Writing Booklet

5th Juniors

2021

Student´s Name: .................................................

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Punctuation Marks
 The period .
 End a sentence = The dog wagged his tail.
 Use after abbreviations and initials =Dr. J. Wong is our veterinarian.

 The Comma ,
 Opening and closing in a letter = Dear, Haley / Love, Mr. Winter
 To introduce someone = My friend, Jack, is tall.
 To separate items in a list = I likes apples, pears, and kiwi.
 To use before or after quotations = Abby said, “I prefer cats.”
 To separate a city and state = Cleveland, Ohio, is a great city.
 After introductory words: first, next, last, finally = Finally, we can go outside!
 To separate day and year in dates =March 17, 2014.
 To use before and, but, so in compound sentences = I was tired, so I slept.
 Colon :
 Used to introduce a list or series =These are my favorite colors: blue, pink, orange, and
yellow.
 Used to emphasize a point = There’s only one thing Ana wants for Christmas: a necklace.
 Introduces a quotation =The host made an announcement: “You are all staying for dinner.”
 Separates two clauses where the second clause explains the first = I didn’t have time to get
changed: I was already late.

 Semicolon ;
 Use to connect two related sentences= 1) My daughter is a teacher; my son is a doctor. 2) I
love to go to school; my favorite subject is reading.
 Join two independent clauses that are connected by a conjunction = People are allowed to
make their own decisions; as a result, many people swear by their writing methods.
 Apostrophe `
 Used for contractions = It’s your mother on the phone. (it is)
 Used for possessives or ownership = My dad’s ice cream was delicious.
 Question Mark ?
 Used to end sentences that express doubt = What would you like for lunch?
 Use to ask a direct question = How old are you?
 Exclamation Mark !
 Used after expressing strong feelings or emotion = I love you so much!
 Used to express a sense or emergency = Look out! / Be careful!
 Capitalize letter A, B,C,...
 First word of a sentence = My name is Bill.
 Names of people and places= people -Megan / place-Target
 Calendar Words = months-March / days-Friday / holidays-Christmas
 Languages = French / English / Russian
 Nationalities = American / British / Chinese
 Titles = books-Matilda / movies-Harry Potter / articles-Should We Ban Plastic Bags?
 Countries, cities, continents = Japan / Moscow / Africa
 Brand names = Colgate toothpaste, Dove soap
 Tittles = Miss / Dr. / Mrs. / Mr.

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NARRATIVE

PLAN

A story (narrative) can be an account of a true event or something imaginary. The most common way
of writing a story is by narrating the events in chronological order. Below is a plan of a story, with
questions to help you when planning one.

INTRODUCTION: - describe the background When did the events take place?
scene(s) Where did the event(s) take place?
- introduce the main What was the weather like?
character(s) What was/were the main character(s) doing?
- describe the initial feelings Were there any other characters involved?
(if necessary) How did the character(s) feel at the time?

MAIN PART: - describe how the events What happened?

started and developed What did the main character(s) do?
How did the main character(s)/people feel?

CONCLUSION: - describe the outcome of the What happened in the end?

events Was the situation resolved? How?
- make a short comment on the How did the characters feel?
story

Guide to writing

- Read the rubric carefully. Look for key words, e.g. words that give you a clue as to what you have
to write about.
- Decide whether you are going to write a true story (e.g. about a personal experience) or an
imaginary story. Think of something simple. You can narrate your story in the first or third person,
depending on the rubric. Then, write out a plan for your story.
- Make the introduction interesting and original in order to catch the reader‟s attention. You can
begin, for instance, by using Direct Speech.

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- Have a different paragraph for each stage of your story. This will make it easier for the reader to
follow it.
- Make sure you use the appropriate tenses. The most useful tenses when writing a story are:
the Past Simple (used when narrating a sequence of events)
the Past Continuous (used when describing the background scenes or when referring to
interrupted events)
the Past Perfect (used when describing earlier events or situations)
- Make your writing interesting by using a variety of structures, such as the Passive Voice,
Conditionals.
- Use linking words/phrases to join your sentences and paragraphs. Look at the table for ideas.
Linking words

Time: since – before – before long – when – as soon as – just as – while – as – during –

immediately – some time later – soon – then – next – at the beginning – at first – in the end /

eventually – finally – at last – until – by the time

Contrast: but – while – however – although – even though

Result: so…that – so – for this reason

Cause – reason: because – because of – as – since

-Create the atmosphere you want and make your story interesting by using some of the following:
Direct speech: to make a situation seem real.
Very short sentences: to excite the reader.
Questions or exclamation marks: to vary the style.
Interesting vocabulary: to make descriptions more vivid and the whole story more interesting.
e.g. say “friendly neighbours” instead of “nice neighbours” or “ I was terrified” instead of “I was
afraid.”
Expressions / phrases:
It was too good to be true.
I couldn‟t believe my eyes / ears / luck.

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 I was out of breath.
It was a narrow escape.
My heart sank.
It made me jump. My hair stood on end.
I burst out laughing. I burst into tears.
It was a real shock. I was as white as a sheet.
It was getting on my nerves.
It happened out of the blue. It all happened……
Without any warning, ….
I was taken by surprise. To my surprise, …
I flushed with embarrassment.
I flushed and looked away.

- Remember that when you are given a sentence to begin or end your story with, you must include it
without making any changes to it.
- Make sure you don’t exceed the word limit.

WRITING 1: Describing a person

● When we describe physical appearance, we normally include details of: height, build, age,

facial features, hair and clothes, moving from general adjectives to more specific ones.

e.g.: Mark was a short, well-built man. He had a round face with deep brown eyes and a big nose. His

short grey hair made him look wise. He was always smartly dressed.

● When we describe a person‟s character, we should always justify the qualities we mention.

Read the paragraph. Underline the words that describe appearance and circle the words that describe

character.
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 I first met Mark while I was on holiday in New York. He was a tall well-built man in his late thirties.
He had short straight fair hair, big blue eyes and a big smile. He liked to dress casually in T-shirts and
jeans. Mark was very friendly and loved to have fun. he had a fantastic sense of humour and always
made me laugh. He was a cheerful person who was always in a good mood.

Task: Write a description of a person you have met. Use the past tense. Describe the person‟s

appearance and personality. Alternatively, complete the task on page 21 of the Student‟s Book

Vocabulary to include: in (her) 20s – dressed in (black) – a bit too slim / a little overweight – scruffy

– sometimes forgets his/her manners – mature /lazy. Phrasal verbs: get on well with – look forward

to ( Have a look at the vocabulary in the TO BE LEARNT- Unit 1)

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WRITING 2 - Writing a STORY

Read the following stories. What makes them interesting? Highlight the parts you can identify. What

do they contribute to the story?

y m
emb
I was walking down the street with my friends when I saw the boy I like with his mates. I wanted to
see if I could get him to look my way, so I looked over my shoulder with a big smile.
He gave me a quick look, then another, then a little smile. My heart was racing and I thought: “That
was easy. I didn’t need to do much to make him notice me.” Then I felt like someone hit me in the
face with a brick. I was shocked for a moment, and then I realised I had walked into a lamp post.
The boy I like and all his mates started to laugh. I couldn’t believe it and all I wanted to do was to run
away as fast as I could. But it was impossible because all my friends were laughing so hard that they
could hardly stand.
Rosie, London

I was over at my friend’s house for a party. We were dancing and having a good time, and then some
of the boys started to break-dance in the middle of the room.
While we were watching them I thought I would show them what I can do. I did a few moves and
everyone clapped their hands and cheered. Now for the grand finale. I had practised the steps and I
could get right down to the floor. Suddenly I heard a loud ripping sound, as if something was tearing.
There was a moment of shocked silence and then everyone started to laugh. My trousers had ripped
from back to front. At first, I turned red and just wanted to disappear, but then I started laughing too! I
had to borrow a pair of trousers from my friend. I didn’t try the steps again the whole evening. Neither
did anyone else.
Jeff, Farmouth

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I was late for school one morning, and I had to run all the way. I got to my first class a few minutes
late and out of breath. After a while, I noticed that some of my classmates were staring at me and
there were loud gasps from the rest of the people. The teacher was getting annoyed because he
hates interruptions. My friend Sam behind me was laughing. I looked under my desk because
people seemed to be laughing at the lower part of my body, and then I saw I wasn’t wearing my blue
trousers! I had gone out in my pyjamas! But the worst thing is I sit across from the most annoying boy
in class, and when he noticed what I was looking at, he yelled: “Daryl didn’t take off his pyjamas this
morning! Look!” I just wanted to die.
The teacher told me to phone my parents immediately and ask them to bring me some trousers. It
was hard to stand up and walk out of the classroom. Of course, the kids made fun of me for weeks
afterwards, which was really irritating.
Daryl, Birmingham

Narrative: “The most embarrassing moment in my life”. (120 – 150 words)

Setting the scene: Where were you? What time was it? What was the weather like? Who were you
with?
Development of the narrative: What happened just before? What did you see / think? What did you
do? How did you feel?

Conclusion: What happened in the end? How did you feel afterwards? How did people react?

Suggested vocabulary: embarrassed – embarrassing – embarrassment – feel uncomfortable – to

go/turn red – to blush – to be ashamed/shocked – to flush with embarrassment
Remember to use linkers and linking expressions : A few weeks ago,…/ One day last summer,…/
At first……., but then …./ While / Suddenly, …/ Although …./ Later, …/ After a while, …/ In the
end,
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WRITING 3 - Writing a story about a journey

Student’s book page 44 & 45

Writing focus

Read the story of a journey. In pairs, complete the Writing focus (ex. 3)

➔ Don‟t forget to include the Useful Language.

➔ Use the Check questions when you have finished.

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WRITING 4 Write a story: A frightening experience.

Do you enjoy horror stories/ films? Why? Why not?

Let’s make some notes. What elements do frightening moments/ frightening stories/ anecdotes

have?

● …

● …

● ….

You are now going to read about a frightening experience, Be prepared to write about your own.

A frightening experience

The creature in the wardrobe.

Last night, Daniel was sitting on his bed, reading a book. Around 10 o’clock, he heard a very strange
scratching noise. The noise was very close to him and it sounded like it was coming from inside
Daniel’s room. Daniel looked around his room but he couldn’t find where the noise was coming
from, so he continued to read his book and then he fell asleep.

Suddenly, in the middle of the night, Daniel jumped out of his bed because he heard the strange
noise again. This time, however, the noise was louder. He turned on all the lights and searched his
room again but he didn’t find anything. The next morning, Daniel woke up and opened his wardrobe
to look for his favourite sweater. As he was looking for his sweater, the scratching noise started
again. At this point, Daniel started to feel nervous and even a little scared. He found his sweater at
the bottom of the wardrobe and reached for it, but the sweater started to move. Daniel screamed
and then saw his black cat, Tabby, coming out from under his sweater.

Apparently, Tabby went into Daniel’s wardrobe the night before and when she couldn’t get out, she
started scratching at the door. Daniel was very relieved when he realized that it was only his cat
making the noise and not something scarier. Though Daniel was a brave young man, this was one
experience that really made him nervous.

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 ➢ Things to remember: We usually use the Past Simple, the Past Cont. and the Past Perfect in stories

➢ The first paragraph usually sets the scene (who, where, when, what)

➢ Divide the story into paragraphs

➢ Use time expressions.

➢ Add background details.

➢ Use adjectives and write about your feelings.

➢ Use linking words to join phrases and sentences.

➢ Give a definite ending to your story.

➢ Vocabulary to be used: (use at least 5) to be unprepared for sth. - My heart sank. It made me

jump. My hair stood on end. Feel dizzy - It was a real shock- couldn‟t believe my eyes - I was as

white as a sheet - Finally, or In the end.

Narrative: A frightening experience. (120 – 150 words)

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WRITING 5: “It’s a mystery” (120-150 words)

The story must include the words:“It’s a mystery,” she said.

➔ Brainstorming together. What is a mystery to you?

➔ Writing the topic sentence together

➔ Remember: Create the atmosphere you want and make your story interesting by using some

of the following:

➔ Direct speech: to make a situation seem real.

➔ Very short sentences: to excite the reader.
➔ Questions or exclamation marks: to vary the style.
➔ Interesting vocabulary: to make descriptions more vivid and the whole story more
interesting. e.g. say “a cruel, terrifying figure” instead of “a bad person” or “ I was terrified”
instead of “I was afraid.”
(TOPIC SENTENCE)

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WRITING 6

Expanding sentences

Try to expand the sentences of your story by adding descriptive and/or specific details. Think of who,
what, where, when, how and why. Expanding sentences gives your reader more information and
makes the story more enjoyable to read.
e.g.: He went home.
WHO: Gavin
WHERE: suburbs
WHEN: late last night
HOW: by taxi
WHY: he was tired, he wanted to sleep.

Last night, Gavin went home to the suburbs by taxi because he was tired and he wanted to sleep.

It is also a good idea to avoid too many short sentences in your story. Instead, use
conjunctions (and, but, although, so, because, etc.) and time words (when, after that, while) to
make your writing flow. Your writing will be easier to read.

Practice: Expand the sentences using two to three of the points in the box above.

1. He stayed at a hotel
2. We visited an acquarium
3. They called a taxi

Writing task 6: Your story must begin with this sentence:

Inside the envelope, there was an invitation to a fancy-dress party!

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WRITING 7: A Story

Let’s revise. How do stories begin and end?

Creating mystery or Gavin was sure he had locked They never saw the strange old
suspense the door on his way out and man again.
now it was open.

Addressing the reader Have you ever had the feeling You never know how things
directly that something terrible was will turn out in the end!
about to happen?

Asking a rhetorical What’s the best way to spend After all, who wouldn’t be
question the summer holidays? upset if that happened to
them?

Referring to feelings or Tom woke up feeling thrilled. Sarah had never been so
moods scared in her life.

Using direct speech “Let’s go for a picnic in the “I’m never going to try that
woods,” my best friend again!” Leo said
suggested one morning.

Describing people’s They were so surprised that They were relieved to be safe.
reactions their mouths fell open.

Time to write: Your story must end with the words:

“…and he always believed in his dreams from that day on.”

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Writing a Story

Activity: Match the beginnings to the endings. Which techniques have been used? Fill in your

answers in the boxes below. Use one of these strategies to begin the story you will write.

1. Have you ever had one of those days when everything goes wrong? Sheila was walking in the

hills when she was caught in a blizzard….

2. When the police car drew up in front of our house, we felt slightly uneasy. “What are they

looking for?” I wondered.

3. You may know the feeling when you have to get up in front of an audience. Your palms sweat

and your knees shake.

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ____

A. We were so relieved that it had all been a simple misunderstanding.

B. Everything went like a dream. Why had I been so nervous?

C. She felt really grateful to the stranger. “I don’t know what I would have done if you

hadn’t come along,” she thanked him

1 2 3

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WRITING 8: Your story must begin with the words: (150-180 words)

It was December 28th, so I decided to play a practical joke.

Practical joke: a prank intended to trick or embarrass someone or cause physical

discomfort.

Have you ever played a practical joke on someone? Has it happened to you?

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EXTRA PRACTICE (for the very daring ones)

➔ LET‟S REVISE PUNCTUATION!

A) Complete the punctuation rules with the following words:

apostrophes – capital letters – commas –

exclamation marks – full stops – questions marks -

1. Use __________________________ for names, nationalities, titles, days of the week and
professions, titles of books, etc.
2. Use ________________________ at the end of sentences.
3. Use ________________________ for short forms of verbs and possessive S.
4. Use ________________________ at the end of direct questions.
5. Use ________________________ in lists, to separate phrases and with direct speech.
6. Use ________________________ to indicate surprise or to add emphasis.

B) Read these punctuation tips.

1. Use a colon ( : ) to start a listo or a quote.
2. Use a semicolon ( ; ) to separate longer phrases in a list.
3. Use dots ( … ) to show that a sentence or quote isn‟t complete.
4. Use single („ „ ) or double (“ “) quotations marks for direct speech.
● Work in pairs. Find examples of the punctuation in the news story and explain how it is
used.

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 ● Check and correct the punctuation in another news story from the school magazine.

this year a drama group is going to perform a musical version of william

shakespeare play romeo and juliet are you interested in acting if you are come to
the auditions on friday mrs jones the director of the show told me i am looking
for people who love doing all these things singing in the shower dancing different
types of music and performing in public

➔ LINKING WORDS:

Join the sentences using the linkers in brackets:

1. We were having our picnic. It started to rain (while)

2. They saw a film at the cinema. They went for a Chinese meal. (after that)
3. John opened the door of the safe. He put his camera inside. (and)
4. I had just finished mopping the floor. My dog ran in from the garden with muddy paws.(when)
5. All the roads were flooded during the thunderstorm. Nobody could leave their homes. (so)
6. John was feeling fully recovered. He decided to stay in bed one more day. (although)

Extra Writing Task 1

Stories wanted! We are looking for stories to publish in our teenage magazine. Your story must begin
with the sentence: “When the family arrived at the camp-site, they didn’t know how wrong their
holiday was going to go.”

Your story must include: a caravan, a river.

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 Useful language

Setting the scene

It was ...when … (they set off …)
...felt (tired) as they had been (driving all day)
Leading up to the main event
At first, nobody realised…
We had only just (unpacked our things)when …
The next thing (Mary) knew, she was …
The climax event
Everyone started (shouting frantically) when (the fire started)
At that moment, (the fire brigade came)
Ending
They truly felt (grateful/sorry) that ..
It was the (scariest) experience of their life.

Extra Writing task 2

Write a story which ends with the following sentence: “I will never forget what my friend did
that day!”

Links to practice online:

https://learnenglishteens.britishcouncil.org/skills/writing/intermediate-b1-writing/someone-i-
admire

https://learnenglishteens.britishcouncil.org/skills/writing/intermediate-b1-writing/short-story

LIVEWORKSHEETS
1- A CRAZY SUMMER STORY https://es.liveworksheets.com/ro1202957lu
2- A STORY ABOUT A GOOD DEED https://es.liveworksheets.com/ce1551328ec
3- WRITING A STORY https://es.liveworksheets.com/rc1648983be

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