Writing: A Short Message Worksheet (A2)

A short message is the first piece of real writing most learners will ever send in English, and it is what A2 examinations ask for: 35 to 45 words, three things to say, and nothing else.

Read the task, then underline the three things the message must include. Write them as a short list.

• Task A: Write a message to your friend Ravi. Tell him you cannot come to his party, explain why, and invite him to your house next week. → Three things: 1 cannot come 2 why 3 invitation
• Task B: Write a message to your teacher. Say you were absent yesterday, say why, and ask what homework you missed. → 1 ________ 2 ________ 3 ________
• Task C: Write a message to a neighbour. Thank her for looking after your cat, say what you brought her from your trip, and invite her for tea on Sunday. → 1 ________ 2 ________ 3 ________

Read the two models. Write A, B or C beside each one to show which task above it answers. Then count the words, and underline one useful phrase in each.

• Hi Ravi, I'm really sorry, but I can't come to your party on Saturday. My aunt is arriving from Jaffna that day and I have to meet her at the station. Would you like to come to my house next Friday instead? Let me know! Nimali → Task ____ Words: ____
• Dear Mr Silva, I'm sorry I was absent yesterday. I had a high fever and my mother took me to the doctor. Could you tell me what homework I missed, please? Thank you. Dinesh → Task ____ Words: ____

This message is too long and one sentence is not needed. Cross out the sentence that does not answer the task, then rewrite the message in 40 words or fewer.

• The task: Write to your friend. Say you found her umbrella, say where it is now, and arrange to give it back.
• Hi Sanduni, How are you? I hope your family is well. I have some good news for you. After the class on Monday I was walking to the bus stop and I saw an umbrella under the desk in Room 4, and I think it is yours because it is blue with white flowers, and you had one like that last week. I have got it at my house now and it is safe. My brother says the handle is broken but I do not think so. Shall we meet at the library on Saturday at ten o'clock? I can bring it then. Malithi
• Your shorter version: ____________________________________________________
• ____________________________________________________________________
• ____________________________________________________________________

Write a message for Task C above, in 35 to 45 words. Use one phrase for thanking and one for inviting.

• To: ________________________________________________________
• ____________________________________________________________
• ____________________________________________________________
• ____________________________________________________________
• From: ______________________________________________________

Tick each line. Then swap with a partner and check theirs.

• Did I say who it is to, and sign my name? ____
• Did I include all three things the task asked for? ____
• Is it between 35 and 45 words? (Count them.) ____
• Did I use at least one phrase from the box? ____
• Is every sentence about something the task asked for? ____
• Capital letters and full stops in the right places? ____

• Timing: Tasks 1 to 3 take about 25 minutes; Tasks 4 and 5 about 15.
• Task 1 is the one that earns the marks. Learners lose more at A2 for missing one of the three points than for any grammar mistake. Underlining the three things before writing takes thirty seconds and fixes most of it.
• Task 3 teaches what to leave out, which is harder at A2 than what to put in. Learners write How are you? I hope your family is well out of politeness and then run out of words for the third point.
• Teach word counting properly: count the words of one line, multiply by the number of lines. Learners will actually do this; counting to 45 one by one, they will not.
• Let them write the second one by hand on a real slip of paper and deliver it to the person it is addressed to. A message with a reader is a different task from a message with a marker.
• Extension: each learner writes a task (three things) for a partner, swaps, and marks the reply against the Task 5 checklist. Writing the task teaches the structure as well as answering one.