions on cleaning up | Writing instructions on how to make a drink | - Verbs and adverbs - Ordering instructions | | 6 | Writing poems: rhyming poems and list poems | - Discussing rhyming words - Discussing the poems - Personal preference | - Rhyming words - Contractions - Verbs | - Writing a list poem | Writing a rhyming poem | - Rhyming words - Writing a poem | | 7 | Factual writing: writing notes and tables | - What does the information tell you? - Discussing notes | - Nouns - Commas | - Highlighting important information - Writing notes completing a table | - Highlighting important information - Writing notes | Commas Completing a table | | 8 | Writing to communicate: interviews | - What does the interview tell you? - Discussing the questions and answers | - Past and present verbs - Questions | An interview with a friend | An interview with an older person | - Verb tenses - An interview | | 9 | Stories: setting and characters | What does the story tell us? Discussing the setting Discussing the characters | Writing sentences Adjectives Joining words | - Writing a setting - Writing about a character - Planning a story | - Writing a story | A setting A character | ## Unit 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: Seagull 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!" 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. Pep, Lin and Seagull helped to clean the beach. #### 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? 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. 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? #### 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 (!). 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. 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 **"Oh no, help me!"** 2. A question 3. An exclamation #### Let's learn: 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. * 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. #### Let's Practice 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! **A.** Write what happened to Seagull at the beginning. **B.** Write what happened to Seagull in the middle. **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 make sure you include an exclamation mark in your story. Seagull in a bin ## Unit 2: Stories: Dialogue in Stories In this unit, we will use speech bubbles to show when someone says something. ### Let's read: Ben has lost his cat Ben and Tia are friends. They live next door to each other. They are neighbors. The speech bubbles in this story show us what Ben and Tia are saying. This is a speech bubble. "Hi Ben!" "Have you seen Spot?" "No. Why? Have you lost him?" "Yes. He ran off when a dog chased him." "I don't know what to do." "Don't get upset. We'll find him." "Thanks Tia." "Which way did he go?" "He went through the bushes." "My Mum will be cross if I can't find him." #### 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? 4. Who is upset? 5. How is Tia a good neighbor? 6. Why was Ben worried? **B.** What do the speech bubbles tell us? 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? #### 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! **A.** Tick the sentences that are written correctly. 1. We must look for Spot. 2. Will you help me? 3. Quick, he must be close by! 4. Where shall we look **B.** Copy these sentences. Add the missing capital letters and punctuation. 1. Shall I look in the shed 2. I will get his food 3. Quick, I can see him #### Let's Learn: 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. 1. "What is his name?" 2. "No, I have not." 3. "Can I help you?" 4. "Have you found Spot?" **B.** Look at the pictures. Choose the right sentence. Copy it into the speech bubble. 1. Have you seen Spot? What time is it? 2. Look, is that a bird? Look, is that Spot? 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. #### Let's Practice 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. Word box: stream water don't worry watch out fun "Look, water to play in! Shall we play in the water? We might get wet." #### Let's Write **A.** Look carefully at the comic strip on pages 24 and 25. What are Ben and Tia saying? Watch out, I'm wet! 1. What might Tia say in each picture? Picture a Picture b Picture c Picture d 2. What might Ben say in each picture? **B.** Now, neatly finish the comic strip. Write in the speech bubbles to show what Ben and Tia say to each other. ## Unit 3 Personal writing: writing a recount In this unit you will write about something that has happened to you. This is called a recount. ### Let's read: My race This is Tuhil. Tuhil ran in a race. He wrote about what happened. He wrote a recount. One sunny afternoon our kind teacher said we were going to stop work in our hot classroom and run some races outside in the sun. We all cheered. The teacher put us in groups of six to run in each race. I felt excited. I wanted to run really fast. I lined up at the starting line next to Dan and Felix. I was smaller than them. I felt very nervous. I looked at the blue flag. We had to run when the flag went down. Ready, steady, go! I ran and ran and ran. I ran as fast as I could. My legs hurt because I was running so fast. My three friednds cheered and waved as I ran past them. Suddenly the race had finished. I didn't win this time, but I really enjoyed it. #### Let's talk **A.** What does Tuhil's recount tell you? 1. How was Tuhil's teacher kind? 2. What did the children do when the teacher told them they were going to run in races? 3. How many children ran in each race? 4. How did Tuhil feel before the race? 5. Who cheered as Tuhil ran past? 6. Did Tuhil win his race? **B.** Talk about this recount. 1. Has Tuhil written a story or a recount? 2. How are stories and recounts different? 3. What did Tuhil write about? 4. Did Tuhil write about how he felt? Which phrases tell us how he felt? 5. Would the other children in the race have written the same recount? #### Let's learn: Verbs Verbs are doing words. They tell us what people, animals and things can do. Some doing words tell us what people, animals and things did in the past. For most verb family names we add ed. For verb family names that end in e we add d. My three friends cheered and waved as I ran past them. **A.** Add ed or d to write these verbs in the past tense. 1. scratch \_\_\_\_\_\_\_\_\_\_\_ 2. like \_\_\_\_\_\_\_\_\_\_\_\_ 3. push \_\_\_\_\_\_\_\_\_\_\_\_ 4. live\_\_\_\_\_\_\_\_\_\_\_\_ 5. dive \_\_\_\_\_\_\_\_\_\_\_\_ 6. scream \_\_\_\_\_\_\_\_\_ 7. finish \_\_\_\_\_\_\_\_\_\_\_\_ 8. brush \_\_\_\_\_\_\_\_\_\_\_\_ 9. smile \_\_\_\_\_\_\_\_\_\_\_\_ **B.** Write a past tense verb ending in ed or d in each of these sentences. 1. Tuhil \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ his friend in his race. 2. He \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ when his friend won his race. 3. Tuhil \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ to his friend after the race. 4. Tuhil and his friends were tired when they \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ home. #### Let's Learn: Adjectives Adjectives are describing words. They tell us more about people, places and things. They can make your recount more interesting. our kind teacher the blue flag Adjectives also describe the difference between things. These are called comparative adjectives because they compare things. a small boy a smaller boy Tuhil is smaller than Dan and Felix. **A.** Write an interesting adjective to finish each of these phrases. 1. a \_\_\_\_\_\_\_\_\_\_\_\_ race 2. a \_\_\_\_\_\_\_\_\_\_\_\_ girl 3. my \_\_\_\_\_\_\_\_\_\_\_\_ sister 4. the \_\_\_\_\_\_\_\_\_\_\_\_ cat **B.** Write a comparative adjective for each of these by adding er to the adjective in the first sentence. 1. Tuhil is small. He is \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ than his friends. 2. Felix is tall. He is \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ than Tuhil. 3. Felix is fast. He is \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ than the others. 4. Tuhil's friends were loud. They were \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ than everyone else. #### Let's Practice When you write a recount you need to use the words I or we. This shows that the things you are writing about happened to you. Tuhil wrote: I wanted to run really fast. So we know he was writing about something that happened to him. **Top Tip:** When you write about things that happen to you this is called writing in the first person. Have you ever run in a race? Have you ever watched a race? Write a recount of a race. **A.** Before you write the recount, answer these questions. They will help you remember what happened. 1. Where was the race? 2. Who was with you? 3. How did you feel? 4. Who won? 5. What did you do after the race? **B.** Now write your recount. Remember to write it in the first person, using the words I and we. #### Let's Write Ready, steady, go! These words can make people feel excited. Think of a time when you felt excited. What happened? Were you going somewhere exciting? Were you seeing someone? Was it your birthday? **Top Tip:** Remember, when we write about something that has already happened we write as if it was done in the past. **A.** Write a recount of something exciting that has happened to you. 1. First, write a list of things that happened on the day to help remind you. 2. Now write your recount on a separate piece of paper. ## Unit 4: Explanatory writing: writing an explanation In this unit we will write to explain something. We will join sentences with joining words such as and. ### Let's read: Day and night