sample friendly letter

506 Taman Mera 01500 Tanjung Bungah Penang 2 May 2011

Dear Susan,

It feels like such a long time since the last time I saw you. I know it's only been several weeks since I saw you. So far my new school  has been great!

I spend my all my weekends at the beach. I am getting many new friends here. I have been playing lots of volleyball, surfing and building a nice collection of sea shells. Just this past weekend I took second place in a sandcastle building contest! You should come over during the weekends and spend time on the beach with me

The reason I am writing this letter is to invite you to join me in one of the weekend camps in a new recreational park here, Camp Solo. The camp will be held on the 8 until the 10 of June 2011. It will fun because this is a newly opened campsite. What is interesting about this camp is we can join many  activities there such as nature walks, abseiling and cycling. I know that you love going for nature walks. When we cycle along the tracks we call see lots of flora and fauna too. Please join me it will be very nice if you join me.

If we join this campo there will be many benefits for us. First we can learn about nature. I know you want to be scientist one day . Next we can try abseiling which is a an interesting sport. We did talked about trying it before I transferred  remember ? if you want to join the camp you will have to call En Harris at 012 3445676. The cost is only RM50 per person.

I really hope that you can join me for the camp. My regards to your family and our friends at school. I miss all of you. See you in my next letter, bye. 

Your friend, WanHanim

friendly letter format

Return Address Line 1 1 Return Address Line 2 Date (Month Day, Year) 2

Dear Name of Recipient, 3
Body Paragraph 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Body Paragraph 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Body Paragraph 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 

Closing (Sincerely...), 5 

Signature 6

In the friendly letter format, your address, date, the closing, signature, and printed name are all indented to the right half of the page (how far you indent in is up to you as long as the heading and closing is lined up, use your own discretion and make sure it looks presentable). Also the first line of each paragraph is indented.
Your Address 1
All that is needed is your street address on the first line and the city, state and zip on the second line. (Not needed if the letter is printed on paper with a letterhead already on it.)
Date 2
Put the date on which the letter was written in the format Month Day Year i.e. August 30, 2003. Skip a line between the date and the salutation.
Salutation 3
Usually starts out with Dear so and so, or Hi so and so. Note: There is a comma after the end of the salutation (you can use an exclamation point also if there is a need for some emphasis).
Body 4
The body is where you write the content of the letter; the paragraphs should be single spaced with a skipped line between each paragraph. Skip 2 lines between the end of the body and the closing.
Closing 5
Let's the reader know that you are finished with your letter; usually ends with Sincerely, Sincerely yours, Thank you, and so on. Note that there is a comma after the end of the closing and only the first word in the closing is capitalized.
Signature 6
Your signature will go in this section, usually signed in black or blue ink with a pen. Skip a line after your signature and the P.S.
P.S. 7
If you want to add anything additional to the letter you write a P.S. (post script) and the message after that. You can also add a P.P.S after that and a P.P.P.S. after that and so on.

Characters

Summary/Synopsis

This story is about twin brothers, Tristan and James, who are about to be separated and sent to different schools when they leave primary school for secondary school. They have mixed feelings about going to their new schools and are anxious about this. Besides being worried about their separation, they are also concerned about whether they can adapt to their new schools, especially without each other's help. Their mother, who loves them both dearly and cares about them, is equally anxious.

The climax occurs the day after the school play. Tristan and James react very differently to the school play. They both realise how much they depend on each other and how difficult it would be to adapt to their new schools on their own. Tristan is not sure whether to go with James to Highfields or to go to Chesterlea Grange on his own.

After some thought and discussion, Tristan, who is disabled, finally decides to go to a special school, that is, Chesterlea Grange, while James goes to Highfields. In the end, the twins find that their worries are unnecessary as they both adapt to and enjoy their new schools. The twins realise they have made the right decision and are both very happy in their new schools. Tristan describes his new school as fantastic...hence the title, Flipping Fantastic.

Characters

Main Characters

Tristan

• Tristan

Tristan is the twin who has a physical disability. He moves around in a wheelchair and cannot walk or move his arms easily. He is also unable to dress himself or play football. Tristan is good in Maths and computers. He is also good in drama and acts very well as Tom Sawyer in the year-end school play. Although Tristan cannot play games, he is good at swimming.

Even though Tristan is disabled, he is emotionally stronger and more confident than James. However, Tristan is indecisive and changes his mind three times about going to his new school. He is also concerned about how James will manage without him and ask Kiara Jones to be James' 'special friend' and help him get used to his new school.

James

• James

James has no physical disability. He is good in sports and plays football. James hates drama and does not like Jessica Parker. He lives in fear of her and her 'stupid laugh'.

James is shyer and less confidence than Tristan. He is also more nervous and very worried about going to new school without Tristan. This is mainly because he is very dependent on Tristan. 

Mum

• Mum 

Mum is a loving, caring mother who supports her sons and wants the best for them.

She is very concerned about her sons and does not get upset even when Tristan changes his mind a couple of times about going to his new school.

Mum sees the good in both her sons and is extremely proud of them. She is a very determined mother and always has a positive attitude. Consequently, she does not like the negative word 'disability'.

Minor Characters

The teachers

• Mr Sewell

         
         He is the twin's English and drama teacher. 
         Tristan likes him very much.

• Mrs Robert

         
         She is Tristan's favourite teacher in Peter Hill Primary. 
         She teaches Maths.

Schoolmates

Kiara Jones

• Kiara Jones

        Kiara plays football and Tristan arranges for her to be James' 

       'special friend' at Highfields to help him adapt to his 
        new school. 

        Both James and Tristan like her very much.

• Jessica Parker

        She is with the twins at Peter Hill Primary. 

        James does not like her and hates her 'stupid laugh'. 

        However, Tristan fells that she only laughs at James because

        she wants him to notice her.

References:
Shanta, R & Anthony, R (2011). Longman Light on Lit Form 1 Selected Poems, Short Story & BLACK BEAUTY. Selangor Darul Ehsan, Malaysia: PEARSON, Longman.

Sidhu, R. (2010). A Quick Guide to Literature: A Collection of Poems, Short Stories and Drama. Selangor Darul Ehsan, Malaysia: Penerbit Ilmu Bakti Sdn. Bhd.  

ELEMENTS IN FLIPPING FANTASTIC (FORM ONE)

SETTING

1.Peter Hill Primary: Tristan and James are finishing their final year in this primary school. They perform in a play entitled “The Adventures of Tom Sawyer” which is the last activity in the school.

2.Chesterlea Grange: This is a residential school for students of special needs situated far away from Tristan’s home. Tristan looks forward to be enrolled in this special school which has all the facilities that he has dreamt of such as a drama studio, games room, swimming pool and a paddock. The school also has sports activities such as basketball tournament, archery contest, wheelchair games and so on.

3.Highfields: This is the school that James is going to be enrolled in when the new school term begins. At the end of the story, James feels excited about his new school as most of his schoolmates are there including Kiara Jones.

CHARACTER
Tristan and James : They are the main characters in the story. They are twin brothers who are dependent on each other. Tristan is more confident and outstanding than James. James is shy, nervous and has a low self-esteem.
Mum: She is the mother of Tristan and James. She is determined to send her sons to different schools so that they would be independent and confident about their own abilities

THEMES
Fear of the unknown: James dreads being alone in Highfields without the help of Tristan. Although Tristan feels excited about his new school, at times he feels confused at being alone and far away from home and his brother in the new school.
Motherly pride: Mum takes pride in her boys’ ability. She admires James’s courage to perform on stage despite being an introvert and appreciates Tristan’s great performance. as ‘Tom Sawyer’ in the school play.
Other themes/ sub-themes: a caring society, being independent, brotherly love.

VALUES
Independence, concern, gratefulness, appreciation, consideration, helpfulness

LITERARY DEVICES

1.Point of View
This story is written from the first person point of view. The pronoun “I” is used. We see the events from three perspectives; namely that of Tristan, James and Mum. We can experience their thoughts and feelings.

2.Tone
The tone is generally sincere, serious and reflective. At times it is emotional.
Diction (the choice of words used in the story)
• serious - …James, on the other hand, has always been so nervous. I’ve been really worried about him…
• reflective – Just because we’re twins doesn’t mean we have to be good at the same things. I accept that.
• emotional - Talk about pride! Tonight I thought I was going to burst with it!
• simple vocabulary; short sentences; lots of exclamation marks (!) to express emotions
• use of contractions (e.g. he’s; it’s, etc) to show a conversational style

3. Simile
The story has several similes e.g. I feel like a tyre that has burst; as freely as a freshly oiled cog, etc.

4. Journal entries/reflections• 3 different styles to express the thoughts and feelings of the 3 characters.

5.Contrast• Contrast of writing styles. E.g. Tristan’s thoughts are in a box; James’s thoughts appear to be on lined paper while mum’s thoughts are in italics.
• Contrast of opinions and characters Tristan loves drama while James loathes it.

6.Slang /colloquial expressions
e.g. .. the new school is really cool; collywobbles; mate; flipping; I’ve really blown it! (to give it a fresh modern feel)

7.Rhetorical questions
Questions that require no answer. e.g. How can I tell Mum?

SYNOPSIS - FLIPPING FANTASTIC (FORM ONE)

‘Flipping Fantastic’ by Jane Langford is a story about twin brothers and their mother. Tristan is an outstanding, brilliant and a capable boy but James is shy, nervous and lacks confidence. Both of them are about to finish their primary education at Peter Hill Primary soon and plan to begin their new school term in two different schools.

Their mother decides to enrol James in Highfields and Tristan who is physically challenged and wheelchair bound, in a special school (Chesterlea Grange). Both brothers are confused over the thought of being separated as they have never been apart from each other. Since they rely on each other, the twins are concerned about how they are going to cope in their new school environment.

The mother wants the twins to be independent. She is confident that Tristan would be able to cope well at Chesterlea Grange. However, she worries about James and wonders how he is going to manage all alone at Highfields. Tristan changes his mind about Chesterlea Grange, in order to be with James. Besides that, the school is far away from home and he would only be able to see James once a week. On the other hand, James manages to persuade him by reminding him of all the facilities and activities in his new school that Tristan dreamt of.

Knowing James cannot cope himself alone, Tristan calls on their friend Kiara Jones to help James in Highfields. The twins at last realise that they have made the right decision and their new school environment is flipping fantastic.

EXERCISES

http://www.english4today.com/englishgrammar/englishtests/wordsearch.cfm?TestID=48&TestName=Verb%20Search%20-%20Irregular%20Verbs

Simple Past: Forming the Simple Past, Part 1

Forming the Simple Past, sometimes called the Preterite tense, is really pretty easy… at least for regular verbs.
You take the subject, follow it with the verb ending in –ed and there you have it.

Example:

Subject + verb + -edI + play + ed
I played

And, to make it easier, the Simple Past form is invariable – that means it doesn’t change no matter what subject you use. Let’s look at the verb ‘to play’, in the Simple Past it would look like this:

I played
You played
He, she, it played
We played
You played
They played

A couple of things to watch out for:

• Verbs ending in a consonant + y, like cry and try: drop the y and add ied.
• Verbs ending in e like receive only need to have the ‘d’ added – received.

For the irregular verbs in English it is a bit more difficult and you will need to learn most of the most often used ones. There is a full list of irregular verbs with their past form on English4Today.
Now, before moving to the next video where we talk about when to use the Simple Past why don’t you try a couple of verbs your self. Just complete the sentence with the verb in the Simple Past:
STUDY —–> ?

They studied English in 2006 – notice that this is a verb that ends in a consonsant + y so we have dropped the y and added ed.

One more, PLAY—–> ?

Tim played golf when he was at university.

In Video Part 2 we will look at making the Interrogative and Negative of the Simple Past and then in Video Part 3 we will look at WHEN we use the Simple Past.

Useful Links:

• English4Today Grammar Section on Simple Past
• Irregular Verbs in English
• Crossword Puzzle: Irregular Verb Past Forms
• Wordsearch (Easy): Irregular Past Forms