Grammar Book ch1

Cambridge Grammar and Writing Skills
Cambridge Grammar and Writing Skills

Whether it’s writing a short story, a diary or factual reports, Cambridge Grammar
and Writing Skills provides activities for learners to practice and extend their 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. 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 and Checkpoint
English resources. It suits first and second language learners, providing valuable
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Cambridge Grammar
consolidation for first language students and an opportunity for second language
learners to extend their skills.
Learner’s Book 8
and Writing Skills
• Help your learners recognise the features of different text types
• Improve students’ comprehension and analysis skills with model texts in each unit
• Help learners check their work with the ‘Editor’s checklist’ - a useful list of
grammar, proofreading and editing tips
• Help learner’s plan extended writing tasks with useful tools, like planning
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scaffolds and mind maps
• Introduce your learners to longer, more varied texts types than those found in
ESL materials, including fictional literature and poetry
Learner’s Book 8
Mike Gould and Eoin Higgins

• Develop your learners’ ability to produce varied text types through activities
such as vocabulary, grammar and cohesion techniques
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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.
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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
S Original material © Cambridge University Press 2019

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S Original material © Cambridge University Press 2019
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Cambridge Grammar
and Writing Skills
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Original material © Cambridge University Press 2019

Contents
Unit Text type Task type (aim) Grammar
1 Myths and To shape your own story Revision of modal verbs of

Making myths legends using the basics of a well- possibility and deduction
known myth
2 Social stories To write a story that explores Gerunds and infinitives
Social stories a funny or difficult situation
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people find themselves in
3 Autobiographical To write an exciting real life Past continuous active and
Autobiographical account account passive
adventures
4 Diary To write thoughtfully about Past simple and past
Real-life diaries everyday events perfect passive
5 Review To write an informative Nouns and adjectives +
What’s my view? review preposition
6 Poem about To write a poem about an Exclamations with what and
My world in a
poem
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Building
information
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everyday life
Informative and
persuasive texts
aspect of your life
To write an informative but

engaging text
how
Passive voice
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8 Summary To write a concise summary Conjunctions: addition and
Summing you up purpose
9 Letter of To write an effective letter Present perfect for
Applying yourself application presenting your personal experience
qualities
10 Poem To write a poem about Defining relative clauses
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Precious verse objects with personal

meaning
11 News report To write an effective news Passive voice tenses
Reporting danger report
12 Play To write a play script about Question types
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Dramatic a relationship
relationships
2 Contents
Vocabulary Other language Page
number
Speech verbs Punctuation: capital letters for official titles 9
Prepositional phrases Punctuation: commas 19
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Collocations and expressions Punctuation: parenthetical commas, dashes 29
and brackets
Verb + noun collocations Punctuation: semicolons 39
Adjectives to describe films Punctuation: colons 49
Phrasal verbs Punctuation: commas for pauses 59
Extreme adjectives and compound

adjectives
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Synonyms Punctuation: commas after conjunctions 79
Verb + prepositions Punctuation in emails 89
Adjectives to describe conditions Punctuation: hyphens 99

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Collocations Cohesion: reference 109
Delexical verbs Writing: speech sounds 119

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Contents 3
How to use this book
Unit walkthrough
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The aim shows you the
type of writing that you
will look at in this unit.
1 Making myths
If you are a second
Here you can see your
Your writing aim for this unit: To shape your own story using the basics of a well-known myth
language English
objectives for this unit if
Writing objectives for first language English Writing and Use of English objectives for
second language English
learner, you can see your
In this unit, you will:
you are a first language • create and control effects by drawing on

In this unit, you will: objectives for the unit
English learner.
your own vocabulary • use past, present and future simple tenses
here.
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structuring and presenting texts for
different audiences and purposes.
Key terms that you will learn: Myth

•
•
Legend
learn verbs for direct speech
spell common vocabulary correctly – use
capital letters for proper nouns.
Moral Quotation
9
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Each unit begins with a
Big Question. This helps
you to think about any How can I develop an
Making a deadly choice
knowledge you already idea from real life into an
exciting account?
The fishermen started up the engine to head home,
Coloured words in the text
have on the themes and but rather than heading back to the shore the boat
Many ordinary people have had exciting
started drifting around in circles. The rudder had
and the Key box relate to
subject of this unit. or frightening real-life experiences, such as
jammed. The sea rose around us, and the waves
a dangerous encounter with an animal,
being caught in a weather event or natural
started breaking over the stern. Kristen was shaking
uncontrollably. We were soaked through, and English language terms
freezing cold. The storm clouds completely blocked
disaster, or even something everyday such
as getting lost in a strange part of a city.
out the sun and it became dark, so dark that it might that you will learn about
have been night. We went down into the tiny cabin,
Have you or has someone you know had later in the unit.
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which was full of smoke from the engine. One of the

such an experience? Talk about it with a tourists was sick. I opened the window, but the smell
friend. What happened? How did it begin of vomit and diesel remained. The boat was being so
and end?
This lists the main badly smashed up that we were sure she would sink.
After an hour of the worst storm any of us had
Effective autobiographical accounts ever experienced, the wind and rain abruptly
features found in an A good autobiographical account could: stopped. The sea was still running very high, with the
waves towering over ten feet above us. It was eerily
effective example of this • include moments that leave a lasting still. We must have been in the eye of the storm. For
impact on the reader a while there was bright sunlight. Then we saw the
type of writing. • explain how the incident or experience
other side of the storm coming, a solid black line
above the horizon, growing more threatening as it
began, developed and ended came nearer.
• provide a clear, personal perspective on ‘Richard, I think we should swim for it,’ Kristen
the events said. ‘This boat won’t take another storm.’
‘You’re mad,’ the other tourists said. ‘Stay on
• read like a very good story – with board.’
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characters, action, and setting. Kristen and I agreed that the boat wouldn’t
survive another pounding. We argued with the
The unit is divided into Key terms
fishermen and the tourists, who disagreed. The
shore was about two miles away.
five sections. The first autobiographical: about your own life The sea around us was an ugly, matt black colour,
swelling high and boiling, with white foam flecked
section is called Reading. perspective: a particular viewpoint across the surface. I was terrified but I decided that
Kristen was right. She had been a good long-distance
It focuses on a text Reading
swimmer at school, and she gave me the only pair of
flippers on board. We stripped off to our underwear,
extract that is typical In the following account, Richard Branson, a and the fishermen gave us a plank of wood. We all
wished each other the best of luck and then Kristen
famous businessman, is on holiday with his
of the type of writing wife, Kirsten. They have persuaded a local and I jumped overboard. Almost immediately the
current swept us past the boat and up the coast. We
fisherman to take them out, despite the
covered by this unit. Texts threat of a bad storm. lost sight of the boat and concentrated on kicking
out for the coast, which we could see only from the
Keep these questions
include literature. 1 As you read the text, think about these tops of the waves. Kristen led the way and I tried to
questions.
a Why do you think Branson chose to
keep up with her. As well as fishing for marlin, we
in mind when you are
write about this event? reading the text for the first
b What did Branson and his wife
decide to do when the storm came – time. They help you to see
and why?
the purpose behind what
30 Unit 3 Autobiographical adventures you are reading. Unit 3 Autobiographical adve
4 How to use this book

4
Coloured words in the text and
the Key box relate to English
language terms that you will learn
about later in the unit.
had also been on the lookout for sharks, and as we Key language features
swam I started imagining that the first thing I would
past continuous
feel would be a vast fish rearing up beneath me,
knocking me sideways just as the marlin had dealt collocations and expressions
with my bait, and ripping into my stomach and legs.
‘Don’t kick too hard,’ Kristen shouted in my ear. parenthetical commas Glossary boxes help to
‘You don’t want to get cramp.’
We swam across the current, not worrying that explain difficult or unusual
we were being carried up the coast just as long as
we weren’t being taken out to sea. Slowly we came
Glossary
words or phrases in the
closer. We had been in the water for almost two rudder: large, piece of wood, plastic or
hours before I knew that we would definitely make metal used to control a ship’s direction text. They are highlighted
land. The coast was at first just a smudged green line,
then we could see the trees, and finally a mud beach. stern: back, or rear end of a boat/ship
in red.
Even after we could see the beach it took us another marlin: a large fish with a long, pointed
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hour to get there. We hauled our way up through nose and mouth
the surf and collapsed on to the sand. We had swum
flotsam: material that floats in the water
in the stormy sea for almost three hours. We were
freezing cold, and our hands and feet were white (from a shipwreck, for example)
and wrinkled. We clung on to each other, and told
ourselves that after that we would always be together. This list helps you to
‘We’ve got to get back down to the port,’ she How the text works
said. ‘We’ve got to get a rescue party out to save the Do you remember what makes a good develop an appreciation
boat. They might have a lifeboat.’
We started running down the peninsula. We had
autobiographical account? Here is how the
writer makes it work. He: of the type of text that you
to fight our way through some mangrove swamps
and finally arrived in the tiny port after an hour, • explains the situation and how the
memorable experience began
have just read.
half-naked, trembling with shock and exhaustion,
Authentic texts are more and with our feet bleeding. • develops the drama by explaining the
At the port we found the captain of the local consequences
challenging than those car ferry and Kristen explained to him that there
• describes the action in vivid detail
was a boat out at sea in trouble with a jammed
typically found in an ESL rudder. He agreed to go out to try to rescue the • explains the aftermath – how the
Key term boxes highlight
fishing boat. He lent us some clothes and at once characters felt and acted.
course. we set out to sea. Within fifteen minutes the
second storm hit. It was far worse than the first new or important
Key term
one and it picked up the car ferry, which was a
big, heavy boat, and tossed it around like flotsam. aftermath: what happens after an event language that you will
We couldn’t believe that after our first escape,
we were back at sea in the storm. After ten work on in the unit.
minutes, the captain told us that he was turning
back. It was hopeless. Although we wanted to go
The Teacher’s Resource on, we could see that the ferry was in danger of
capsizing.
Autobiographical adventures
includes work on writers’
effect.
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From Losing My Virginity by Richard Branson
Unit 3 Autobiographical adventures 31

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Text analysis is the second
section of the unit. Here
you will learn about the
structure of the type of Text analysis 5 Now, let’s look at how the rest of the
information is organised. Work to answer
Lafcadio Hearn wants to give an accurate
text that you have just account of his experiences in Japan.
these questions in a small group.
a The writer is rightfully proud of Sakane.

read. 1 How is this sort of diary entry different from
one that might be written by a teenager
In the third paragraph, what three
bits of evidence suggest that he is an
in today’s world? outstanding athlete?
Reading closely b In the fourth paragraph, the writer
To some extent, the diary entry is a mentions more unusual types of game,
straightforward account of the day. But what one that involves pairs of students, and
The activities in this
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does it cover exactly? three that involve the girls. What are
these games?
section will break down 2 Work with a partner to copy and
c One paragraph begins by describing
complete these labels/captions and
the text into paragraphs see if you can ‘pin’ them to the relevant the ‘tug of war’ but it is another event in
the same paragraph that creates a very
section of the diary entry.
and individual words, strong impression on the writer. What is it
and how many students take part?
-shot
the purpose of the pistol
and helps you to analyse 6 An important aspect of a personal
a fiery castle account such as this is the writer’s own
them. girls like butterflies
viewpoint and our sense of his voice.
a In the first paragraph, the number of

the spectacle of the dumb-bells
participants and the size or splendour
of the setting make a great impression
the location of the sports day on the writer.
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i Can you find three synonyms

three cheers who was taking part meaning ‘big’ or ‘very big’?
Sakane – the best runner ii Can you find three synonyms

meaning ‘impressive’? Useful facts relating to the
other funny races
Did you know? text type or writing can
3 The function of the first paragraph is to
Don’t forget, a synonym is a word or be found in the Did you
phrase that is very similar in meaning to
set the scene precisely, in order to help
Lafcadio, or anyone else, get an accurate
another (for example, ‘small’ and ‘little’). know? boxes.
picture of the day. Make a list of all the
information he gives about the setting. For b In the following extract, the writer’s pride
example: in Sakane is expressed.
a Broad castle grounds of Ninomaru … the best runner of all proved to

be Sakane, of our own fifth class, who
b circular race track. came in first by nearly forty yards
without seeming even to make an
4 Now, using this information, draw a
effort. He is our champion athlete, and
diagram of the setting and label it with
as good as he is strong – so that it
words/phrases from the text. You will need
made me very happy to see him with
to make sure you understand words such
his arms full of prize books.
as ‘tier’. Use a dictionary to help you.
42 Unit 4 Real-life diaries
How to use this book 5

i What possessive pronoun does the Thinking about the text These discussion
writer use to show his ‘connection’ to
Sakane? 8 Think carefully and then answer these questions let you talk
questions.
ii What comparative phrase suggests
that the writer thinks Sakane is also a a Look again at the first paragraph. How
about your personal
nice person? popular is the sports day as an event? reaction to the text and
iii What adjective describes the feeling
the writer gets when Sakane gets his
b In the paragraph about the dumb-bell
performance, the writer repeats ‘six add your own thoughts.
prizes? thousand’ four times. Why do you think
he repeats this number? What is so
Key term striking?
voice: the distinctive way in which a writer c What is ‘curious’ about the game
expresses his or her ideas described in the penultimate
paragraph? (Is it a sport? Or a piece of
theatre? Or both?)
Tip
d Someone else who has read the diary
Using personal and possessive pronouns said, ‘According to the writer, the sports
such as ‘I’, ‘we’, ‘our’, ‘my’, ‘mine’, etc. can day was a very serious event.’ Do you:
create a sense of belonging in a text.
Strongly agree Slightly disagree
Equally, speaking directly to the reader
Slightly agree Strongly disagree
using ‘you’, ‘your’, etc. can create a direct
connection with them. Why?
7 The writer also uses a number of rich

React to the text
images. 9 Work in pairs. Discuss these questions.
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a He refers to the setting as looking ‘like a In the story, the writer has a particular
a vast circus’. What does the choice interest in the boy from his own school.
of the word ‘circus’ suggest about the Have you ever attended a sports event
sports day? (Think about what the word where someone close to you (a friend
‘circus’ brings to mind – fun?) or a member of your family) was taking
part? How did they get on? How did you
b He describes the girls in their hakama
feel?
as ‘pretty as butterflies’. What does this
simile suggest about the way they run b Which of the events mentioned in the
or move during the games? extract would you have enjoyed taking
part in? Why?
Glossary
c In what ways does the writer create a
rich: varied and full of meaning vivid memory of the event? How does he:
• make it clear this is a recent event
that has just occurred?
• give a full picture of the setting and
event itself?
• present his own views and perspective?
Unit 4 Real-life diaries 43
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The Use of English section looks at grammar
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or vocabulary in relation to the text type.
This is followed by lots
Use of English 3 Choose the most appropriate tense to of activities to help
Later in the unit you are going to write your
complete what the characters from the
story on pages 10–11 say. you practise the new
First of all, you will read own version of an Indian legend.
a ‘And tomorrow I go / I’ll go surfing as language.
Revision: past, present and future usual,’ said Kalea.
about the new grammar simple tenses
b ‘All you ever want / will want to do is /
or vocabulary in one of was to go surfing,’ Kalea’s father said.
Grammar presentation
these presentation boxes. c ‘I am / was worried about you when I
see / saw the storm. That’s why I run /
Simple tenses can be very effective in
ran down to the beach to find you,’
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You will be asked to stories. It is useful to remember how to use

them.
Kawao told her.
actively think about the 1 Complete the sentences with the verbs
d ‘I don’t understand / didn’t understand
why you didn’t marry / won’t marry the
in the box. Then check your answers
grammar rules and use. by looking back at the story on pages
Chief of Hana,’ her father said.
10–11. e ‘When I meet / I’ll meet a man who
loves / will love the ocean like I do, then
raced will unite came I think / I’ll think about getting married,’
Kalea insisted.
headed led stood have
4 Complete the summary of the legend of
Kalea with the correct tense of the verbs in
a You a chance to marry
brackets.
the Chief of Hana.
b It our two families and In the legend, Loale, the chief on Oahu
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keep the peace. (a) (kidnap) Kalea and

c So saying, I out, (b) (take) her to the
clutching my surf-board under my mountains far away from the sea. After
arm and along the several years, she (c) (long)
winding track that to to go surfing so she (d)
the beach. (beg) Loale to let her be nearer the
d When the perfect one [a wave] ocean. ‘I (e) (not stay) here
,I up on any longer. I (f) (demand)
the board… to be allowed to go to the coast,’ she
2 Which verbs in Activity 1 are irregular? told him, so he (g) (let)
her go. Once there, she immediately
(h) (borrow) a surf-
Tip board and (i) (begin) to
demonstrate her skills. ‘I (j)
Make sure you know the different forms of
the irregular verbs in English. You can find (show) these locals how it’s done,’ she
a table of irregular verbs on the internet or thought. A local chief called Kalamakua
in a dictionary. (k) (see) her and was
captivated by her talent and her beauty
(l)
14 Unit 1 Making myths

Each unit includes one Vocabulary: speech verbs 8 Here are some direct speech sentences
from the Kalea story. Complete them with
grammar section and one Vocabulary presentation the person in brackets and a verb from
Activities 5 or 6.
vocabulary section. When you use direct speech in a story,
you should try to vary the verbs you use to
a ‘Kalea, watch out!’ (Kawao)
mean ‘say’ or ‘ask’ as much as possible. b ‘Why don’t you use my board?’
5 Here are three speech verbs from the (a surfer)
extract on pages 10–11. Match them
c ‘I suppose you’re right,’
to their definitions i–iii.
(Kalea)
a ‘Kawao,’ he sighed, gesturing at my
brother who was sitting on a long log d ‘What do you want?!’
(Kalea’s father)
b ‘Keep the peace?’ I scoffed.
e ‘I don’t know what to do with you,
c ‘Are you hurt, Kalea?’ he cried, his Kalea,’ (her father)
face creased with worry.
i say something mockingly or Punctuation: capital letters for

showing no respect official titles
ii call out loudly
You may also find a
Punctuation presentation
iii say something while breathing out cohesion section focusing
to express sadness or impatience For official titles (royalty, heads of state,
nobility and military titles), we use a on connectives, pronouns
6 Which verb is most descriptive? capital letter for the title when it goes
before the name (President Morgan, etc. that help you to write
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Prince Muhammed, General Yuwen).
When the title doesn’t replace the better texts.
name, we don’t use capital letters (five
presidents, a prince, all the generals).
9 Correct the mistakes with capital letters

in these sentences.
a All the Captains saluted the Generals.
b The Duke and duchess of Cambridge

are visiting Malaysia.
c I’ve never met the President or prime

7 What do the following speech verbs mean minister of any country.
or how would you use them?
d The sultan of Johor and sheikh
Use a dictionary if necessary.
Abdullah are meeting next week.
a call b whisper
e This is Hassan. He’s a Commander in
c growl d yell the navy.
e suggest f admit
g scream h wonder
Unit 1 Making myths 15
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Guided writing is the fourth section. This will
guide you step-by-step through a writing
Helpful Tips relating to
grammar and writing can
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activity that is related to the text type. be found in each unit.
Guided writing Tip
You see the following notice in your local Sometimes it helps to work on your own
newspaper: and generate your own ideas before
discussing them in pairs or groups.
YOUNG POETS: COMPETITION You willl also think about

You will be presented with 2 Now, with the help of your partner, choose
the best three of each, joys and pains, the structure of your
a model task to complete. THEME: The little things: joy and pain.
and expand on these initial ideas. Discuss
Send us a poem of six verses. them and make notes. writing.
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We’ll publish the best poems in our special 3 Think about different ways to organise
summer edition. your verses. You should have one verse for
each joy and pain. You can use one of
these ideas:
The first step is to • Alternate: joy – pain – joy, etc.
Write a poem and send it in to the
brainstorm and plan ideas competition.
• 3 × 3: joy – joy – joy – pain – pain – pain
for your writing. Think/Plan

• Contrast: joy – contrasting pain, or
pain – contrasting joy. In this structure,
1 Work alone and brainstorm ideas for ‘little pairs of verses will discuss the same
things’ in your life that bring you joy and thing, giving contrasting views. For
things that irritate or annoy you. Think example, you love when your friend
about some of these areas of your life. comes to visit and you can gossip
(joy). But you can’t stand it when your
This will include • being alone
friend has nothing new to tell you
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• going to school (pain)! Useful language boxes

opportunities to plan • spending time with friends
provide words and
collaboratively with other • going out Useful language
• spending time in nature
phrases that will help with
students. • food, eating and drinking Exclamations: What joy I feel … , How
• school subjects happy I am … , How delightful it is … ,
What a pain it is … , What misery I feel … ,
your writing.
• family life
How fed-up I get …
• technology.
Synonyms: joy / sadness, bliss / misery,
Then work in pairs and tell your partner your happiness / dismay, delight / heartache,
There will be opportunities ideas. Do you and your partner share any
joys or pains?
satisfaction / sorrow
for you to refer back to the

model text extract. This
will help you with ideas for
your own writing.
66 Unit 6 My world in a poem
How to use this book 7

You will work intensively Write: first verse Write: finish the poem
on writing just one part of Write the first verse. Write the rest of the verses following these Things to remember
steps.
the text type. 4 Start by writing a normal sentence about
something small that gives you pleasure
offers a reminder of the
on a daily basis. For example: Things to remember when writing a
poem about your daily life
important points that
I love it when my favourite song comes on,
it really cheers me up. • Choose some very simple experiences
you should cover in your
from your everyday world to write
about.
writing.
• Describe an experience in each verse.
• Improve your work by thinking of more

precise vocabulary using appropriate
synonyms.
• Think of a refrain for your poem that

provides rhythm and structure. The unit includes
• Try to reveal aspects of your personality
through the verses. opportunities for self-
assessment. This will
Check your first draft
When you have finished writing, review your
help you to develop
• Add details and try to make it sound
work. responsibility for your own
5 Work in small groups.
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better by using synonyms. Use a
structure you can turn into a refrain.
• Read your poem aloud to the group –
learning.
How delightful it is when I’m on my own reading aloud helps you to judge the
and my favourite song comes on just rhythm.
when I’m feeling down.
• Share your poem with the group and
• First, read your sentence a few times discuss ways it could be improved.
and mark where you pause. Focus on improving the vocabulary to
make it more precise. You will also learn to edit
• Experiment with changing the word
order or the order of the clauses. Now write a second draft of the poem. and then redraft your own
How delightful it is || just when I’m
feeling down || and I’m on my own || Peer assessment writing.
my favourite song comes on. Focus on the aspect you have been
• Try breaking the lines at the pauses to asked to consider and nothing else – in
write a verse, and insert commas where this case the vocabulary. It’s important
you want to highlight the pauses. to stick to the criteria to make your
feedback more effective.
How delightful it is
when I’m on my own,
and just when I’m feeling down,
my favourite song comes on.
Unit 6 My world in a poem 67
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collaborate with other students and reflect
on each other’s work.
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Independent writing is the
final section. Using all the
information that you have The Writer’s checklist is a
learnt in the unit, you can Independent writing Writer’s checklist: poems about
final reminder of what you
now complete an entire Write a poem about your daily life. Write at
least six verses.
everyday life covered in the unit and
writing activity on your Choose one of these possibilities or use
• Have you got a refrain that gives it
rhythm and structure?
what you should include
your own ideas.
own. • Silly things people say
• Have you written sentences with
several clauses?
in your writing.
• Nature around me • Can you improve the vocabulary to
make it more precise?
• Things of beauty • Have you analysed the pauses and
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Follow these stages. experimented with where to break your

sentences to make each line of the
Stage 1 Generate ideas. Think about the
The word limit for your topic and make notes about things you
verse?
• Have you used commas for pauses? The Editor’s checklist is a
would like to write about. Include reasons in
writing activity is provided. your notes.
final reminder of how to
Stage 2 Put your ideas into a plan. Use a
Editor’s checklist
table to plot the verses and the ideas. edit and proofread your
• What will each verse talk about? Check
• What vocabulary will you use?

• that your ideas are organised into writing.
paragraphs
• Think of a refrain. • your spelling and use of capital letters
Stage 3 Write the verses of your poem,
Each Independent writing following your plan. Use the checklist
• punctuation, especially in direct speech
• the grammar is correct – exclamations
activity has a choice of to make sure your poem reflects your
experiences.
with How and What.
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writing tasks. This will help Final draft

Final draft suggests what
you to access the right Once you have completed your poem, you or your whole class
make a video of yourself reading the
one for you. poem and post it on your blog or the can do with your finished
class website.
Use the checklists above, or go back
writing.
through the unit, to see if you have
applied all the skills you have learned.
The unit ends with a Check your progress

progress checklist where I can: Needs Almost All
you can reflect on your write a personal poem about simple experiences from my
more work there done!
own learning. everyday life

shape and form the poem to create meaning and use a
repeating refrain for rhythm
use precise vocabulary to match my purpose
develop rhythm by using line breaks and commas for pauses.
68 Unit 6 My world in a poem

LE
1 Making myths
P
M
Your writing aim for this unit: To shape your own story using the basics of a well-known myth
Writing objectives for first language English Writing and Use of English objectives for
A
second language English

• create and control effects by drawing on
your own vocabulary • use past, present and future simple tenses
• experiment with different ways of • learn verbs for direct speech
structuring and presenting texts for
• spell common vocabulary correctly – use
S
different audiences and purposes.

capital letters for proper nouns.
Key terms that you will learn: myth legend moral quotation
1 9
How can I use a myth to 1 As you read the text, think about these
questions.
develop an interesting a How does the writer make the reader
story? interested in Kalea?
Why is it that old myths and legends are b How does the situation turn out for her?
retold many times in book form or in plays
or in films? Can you think of old legends or
myths from your own culture which have
been retold for modern audiences? Were
they told in the same way – or were things Kalea, princess of the waves
changed or developed?
LE
‘Well,’ said my father, sitting in his high-backed
chair. ‘Which one of the great chiefs will you
Key terms choose? What about the Chief of Hana?’
I didn’t reply. Above us, I could see the
myth: a traditional story which often highest mountain on the islands, the volcanic
explains powerful events and may feature Haleakala, shrouded in grey cloud. A storm
supernatural elements might be coming. This was rare but it matched
legend: also a traditional story, but may my mood: I didn’t want any of the old men my
be considered historically true father had proposed. Since early childhood, I
had had the freedom of the island, swimming in
the emerald sea, chasing my brother Kawao over
legends P
Effective stories based on myths or
A good retelling of a well-known myth or

legend should:
• develop the basic plot or key moments of
the golden sand. I knew deep down that I had
been spoilt and couldn’t remain a child forever,
yet marrying some chieftain from another part
of the island was the last thing I wanted to do.
My father’s face darkened like the sky above the
swaying palm-trees.
M
‘Kawao,’ he sighed, gesturing at my brother
the original story
who was sitting on a long log, trying to keep out
• keep the core themes and ideas, which of the argument. ‘Make her see sense!’
may include a moral or message ‘It’s true, Kalea,’ he said. ‘Father is right. Our
kingdom is under threat. You have a chance to
• develop the characterisation of the main
marry the Chief of Hana. It will unite our two
character
families and keep the peace.’
A
• use direct speech to give the story more ‘Keep the peace?’ I scoffed. ‘If I ever marry it
immediacy. will be to a prince who loves the sea and surf as
much as I do, not to some boring old law-maker!
Key term For now, the only husband I want is my onini.’
So saying, I raced out, clutching my
moral: a lesson about how to behave surf-board under my arm and headed along the
winding track that led to the beach. Even before
S
(or not to behave!)

I reached it, I could hear the waters of the Auaa
Channel surging wildly under the breath of the
Reading south-wind, the kona. My heart leapt as I saw the
The following extract comes from a story giant waves, falling in a froth of emerald and silver.
based on the Hawaiian legend of Kalea, a I plunged into the surf and lay flat on my
board, paddling away from the shore. Here was
young princess on the island of Maui. In this
my home, the place I cherished dearly for the
extract, her father asks what she thinks of the
pull of the current, the taste of the salt and the
suitors who have come to request her hand
sun bronzing my limbs. No one in my father’s
in marriage.

Key language features Glossary
Past, present and future tenses suitor: someone who seeks to marry
another person
Speaking verbs
onini: Hawaiian word for surfboard
Proper nouns that require capital letters
charcoal: burnt, blackened stick used for
drawing
kingdom commanded the waves as I did. Even How the text works
now, under the darkening skies, I did not want
LE
to return. All my thoughts were on the next big Do you remember what makes a good
wave, the one that would carry me like a flying retelling of a myth? Here is how the writer
horse through the air. made it work. He:
When the perfect one came, I stood up on • has taken a single moment from the myth
the board and allowed the billowing water to
and developed it
lift me. Suddenly I was racing along, the wave
curving over me, challenging me to go faster • has developed the character of Kalea
than ever before. But just as I reached my through thoughts, speech and action
highest speed, I heard a crack of thunder. A
• has kept the core ideas – Kalea’s
spear of lightning arrowed from the sky. For a
defiance, and love of the sea
split-second, I lost my concentration. I wobbled
P
and tottered around. Could I stay standing,
or would I be swept away, pulled under the
churning waters? I flung myself onto my front
and clutched the board with my hands. At that
moment, the giant wave exploded over me, and
sent me hurtling for the shore. All I could do was
• has helped the reader experience the
scene as it happens with direct speech
and descriptive details.
M
hang on for dear life. The sloping beach hit me
like a wall.
Where was I? The breath had been knocked
out of me, and I lay on my back gasping, staring
at the black clouds that raced across the sky.
I’d made it! Half-conscious, I stared again.
The clouds seemed to be forming themselves
A
into a face, a shape, a body. A body! Could I be

imagining it? My heart pounded. It was a young
man, a handsome man. He was in a canoe,
furiously plunging his oar into the waves.
But then the image vanished. The black
clouds dissolved and the sky turned an instant
S
blue. I gradually pulled myself up. My brother

appeared, running onto the beach.
‘Are you hurt, Kalea?’ he cried, his face
creased with worry.
‘No, Kawao,’ I said, slowly, looking at the
volcano which was now as clear as a charcoal
drawing. ‘Everything is fine.’
From Kalea, Princess of the Waves by Mike
Gould.

Text analysis 3 Based on what you have found out, which
of these would be correct statements
about all the additional information the
writer includes?
a There is a volcano on the island called
Haleakala.
b Her father wants her to marry the Chief
of Hana.
c Her brother doesn’t support his father.
d Kalea says her true husband is her
surf-board.
LE
e Kalea doesn’t show any interest in
marrying anyone.
f Kalea saves herself by lying flat on her
surfboard.
1 What do you think are the key ingredients g She tells her brother what she saw in
of a good story? Jot down three to four the clouds.
ideas. (For example, is it important to know
how a character feels?) 4 This passage is made up of the island
setting, Kalea’s feelings, and the
Reading closely behaviour of people around her. Each
original myth.
P
2 Here are the basic plot details as they
might be written in a simpler version of the
Kalea refused to accept any of the Chiefs

her father suggested and preferred to
of these things means that the writer has
had to choose suitable vocabulary.
a The writer uses lots of words related to

the sea and its force. Complete these
sentences explaining what each word
M
or phrase means.
spend time surfing.
i If water is surging it means it is
How is the ‘new’ version different? What
star quality is added to the original to
make it shine? ii If a wave is curving it means it is
.
For each of these basic plot ‘stars’, copy
iii If your breath is knocked out of you it
A
and add at least two things provided

by the author, such as new characters, means that .
details about other people, use of speech,
iv If you are hurtling, it means you are
etc.
.
S
Speaking to her Surfing in the Lying on the

father sea beach
1
She tells her
father why
she won’t
marry.

b We see how Kalea speaks and acts i He thinks Kawao will be able to make
and how others respond to her. Match her understand the situation.
the following verbs or adjectives from
ii Kalea always listens to her brother
the passage to the word/phrase that is
and does what he says.
closest in meaning in each case.
iii Kawao likes the Chief of Hana and
i (my father) sighed thinks Kalea will like him too.
stated roughly breathed out sadly c At the end of the passage, Kawao
inquired cunningly appears on the beach to check on
his sister. What evidence is there in the
ii his face creased with worry
passage that he is not as bold as his
lined red pale
LE
sister? Think about:
iii My heart pounded i what Kalea says about herself
thumped clattered shook ii what Kawao does – or doesn’t do.
c Kalea reflects on her situation at various
times. Working with a partner, find these React to the text
phrases and discuss what each one
6 Work in pairs and discuss these questions.
means.
i it matched my mood a What impression do you get of Kalea
based on this passage? Write a
ii the last thing I wanted to do paragraph together in which you:
iii I cherished dearly P
d The writer uses a number of powerful
similes or metaphors to describe the
setting and the events.
• explain what sort of person she is
• include at least one quotation or
example to support what you say.
b Why do you think the author includes
M
i Kalea describes being carried by a the final idea of the vision Kalea sees
wave ‘like a flying horse’. In what way in the clouds? What does it add to the
is this an effective comparison? story?
ii What description does the writer use c How would you feel if you were in the
to describe the lightning bolt that same situation of surfing and a storm
comes down? Why is it effective? coming?
A
d In what way do you think the extract

Thinking about the text is effective in making Kalea come
The text is mainly about Kalea but we also to life as a character? Think about
find out about other characters and about whether the writer tells us how she feels,
the island as a whole. and what we find out about her as a
person.
S
5 Think carefully and then answer these

questions. Key term
a When Kalea says ‘I knew deep down quotation: words chosen from the passage
that I had been spoilt’, what does that that you use in your own writing. You must
suggest about her parents? place them inside quotation marks or
b Why do you think Kalea’s father turns inverted commas (for example, Kalea
to her brother when she won’t reply? seems slightly disrespectful to her brother
Choose one of these options: when she ‘scoffed’ at his comments.)

Use of English 3 Choose the most appropriate tense to
complete what the characters from the
Later in the unit you are going to write your story on pages 10–11 say.
own version of an Indian legend.
a ‘And tomorrow I go / I’ll go surfing as
Revision: past, present and future usual,’ said Kalea.
simple tenses
b ‘All you ever want / will want to do is /
was to go surfing,’ Kalea’s father said.
Grammar presentation
c ‘I am / was worried about you when I
see / saw the storm. That’s why I run /
Simple tenses can be very effective in
ran down to the beach to find you,’
stories. It is useful to remember how to use
LE
Kawao told her.
them.
d ‘I don’t understand / didn’t understand
1 Complete the sentences with the verbs
why you didn’t marry / won’t marry the
in the box. Then check your answers
Chief of Hana,’ her father said.
by looking back at the story on pages
10–11. e ‘When I meet / I’ll meet a man who
loves / will love the ocean like I do, then
raced will unite came I think / I’ll think about getting married,’
Kalea insisted.
headed led stood have
4 Complete the summary of the legend of
a You
the Chief of Hana.
b It
P
a chance to marry
our two families and

keep the peace.
Kalea with the correct tense of the verbs in
brackets.
In the legend, Loale, the chief on Oahu

M
(a) (kidnap) Kalea and
c So saying, I out, (b) (take) her to the
clutching my surf-board under my mountains far away from the sea. After
arm and along the several years, she (c) (long)
winding track that to to go surfing so she (d)
the beach. (beg) Loale to let her be nearer the
A
d When the perfect one [a wave] ocean. ‘I (e) (not stay) here
,I up on any longer. I (f) (demand)
the board… to be allowed to go to the coast,’ she
2 Which verbs in Activity 1 are irregular? told him, so he (g) (let)
her go. Once there, she immediately
S
(h) (borrow) a surf-

Tip board and (i) (begin) to
demonstrate her skills. ‘I (j)
Make sure you know the different forms of
the irregular verbs in English. You can find (show) these locals how it’s done,’ she
a table of irregular verbs on the internet or thought. A local chief called Kalamakua
in a dictionary. (k) (see) her and was
captivated by her talent and her beauty
(l)

Vocabulary: speech verbs 8 Here are some direct speech sentences
from the Kalea story. Complete them with
the person in brackets and a verb from
Vocabulary presentation
Activities 5 or 6.
When you use direct speech in a story,
a ‘Kalea, watch out!’ (Kawao)
you should try to vary the verbs you use to
mean ‘say’ or ‘ask’ as much as possible. b ‘Why don’t you use my board?’
5 Here are three speech verbs from the (a surfer)
extract on pages 10–11. Match them
c ‘I suppose you’re right,’
to their definitions i–iii.
(Kalea)
LE
a ‘Kawao,’ he sighed, gesturing at my
brother who was sitting on a long log d ‘What do you want?!’
(Kalea’s father)
b ‘Keep the peace?’ I scoffed.
e ‘I don’t know what to do with you,
c ‘Are you hurt, Kalea?’ he cried, his Kalea,’ (her father)
face creased with worry.
i say something mockingly or Punctuation: capital letters for

showing no respect official titles
ii call out loudly
Punctuation presentation
P
iii say something while breathing out
to express sadness or impatience
6 Which verb is most descriptive?

For official titles (royalty, heads of state,
nobility and military titles), we use a
capital letter for the title when it goes
before the name (President Morgan,
M
Prince Muhammed, General Yuwen).
When the title doesn’t replace the
name, we don’t use capital letters (five
presidents, a prince, all the generals).
9 Correct the mistakes with capital letters

in these sentences.
A
a All the Captains saluted the Generals.
b The Duke and duchess of Cambridge

are visiting Malaysia.
c I’ve never met the President or prime

S
7 What do the following speech verbs mean minister of any country.

or how would you use them?
d The sultan of Johor and sheikh
Use a dictionary if necessary.
Abdullah are meeting next week.
a call b whisper
e This is Hassan. He’s a Commander in
c growl d yell the navy.
e suggest f admit
g scream h wonder

Guided writing
A local English-language magazine has posted the following message to its readers:
LE
You have decided to submit your own version of part of this Indian legend.
Mahabharata
The Indian epic Mahabharata includes
a story about the preparations for
the Kurukshetra War, a struggle for
power between two groups of cousins,
the Kauravas and the Pandavas. Two
opposing princes were gathering
huge armies so they both went to see
P
Krishna, the king of Dwarka. Krishna
was wise, but he also had a strong,
experienced army of 10,000 men and
his help would be crucial to either
side. Krishna was asleep (some say he
M
was pretending to sleep) with his usual
smile. Duryodhana of the Kauravas
arrived first and sat at Krishna’s feet,
but as he waited he thought about
how superior he was to Krishna, so he
moved and sat by Krishna’s head. Arjuna, who was a follower and great admirer of Krishna’s,
arrived and immediately went to stand by his feet as a sign of respect.
A
When Krishna woke up, he told the princes that he would give one of them his army. To the
other he would only give his moral support, refusing to fight. Since Arjuna was younger, Krishna
gave him the first choice and he immediately opted for Krishna’s support. Duryodhana, foolishly,
thought that Arjuna had made the wrong choice and was delighted to have Krishna’s army.
You have decided to write part of the story after Duryodhana enters Krishna’s room to find him
S
asleep.
Think/Plan b Why is Arjuna’s behaviour different?

What is he thinking?
1 Work in pairs. Generate ideas for your
stories using the questions to help you. c Why do you think Arjuna immediately
chooses Krishna to be on his side?
a What does Duryodhana do when he
enters the room? Why do you think he d How does the episode show Krishna’s
does this? What is he thinking? wisdom and Duryodhana’s foolishness?

2 Now organise your ideas. Use a timeline to Write: description
put the events and conversations in order.
4 Write the next part of the extract. Arjuna
Tip now arrives.
• First, describe what Arjuna does when

You could use the star quality strategy
he walks in.
(as on on page 12) to plan the main plot
points. • Describe the scene around Krishna’s bed.
• Explain what happened when Krishna
woke up.
Useful language • Write the conversation in which
Duryodhana and Arjuna try to
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Linkers: After that, Before long, Soon convince Krishna to join their side.
enough, After a while, All of a sudden,
With that Things to remember when writing an
Speech verbs: answered, commented, interesting story
cried, scoffed, inquired, replied, called,
yelled, whispered, sighed, growled, • Take a single moment from the story
suggested, admitted, screamed, wondered and write it in more detail.
Modal verbs: That may be but…, It could • Keep the core ideas in the story.
have been…, It must be…, Maybe I • Develop the characterisation through
should…, I might/could be… direct speech, their thoughts and
Write: getting started

P
Since you’re only writing part of the story,
there’s no real need for an introduction or
actions.
• Use modal verbs of possibility to
speculate about situations that occur
in the story.
M
beginning, but it will help the reader if you • Vary the speech verbs that you use
start in a logical way. Decide from which with the direct speech.
point in the story you are going to start.
Check your first draft
Write the first part of the story, following
When you have finished writing, review your
your notes.
work.
A
3 Here are some ideas. Choose one and

5 Work in groups.
follow these steps.
• In pairs in the group, read your stories
a As Krishna was taking his usual
aloud. You and your partner can role-
afternoon nap, Duryodhana walked in.
play the dialogue between you.
b Duryodhana sat at the end of Krishna’s
• Discuss the stories in your group – try
S
bed.
to be helpful and suggest ways to
c Duryodhana was fed up but all he improve them.
could do was wait.
• Describe the event that begins the Now write a second draft of the story.
story and conditions the other actions.
Peer assessment
• Using direct speech, write
Duryodhana’s thoughts as he waits Maybe you could add … Tell your partner
for Krishna to wake up. one thing they could add to their story to
• Describe what Duryodhana decides improve it.
to do.
Independent writing Writer’s checklist: myths and legends
Write an adaptation of a myth or legend • Have you described a specific
of 250–300 words. Write at least three moment in the story?
paragraphs.
• Have you developed the characters
Choose a myth or legend that you know through dialogue, thoughts and action?
or rewrite one of the myths in this unit. • Have you kept the core ideas in the
Follow these stages. story?
Stage 1 Generate ideas. Work in groups • Have you used direct speech with a
and share myths or legends that you variety of speech verbs?
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already know. Make notes and choose • Have you used different tenses to tell the
an episode in the story that you can write story?
more about.
Stage 2 Put your ideas into a plan, using
a timeline or stars.
Editor’s checklist
• Who are your main characters? What
are they like? Check
• What is (are) the main piece(s) of • that your ideas are organised into
action in the story? paragraphs
end?
P
• Where will your extract begin and
Stage 3 Write your story in paragraphs,

following your plan. Use the checklist
• your spelling and use of capital letters
• punctuation, especially in direct speech
• that the grammar is correct – past,
present and future tenses, subject–verb
M
to make sure your myth or legend is agreement.
interesting!
Final draft
Once you have completed your story,
post it on your blog or the school website.
Use the checklists above, or go back
A
through the unit, to see if you have

applied all the skills you have learned.
Check your progress

S
I can: Needs Almost All

more work there done!
generate ideas and plan part of a myth or legend using a
timeline or stars
develop characters through dialogue, thoughts and actions
use a variety of simple tenses
use direct speech and a wide variety of speech verbs.


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Cambridge Grammar and Writing Skills

Cambridge Grammar and Writing Skills

Mike Gould and Eoin Higgins

Brighter Thinking drives the Cambridge Approach; every day we

To find out more about Cambridge University Press

S Original material © Cambridge University Press 2019

Original material © Cambridge University Press 2019

1 Myths and To shape your own story Revision of modal verbs of

To write an informative but

Precious verse objects with personal

Speech verbs Punctuation: capital letters for official titles 9

Prepositional phrases Punctuation: commas 19

Verb + noun collocations Punctuation: semicolons 39

Adjectives to describe films Punctuation: colons 49

Phrasal verbs Punctuation: commas for pauses 59

Extreme adjectives and compound

Verb + prepositions Punctuation in emails 89

Adjectives to describe conditions Punctuation: hyphens 99

Collocations Cohesion: reference 109

Delexical verbs Writing: speech sounds 119

you are a first language • create and control effects by drawing on

P • experiment with different ways of

Key terms that you will learn: Myth

which was full of smoke from the engine. One of the

4 How to use this book

Unit 3 Autobiographical adventures 31

a The writer is rightfully proud of Sakane.

a In the first paragraph, the number of

i Can you find three synonyms

Sakane – the best runner ii Can you find three synonyms

a Broad castle grounds of Ninomaru … the best runner of all proved to

42 Unit 4 Real-life diaries

How to use this book 5

7 The writer also uses a number of rich

Unit 4 Real-life diaries 43

You will be asked to stories. It is useful to remember how to use

keep the peace. (a) (kidnap) Kalea and

14 Unit 1 Making myths

6 How to use this book

i say something mockingly or Punctuation: capital letters for

9 Correct the mistakes with capital letters

a All the Captains saluted the Generals.

b The Duke and duchess of Cambridge

c I’ve never met the President or prime

Unit 1 Making myths 15

Guided writing Tip

YOUNG POETS: COMPETITION You willl also think about

for your writing. Think/Plan

• going to school (pain)! Useful language boxes

for you to refer back to the

66 Unit 6 My world in a poem

How to use this book 7

• Improve your work by thinking of more

• Think of a refrain for your poem that

Unit 6 My world in a poem 67

P The Peer assessment boxes allow you to

Follow these stages. experimented with where to break your

• What vocabulary will you use?

writing tasks. This will help Final draft