Writing Essentials worksheets
Writing Essentials worksheets are designed as a series of
targeted activities to encourage learners to ‘notice’ aspects
of literacy, such as letter formation and spelling patterns.
The materials use all four skills to develop strategies to
improve learners’ reading and writing; they also encourage
learner autonomy.
The worksheets provide supplementary reading and writing
activities for adult learners with a specific focus on literacy,
spelling and handwriting. They enable learners to complete
authentic, practical tasks, and in the process work with the
meaning of texts, rather than acquiring a range of isolated
skills.
The worksheets are based on these principles:
l Learners should only work with words they understand.
l They should be encouraged to look for patterns.
l They should learn words in context, embedded in a text.
l They should start from the words they want to write.
Who are the worksheets for?
The skills practised in Writing Essentials are an integral
part of English language learning for anyone, but especially
those who are unfamiliar with Roman script.
The activities can be used for individuals, pairs, groups, or
for whole classes.
How do the worksheets fit into the
course?
The worksheets can be used alongside the Coursebook. The
Can be used heading at the beginning of the teacher’s notes
indicates where the activity could be included. This takes
account of the vocabulary and structures covered up to that
point in the Coursebook. The worksheets can also be used
at any subsequent point in the course or independently, as
stand-alone materials.
The worksheets can be used as part of a group or paired
activity, when all the learners are at a similar level, or can
be used for individuals or pairs, to give extra practice. They
can be used at the beginning or end of a lesson, or given as
homework. An estimate of the time each activity will take is
given in the teacher’s notes.
124  Writing Essentials worksheets
What skills will the learners develop?
Handwriting
The development of legible, cursive script is a fundamental
part of Writing Essentials. Learners are taught to join
letters together from the very beginning. To be effective,
handwriting training should be taught systematically, with
attention to the detail of letter formation. Attention is given
to the shape, joining and placing of letters relative to the
line. When learners are confidently doing this correctly,
they are encouraged to develop their own distinctive,
fluent style. Learners of all levels can benefit with work
on handwriting. Learners in high-level classes may have
relatively advanced oral skills, and good grammatical and
syntactic skills, but still need to work on their handwriting.
Spelling
English spelling is challenging for all learners, but
particularly for those who are not familiar with a language
which does not have a clear sound–symbol correspondence.
Writing Essentials provides a wide variety of strategies for
enabling adult learners to improve their spelling, whilst
giving learners phonic strategies for the 80% of words that
are phonically regular. These include:
l Whole-word recognition
Many of the worksheets enable the learners to work with
high-frequency a nd everyday words, building up a core
sight vocabulary.
l Spelling patterns
Many of the worksheets are designed to help learners
identify and predict s pelling patterns, useful for both
reading and writing.
l Phonic strategies
Several of the worksheets are designed to help learners
to work with common phonic patterns, working on sound
discrimination and production.
l Punctuation
Several worksheets give learners practice in
using punctuation and word spacing, focusing on
communication and meaning.
We hope that you and your learners find these materials
useful and enjoyable.
Cathy Brabben
Rachel Thake
Writing Essentials worksheets
Printable worksheets and activity instructions are on the Teacher’s DVD-ROM.
1.1, 1.2 Handwriting guidelines
Aim: To help learners regulate the size and positioning of
letters
Can be used: at any point in the course
Activity: Individual work
Focus: Letter formation
Materials: One copy of Worksheets 1.1 and 1.2 per learner
Estimated time: 15–20 minutes
2.1 Look, Say, Cover, Write, Check
Aim: To encourage learner independence and help learners
to develop habits for learning the spellings of new words
Can be used: at any point in the course
Activity: Individual work
Focus: Strategy for learning spelling
Materials: One copy of Worksheet 2.1 per learner
Estimated time: 15–20 minutes
3.1 Looking at handwriting
Aim: To encourage learners to take responsibility for the
legibility and regularity of their own handwriting
Can be used: at any point in the course
Activity: Individual work
Focus: Letter formation
Materials: One copy of Worksheet 3.1 per learner
Estimated time: 15–20 minutes
4.1 Tricks for learning spellings –
mnemonics
Aim: To help learners remember difficult spellings; to
develop creative learning strategies
Can be used: at any point in the course
Activity: Individual and pair work
Materials: One copy of Worksheet 4.1 per learner; copies
of Worksheet 2.1 (Look, Say, Cover, Write, Check), optional
Focus: Spelling strategies
Estimated time: 30 minutes
Writing Essentials worksheets  125 
5.1, 5.2 Filling in a form 7.1, 7.2, 7.3 Proofreading

Aim: To increase learners’ knowledge of form-filling
language
Can be used: from Unit 2 onwards
Activity: Individual or pair work
Focus: Form filling
Materials: One copy of Worksheet 5.1 per pair cut up into
‘cards’; one copy of Worksheet 5.2 per learner; dictionaries,
optional
Estimated time: 15–20 minutes
Aim: To enable learners to proofread their own work
Can be used: from Unit 4 onwards
Activity: Individual and pair work
Focus: Writing
Materials: One copy of Worksheet 7.1 per pair, cut up into
sets of sentences, ‘problems’ and symbols; one copy of
Worksheet 7.2 per learner, cut into three sections; one copy
of Worksheet 7.3 per learner; coloured pens, optional
Estimated time: 30–40 minutes

6.1, 6.2, 6.3 An unforgettable 8.1, 8.2 Confusing spellings

journey

Aim: To focus on spelling challenging words; to write in Aim: To improve learners’ spelling
sentences Can be used: from Unit 5 onwards
Can be used: from Unit 4 onwards Activity: Pair work
Activity: Pair or group work Focus: Spelling
Materials: One copy of Worksheet 6.1, with sentences cut Materials: One copy of Worksheets 8.1 and 8.2 per pair;
up, per pair; one copy of Worksheets 6.2 and 6.3 per pair; dictionaries; Worksheet 1.2 (Handwriting guidelines),
copies of Worksheet 2.1 (Look, Say, Cover, Write, Check), optional
optional
Estimated time: 20–30 minutes
Focus: All four skills
Estimated time: 45 minutes

126  Writing Essentials worksheets

9.1, 9.2 Changing punctuation 10.1, 10.2 Looking for patterns

Aim: To improve learners’ punctuation Aim: To improve learners’ awareness of spelling patterns
Can be used: from Unit 12 onwards Can be used: as a review activity at the end of the
Activity: Pair work Coursebook
Focus: Punctuation Activity: Individual
Materials: One copy of Worksheets 9.1 and 9.2 per learner; Focus: Spelling patterns
scissors for class Materials: One copy of Worksheets 10.1 and 10.2 per
Estimated time: 30–40 minutes learner; highlighter pens, optional
Estimated time: 30–40 minutes

Writing Essentials worksheets  127 

Acknowledgements
Adrian Doff would like to thank Karen Momber and Keith The authors and publishers are grateful to:
Sands at Cambridge University Press for overseeing the Text design and page make-up: Stephanie White at
project and for their invaluable help and support throughout Kamae Design
the development of this course. He would also like to thank Video content: all the team at Phaebus Media Group
his editors, Judith Cunningham and Clare Nielsen-Marsh,
Illustrations by Kathy Baxendale, Nigel Dobbyn, Paul
for their commitment and hard work and their help in
Moran, Julian Mosedale and Nigel Sanderson.
bringing the book into its final form.
The authors and publishers acknowledge the following
He would like to thank Dr Astrid Krake and Donna
sources of copyright material and are grateful for the
Liersch at the Volkshochschule München for giving him an
permissions granted. While every effort has been made, it
opportunity to teach there and try out new ideas.
has not always been possible to identify the sources of all
He would also like to thank Gabriella Zaharias for the material used, or to trace all copyright holders. If any
consistently supporting and encouraging him during the omissions are brought to our notice, we will be happy to
writing of this book. include the appropriate acknowledgements on reprinting.
Howard Smith would like to thank the teachers and For the tables on the DVD-ROM and the text on pages 4 and
learners he has worked with over the years for the ideas 20 of the Teacher’s book © Common European Framework
which have, no doubt, been appropriated for these activities of Reference for Languages: Learning, teaching, assessment
and also the team at CUP, in particular Keith, Judith (2001) Council of Europe Modern Languages Division,
and Karen, for the opportunity and for their patience, Strasbourg, Cambridge University Press
encouragement and forbearance.
Rachel Thake and Cathy Brabben would like to thank their
colleagues and students in the ESOL department at Thames
Valley University, Reading Campus, for their help and
support with Writing Essentials. Special thanks go to Mary
Langshaw, Angela Buckingham, Sue Laker and Sue Allan.
Mark Lloyd would like to thank the teachers and staff of IH
Bath/WELS Bath for their suggestions and ever-constructive
criticism, as well as all those students who have, knowingly
or otherwise, acted as enthusiastic guinea pigs. Above all,
however, he would like to thank Rosa, for her patience and
for doing far more than her fair share of the parental duties,
and Gabriela, for her smiles and giggles!