Teacher Resource BK F PDF

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Teachers resource book Book F

Published by Prim-Ed Publishing 2013 Copyright Diane Henderson and Rosemary Morris 2007 ISBN 978-1-84654-651-8 PR6306
This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.
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Titles available in this series:
Teachers resource book Book A Teachers resource book Book B Teachers resource book Book C Teachers resource book Book D Teachers resource book Book E Teachers resource book Book F Teachers resource book Book G
Also available in this series:
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In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing pupils to access them.
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Prim-Ed Publishing follows the guidelines for punctuation and grammar as recommended by the Style manual for authors, editors and printers, 2002, 6th edn. Note, however, that teachers should use their own guide if there is a conflict.
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The English workbook Book A The English workbook Book B The English workbook Book C The English workbook Book D The English workbook Book E The English workbook Book F The English workbook Book G
Website: www.prim-ed.com
INTRODUCTION
This teachers resource book provides information to support the implementation of The English workbook Book F, designed to develop and improve pupils literacy skills, focusing on procedures, recounts, expositions, narratives and reports. The following sections are included within each format. speaking and listening writing activities spelling language features vocabulary pupil evaluation reading comprehension proofreading and editing Features of The English workbook Teachers resource book Descriptions of the five different writing formats Photocopiable planning frameworks for the five writing formats Speaking and listening notes and photocopiable charts Additional information about vocabulary, useful reference lists and spelling rules Clear and concise explanations of the included language features Photocopiable pupil editing and proofreading checklists specific to each writing format Comprehensive integrated activity sheets provide cross-curricular extension to stimulate pupil interest Analytical notes on activities such as advertisements and cartoons Class evaluation sheets to record information about pupil understanding and performance Answers for pupil activities
CONTENTS
Introduction ..........................................................................................1 Writing format descriptions ..........................................................23 Planning frameworks .....................................................................38 Editing and proofreading checklists .........................................914 Class evaluation record sheet ..................................................1516 Speaking and listening ..............................................................1722 Speaking skills .........................................................................17 Listening skills .........................................................................17 Speeches..................................................................................17 Debating .............................................................................1819 Oral presentations ..................................................................20 Interviews.................................................................................20 Speaking chart ........................................................................21 Listening chart .........................................................................22 Vocabulary ....................................................................................2325 Compound words ....................................................................23 Homographs.............................................................................23 Homophones ............................................................................23 Synonyms .................................................................................23 Antonyms..................................................................................24 Using a thesaurus ...................................................................24 Overused words ................................................................2425 Acrostics ..................................................................................25 Similes.......................................................................................25 Alliteration ................................................................................25 Masculine, feminine and neutral..........................................25 Spelling .........................................................................................2628 Syllables ...................................................................................26 Plurals .................................................................................2627 Adding suffixes (1-1-1 rule, dropping final e, adding ly) ......................2728
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Long vowel sounds .................................................................28 Contractions.............................................................................28 Language features .......................................................................2937 Parts of speech (verbs, adverbs, nouns, pronouns, adjectives, comparatives and superlatives, prepositions, conjunctions) ...............2931 Idioms........................................................................................31 Punctuation (capital letters, commas, apostrophes for possession, grammatical contractions, quotation marks, paragraphs)........................................................................3132 Collective nouns ................................................................3334 Animal nouns .....................................................................3536 Idiom list ...................................................................................37 Integrated activities ....................................................................3846 Graphic organisers......................................................................4753 Mind maps................................................................................47 Flow chart.................................................................................48 Problem-solving chart ............................................................49 Senses chart ............................................................................50 Tree chart .................................................................................51 Semantic web ..........................................................................52 Reading journal .......................................................................53 Additional information ...............................................................5456 Cartoons ...................................................................................54 Advertisements .......................................................................54 Journal/Diary writing..............................................................55 Note making .......................................................................5556 Plays ..........................................................................................56 Scope and sequence chart ..............................................................57 Answers ........................................................................................5875
The English workbook Teachers resource book Book F
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Prim-Ed Publishing www.prim-ed.com
WRITING FORMAT DESCRIPTIONS
1. Procedure
The main purpose of a procedure is to direct, inform or explain how something is done. It usually includes: a goal to tell what is to be done a list of requirements steps a list of instructions in a particular order a test to see if the task was completed successfully. A procedure uses: command verbs present tense short, clear statements. A procedure may be written in the form of instructions for a task such as playing a game, constructing something, operating an appliance, using a reference book, dealing with a problem, or as a recipe or an experiment.
2. Recount
An exposition is written or spoken to persuade others to think or do something. It usually includes: a title tells what the exposition is about an overview a brief summary of what the writer thinks about the topic reasons the arguments to persuade people a conclusion a final comment or summing up. An exposition uses: persuasive language facts to support the arguments a new paragraph for each new argument. An exposition may be written in the form of an essay, a letter, an advertisement, a review, a speech or an editorial.
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3. Exposition (Persuasive text)
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The purpose of a recount is to retell past events in time order. It usually includes: a title tells what the recount is about a setting who was involved and where and when the events happened the events what happened in chronological order an ending or comments how the events ended and what the writer thinks about it. A recount uses: the past tense paragraphs to separate significant events. A recount may be written in the form of a diary, a letter, a newspaper or magazine article, an eyewitness account, a biography or autobiography.
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WRITING FORMAT DESCRIPTIONS
4. Narrative
The main purpose of a narrative is to describe a series of events and circumstances often involving fictitious characters. It usually includes: a title gets the attention of the reader and indicates what the story is about an orientation introduces the main characters, the setting or location, the time of the story and the initiating event a complication a problem which involves the main character(s) a resolution how the problem is solved. A narrative uses: descriptive vocabulary interesting characters suitable paragraphing. A narrative may be written in the form of a story, a play, a fairytale, a myth, a legend, a science fiction work, a ballad or a poem.
5. Report
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The main purpose of a report is to give facts clearly without unnecessary information or opinions. It usually includes: a title tells what the report is about a classification provides information about the focus of the report a description expands on the focus a conclusion a summary or comment. A report uses: facts, not opinions no unnecessary information the third person the timeless present tense. A report may be written in the form of a review, a newspaper or magazine article, an eyewitness account or a scientific report.
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The following pages (48) are photocopiable planning frameworks for each of the five writing formats, designed for pupils to use when planning their writing. They provide a structure for writing and include elements unique to each format. The planning frameworks can be used in conjunction with the Editing and proofreading checklists (pages 914) to encourage pupils to review and correct their writing. Teachers can assess and then record their pupils understanding of the elements of each writing format on the Class evaluation record on pages 1516.
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PLANNING FRAMEWORKS
Planning a procedure
Name: Title: Goal (What you need to do): Date:
Requirements (Things youll need):
Steps:
2.
3.
4.
5.
6.
8.
Test (How youll know if your procedure was successful):
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The English workbook Teachers resource book Book F Prim-Ed Publishing www.prim-ed.com
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1.
Planning a recount
Name: Title: Setting: Who? Date:
Where?
When?
Why? Events: 1.
2.
3.
5.
Concluding statement/comment:
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Planning an exposition
Name: Title: Introductory statement (What you believe): Date:
2.
5.
Conclusion (Link your ideas to form a final comment which summarises your position):
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1.
Arguments (Thoughts and ideas which support your belief):
Planning a narrative
Name: Title: Orientation: Characters (appearance, personality, likely actions): Date:
Setting/Location:
Initiating event: What event starts the action?
How did this involve the characters?
What caused the problems?
Resolution (How are the problems solved?):
Conclusion (What happened in the end?):
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Complication: What problems do the characters have?
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Prim-Ed Publishing www.prim-ed.com The English workbook Teachers resource book Book F
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Time:
Planning a report
Name: Title: Classification (gives information about the focus of the report): Date:
Description (special features): 1.
2.
3.
4.
5.
6.
Conclusion (summing up):
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EDITING AND PROOFREADING CHECKLISTS
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The primary purpose of writing and the use of language is communicationto get ones message or ideas across to another person in an effective manner. It is important that the message is clear so that there are no misunderstandings. Ensuring that there are no barriers to effective communication, due to poor spelling and grammar or incorrect structure, is vital. Provided on the following pages is a series of checklists for each of the five writing formats: procedures, recounts, expositions, narratives and reports. Each of the writing formats has its own particular structure or elements which help the pupils communicate their ideas within the given format. The checklists allow pupils to ensure that these elements are included and that they have thoroughly checked and edited their work for any errors. The checklists, which list specific points, provide an opportunity for pupils and their peers to evaluate their writing and develop their writing and editing skills. Ideally, providing this opportunity for self-evaluation will allow pupils to develop a habit of always editing and proofing their work.
Editing and proofreading a procedure

Name: Title of procedure: Editing and proofreading are very important parts of writing. Use the checklist below to edit and proofread your work. Checklist 1. Does your procedure make sense to you? ........................................................................... Yes No 2. Did you include a goal? ............................................................................................................ Yes No 3. Did you list the things you needed? ....................................................................................... Yes No 4. Have you included all the steps in the correct order? ........................................................ Yes No 5. Did you add a test to check that your procedure works? .................................................. Yes No 6. Spelling: (a) (b) (c) (d) Date:
Did you check that your works look right? .................................................................. Yes No Did you use a dictionary? ............................................................................................... Yes No Did you ask someone to help you with spelling? ....................................................... Yes No
8. Are your statements short and clear? ................................................................................... Yes No 9. Did each statement make sense when you read it on its own? ........................................ Yes No 11. Ask a partner to read your procedure. .................................................................................. Yes No 10. Do your statements all start with a capital letter and end with a full stop? .................... Yes No Did he/she find it easy to understand? ........................................................................ Yes No
I think my procedure is short my procedure is clear
my procedure would work
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7. Did you use command verbs? ................................................................................................. Yes No
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Have you corrected any spelling errors? .................................................................... Yes No
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Editing and proofreading a recount

Name: Title of recount: Editing and proofreading are very important parts of writing. Use the checklist below to edit and proofread your work. Checklist Title: Does your title reflect the topic? ............................................................................................ Yes No Does it generate interest? ....................................................................................................... Yes No Setting: Does your recount include: location?................................................................................................................................ Yes No time of the events? .............................................................................................................. Yes No Date:
Were the events sequenced correctly? ................................................................................ Yes No Were all relevant events included? ....................................................................................... Yes No Concluding statement:
Have you corrected any spelling errors? .............................................................................. Yes No Punctuation: Have you checked your punctuation? ................................................................................... Yes No Is each event recorded in a separate paragraph? .............................................................. Yes No Language features: Have you used the past tense? ............................................................................................... Yes No Is the vocabulary you used interesting and varied? ........................................................... Yes No Peer editor: Did you use a peer editor? ....................................................................................................... Yes No Did she/he make any constructive comments? ................................................................... Yes No I think my recount is interesting my spelling and punctuation are the presentation of my work is
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Did you conclude with a statement or comment? ............................................................... Yes No Spelling:
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the reason for the events? ................................................................................................. Yes No Events:
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specific characters? ........................................................................................................... Yes No
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Editing and proofreading an exposition

Name: Title of exposition: Editing and proofreading are very important parts of writing. Use the checklist below to edit and proofread your work. Checklist Do you understand the purpose of an exposition? 1. Does your exposition: (a) clearly state a problem in the introduction? ............................................................. Yes No (b) provide background information?............................................................................... Yes No (c) list facts to support your arguments? (diagrams, photos, facts and figures)...... Yes No (d) sequence arguments from strongest to weakest? .................................................. Yes No (e) include a final paragraph which reinforces and summarises the main points? Yes No Date:
Spelling Punctuation
3. Have you corrected any spelling errors? ........................................................................ Yes No 4. Have you checked your punctuation? ............................................................................. Yes No 5. Have you used a separate paragraph for each argument? ......................................... Yes No Peer edit 6. Ask a partner to read your exposition (b) Did it make sense? ........................................................................................................ Yes No
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(c) Were you able to persuade your partner to agree with your point of view? ...... Yes No
I think my exposition is persuasive my spelling and punctuation are the presentation of my work is
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(a) Did he/she understand your point of view? .............................................................. Yes No
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2. Have you used persuasive language? ............................................................................. Yes No
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Editing and proofreading a narrative

Name: Title of narrative: Editing and proofreading are very important parts of writing. Use the checklist below to edit and proofread your work. Checklist Title: Does your title indicate what the story is about? ................................................................ Yes No Does it get the attention of the reader? ................................................................................ Yes No Orientation: Does the beginning draw the reader into the characters world? ................................... Yes No Do their actions fit their personalities? ................................................................................. Yes No Date:
Is the problem known at the beginning of the story? .......................................................... Yes No Complication: Is the problem believable? ...................................................................................................... Yes No Resolution: Have the problems been solved? ........................................................................................... Yes No Conclusion: Is the ending satisfying to the reader? .................................................................................. Yes No Punctuation and spelling: Check the following: Spelling use a dictionary or ask someone. Punctuation including capital letters, full stops, question marks, commas and direct speech. Paragraphs for new ideas. Vocabulary: Have you used some interesting adjectives? ....................................................................... Yes No Have you used any compound words? ................................................................................. Yes No Have you used more interesting verbs instead of said? .................................................. Yes No I think my narrative is interesting my spelling and punctuation are the presentation of my work is
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Does the resolution fit the complication? ............................................................................. Yes No
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Is the setting realistic? ............................................................................................................. Yes No Initiating event:
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Are the characters believable? .............................................................................................. Yes No
Editing and proofreading a report

Name: Title of report: Editing and proofreading are very important parts of writing. Use the checklist below to edit and proofread your work. Checklist 1. Does your report include a classification? ........................................................................... Yes No 2. Does it include an accurate and detailed description of the topic? ................................ Yes No 3. Have you ended with a conclusion? ...................................................................................... Yes No 4. Have you written facts not opinions? .................................................................................... Yes No 5. Have you used action verbs? .................................................................................................. Yes No 7. Have you used capital letters and full stops correctly? ..................................................... Yes No 8. Did your peer editor: (a) (b) understand your report? ................................................................................................ Yes No believe your facts to be true? ........................................................................................ Yes No 6. Have you corrected any spelling errors? .............................................................................. Yes No Date:
the presentation of my work is
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my report gives facts
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I think my report is interesting
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Class evaluation record
Names
Procedure
Understands the format
Uses clear concise language
Sequences steps logically
Self-edits
Recount
Sequences events
Uses past tense
Self-edits
Exposition
Presents persuasive arguments
Supports arguments
Self-edits
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Class evaluation record
Names
Narrative
Uses descriptive language
Appropriate paragraphing
Imaginative ideas
Self-edits
Report
Uses factual language
Accurate information
Self-edits
SPEAKING AND LISTENING
SPEAKING SKILLS
Pupils need to have a sense of audience and to learn how to engage and communicate effectively. The chart, How effective are you as a speaker? on page 21, can be photocopied and enlarged for classroom use. It focuses attention on the preparation and presentation of information as well as oral communication skills. Opportunities are provided for pupils to organise and communicate their ideas to a partner, a small group or the class. Pupils should be encouraged to set individual speaking goals on which to focus and to evaluate their performance.
LISTENING SKILLS
Providing opportunities for pupils to engage in active listening is essential, but some pupils may need to have explicit instruction to understand the requirements of effective listening. The How well do you listen? chart on page 22 can be photocopied and enlarged for classroom use. It is suggested that teacher and pupils decide on a particular goal as a focus for a lesson and then evaluate how well this goal was achieved.
SPEECHES
A speech is a talk or address delivered to an audience.
Features 1. Ideas and facts must have a logical sequence. 2. Format includes: introduction statement of case argument or explanation of position conclusion 3. May include some visual presentation (video, slides, photographs, diagrams). 4. Personal experience and humour may be used to maintain interest and to emphasise point of view. 5. May include some informal language or idioms. 6. Short sentences may be used to enable members of the audience to remain focused and attentive.
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Purpose 1. To inform the audience of the views, facts and news of the speaker. 2. To influence the audience to support the speakers perspective or cause. 3. To justify an action or proposed action. 4. To entertain a specific audience.
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DEBATING
A debate is a formal, organised argument on a particular matter or topic, between two opposing teams. Purpose To win by presenting a convincing argument and by out-scoring the opposing team. Features 1. A debate is made up of: an affirmative team of three members who argue for the topic a negative team of three members who argue against the topic a chair a timekeeper an adjudicator. 2. A debate is about a topic, also known as the moot. (A moot is a claim that something is true.) 3. Team members work together to prepare their argument by researching the topic. 4. Use palm cards to summarise discussion points. 5. Speakers must consider audience intelligence and experience. 6. Humour may be used. 7. Each team member has a different task. Format A classroom plan could be as follows.
TIMEKEEPER
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AUDIENCE ADJUDICATOR
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CHAIR
Chairperson The chair:
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M A 2, E r E T ake V I e AT , sp r 1 M e IR er 3 eak F F k A ea sp sp
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1. 2. 3. 4.
states the topic introduces each speaker for both teams deals firmly with interjections or comments from the audience announces the winner at the conclusion of the debate after consulting with the adjudicator.
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sp NE ea G ke AT I sp r 1, VE ea sp TE ke ea AM r 3 ke r2 ,

Timekeeper The timekeeper allocates each speaker a set time to speak. The timekeeper rings three sets of bells. 1. A single bell warns the speaker the time is almost up. 2. A double bell the speakers time is up. 3. A continuous bell the time is up and the adjudicator will disregard any further argument. Speakers Each speaker has a different role: Affirmative 1 defines the subject of the debate outlines the argument allocates responsibility to each member Negative 1 must accept affirmative definition or show why it is unacceptable and amend it Affirmative 2 restates affirmative case deals with each argument presented by Negative 1 may add new aspects to the affirmative argument Negative 2 attacks the arguments put forward by the two affirmative speakers develops his or her argument Affirmative 3 persuades audience that Negative teams argument is worthless ends on a positive note that affirms the topic Negative 3 role is similar to that of Affirmative 3 stresses negative aspect Adjudicator Judges the performance of both teams based on: Matter: subject knowledge definition of topic the outline and explanation of the argument examples that support the argument Manner: the way in which the speech is presented. language gestures stance voice quality verbal skills Method: how the matter is planned introduction technique strategy
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ORAL PRESENTATIONS
Planning and presentation are the two key components of successful oral presentations. Planning 1. Information should be relevant and logically organisedintroduction, information and conclusionto enable it to be clearly understood. 2. Appropriate quotes may be selected to expand on the topic. 3. An overview of what will be presented provides a framework to interest and engage listeners. 4. Interesting language and humour will help to maintain audience attention. 5. Time allocation must be taken into consideration. 6. Equipment and any other support materials required should be selected, prepared and organised. 7. Seating arrangement, room layout and audience comfort need to be considered. Presentation Engage and maintain audience interest by: speaking confidently adjusting volume, tone and pace standing well and appearing interested presenting interesting facts in a lively manner facilitating audience understanding with clear, logical explanations using diagrams and other appropriate visual supporting information effectively concluding the presentation in allocated time and allowing time for discussion and questions, if required.
INTERVIEWS
Interviews are used by researchers and media personnel to gather detailed information from people for different purposes. Preparation 1. Research background information. 2. Be familiar with subject specific vocabulary. 3. Formulate relevant and interesting open-ended questions. 4. Organise appropriate equipment (for recording etc.). Technique Maintain eye contact Show interest Concentrate and listen carefully Be flexible and prepare for unexpected answers Encourage participation and some discussion Respond positively Be pleasant Practise questioning techniques Respect differing opinions Consider time constraints Avoid unnecessary pauses and delays If necessary, record information accurately
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How effective are you as a speaker?

Effective speakers
Select: interesting information relevant facts
Maintain: eye contact posture Speak: clearly at an appropriate volume and pace in a lively, enthusiastic manner
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Engage:
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Present: their facts and opinions confidently themselves well with the topic audience interest
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Organise: information logically time efficiently equipment if required
How well do you listen?
Effective listeners:
Focus
on the speaker
Listen
carefully
Show
Process the information
Analyse and make connections
Think
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courtesy
of appropriate questions
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Concentrate
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Avoid
unnecessary movements
VOCABULARY
To enrich the communication skills of pupils, it is important that they understand all of the concepts of English vocabulary. An increased vocabulary develops the pupils ability to communicate their ideas, making their writing and speaking more descriptive and interesting to read or listen to.
COMPOUND WORDS
Compound comes from the Latin meaning putting together. Each part of a compound word must be a word that can stand alone. For example: toothbrush mother-in-law Note: As language changes, many words that were previously hyphenated no longer need a hyphen. Pupils should be encouraged to consult a recent dictionary.
sack, ruler, pupil, spring, squash, stole, swallow, bear, saw, felt, train, fast, hold, park, club, court, duck, cape, chop, coach, grave, cricket, march, prune, right, ring, table, wake, dear, watch, last, kind, cross, blind, bored, down, iron Homographs that are pronounced differently include:
row, subject, present, object, wind, wound, bow, tear, record, desert, close, number
HOMOPHONES
paws, pause, pores load, lode horse, hoarse to, two, too main, mane prey, pray court, caught hole, whole foul, fowl fare, fair idle, idol vane, vain, vein steel, steal right, write
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Homo same phone sound Homophones are words that sound the same but are spelled differently. scent, sent, cent Ill, aisle, isle so, sew, sow theyre, their, there pain, pane lead, led knew, new bored, board threw, through ate, eight key, quay weather, whether, wether break, brake male, mail alter, altar bare, bear weak, week road, rode peace, piece no, know, meat, meet queue, cue stationery, stationary waist, waste where, wear, ware hale, hail berry, bury choose, chews hare, hair sauce, source sale, sail course, coarse serial, cereal sea, see blew, blue practice, practise throne, thrown stairs, stares plain, plane
SYNONYMS
Synonyms are words with the same or similar meaning.
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Homo same graph write Homographs are words that are written in the same way, but have different meanings, origins and sometimes are pronounced differently. Homographs that sound the same include:
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HOMOGRAPHS
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VOCABULARY
ANTONYMS
Antonyms are words with the opposite meaning. Finding synonyms and antonyms helps pupils to develop a wider vocabulary and allows them to write more precisely and interestingly. Some antonyms are formed by adding a prefix; for example: un, dis, in, im, mis.
USING A THESAURUS
The word thesaurus comes from thesauros, a Greek word meaning treasure. It is considered a treasure trove of words that can be useful when seeking synonyms and antonyms for writing or solving word puzzles. It is divided into two parts: a list of entries an index. Pupils should look for words in the index (the second section), where they will find most words with general synonym(s) and a page reference number, followed by an abbreviant. (The index is arranged alphabetically and the headwords are in bold type.) The abbreviation indicates the part of speech; e.g. n. noun, adj. adjective. For example (refer to Rogets thesaurus): fade shade off 27 vb to transparent 114 vb be dim 419 vb lost colour 426 vb deteriorate 655 vb
OVERUSED WORDS
Words that can be used instead of asked include:
Words that can be used instead of said include: spoke, uttered, yelled, shouted, whispered, cried, sobbed, commented, replied, stated, talked, voiced, announced, remarked, repeated, breathed, declared, recited, expressed, protested Words that can be used instead of nice include: agreeable, exquisite, favourite, attractive, delightful, colourful, fine, mild, neat, rare, wise, exact, fussy, right, interesting, dainty, decent, proper, friendly, careful, correct, entertaining, fitting, precise, refined, welcome, accurate, becoming, kind, delicate, pretty, pleasant, pleasing, precious, suitable, beautiful, delicious, sweet, cute, gratifying, wonderful Words that can be used instead of got include: received, caught, attracted, obtained, earned, had, became, achieved, bought, purchased, grew, was, was given, found, possessed, collected, acquired, took, procured, inherited, fetched, retrieved, comprehended, understood
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enquired, requested, queried, questioned, begged, quizzed, appealed, demanded, beseeched, required, implored
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Pupils should be encouraged to communicate more exact meaning by avoiding the overuse of some words; e.g. asked, said, nice, got and then.
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Choose the keyword that is closest in meaning to the way the word is to be used then turn to that page in the list of entries (first section). Refer to the abbreviation of the part of speech from the index to find synonyms and antonyms.
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VOCABULARY
Words that can be used instead of then include: after, following, eventually, finally, later, also, so, when, again, besides, further, therefore, in addition, consequently, while, afterwards, subsequently, on arrival, later on, during Words that can be used instead of went include: walked, ran, skipped, hopped, jumped, cycled, travelled, drove, rowed, strode, struggled, visited, explored, returned, became, grew, attended, hurried, moved, passed, limped, progressed, entered, staggered, raced, stepped, ambled, marched, strutted, tramped, paraded, rambled, strolled, toddled, trudged, sauntered, traipsed, traversed, plodded, paced, meandered Words that can be used instead of saw include: noticed, spied, observed, watched, overlooked, examined, viewed, gazed, stared, espied, looked, scanned, peered, peeked, glared at, sighted, understood, inspected, envisioned, recognised, visualised, comprehended, learnt
ACROSTICS
SIMILES
A simile compares one thing with another and is introduced by the words as or like.
Similes are used to convey ideas and images and to enrich language.
Alliteration is the repetition of consonants at the beginning of words. For example: Peter Piper picked a peck of pickled peppers.
MASCULINE AND FEMININE NOUNS

Although some nouns refer to the masculine and feminine genders, others are gender neutral. For example: mother, father, parent Pupils need to be aware of gender bias and understand the fact that some long-established vocabulary has been changed. Because many of the the former occupational restrictions no longer apply, more neutral terminology is needed. For example: police officer, actor, waitperson To increase pupils vocabulary, it is recommended that they be encouraged to identify and correctly use a variety of these gender terms for people, occupations and animals. Lists of these nouns are provided on pages 3536. Pupils can research to compile similar lists of people and occupations.
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Alliteration can create rhythmical or musical effects and can focus attention on qualities or attributes.
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ALLITERATION
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For example: As dead as a doornail. She ate like a horse.
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An acrostic is a series of lines or verses in which the first letters form a word or phrase. Completing acrostics improves pupils vocabulary and spelling and allows them to concisely describe a concept by their choice of appropriate words and phrases.
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SPELLING
Because of the complexity of the English language, there are a number of exceptions to most of the spelling rules. After pupils have learned a rule, they should be encouraged to consolidate this learning by seeking exceptions to the rule.
SYLLABLES
Breaking words into syllables is very useful for pronouncing and spelling words. A syllable has one vowel sound. The following is a list of rules to determine how words are divided into syllables. 1. When two consonants (same or different) come between two vowels, divide between the consonants.
fa/mous
mu/se/um
3. When consonants make one speech sound, they are kept together. pro/phet me/thod dol/phin
4. The letters re and le cannot stand alone at the end of a word and must take the preceding consonant. me/tre sad/dle
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joy/ful sub/mit rain/coat
5. Prefixes and suffixes are usually separated from the base word. dis/o/bey
6. Compound words divide between the small words.
PLURALS
Most nouns form their plural by just adding s.
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socks, shoes, shirts
Words ending in ch, sh, s, x, and z usually add es to make the plural word easier to pronounce. churches, wishes, buses, boxes, quizzes exception include: stomachs, monarchs, matriarchs, patriarchs Many words ending in o also add es in the plural form. tomatoes, potatoes, heroes, echoes But there are numerous exceptions, including words ending with oo and some words associated with music. In many recent dictionaries, both endings are included. oo words: bamboos, kangaroos, cockatoos, zoos, shampoos music: banjos, solos, duos, trios, pianos, sopranos, radios, altos, cellos, videos others: ratios, zeros, merinos, silos
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la/dy-/in-/wait/ing
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Note: The ch is pronounced like ck in these words, so the es is not needed for ease of pronunciation.
2. When there is only one consonant between two vowels, divide before the consonant.
swim/mer
con/test
SPELLING
Nouns ending in f or fe change the f or fe to v and add es. knives, wolves, halves, selves Exceptions include: words ending with ff: stuffs, puffs, skiffs, cliffs, staffs, sheriffs others: reefs, gulfs, chiefs, roofs, waifs Nouns ending with a consonant and a y change the y to i before adding es. babies, puppies, flies, spies, libraries Some plurals are made by changing some letters of the base noun or by adding an unusual suffix. tooth teeth oasis oases person people goose geese parenthesis parentheses criterion criteria ox oxen cherub cherubim, cherubs woman women foot feet die dice cactus cacti, cactuses radius radii, radiuses fungus fungi, funguses axis axes crisis crises emphasis emphases louse lice medium media, mediums phenomenon phenomena sphinx sphinges, sphinxes child children mouse mice, mouses (computer)
Note: Both forms of some words are accepted: dwarves or dwarfs, wharves or wharfs, hooves or hoofs.
Some words may have the same singular and plural forms.
Some nouns have no singular form; many of them are thought of as a pair of. trousers, bathers, spectacles, glasses, pants, tweezers, pliers, clippers, scissors, secateurs, bellows, tongs, measles, billiards
ADDING SUFFIXES
A suffix can be described as a group of letters added to the end of a word. Suffixes changes the meaning of words. Examples of suffixes include:
Suffixes are usually just added to the end of the word. work, worked, workable, working, worker Sometimes the spelling of the base word changes. shutshutting, happyhappily, shapeshaping The one-one-one rule for adding suffixes beginning with a vowel requires understanding of: consonants and vowels short and long vowels syllables.
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able, age, al, an, ance, ary, ate, en, ence, er, ery, ese, est, ful, fy, hood, ible, ic, ion, ish, ist, ive, less, ling, ly, ment, most, ness, or, ous, ship
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fish, cod, salmon, trout, deer, sheep, reindeer, swine, elk, dozen, score, innings, gallows
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SPELLING
one-one-one rule
When adding a suffix beginning with a vowel to words of one syllable, with one short vowel sound followed by one consonant, double that consonant. shop shopper cut cutting
Note: Words of more than one syllable with a prefix or which are compound words also double the final consonant. refitting babysitter outrigger
dropping the e
Another rule for adding a suffix beginning with a vowel to a word, usually with a long vowel sound and ending with a silent e, is that the e is dropped before adding the suffix. shape shaping close closing
e goes away when ing comes to stay
Ly is usually just added to words.
quick quickly love lovely
Pupils need to be aware of some of the different ways the common long vowel sounds are represented in English. Compiling a class list is recommended. These include: a e i a, ae, ai, ay, eigh, ei e, ee, ea, y, ey, ee i, ie, igh, y, ie, uy, ei, eigh o u o, oa, ow, oe, oe, ough u, ue, ue, iew, ew, ui
CONTRACTIONS
Contractions are more common in speech and dialogue. Contractions are used to make communication quicker and easier. Pupils need to be aware of the purpose and conventions of contracting words and understand that the apostrophe indicates that letters have been omitted. Contractions are often: pronouns plus auxiliary verbs (e.g. am, is, are was, were, has, have, had, will, shall, would, should) Note: Proper nouns and auxiliary verbs can also be contracted; e.g. January is the hottest month, Januarys the hottest month. auxiliary verbs plus not other words often contracted include: who, where, there, that, how, why, let, must, might, ought, need, dare

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LONG VOWEL SOUNDS
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There are some exceptions. 1. Whole wholly. The e is dropped before adding ly. 2. True truly, due duly. There are already two vowels at the end of these words so one is dropped before adding ly. 3. Horrible horribly, simple simply. These are two examples of words ending in le after a consonant. The e is changed to y.
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adding ly
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Note: An interesting exception is likable. Macquarie dictionary prefers likeable, but also acknowledges likable. A simple way for pupils to remember part of this rule is:
LANGUAGE FEATURES
PARTS OF SPEECH
Understanding the different parts of speech will help pupils construct effective sentences.
Verbs
Verbs are words used to show actions or states of being or having; e.g. eat, was, has. Command verbs are imperatives and are often used in procedures at the beginning of a sentence; e.g. Roast the meat. Verb tense: There are three basic tenses. However, because there are so many irregular verbs in English, these can be complex. the past regular walked has walked irregular saw has seen the present walk walks see sees the future will walk should walk will see should see
Note: The future and past tenses often use auxiliary or helping verbs to form a compound verb; e.g. have written, can open, may visit, were asleep.
Adverbs
time; e.g. tomorrow place; e.g. outside manner; e.g. quickly
Nouns are words used to name people, places, things, feelings or ideas. For example: boy, school, book, joy, courtesy.
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Nouns can be can be categorised as: Common nouns name general rather than particular things. For example: clock, chair, tree
Collective nouns name groups of people, animals and things. For example: gang, herd, collection An extensive list of common and less familiar collective nouns used to describe many of these groups is on pages 3334. Note: Some groups have more than one collective noun and some collective nouns are used for a number of different groups. Abstract nouns name feelings, states and actions. For example: anger, hunger, theft
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Proper nouns are used to name particular people, places or things. Proper nouns are written with capital letters. For example: Tom Smith, Sydney, Yarra River
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Nouns
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Adverbs are words that can modify or enhance the meaning of verbs; e.g. He swam slowly, I sang yesterday. There are adverbs of time, place and manner.
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LANGUAGE FEATURES
Pronouns
Pronouns are words substituted for nouns; e.g. We asked them to help us. Pupils should be able to use personal pronouns in the: First person (used when talking about ourselves; e.g. I, we, me, us) Second person (used when talking to someone; e.g. you) Third person (used when talking about someone; e.g. he, she, it, they, him, her, their) I or me These pronouns can cause difficulty. I is used for the subject of a verb. Me is used for the object of a verb. He gave the book to me. He is the subject of the verb. Me is the object of the verb.
(subject) (verb) (object)
Pupils often find difficulty with sentences with a pronoun and a proper noun together.
For example: He gave the book to Mary and me/I. A simple way to work out which pronoun to use is to omit the proper noun. He gave the book to me. He gave the book to I. He gave the book to me is usually identified by pupils as sounding better and is correct because me is the object of gave. Mary and I/me went to the movies. I went to the movies. Me went to the movies. With the proper noun omitted, pupils can usually identify that I (the subject) is correct and sounds better. An added complication occurs when the pronoun at the end of the sentence refers to a verb that is understood but not written or spoken. For example:
Adjectives
Adjectives modify or enhance the meaning of nouns and, less commonly, pronouns; e.g. deserted playground, lucky me.
Comparatives and superlatives

Comparatives are adjectives used to compare two things and usually use the suffix er. For example: bigger braver Superlatives are adjectives used to compare more than two things and usually use the suffix est. For example: biggest bravest If the adjective is a long word (more than two syllables), more or most is used. more satisfactory most satisfactory
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Tom can run faster than I. (can) He is taller than I. (am) She rides her bike faster than I. (do)
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LANGUAGE FEATURES
Sometimes different words are needed for comparatives and superlatives. For example: good little far bad better less farther worse best least farthest worst
Prepositions
Prepositions are words that show the relationship between nouns and/or pronouns in the same sentence. Common prepositions include: during, for, between, in, up, on. He rode through the park. Sally slept until dawn. I would like one of those.
Conjunctions
one word with another one phrase with another one clause with another one sentence with another
Conjunctions are joining words. They can join different language units.
IDIOMS
PUNCTUATION
Capital letters
Capital letters are needed for: sentence beginnings; e.g. I like my teacher. She is kind to me. proper nouns; e.g. peoples names (Bob Brown), names of places (Pacific Ocean), days of the week (Tuesday), months (May), countries (New Zealand), nationalities (French), languages (Russian), religious faiths (Christian), holidays and festivals (Passover) titles; e.g. Red Cross, The sound of music, Goldilocks and the three bears Note: Prim-Ed Publishing employs minimal capitalisation for titles
of books and other publications as recommended by the Style manual for authors, editors and printers, 6th edn, 2002.
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Punctuation is used to clarify meaning and assist with reading and comprehension.
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Idioms are sayings used in speech where the real and the literal meanings are different: to be caught red-handed See page 37 for a list of better-known idioms.
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hot or cold on the land and in the air sitting on the beach while watching the birds There were dark clouds in the sky so I took my umbrella.
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Prepositions of time: after, in, about, before, during, while, between, for, since, until, from, on, till, at, around place: beside, against, outside, inside, beyond, along, through, over, under, above, below, between, near, towards, behind, within, around, by across, beneath, down, up, on, in, upon, to, into, from
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LANGUAGE FEATURES
Commas
Pupils need to understand the purpose of commas in text and particularly how commas can change meaning. I enjoy watching horses, eating hay and galloping around a paddock. I enjoy watching horses eating hay and galloping around a paddock. Commas can be used: to mark a pause in text. Sometimes these may be a matter of personal choice. The trend seems to be to use commas less frequently to separate a series of names (nouns), descriptions (adjectives) and actions (verbsincluding adverbs) to separate direct speech from the rest of the sentence at the beginning and end of a letter to separate parts of a sentence, including the name of the person being addressed, additional information and so the reader will not connect words that do not belong together.
Apostrophes for possession
the girls dresses (one girl) the babys shoes (one baby)
the girls dresses (more than one girl) the babies shoes (more than one baby)
Grammatical contractions
Grammatical contractions are words that have been made by joining and shortening two words. An apostrophe is used in place of the missing letters.
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should not shouldnt I had Id
Quotation marks
Quotation marks (inverted commas) are used to enclose quoted speech or thoughts. Single or double quotation marks are acceptable but must be used consistently. Please feed that noisy cat, Mum shouted. I fed him yesterday, its Bens turn, Adam replied.
Note: Prim-Ed Publishing punctuates speech as recommended by the Style manual for authors, editors and printers, 6th edn, 2002.
Quoted text must start on a new line unless the same speaker is continuing. Look out, Ben! Theres a train coming, Brad yelled. I can see it, Ben replied. Well get off the track, yelled Brad. Youll need to hurry.
Paragraphs
Paragraphs separate text into meaningful sections to facilitate reading and understanding. Paragraphs start on a new line. A space is often left between paragraphs. The first sentence of a paragraph should indicate and introduce the content of the paragraph. Pupils are able to make use of this writing convention when skimming text to quickly gain an understanding of the content.
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he will hell it has its
Apostrophes are used to show that something belongs to someone or something. The placement of the apostrophe can be challenging but the simple rule is that it is placed after the owner or owners. (The tail of the apostrophe points to the owner(s).)
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LANGUAGE FEATURES
COLLECTIVE NOUNS
Birds
A flock of birds A flight of birds A brood of chickens A clutch of chickens A flight of cormorants A murder of crows A head of curlews A dole of doves A flight of doves A flush of ducks A flock of ducks A team of ducks A skein of ducks A convocation of eagles A cast of falcons A charm of finches A trembling of finches A stand of flamingos A gaggle of geese A flock of geese A skein of geese A colony of gulls A kettle of hawks A mews of hawks A brood of hens A charm of hummingbirds A colony of ibises A band of jays A congregation of magpies A flock of magpies A littering of magpies A sord of mallards A flush of mallards A pride of ostriches A parliament of owls A company of parrots A pandemonium of parrots A muster of peacocks A pod of pelicans A colony of penguins A flight of pigeons A flock of pigeons A run of poultry A bevy of quail An unkindness of ravens A conspiracy of ravens A parliament of rooks A squabble of seagulls A host of sparrows A quarrel of sparrows A chattering of starlings A cloud of starlings A congregation of starlings A mustering of storks A flight of storks A flight of swallows A gulp of swallows A herd of swans A bevy of swans A bank of swans A team of swans A flock of turkeys A raft of turkeys A pitying of turtledoves A wake of vultures A bunch of waterfowl A descent of woodpeckers A herd of wrens A flock of wrens A herd of buffalo A caravan of camels A train of camels A clowder of cats A clutter of cats A herd of cattle A mob of cattle A coalition of cheetahs A litter of cubs A herd of deer A parcel of deer A pack of dogs A flock of dolphins A pod of dolphins A school of dolphins A herd of donkeys A drove of donkeys A herd of elephants A parade of elephants A skulk of foxes A leash of foxes A tower of giraffes A group of giraffes A trip of goats A flock of goats A tribe of goats A band of gorillas A bloat of hippopotamuses A herd of hippopotamuses A pod of hippopotamuses A stable of horses A stud of horses A team of horses A mob of kangaroos A litter of kittens A leap of leopards A pride of lions A nest of mice A troop of monkeys A herd of moose A family of otters
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Mammals
A cluster of antelope A herd of antelope A tribe of antelope A troop of apes A congress of baboons A colony of badgers A cloud of bats A colony of bats A family of beavers A gang of buffalo
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LANGUAGE FEATURES
COLLECTIVE NOUNS
A team of oxen A drove of pigs A herd of pigs A string of ponies A school of porpoises A pod of porpoises A colony of rabbits A colony of seals A rookery of seals A herd of seals A flock of sheep A mob of sheep A parcel of sheep A dray of squirrels An ambush of tigers A huddle of walruses A mob of wallaby A sneak of weasels A gang of weasels A school of whales A run of whales A pod of whales A pack of wolves A herd of yaks A cohort of zebras A herd of zebras
Fish
A host of angelfish A fleet of bass A school of butterfly fish A swarm of eels A glide of flying fish A shoal of mackerel A flotilla of swordfish A hover of trout A float of tuna A shoal of minnows A pack of perch A shoal of pilchards A bind of salmon A leap of salmon A family of sardines A herd of seahorses A shiver of sharks A school of sharks A pod of whiting
A troupe of performers A crew of sailors A squad of soldiers An army of soldiers A company of soldiers A platoon of soldiers A class of pupils A flock of tourists A congregation of worshippers
People
A colony of ants A flight of butterflies An army of caterpillars An intrusion of cockroaches A swarm of flies A colony of wasps A cloud of grasshoppers A swarm of grasshoppers A flock of lice A plague of locusts A swarm of mosquitos A colony of termites A cloud of gnats
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Insects
A troupe of acrobats A cast of actors A company of actors A chorus of angels A troupe of artists A bevy of beauties A board of directors A staff of employees A panel of experts A gang of hoodlums An audience of listeners A den of thieves A coven of witches A faculty of academics A band of men A cortege of mourners An orchestra of musicians A crowd of onlookers A crowd of people
A wing of aircraft A quiver of arrows A belt of asteroids A bunch of bananas A hand of bananas A library of books A batch of bread A fleet of cars A pack of cards A deck of cards A network of computers A clutch of eggs A bed of flowers A bouquet of flowers A patch of flowers A ring of keys A range of mountains An anthology of poems A fleet of ships A flotilla of ships A pair of shoes A choir of singers A galaxy of stars A constellation of stars A stand of trees A grove of trees A clump of trees
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Others
LANGUAGE FEATURES
ANIMAL NOUNS
Animal
antelope ape bear bee bird boar camel cat cattle cheetah chicken deer dog dolphin donkey duck elephant fox
Male
buck male boar drone cock boar bull tomcat bull male rooster buck, stag dog bull
Female
doe female sow calf
Baby
Group of animals
cluster, herd shrewdness, troop sleuth, sloth hive, swarm (in flight), bike, drift, grist dissimulation (small birds only), fleet, flight, flock, parcel, pod, volery herd, singular, sounder flock
Family
baby, infant cub
simian ursine
queen, worker larva hen sow cow queen cow female hen doe hatchling, chick piglet, shoat, farrow calf kitten calf cub
porcine cameline feline bovine feline
chick, pullet (young flock, brood (of hens), clutch (of chicks), hen), cockerel (young peep (of chicks) rooster) fawn pup herd, mob cervine litter (pups from one mother), pack (wild), canine kennel herd, pod, school drove, herd badelynge, brace, bunch, flock, paddling, raft, team herd, parade skulk, leash herd, corps, tower, group herd, tribe, trip flock, gaggle, skein (only while in flight), wedge (flying in a V formation) band group horde down, husk, warren aerie, cast, kettle lapine falconine
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bitch cow
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pup, calf
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coalition
clutter, clowder, litter (young born to one female), kindle (kittens) drift, drove, herd, mob
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jack, jackass drake bull
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delphine asinine
jennet, jenny duck cow vixen doe doe, nanny goose female sow doe doe hen
colt, foal duckling calf kit, cub, pup calf kid, billy gosling infant pup pup leveret eyas
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elephantine
reynard bull
vulpine
giraffe goat goose gorilla guinea pig hamster hare hawk
buck, billy gander male boar buck buck, jack tiercel
hircine
LANGUAGE FEATURES
ANIMAL NOUNS
Animal
horse kangaroo leopard lion monkey mule ostrich otter panda penguin pig rabbit rhino seal shark sheep
Male
stallion, stud buck, boomer, jack leopard lion male jack cock male boar male boar buck bull bull bull buck, ram male male cob tiger bull drone bull dog jack stallion
Female
mare, dam doe, flyer, jill, roo leopardess lioness female hinney hen female sow female sow doe cow cow female
Baby
foal, colt (male), filly (female) joey cub cub infant foal chick whelp, pup cub chick
Group of animals
stable, harras, herd, team (working horses), string or field (racehorses) troop, herd, mob leap, prowl pride
Family
equine
feline feline
flock
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colony, rookery crash, herd bed, nest, pit cluster, clutter ambush, streak herd, pod colony pack, rout mob, warren herd, zeal
bevy, family, raft
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barren, pack, span
barrel, cartload, troop
simian
musteline
spheniscine
piglet, shoat, farrow kitten, bunny, kit calf pup pup
drove, herd, litter (of pups), sounder colony, drove, leash, nest, trace, warren
porcine lapine
ceratorhine
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herd, pod, rookery, harem school, shiver, slew ovine anguine arachnine anatine feline
snake
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female pen tigress cow
spider swan tiger walrus wasp whale wolf wombat zebra 36
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ewe, dam female
lamb, lambkin, cosset drift, drove, flock, herd, mob, trip neonate, snakelet (a newly-born snake) hatchling (newlyhatched) spiderling cygnet, flapper cub, whelp cub, pup
bevy, game, herd, team, wedge (flying in a V formation)
queen, worker larva cow bitch jill mare calf pup, whelp joey colt, foal
vespine
gam, grind, herd, pod, school lupine
LANGUAGE FEATURES
IDIOMS
To have a finger in every pie To hit below the belt To be taken aback Like peas in a pod As game as Ned Kelly To pay through the nose To face the music To go to rack and ruin To take the cake Next to nothing To know the ropes To be a wet blanket To take it with a grain of salt A snake in the grass To let the cat out of the bag To mind your ps and qs To paint the town red To sleep like a log To be a sight for sore eyes To take under your wing To be on tenterhooks A storm in a teacup A square peg in a round hole By the skin of your teeth To read between the lines To blow ones own trumpet Sound as a bell To sit on the fence To break the ice To paddle ones own canoe To pour oil on troubled water To rain cats and dogs Burn the candle at both ends
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INTEGRATED ACTIVITIES
These are a series of activities designed for each specific writing format as they appear in the pupil workbook. They will hopefully provide ideas as to how the formats can be used in relation to a variety of subjects apart from English.
Procedure 1 The arts (art: a video camera)

Film clip/video 1. Plan and create a twominute video clip advertising hamburgers. 2. Consider: The productwhat will you promote; e.g. healthy food, taste, cost? Who is your target audience? Where will the video be filmed? Who will you use; e.g. a family, young children, teenagers, peers? How will you make it appealing, eye-catching? Will there be dialogue, a jingle?
Design and technology

Design and make a burger. 1. Design and make a burger which does not contain meat. 2. The burger must: be lowfat be nutritious be tasty be filling not fall apart. 3. Think about: how the burger will be cooked the variety and type of ingredients the size of the burger. 4. Make the burger and give it to a partner to taste. 5. Give your burger a name. 6. Write the recipe.
Society and environment
Research and report 1. Choose one of the large hamburger retailers; e.g. Hungry Jacks/Burger King, MacDonalds. 2. Research the influence they have on our society. Consider some of the following: health issues employment opportunities sponsorship recycling and waste advertising. 3. Choose one of the above and write a detailed report. 4. Present your findings to the class in a threeminute talk.
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Mathematics
Cost of living Choose one of the large hamburger retailers; e.g. Hungry Jacks/Burger King, MacDonalds. 1. Carefully examine the menu and price list. 2. Plan three meals; that is, breakfast, lunch and dinner. 3. How much will it cost to feed a family of four (2 adults and 2 children) for one week if they only eat takeaway from these shops? 4. Present your findings in a folder, clearly outlining all information.
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Recount 1 Society and environment

Using the Internet, library and other resources, research the lobster fishing industry in Australia. Include the following in your report: where the industry is located types of lobster involved approximate dates for the fishing season who benefits from the industry where lobster are exported local versus overseas sales problems associated with the industry. Research the exploration of Australia by the Dutch before European settlement. Present a report on one of the main Dutch explorers, including: who he was the ship(s) involved when they came the routes they used what they were looking for what happened any following voyages.
SPHE
Research to collect health information on travel to overseas destinations. Include: inoculations required recommended medications best times to travel suitable clothing. Compile a list of countries where you require inoculations/medications for: smallpox typhoid yellow fever hepatitis malaria.
Design your own holiday island and make a model of it. Include: accommodation (luxury, resorts, bungalows, caravan parks etc.) arrival points (jetties, airports, heliports, bridges, causeways etc.) important buildings (hotels, shops, huts, schools, hospitals etc.) sporting facilities (diving, water skiing, bushwalks, paragliding, horse riding etc.) special natural features (mountains, reefs, harbours, beaches, lakes, waterfalls etc.) built attractions (aquariums, bridges, theme parks, zoos, bird parks etc.). Using a computer, make a pamphlet advertising your island. Remember to: make it attractive make it inviting make it eye-catching make it informative include price lists for accommodation include entrance fees to facilities.
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Mathematics
Choose a local tourist resort and an overseas tourist resort. Compare the cost involved for a weeks stay at each. Include: travel accommodation meals entrance fees activity fees. Compile a list of islands your classmates have visited. Graph the results. Compare the ratio of overseas versus local travel.
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Exposition 1 Society and environment
Compile a list of local sporting facilities; for example, a football oval, a park. Research to find information about each. Include: size location who owns it who uses it and for what any costs involved how often it is used. Research signs in your local shopping centre telling people what they are permitted/not permitted to do. Include: types of signs number of signs where they are placed clarity of messages whether people obey the signs. Discuss whose responsibility the issue of people skateboarding in public places should be. Include: parents skateboarders local council police rangers.
SPHE
Compile a list of the safety equipment needed for skateboarding. Choose some other sports or activities and compile a list of safety equipment needed for them. Choose one sport and compile a list of the rules to protect a participants safety.
Narrative 1
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Design a plan of Farmer Leakes neighbourhood. Use the details that you know (e.g. corner shop) and add other features of your own. Draw a plan of your local neighbourhood. Include as many details as you can. List some ways in which you could help an elderly neighbour. Research ways in which dogs help humans. Find and list stories about famous dogs. Research several types of dogs, including a description, their temperament, where they originated, where they are found, their uses etc.
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SPHE The arts
English
Plan a debate on the topic Sport should be compulsory in schools. Remember to use facts to support your persuasive arguments. (See teachers notes on how to plan and judge a debate.) Discuss the rights and issues involved in skateboarding. Include: rights of skateboarders rights of pedestrians rights of shopping centres.
Talk to your grandparents or elderly neighbours about things they find difficult to do. Research the facilities available to elderly people in your local area. List some health problems elderly people may have.
Using the details given in the story and adding your own, sketch Farmer Leakes house. Draw Farmer Leake as you imagine him. Dramatise the story. List any songs you knows about dogs.
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Report 1 Society and environment
Research to find out about the earliest boats. Include: where they were made what they were made from who made them their uses.
English
Below are some different types of boats. Give a definition of each, say where it originated and draw a picture of it. carrack trireme caravel galleon sampan junk Compile a list of boats/ships from different countries; clipper for example, kayaks, outriggers, junks. gondola On a map of the world locate the country for each type. cog U-boat In some countries, families spend their lives living on boats. dreadnought Compile a list of some of these countries and discuss some advantages/disadvantages of living on a boat. Research to find out why ships were traditionally referred to as female. Compile a list of other shipping disasters and fully research one of them. Find out why it was thought to be unlucky for ships to have women as crew. Research to find out about some famous sea voyages. Show their routes on a world map. Choose one of these famous watercraft and write a report on it. Find information to suggest why it took so long to locate Include: the wreck of Titanic. where it was built why it was built SPHE where it sailed Scurvy was a common disease among early seafarers. who was on board Find out: what happened to it. what it was Choose from: what caused it Nia how it was prevented Golden Hind how sailors were affected. Mayflower Endeavour Research to find out what equipment is carried on a Bounty lifeboat. Include: Victory safety features Bismarck rescue equipment. Nautilus Mathematics Kon-Tiki. Compare, using graphs, the size of some early sailing ships with some modern liners or cargo ships. Research to find the time taken for sailing ships to reach America from England. Compare this to the time taken by modern ships.
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Procedure 2 Science
Experiment to find the advantages/disadvantages of metal, plastic and wooden spoons. Include features such as: flexibility heat retention cost mixing strength durability health issues. Test different paints when applied to wooden surfaces. Use: poster paint acrylics oil paints enamels watercolours. Include: ease of application endurance brightness of colour texture.
The arts
Design and make a puppet theatre to use with your wooden spoon puppet. Include: backdrops curtains props. In small groups, make up some short plays using your puppets. Using the library or Internet, compile a list of songs, poems or book titles which include puppet in their titles; for example, Puppet on a string. Read one book, one poem and learn one of the songs.
SPHE
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Using your wooden spoon puppet, prepare a five-minute talk for the class on one of the following topics drug use smoking peer pressure bullying bike safety road safety.
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Research to find the best methods of keeping a healthy kitchen. Include: storage of food preparation of food cleaning utensils cooking appliances use of chemicals, detergents etc.
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Mathematics
Estimate the cost of each child in the class making a wooden spoon puppet. You will need to include the cost of the wooden spoons fabric paint glue. Calculate the time involved in making a wooden spoon puppet. Compare this with another puppet-making activity; for example: a sock puppet a paper plate puppet.
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Recount 2 English
Famous cricketer Research the life of a well-known cricketer. Use the library and Internet to locate your information. Present your project in a file. Include the following: Where and when he (or she) was born. Education and early childhood. Sporting achievements. National and International games. How his (or her) career ended. Include a page of writing at the conclusion of your topic discussing your opinion on the role of cricket in our society. Jargon The game of cricket uses many unusual phrases and words. For example, bowled a maiden over. Research these phrases. Write a brief description of the origins and meanings.
SPHE
History of cricket Research the history of cricket. Where did the game originate? How did it start? How has it changed? Which countries have adopted the game? Where and when did women become involved? How did cricket uniforms evolve and how have they been modified over the years? What equipment do cricketers need and why?
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Cricket stories Cricket is a game full of stories, characters and anecdotes. Using the Internet and library resources, research some of those stories. Choose one and retell it in your own words.
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Exposition 2 Society and environment

Find out where your nearest skateboard ramp/park is. Research to find information such as: how long it has been there why it was put there what facilities it has how often it is used who uses it.
SPHE
Research, using the library or internet resources, to find the benefits of people playing sport. Compile a list. Research to find out the health risks to people who do not exercise.
Mathematics
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Choose a variety of sports and find out the costs involved in playing each of them. Include: cost of equipment (including uniforms or sports clothes) cost of training or lessons entrance fees to venues club or team fees. Graph the results. Survey your class/school to research which sports the pupils participate in. Graph the results.
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English
Compile a list of the indoor and outdoor sporting activities available in your local area. Compile a list of good deeds people can do in their local Hint: You may need to contact your local council. Include: neighbourhood. where theyre played how often they are played Research to find volunteer organisations in your local area. how many people are involved. Include: what they do Design a poster promoting exercise. who can help how many volunteers are involved how long they have been going why they were started. Conduct a debate on Skateboards should be banned in public places. Remember to be clear and positive in your arguments. (See teachers notes on how to plan and judge a debate.) Conduct a class/group discussion on the rights of skateboarders to access certain local areas for their use. Conduct a class/group discussion on suitable forms of punishment for skateboarders who ignore signs banning them from shopping centres or carparks.
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Narrative 2 Science
Pirate weapons Pirates threatened and attacked their victims using weapons made from a variety of materials. Using the library or Internet, research the types of weapons and how they were constructed. Include: type of materials when they were used where they were used who used them.
The arts
Design and construct pirate costumes. Write and perform a pirate play. Include some pirate songs. Design and make a: pirate flag treasure chest. The Pirates of Penzance is a well-known musical. Research the: story characters complication resolution music composers.
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Pirates in history There have been many famous pirates throughout history. Using library resources and the Internet, compile a list of well-known pirates. Plot their time in history on a time line. Choose one Pirates of Penzance song to learn. Write a paragraph for each, outlining where and when Find some other pirate songs to enjoy. they were pirates and any special points of interest. For example, what happened to them? how? when did they die? Research the origin of the Jolly Roger. Draw a map to find the pirate treasure.
Find out about the properties of beryl and what it is used Find out about the inventor Louis Braille. for. Include: where and when he was born Draw a detailed diagram of a microscope and label its what he was famous for parts. when he died. Compile a class list of where a microscope may be used. Research to find out about local facilities for visually impaired people. Draw a detailed diagram of a telescope and label its Include: parts. training facilities Compile a class list of where a telescope may be used. work opportunities sporting opportunities help available equipment available.
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Experiment with concave lenses, convex lenses and straight lenses to see the effects they produce.
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Research to find out how glass was made in ancient times. Compare this with how glass is made today.
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Research to find out all you can about the inventor Salvino degli Armati. Include: where and when he was born what he invented when he died.
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Report 2 SPHE
Research to find out about eye diseases. Include: how they are caused how they are treated the most common prevention. Find out the reasons why some people need glasses. Include: long-sightedness short-sightedness other problems injuries. Compile a list of ways to care for our eyes. Design a poster to promote safety for our eyes. Compile a list of positives and negatives for glasses versus contact lenses.

Design a carry case for glasses. Remember it should: be light be easy to carry protect the glasses be compact be attractive. Design a toy for a visually impaired child. You could include: different textures different sounds different smells.
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Compile a survey to find out how many children in your school: wear glasses why they wear them how long they have worn them how they feel about wearing them.
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GRAPHIC ORGANISERS
MIND MAPS
Mind maps can be used for note taking and as visual prompts for oral presentations. They usually use keywords, colour, drawings and symbols linked with arrows and branches. They are intended to be understood only by their creators. Space should be left so further ideas can be added.
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Graphic organisers are visual frameworks that are used to represent ideas and to organise them in a way that promotes learning and facilitates understanding. They are particularly useful for planning the content, sequence and organisation of a writing task. Graphic organisers allow pupils to: make connections and understand how things are related develop their more complex thinking skills; e.g. analysing, categorising and evaluating use visual representations to assist memory and facilitate recall apply multiple intelligences simultaneously. Graphic organisers include: mind maps flow charts (page 48) problem-solving charts (page 49) senses charts (page 50) tree charts (page 51) semantic webs (page 52).
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Flow chart
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Problem-solving chart
Problem Possibilities Positives
Goal Negatives
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Solution Why
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Senses chart
Subject:
Looks
Sounds
Tastes
Smells
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Feels
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Tree chart
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Semantic web
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Reading journal
Title Category Rating Comment
Findings
H = High interest
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Which titles caught your interest? What did you notice about the length of these titles? How much information was given in the title. Write your comments.
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M = Moderate interest L = Low interest
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ADDITIONAL INFORMATION
CARTOONS
Cartoons use a picture or a series of pictures to communicate a story or message. Cartoons are often found in newspapers and comment on current political events, politicians and prominent people; for example, Michael Jacksons nose. Usually the cartoonist aims to make his audience laugh. There are four types of cartoons. 1. A comic strip Generally found in newspapers, they can vary from two to several panels. Often the comic strip will be a complete story; however, it can be written as a serial and continued in the next issue of the newspaper. Examples of a comic strip include Garfield, Snake, Wizard of Id. 2. A single cartoon Also found in newspapers, the single cartoon has only one picture. Even though they are funny, often a serious message is portrayed. 3. A comic book This is a collection of cartoons in one book or magazine. The cartoons may be presented as one long story or a series of short stories. Some well-known examples include Calvin and Hobbs, Mad Magazine, The Phantom and Archie. 4. TV and film cartoons Cartoons may be used as a series or a complete work to create a feature-length film. The detail in the drawing and the story line is more complex and may require thousands of pictures to create movement. Voice-overs, music and sound effects are also required. Some well-known animated cartoons include Beauty and the beast and The Simpsons. Conventions of cartoons Cartoons use the following conventions. Thought bubble Unusual facial features Larger than life situations Description of actions Exaggerated characteristics or action Speech balloon containing exclamation, caption or dialogue Cartoonists signature
ADVERTISEMENTS
Purpose To tantalise, persuade and invite purchase of a service or product. To disseminate information. To encourage loyalty to a cause, person or product. Features Uses concise language May include sponsorship Uses abbreviated language and abbreviations Uses graphics, colour, font, size Emphasises price, quality and reliability Designed for a specific audience or to create a new audience
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An aural (radio) or visual message in the form of billboards, fliers, circulars, notice, pamphlets or posters promoting a product, cause, event or person. To endorse a product over that of a competitor. To correct actual or perceived misinformation.
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May create sense of emergency (limited availability, sale, special offer) Includes contact information Radio and television may include jingle or song Excellence often claimed rather than proven or backed by research Asterisk often refers to fine print outlining conditions, limitations or warnings
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JOURNAL/DIARY WRITING
A journal (or a diary) is a record of a persons thoughts, feelings and experiences. Journals may be written as a summary of the days activities and encounters. Journals are often kept by writers, artists, politicians, travellers, pupils and businesspeople. Purpose To provide a non-threatening medium for exploring, recording and evaluating ideas. To record personal thoughts and feelings. Features Each entry is dated Detailed and descriptive entries Can be written in first person (I, me etc.) Can include cartoons, photographs, poems, conversations May be written for an audience; e.g. teachers, superiors, siblings, other family members. Uses vocabulary which expresses personal feelings
What did I learn in this unit? What did I enjoy or not enjoy? Do I need to improve my writing? Has this work helped?
NOTE MAKING
In order for notes to be useful, pupils need to understand the information. Note making requires practice. Making notes from books Pupils need to: concentrate to gain understanding focus on main idea identify keywords and facts Preparation Work out what pupils already know and want to know about the topic. Locate appropriate resources Use table of contents or index
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Note making is a very important skill for pupils who need to be able to record what they read, see or hear.
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Journal writing to reflect on a unit of work Pupils write a passage to express their thoughts, feelings, ideas and opinions about a unit of work they have completed. They are directed to ask themselves these questions and to give reasons for their responses: Am I aware of the format required for this type of work? Do I need any help with this format?
sequence information for easy retrieval present notes neatly.
Skim read by: looking at the title, reading first sentence of a paragraph, glancing at visual information, subheading etc. and reading final paragraph.
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Making notes Be aware of the purpose for recording information. Read through each paragraph for the main idea, supporting ideas and examples. Record information so it is organised and easily understood. A graphic organiser can be very useful to link ideas. Making notes from oral presentations Writing notes can be useful because it helps to focus the listeners attention and aids concentration. Look at the speaker. Look for clues to what is important; e.g. emphasis, repetition and pauses. Concentrate on the main points. Jot down headings and subheadings. Note any concluding comments. Develops useful personal abbreviations. Revision of notes It is advisable to review notes the following day to check that they make sense while the information is retained. Pupils may benefit by comparing notes on a common subject.
PLAYS
A play is a dramatic work written in dialogue and usually presented by more than one player to an audience. Purpose To present a visual and aural experience for the audience. To entertain or provoke thought and emotion. To provide a forum for the players to express their actions. Features Characters are listed at the beginning, usually in order of appearance. Character listings may include a brief description of age, appearance, role in story or relationship to others. Longer scenes are divided into acts, which include scenes. Setting is given in italics at the beginning of the text. To share knowledge of other cultures and places. To question the way we live.
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Stage directions are given in italics within square brackets. Lines and numbers may be used as a reference and are found on the left side of the page. Characters names are written in bold type. Structure of the play includes orientation, complication and resolution.
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Genre
Procedure 1 Recount 1 Nouns proper nouns, Conjunctions Procedure 1 Verbs doing, being, having; Verb tense adding ed
Activities
Genre
Activities
Genre
Activities
Procedure 1 Recipes, Well-known chefs
Recount 1 Activities for long journeys Exposition 1 Narrative 1 Report 1 Synonyms, Compound words, Letter groups occupations, Alphabetical order, Gender
Dictionary meanings, Synonyms, Antonyms, Word association, Find the names Synonyms, Antonyms, Anagrams, Crosswords, Recount 1 Word wheel
Exposition 1 Reasons for anger, Fact and opinion
Narrative 1 Reacting to text, Descriptions
Emotive/neutral language; Exposition 1 Punctuation capitals, full stop, question mark, exclamation mark, commas, apostrophe Adjectives advertisement, adding; Narrative 1 Punctuation commas Prepositions time and place, identifying, sentences
Speaking and listening
Recount 2 Exposition 2 Acrostic (skateboard), Crack the code, Similes Narrative 2
Language features
Recount 2 Narrative 1 Report 1
Procedure 2 Different puppets, Semantic webs
Vocabulary
Reading
Spelling
Recount 2
For information, For understanding, Application Research (cricket)
Suffixes ly add, words ending in le, words ending in y, rules Confusing words; Homophones; Short and long vowel Recount 2 sounds adding e; Adding suffixes doubling consonants, dropping e
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Writing
Report 1
Safety features, Natural disasters
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Wordsnakes, Nouns, Verbs, Synonyms for very, Alliteration Hexagon puzzle, Word puzzle, Alpha theme list, Report 1 Acrostic (Titanic) Word meaning true/false, Acrostic (puppet), Procedure 2 Homographs, Word puzzle, Word snake Dictionary meanings; Shades of meaning; Best word; Recount 2 Overused words said, went, then, got, asked, saw Procedure 2 Adverbs time, place, manner; Adjectives to adverbs
Arguments to support two points of view, Brainstorm, Predicting outcomes
Exposition 2 Skateboarding positive, venues
Narrative 2 Pirates
Report 2
Wearing spectacles
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Procedure 1 Recount 1 Long and short vowels, Newspaper search Exposition 1 Vowel sounds, Graphemes, Visual checking, Hints generalisations: all or al
Dictionary skills, Base words, Synonyms, Definitions, Word search Alliteration adverbs, Word pairs, Report 2 Words replacing phrases Syllables; Adding suffixes words ending in e, Procedure 1 1-1-1 rule
Pronouns singular/plural; 1st, 2nd, 3rd person; Nouns common/proper/abstract/collective Emotive language, Punctuation commas, Exposition 2 Using punctuation Adjectives comparative/superlative, Narrative 2 Punctuation commas, Direct speech Prepositions followed by noun, noun phrase or Report 2 pronoun; Confused prepositions, verbs Procedure Making cup of tea or coffee, Procedure 1 Procedure pupil choice Recount 1 Introductory sentences, Recount pupil choice Exposition 1 Emotive language titles, Exposition pupil choice
Recount 1
Exposition 1
Narrative 1 Report 1 Procedure 2 Plurals adding s/es, ves
Narrative 1 Word clues, Dictionary finding words, Confused words
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Report 2
Report 1
Titles, Characters, Resolutions, Completing narrative plan, Narrative pupil choice Facts and opinions, Key words, Important facts, Report pupil choice Procedure 2 Clear, concise language; Procedure pupil choice Recount 2 Sequencing, Recount pupil choice Exposition 2 Facts and opinions; Introductory statements; Arguments persuasive, sequencing; Exposition pupil choice Narrative 2 Characters profiles, Narrative pupil choice
Procedure 2
For information, For understanding, Application Diagrams to support hamburger text For information, For understanding, Application Crayfishing and island names For information; For understanding;Application Skateboarders in shopping centres, Old people For information; For understanding; Application Dogs, neighbours, heroes For information, For understanding, Application Sequencing and illustrating events For information, For understanding, Application Labelled diagrams
Exposition 2
For information, For understanding, Application Skateboarding (justifying conclusions)
Exposition 2 Tricky bits, Contractions Narrative 2 Plurals y to i rules, irregular syllables
Narrative 2
For information; For understanding; Application Junks (fishing), Justifying conclusions Report 2
SCOPE AND SEQUENCE CHART
Report 2
For information, For understanding, Application Magnification grids
Plurals revision, s or es, y to i; Changed vowels no change, no singular confusing words
Descriptions, Report pupil choice
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ANSWERS
Procedure 1 Hamburgers: pages 138 Page 2
Teacher check
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1. (a) (c) (e) (g) 2. (a) (c) (e) (g) po/ta/to (3) cu/cum/ber (3) sal/ad (2) in/gre/di/ents (4) car/rot ab/sor/bent min/ced beet/root melting delightful managing believing chopper flipped (b) (d) (f) (h) (b) (d) (f) (h) (ii) (iv) (ii) (iv) (ii) (iv) par/sley (2) ab/sor/bent (3) flat/ten (2) ta/ble/spoon (3) cu/cum/ber in/gre/di/ents let/tuce ex/tra quickly southern mincing announcing shutting funny
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Answers may include: 1. Goal: To make a hamburger 2. Requirements: hamburger buns, minced beef, egg, carrot, potato, breadcrumbs, tomato sauce, soy sauce, salad 3. Steps: (a) Place ingredients in a bowl. (b) Make 10 balls of equal size. (c) Cook for 5 minutes. (d) Add a salad. 4. Test: It tastes good and is enjoyed Reading for information 1. false 2. false 3. false 4. true 5. false
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3. (a) (i) (iii) (b) (i) (iii) (c) (i) (iii) 4. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) 5. (a) (d)
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Reading for understanding 15.Teacher check
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Applying your knowledge Teacher check
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1. Teacher check 2. Teacher check. Answers may include: (a) roll (b) big (c) dish (d) let, permit (e) more (f) blend 3. Teacher check. Answers may include: (a) none (b) out (c) unequal (d) off (e) remove (f) freeze
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flavouring, flavoured inhaler, inhaling preparing, prepared careful, careless entertainment, entertainer slapping, slapped wonderful, wonderment brighter, brightest drumming, drummer piggy, piglet dropping (b) facing (c) scrubbed saving (e) slippery (f) caring
1. (a) Teacher check (b) flatten, cook, allow, cut, add 2. Teacher check 3. (a) am (b) were (d) will be (e) are (g) was (h) will be
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4. Teacher check 5. Boys: Robert, Philip, Steven Girls: Angela, Janice, Dianne
4. (a) has (b) am going (c) had (d) will have (e) had (f) will have
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(c) are (f) will be
ANSWERS
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5. (a) turned (b) watched (c) cooked (d) added (e) filled (f) needed 6. Teacher check 7. (a) I watched television during the holidays. (b) My father enjoyed fishing when he was on holidays. (c) They often told us about travelling to Australia. 7. (a) Cut the hamburger in half. (b) The cook will mix the ingredients. (c) Mum bought hamburgers from the supermarket. (d) He is busy in the kitchen. (e) She has a sharp knife. 8. (a) She will eat hamburgers for lunch. (future) (b) Cut the onion in half. (present) (c) The cook shredded the carrot. (past) (d) Wash the dishes. (present) (e) Drain the lettuce. (present) (f) Mum is at home. (present) (g) I stopped at the supermarket. (past) (h) I will cook dinner. (future) (i) He will have the salad. (future) (j) The chef added the salt. (past)
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Teacher check
Teacher check
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Teacher check
Page 19 Evaluation
1. Teacher check 2. A procedure has a goal, a list of requirements, steps to follow and a test at the end. A procedure uses short, clear statements, command verbs and the present tense. 3. (a) The goal describes the purpose or what is to be done. (b) They tell you what you need in order to follow the procedure. (c) If you dont follow the steps in the correct order you may have difficulty achieving the goal. (d) The goal is achieved. 4. (a) Synonyms are words which have the same or similar meaning. Teacher check (b) Antonyms are words which have the opposite meaning. Teacher check 5. (a) 3 (b) 3 (c) 1 (d) 3 (e) 2 (f) 2 (g) 2 (h) 1 (i) 1
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6. (a) A suffix is added to the end of a word. (b) (i) quickly, quicker (ii) delighted, delightful (iii) flipped, flipper (iv) believing, believer (v) shaker, shaking (vi) shutting, shutter
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Recount 1 Big Rat Island: pages 2138

Teacher check Title: It is about a holiday at Big Rat Island. Setting: Who Shane and Mum Who Mums friends, Julia and Geoff When school holiday (April 2008) Where Big Rat Island Why To have a holiday with Mums friends Events: 1. They drove to Geraldton. 2. They went to Julias cousin Vals house. 3. Val drove them. 4. He thought it was amazing 5. They landed beside the schoolhouse. 6. They stayed in the schoolhouse where Julia and Geoff live. 7. They did interesting things. They went on a crayboat and they travelled on a dinghy to a beach where they swam and snorkelled. Comment: Shane thought it was the best holiday.
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ANSWERS
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Reading for information 1. true 2. true 3. false 4. false 5. true Reading for understanding 1. Yes. Teacher check. Answer may include: The helicopter may have carried other cargo and may not have had room for more luggage. 2. (a) Geraldton (b) Answer may include: The islands are too small for conventional aircraft landings. 3. (a) Before dawn. (b) Answer may include: Its cooler. The crayfish are more active. The crayfish havent been trapped too long in the pots. 4. When snorkelling, the fish and other creatures were easy to see. Applying your knowledge 1 Teacher check. Answer may include: Ensuring that there isnt over-fishing.
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6. (a) 1. bandit 3. gadget 5. arrest 7. invest 9. locust 11. numbat (b) Big Rat Island 2. 4. 6. 8. 10. 12. insect rabbit talent sprout abduct defeat
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1. (a) sand (b) bent (c) fin (d) top (e) cut 2. gentle, head, spend, belts, wreck 3. (a) ae, ay, ai, eigh, a, ei, eig, ey (b) Teacher check 4. Teacher check
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23. 1. (a) (c) (d) (e) 2. (a) (c) (e) (g) Teacher check informed told (b) find locate do up fasten (given) permitted allowed scary frightening (f) many few (b) take bring (d) early late (f) noisy quiet (h)
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1. (a) (c) (e) (g) (i) 2. (a)
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5. Teacher check. Answers may include: (a) bow (b) grow (c) toe (d) go (e) boat (f) bone (g) throat 6. (a) The cute new girl will have to make room to glue these pages into her book. (b) ue, ew, ue, oo 7. (a) cheat (b) sheep (c) funny (d) key (e) me (f) waterski 8. Teacher check 1. (a) no (b) yes (d) no (e) no 2. Teacher check (c) yes (f) yes
3. (a) wreck (b) dinghy (c) snorkel (d) pilot 4. (a) return, insult, earned, nailed, diaper (b) friend 5. Across Down 3. fasten 1. injure 6. helicopter 2. school 7. friend 3. fantastic 11. cousin 4. snorkel 12. noisy 5. island 13. scary 6. holiday 14. pilot 8. early 9. hover 10. giant
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Japan, Germany (b) Nile, Ganges February, April (d) Saturday, Tuesday Mercedes, Volvo (f) Africa, Europe Mars, Earth (h) Rome, Tokyo Hitler, Cleopatra (j) Atlantic, Pacific My grandparents will be flying to Canada next Thursday. (b) They will be staying in Singapore until Saturday at the Highlight Hotel in Orchard Road. (c) My Aunty Sue and her daughter, Sarah, are going to meet them and theyll fly to Vancouver together.
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ANSWERS
(d) They will fly across the Pacific Ocean to Los Angeles in America, where theyll visit Disneyland. 4. Antonyms are words which have opposite meanings. (a) right (b) empty (c) question (d) scared (e) back (f) small (g) dry (h) rough (i) remember (j) nasty
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3. (a) (d) (g) (j) 4. (a) (b) (c) (d) 5. (a) (b) (c) (d) later (b) only (c) dried go (e) less (f) bone dont (h) sound (i) good out Crayfish are expensive because their numbers are limited. Shane saw many interesting creatures while he was snorkelling. Shane had a really great time although he hadnt expected to enjoy his holiday. He felt a bit scared when the helicopter came in and landed. Because their numbers are limited, crayfish are expensive. While he was snorkelling, Shane saw many interesting creatures. Although he hadnt expected to enjoy his holiday, Shane had a really great time. When the helicopter came in and landed, he felt a bit scared.
Page 37 Evaluation
5. (a) (d) (g) (j) (m) 6. (a) L (b) L (c) L S (e) S (f) L S (h) S (i) S S (k) L (l) L L (n) L (o) L Nouns are naming words for people, places and things. (b) Verbs are doing words. (c)(d) Teacher check 7. (a) noun (b) verb (c) noun (d) verb (e) noun (f) verb 8. Saturday, April, Jill, Sydney, Mercedes, France, Qantas, Timothy, New York, Thames, Monday, Alfa Romeo, India, Pluto, Napoleon, Churchill, Singapore, Michael Caine, Nicole Kidman, Spain, Japan, November 9. Teacher check 10. (a) My sister, Emily, enjoyed reading the book, Black Beauty. (b) The Rocky Mountains stretch down the west coast of Canada and the United States of America. 11. (a) Jack lost his wallet while he was on holidays. (b) You wont do well in your exams if you dont do some study. (c) Ill take my raincoat because its raining. (d) When its cold and wet, Dad drives his car to work. 12. (a) While he was on holidays, Jack lost his wallet. (b) If you dont do some study, you wont do well in your exams. (c) Because its raining, Ill take my raincoat. (d) When its cold and wet, Dad drives his car to work. (Conjunction already starts sentence.)
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Teacher check
Teacher check
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Teacher check
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1. Teacher check 2. The TITLE tells what the recount is about. The setting tells who, what, where, when and why. The events tell what happens and are told in order. Recounts finish with what the writer thinks about the events. 3. Synonyms are words which have similar/same meanings. (a) foe (b) weary (c) afraid (d) stop (e) thin (f) cease (g) empty (h) grown-up (i) obese (j) ask
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Exposition 1 Skateboard menace: pages 3957 Page 40
Teacher check. Answers may include Title: The exposition is about the menace of skateboards. 2. skateboarder, whereabouts, upon, footpath, eyesight, became, 3. Teacher check 4. (a) The occupations are lawyer, doctor, dentist, teacher, artist, author and nurse. (b) artist, author, dentist, doctor, lawyer, nurse, teacher
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Teacher check. Answers may include Overview: The writer thinks that skateboards should be banned on paths, in parks and in shopping centres. Reasons or arguments: 1. because his eyesight, hearing and reactions are no longer good 2. because he is unaware of the danger until it is upon him 3. The skateboarders seem to enjoy his discomfort and find it amusing when they see they have frightened the writer. 4. because they are not enforced by the centre staff 5. that parents need to take more responsibility for the whereabouts of their children Conclusion: The writer wants people to make their opinions know to local council and have skateboards banned. Reading for information 1. true 2. true 3. false 4. true 5. false
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5. (a) (e) (i) (m) 6. (a) (c) MF (b) MF (c) MF (d) M F (f) F (g) M (h) MF MF (j) MF (k) MF (l) F MF (n) F king (b) boy, girl grandmother, grandfather (answers may differ) (d) parent (e) sister (f) son (g) wife, spouse (h) stallion (i) sow
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1. (a) ceiling (b) receipt (d) receive (e) fierce 2. (a)(b) Teacher check 2. (c)(i) Teacher check 3. Teacher check
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4. (a) also (b) altogether (c) almost (d) almighty (e) always (f) although 5. Teacher check 1. Emotiveugly, murder, rich, neglectful, disgusting, monster, sensational Neutrallarge, small, quiet, careful 2. Teacher check 3. Teacher check 1. Teacher check 2. (a) Teacher check (b) Weston Park, Port Smith (c) Is this fair?
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Reading for understanding 12.Teacher check 3. Answer may include: The writer wants parents to be more responsible for their childrens whereabouts. Applying your knowledge (a)(c) Teacher check
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1. (a) (c) (e) (f)
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prohibit ban (b) enforce compel evade avoid (d) urge encourage available accessible vigorously strongly
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(d) They must be banned! OR Surely there are better and safer things for the young people to be doing! (e) 4 (f) 2 (g) 2 3. (a) the officers (b) some puppies (c) a girl (d) my friend (e) the class (f) many children (g) the ladies (h) the bird 4. Synonyms are words with the same/similar meaning. 5. Teacher check. Answers may include: himself, herself, itself, self-addressed, selfaware, self-centred, self-control, inside, into, inwards, in-built, inborn, inboard, inbred, inarm toothpaste, toothbrush, toothache, toothless, toothcomb, toothpick, toothsome ice-cream, cream-coloured 6. Teacher check. Answers may include: a sound a, ai, ay, ae, ei, ey, eigh e sound ee, e, ea, ey, y, ie, ee, i, oe i sound i, ie, ie, igh, y, eigh, ei o sound o, ow, oe, ough, oa, au u sound ue, ew, ue, u
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4. (a) (d) (g) (j) 5. (a) (b) (c) (d) (e) (f) (g) (h) (i) p (b) s (c) s p (e) p (f) s p (h) p (i) s p (k) p (l) s the pirates treasure the nations people my grandmothers photographs the waters edge some police officers badges Count Draculas castle the gentlemens ties the swimmers towels the girls make-up
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1. Teacher check
23.
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1. Teacher check 2. Expositions are written to persuade others to think or do something. An exposition has: a title, an overview, reasons, conclusion. 3. (a) The title tells what the exposition is about. (b) The overview tells what the writer thinks about the subject. (c) The reasons are the arguments which try to persuade the audience. (d) The conclusion is the final comment and summing up.
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15.
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7. Emotive glared, neglected, roared, grabbed, snatched Neutral ran, walked, looked, took, saw 8. (a) My skateboard was stolen last Friday, but I think I know who took it. (b) During the July holidays, I hope to go horse riding, canoeing, skating and to sleep over at Ben Wilsons house. 9. (a) s (b) p (c) p (d) s (e) p (f) s 10. (a) the boats sails (b) the farms cows (c) the bakers bread (d) the fishermens nets (e) the teachers book
Narrative 1 Mans best friend: pages 5875

Teacher check
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Title: Teacher check Orientation: Who (a) Mr Leake, Rupert, Ben (b) Mum, Dad When In late autumn What Walked to the shop, bought a paper and a treat and sat on the porch Where In the street where Ben and Mr Leake lived
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ANSWERS
Complication: (a) Mr Leake didnt follow his usual pattern of behaviour. (b) Farmer Leake had fallen on his bedroom floor. Resolution: Answers may include: Rupert stayed by him and attracted Bens attention. Conclusion: Rupert had helped save Farmer Leakes life.
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6. (a) Some excited, energetic, hot, noisy children dived into the cool, clear, refreshing, blue water. (b) The worried young girl looked sadly at her faded, torn, blue jeans. (c) The puppy chewed the beautiful, white, expensive, new sports shoe he had found under Jessicas bed. (d) The shiny, black, stylish, extremely fast motorbike thundered down the quiet street. 7. (a) The dog jumped, twisted, turned, stretched and caught the ball. (b) Fortunately, the footballer regained his feet after tripping, falling, rolling and grabbing his ankle. (c) The dancers were twisting, turning, swirling and gliding gracefully across the floor. (d) The wild cat arched its back, hissed, spat and retreated into the bush. 8. (a) Snatching the old ladys bag, the robber raced off down the street. (b) Hoping to find her lost dog, Wendy searched in all the neighbours gardens. (c) Waiting patiently, the dog sat near the gate. (d) Trying to avoid a collision, the driver slammed on his brakes and swerved to the left. 1. Teacher check
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Reading for information 1. wheat 2. three 3. daily, treat 4. brown, missing 5. low 6. hospital Reading for understanding Teacher check Applying your knowledge Teacher check
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12. Teacher check Teacher check cardigan (b) continuously (d) tentatively (f) patient (b) pedals charter (e) palette fatal (h) foreign fluent, fourth (b) patient, fatal (d) chartered, popular (f) Teacher check
34.
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1. (a) (c) (e) 2. (a) (d) (g) 3. (a) (c) (e)
occasionally responded momentum (c) popular (f) fluent (i) route formally, accepted palette, effective pedalled, route
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4. Teacher check 5. (a) He picked up his hat, shoes, socks, cricket bat and ball and raced out the door. (b) The farmers wife fed the chickens, ducks, pigs, goats and the geese down by the pond. (c) Zac grabbed his surfboard, hat, flippers and shirt and raced towards the waves.
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24.
Teacher check
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5. Teacher check
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1. Teacher check
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Teacher check
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Teacher check
Page 75 Evaluation
1. Teacher check 2. (a) A narrative has four parts which are a title, an orientation, a complication, a resolution and a conclusion.
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ANSWERS
(b) The orientation tells who, what, where and when. (c) The resolution tells how the problem is solved. 35. Teacher check 6. (a) patient (b) fourth 7. Teacher check 8. (a) Mum made the pizzas using cheese, ham, tomatoes, pineapple and olives. (b) The old, rusted, dilapidated, timber shed collapsed during the storm. 3. The hulls plates buckled and the rivets came loose. 4. Teacher check
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1. Clues 1. friend 2. rivers 3. recoil 4. trains 5. resign 6. grated The mystery word is island. 2. Clues 1. honeymoon 2. jewellery 3. paperback 4. education 5. autograph 6. pineapple 7. kidnapped The leftover word is turquoise. 34.
Teacher check
Title: (a) The Titanic mystery (b) Teacher check Description: (a) It was a large ship with four funnels. (b) It had four restaurants, a theatre, a Turkish bath, tennis and squash courts, a mini-golf course and a kennel for the passengers dogs. (c) It hit an iceberg and sank. (d) 650 kilometres south-east of Newfoundland (e) 14 April 1912 (f) The ship started sinking and there werent enough lifeboats. Conclusion: (a) The owners were found to be negligent and safety rules for ships were changed. (b) In 1985, Ballard photographed the wreck and established that the ships metal plates had buckled and the rivets had become loose.
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1. (a) (c) (e) (g)
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5. Teacher check 6. (a) wombat (b) monkey (d) walrus (e) rabbit (g) jaguar Across 2. radio 4. voyage 5. speed 6. ignore 9. captain 10. engine 12. iceberg 13. emergency 14. passengers 17. disaster 21. hull 22. mystery restaurants funnels lifeboats icebergs
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Teacher check
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Report 1 The Titanic mystery: pages 7695
(c) badger (f) ferret
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Reading for information 1. false 2. false 3. false 4. true 5. false Reading for understanding 1. It had a double bottomed hull with sixteen water-tight compartments. 2. He wanted to set a new Atlantic crossing record.
Down 1. camera 3. lookout 5. survivor 7. lifeboat 9. court 11. immediately 15. crew 16. funnels 18. guilty 20. full
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afternoons voyages disasters minutes

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ANSWERS
2. (a) (d) (g) (j) watches tomatoes lunches potatoes (b) (e) (h) (k) foxes glasses boxes classes (c) (f) (i) (l) dishes waltzes wishes fizzes
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Teacher check
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Teacher check
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3. (a) loaves (b) elves (c) halves (d) knives (e) shelves (f) wives 4. (a) engines (b) matches (c) wolves (d) chiefs (e) radios (f) passengers (g) lives (h) classes 5. (a) stomach (b) hive (c) tomato (d) waltz (e) bus (f) boss (g) knife (h) echo 6. The following words should be crossed out (a) photoes (b) kangarooes (c) lifes (d) thiefs (e) sandwichs
Page 93 Evaluation
1. Teacher check 2. Reports should give facts not opinions and should not provide unnecessary information. 3. (a) dishes (b) churches (c) houses (d) boxes (e) friends (f) tomatoes (g) radios (h) knives (i) glasses (j) loaves 4. The following words should be crossed out. (a) potatos (b) leafs (c) sandwichs (d) pianoes (e) watchs 5. (a) about (b) of (c) at (d) with, of (e) for 6. Teacher check 7. (a) The ship sailed to the Pacific islands. (b) The crew had to board the ship 24 hours before sailing. (c) I enjoy reading books about science fiction. (d) Please sit at the table until everyone has finished eating. (e) He dived into the cool, clear water. (f) May I watch television until 9 oclock?
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1. (a) (d) 2. (a) (d) 3. (a) (d) place place without while of for (b) (e) (b) (e) (b) (e) time time before through for of (c) time (c) (f) (c) (f) around inside for to
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4. Teacher check 5. (a) The dog doesnt eat until his owner tells him to start. (b) Our school football team is playing at home this week. (c) I went windsurfing during the holidays. (d) My alarm clock didnt work at five oclock this morning. (e) My laptop computer is in my bedroom. (f) Why is that girl sitting under my desk? (g) Wash your hands before you eat. (h) We loaded the program onto my computer. (i) Ive been playing soccer since I was six years old. (j) You cant wear that top with those jeans.
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1. (a) fact (b) fact (c) fact (d) opinion (e) opinion (f) opinion 2. Teacher check
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3. Teacher check
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Teacher check
Procedure 2 Wooden spoon puppet: pages 94110
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1. Goal: It is about making a puppet using a wooden spoon. 2. Requirements: wooden spoon, paints, paintbrush, pencil, ruler, fabric, scissors, needle and thread, glue, scraps of ribbon and wool 3. Steps: (a) Sew two lines of stitches. (b) Paint spoon. (c) Draw eyes, nose and mouth. (d) Cut the fabric.
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ANSWERS
4. Test: You have made a good puppet.
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(a) (b) (c) (d) (e) (f) (g) (h) 2. (b) (c) He walked cautiously around the corner. The plane just landed at the airport. They play football outdoors. There are flowers everywhere. Mary studies abroad. The teacher explained the work clearly. The driver stopped suddenly. He fought courageously. Desperately, he clung to the sinking boat. Gracefully, the dancer leapt across the stage. (d) Contentedly, the cow grazed in the lush, green field. (e) Valiantly, the soldiers fought against the enemy. (f) Faithfully, the dog followed his master.
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Reading for information 1. false 2. true 4. false 5. false Reading for understanding 15.Teacher check 3. 6. true true
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1. (a) true (b) false (c) true (d) true (e) false 2. (a)(e) Teacher check (f) poodle, pool, power, present, puddle, purse
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35. 6. (a) (c) (e)
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Teacher check beautifully extremely occasionally
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1. (a) (c) (e) (g) 23.
noticeably palely vilely knowledgeably Teacher check
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3. Teacher check 4. Clues: 1. ballerina 2. snow slide 3. microwave 4. amphibian 5. gardening 6. excellent 7. suffocate The leftover word is expensive. 5. (a) marionette (b) Teacher check (b) (d) (f) (h) probably comfortably juvenilely terribly
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1. You would have a good wooden puppet. 2. Yes, because it wouldnt be successful if you didnt follow the sequence. 3. Answers may include: painting, cutting fabric, following instructions, drawing, gluing, sewing, tying knots, pulling and gathering threads. 4. Clear, concise instructions are easier to understand and follow. 5. Present tense 1. Teacher check
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Teacher check
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3. Teacher check 4. (a) angrily (b) (d) busily (e) (g) thirstily 5. (a) hungrily (b) (d) speedily (e) (g) dryly/drily (h) wearily (c) clumsily noisily (f) happily funnily happily sillily
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Teacher check
Page 109 Evaluation

1. Teacher check 2. (a) Procedures are usually written in the present tense. (b) Procedures usually use command verbs. (c) Teacher check 3. Homographs look the same; their meanings are different.
(b) absolutely (d) temporarily (f) accurately
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ANSWERS
4. Teacher check 5. These are called suffixes and they are attached to the end of words. 6. (a) miserably (b) terribly (c) futilely (d) palely (e) probably (f) comfortably 4. He is now in the Bs. 5. He has been playing badly. 6. His Dad gave him extra practice. 7. He wanted him to have his eyes tested. Ending or comment: He thinks he might give up and try a different sport.
Page 110 Evaluation

7. (a) shyly (b) crazily (c) hungrily (d) speedily (e) noisily (f) slyly 8. Adverbs usually add meaning to verbs. 9. (a) He stared anxiously at his maths test. (b) Enthusiastically, the hikers approached the walking trail. (c) Mr Jones warily watched the ferocious animal. (d) The bus stopped abruptly. (e) Yesterday, she walked to school. (f) The children ran upstairs. 10. (a) time (b) manner (c) place (d) time (e) place (f) manner (g) manner 11. (a) courteously (b) busily (c) beautifully (d) funnily (e) wonderfully (f) timidly
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Reading for information 1. false 2. false 4. false 5. true Reading for understanding Teacher check 3. true
Recount 2 Just not cricket: pages 111127 Page 112

Teacher check
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Applying your knowledge 1. Teacher check 2. (a) 11 (b) 2 (c) Teacher check (d) Hit the ball out of the playing field. (e) leg before wicket (f) 6 (g) (i) London, Great Britain (ii) Melbourne, Australia (iii) Johannesburg, South Africa (iv) St Georges, Grenada (h) A batsman scores a duck if he is bowled out, stumped or caught without making a run. 12. Teacher check 3. (a) dawdled (c) slammed
Title: It is about a boy who is not performing very well in cricket. Setting: (a) Who An unnamed boy (b) Where He plays on Fridays and Saturdays. (c) When He plays at school and at the local club. (d) Why He has dropped catches and failed to score runs. His dream is slipping away. Events: 1. He became interested when he was a little boy. 2. She took him to the Melbourne Cricket Ground. 3. Last year he played with the As.
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4. Teacher check
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1. (a) (c) 2. (a) (c) 3. (a) (c) 4. (a) (c) quite quiet waste waist stationary stationery prey prey (b) (d) (b) (d) (b) (d) (b) (d) quiet quite waist waste stationary stationery pray pray
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(b) stared (d) smashed
ANSWERS
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5. (a) pane, note, use, rode, slide, fade (b) Teacher check 6. slipping, kicked, drinking, skipping
Page 126 Evaluation

1. Teacher check 2. A recount is a retelling of past events in time order. 3. A recount has a title; a setting which tells who, where, when and why; events; and an ending/ comment. 4. (a) stationery (b) waste (c) waist (d) prey (e) stationary (f) pray (g) quite (h) quiet
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7. (a) (c) 8. (a) (c) (e) swimming (short) shopping (short) shaving/shaved biting shaping/shaped (b) (d) (b) (d) (f) sinking (short) handing (short) sloping/sloped using/used facing/faced
Page 127 Evaluation

5. When adding a suffix to a word, two consonants keep the vowel short. 6. (a) swimmer/swimming (b) shopper/shopped/shopping (c) sliding (d) hoped/hoping (e) rider/riding (f) handed/handing (g) shaver/shaved/shaving (h) user/used/using (i) faced/facing (j) sloped, sloping 7. (a) Mandy enjoys the basketball she plays every weekend. Some friends are also members of the basketball association and they all play at Matthews Basketball Stadium. Mandy lost a good towel and thought that Jill might have it. I think that towel is mine, not yours, she said, but it wasnt hers. Mum wont be happy with me, she moaned. Ill be in trouble for losing it. (b) they (c) she (d) hers 8. Answers may include: (a) fish (b) flamingos, trees (c) hippos (d) owls (e) galaxy (f) grapes, flowers (g) flock (h) herd (i) fleet (j) pack
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1. (a) Since Peter was a little boy, he has wanted to play cricket for Australia. He loves the game. He admires these famous players. His dad tries to help him by giving him extra practice but his game has not improved. Peter thinks that he might try golf or soccer because they could suit him better. (b) The exception is they (golf or soccer). 2. (a) s (b) p (c) p (d) s (e) p (f) s/p (g) p (h) s (i) s (j) s (k) s/p (l) s (m) p (n) s (o) s
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3. (a) First person: I, we Second person: you Third person: they, she, he (b) First person: me, us, mine, ours Second person: yours Third person: his, hers, theirs, it 4. Answers may include: (a) fish (b) geese (c) hippos (d) eagles (e) ships (f) witches (g) trees/flamingos (h) owls (i) stars (j) squirrels
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1. Teacher check
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Teacher check
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Teacher check
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Exposition 2 Fair go for skateboarders: pages 128146

Teacher check Title: Being fair to skateboarders
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ANSWERS
Overview: The writer wants facilities for skateboarders. Reasons: Answers may include: 1. The writer wants to show how other activities are catered for. 2. Its inexpensive, healthy and environmentally friendly. 3. Parents would know what their children were doing, where they were and that they were safe. 4. Everyone would be happy because skateboarders were not on the roads, footpaths or shopping centres. Conclusion: The writer wants support in seeking the councils approval of skateboarding facilities. 8. (a) (c) (e) (g) (i) breakfast triangles ballerina housework passenger (b) (d) (f) (h) (j) asparagus petroleum duplicate Wednesday beautiful
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9. Across 6. everyone 7. parents 10. complain 11. fair 12. beach 13. answer 19. environment 20. provide 21. obvious 23. facilities 25. place 26. stadium Down 1. inexpensive 2. venue 3. healthy 4. banning 5. sport 8. safe 9. challenging 14. activities 15. frightened 16. trouble 17. right 18. letter 22. oval 24. angry
Reading for information (a) true (b) false (d) true (e) true Reading for understanding Teacher check
(c) false
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1. Teacher check 2. (a) (b) (c) (d) (e) (f)
shell Id wont theyd werent dont
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she I will they were do not not not Ive youve hes shes its weve theyve havent/ hasnt
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will Im hes its
wi woul/ha ill woul/ha o o
1. Teacher check
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2. (a)
would/ had would/ had
(b) AMBCQ YPC DSL 3. (a) As quick as a wink (b) As cold as ice (c) As clear as mud 45. Teacher check 6. Answers may include: (a) as smooth as silk (b) as fast as greased lightning (c) as skinny as a rake
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3. Teacher check 4.
I you he she it we Ill youll hell shell itll well wont Id youd hed shed itd wed theyd wouldnt youre shes were theyre isnt/ arent
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7. (a) newspaper (c) ambulance (e) spaghetti
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(b) autograph (d) pineapple (f) hurricane
they theyll not
ANSWERS
5. (a) wont will + not (b) mustnt must + not (c) itll it + will
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4. (b)(c) Teacher check 56. Teacher check
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1. (a) Probably Passenger A (b) Probably Accident A (c) Probably yes (d) spun, out of control, destroyed, ploughing 2. Teacher check
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Teacher check
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Teacher check
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3. (a) Tyrannosaurus rex, the largest dinosaur, was carnivorous. (b) I had a bad day on Saturday because our football team lost, my shorts were ripped, I played very badly and it poured with rain. (c) My father was late picking me up from training, but he couldnt help it because there was a traffic jam. (d) As we were walking to school, a rainbow appeared in the sky. (e) For dinner he ate two hamburgers, a big box of chips, a large strawberry ice-cream and drank a bottle of chocolate milk. 4. The Flinders Ranges are spectacular. Geologists have speculated that they may have once been comparable in size to the Himalayas, but they have been worn down to their present size over eons. There are many jagged peaks and deep gorges. Clay pans and salt lakes can be found in the north, while in other areas, permanent underground springs produce surprising lushness. Over the last century the regions biodiversity has been damaged. Prior to the arrival of Europeans, the Flinders Ranges were alive with nocturnal animals, such as bilbies, bettongs, woylies and mulgaras.
Page 145 Evaluation

1. Teacher check 2. Expositions are written to persuade others. Expositions use emotive language. 3. Teacher check 4. Answers may include: (a) environment (b) council (c) physically 5. (a) We went to the stadium to watch our team play soccer. (b) He had to tell me the answer to the question. (c) The boy was in trouble for throwing sand. 6. (a) A simile compares two things. (b) Teacher check 7. (a) shouldve (b) wont (c) were (d) theyve (e) werent (f) theyre (g) wasnt (h) dont 8. The aggressive man destroyed the happy event by yelling belligerently. The timber workers would very soon begin their destruction of the magnificent trees in the beautiful, tranquil forest. 9. (a) The skateboarder jumped, twisted, turned and landed gracefully. (b) On his way home, the skateboarder bought an ice-cream. (c) Brian, the schools best skateboarder, won the competition. (d) Mr Wells, the principal, rides a motorbike. (e) Fearing the worst, the farmer went to inspect his stock.
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1. Answers may include: (a) Its a healthy, outdoor activity. (b) Skateboarding is inexpensive. (c) [Skateboarding] is a spectacular sport to watch. (d) [Skateboarding] is physically demanding and challenging. (e) appropriate facilities should keep everyone happy. 2. Teacher check 3. The author believes pupils should wear uniforms. 4. (a) Teacher check
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15.
Page 146 Evaluation
Narrative 2 Daring escape: pages 147166

Teacher check
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ANSWERS
Page 149
Title: Teacher check Orientation: Main characters Ping, Madame Cheng Minor characters Pings parents, pirates What A pirate ship appeared Where Outside Hong Kong harbour When Once upon a time Complication: The pirates attack on her family. Resolution: Madame Cheng let them go because of Pings audacity. Conclusion: They celebrated with a special meal. 5.
p h a r b o u r t e c i c f f a t h e r e a r h m a d b s l w s n a i i m i a c i s c o t e r r i f i e d a p e f a l c t d f u p y a t c o l l a p s e d n u u b a m b o o v a g s l g t u f s g w r r h o r i z o n w o i y a u d a c i t y x n t b s t m o r n i n g
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1. (a) cormorant (b) bird (c) pole (d) friend (e) meal (f) quarter (g) parent (h) water (i) pirate (j) treasure (k) The plurals were formed by adding s. 2. (a) family (b) story (c) Teacher check
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3. (a) (d) (g) (j) 4. (a) (d) (g) 5. (a) (c) (e) (g) (i) (k)
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Reading for information 1. true 2. false 4. false 5. true Reading for understanding 14.Teacher check 3. 6. true false
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1. Teacher check 2. (a) love (b) announce (c) hero (d) wild (e) admire (f) terrify (g) curious (h) patient (i) shape (j) miracle 3. Answers may include (a) heroic, courageous, bold (b) seemed, came, arrived (c) skyline (d) boss, main, leader, captain (e) riches, bonanza, wealth (f) copying (g) scared, frightened, alarmed (h) lifted, erected, built, elevated
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women (b) policemen (c) sheep teeth (e) geese (f) feet children (h) deer (i) salmon cacti/cactuses 2 (b) 2 (c) 3 3 (e) 3 (f) 1 3 (h) 1 af/ter/noon (b) ap/pear/ed tooth/less (d) re/tort/ed morn/ing (f) caught se/cond (h) patrol/ling on/ly (j) dai/ly mi/ra/cul/ous
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3.
fussy happy noisy funny sandy quiet silly fussy wealthy sunny
1. Teacher check 2. (a) smaller, smallest (c) neater, neatest
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fussier happier noisier funnier sandier quieter sillier fussier wealthier sunnier
(b) bigger, biggest (d) thinner, thinnest

fussiest happiest noisiest funniest sandiest quietest silliest fussiest wealthiest sunniest
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4. (a) horizon (b) toothless (c) collapsed (d) distant (e) relief (f) canopy (g) meanness (h) audacity (i) celebrate
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ANSWERS
4. (a) (d) (g) (j) tallest (b) prettiest earlier (e) tastier colder (h) cloudier roughest (c) cleverer (f) fastest (i) heavier Its not fair, Monique yelled as she stomped away.
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1. Teacher check
Page 158
5. (a) (b) (c) (d) (e) (f) (g) (h) (i) 6. (a) (b) (c) more cheerful, most cheerful more famous, most famous more careless, most careless more foolish, most foolish more active, most active more delicious, most delicious more poisonous, most poisonous more comfortable, most comfortable more interesting, most interesting Berlin had its worst snowstorm in years. Berlin had more/worse snow than Moscow. My new car is really good and much better than yours. (d) Perth is the farthest/furthest capital city from Canberra. (e) My air ticket was cheap and cost less than Bills.
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2. Teacher check
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Teacher check
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Teacher check
Page 165 Evaluation
7. (a) We need to buy butter, milk, sultanas, flour, eggs, sugar and cream to make the cake. (b) The children walked to the park, climbed on the monkey bars, tried out the swings, then played in the grass. (c) No, I wont be able to attend the party. (d) Thomas, you havent completed your work. (e) The tallest man, a well-known footballer, was signing autographs in the shopping centre. (f) Hurry up and get ready, said Mum impatiently. (g) Yes, I did my homework. (h) Zac, where did you leave your glasses? (i) The band, Tomorrows Guys, will be playing here tomorrow. (j) Please let me go to the beach, Sarah begged.
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1. Teacher check 2. (a) The title indicates what the story is about. (b) The orientation describes who, what, where and when. (c) The complication describes the problem facing the main character(s). (d) The resolution describes how the problem is solved. (e) The conclusion tells what happens at the end. 3. (a) adventure (b) follow (c) happy (d) celebrate 4. Teacher check 5. (a) cormorant (b) junk (c) reward (d) bamboo 6. (a) puppies (b) firemen (c) potatoes (d) dingos/dingoes (e) octopuses/octopi (f) islands (g) canopies (h) daisies (i) avocados (j) afternoons white scary good clever some noisy precious whiter scarier better cleverer more noisier more precious whitest scariest best cleverest most noisiest most precious
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8. Why cant we go to the beach? demanded Monique. I told you before, replied Dad, it is just too windy. Wed be blown away.
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ANSWERS
7. (a) trea/sure (b) watch (c) har/bour (d) pi/rate 8. 9. As I was walking to school, I saw my friend, Anna, the captain of the netball team. She was holding her satchel containing her books, pencil case, lunch, gym shoes and a school blazer. Are you coming to practice tonight? Anna enquired. Yes, I will be there, I answered. 10. Have you cleaned up your room yet? called Mum. No, I have been helping Dad in the garden, Jane answered. Where is he now? asked Mum. Hes just cleaning up, then hell be in for lunch, Jane replied. 2. They facilitated scientific knowledge and improved medical treatment.
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3. Scientists could see beyond the Earth and resulted in improved knowledge, space programs and communication technology. 4. Plastic glasses are lighter, easier/cheaper to produce and less breakable. Applying your knowledge Teacher check
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Teacher check Title: (a) Magnifying lenses (b) Teacher check Classification: A curved lens that changes the way things appear, usually increasing the things size.
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5. (a) (c) (e) (g) (i) (k) (m) (n) (p) (r) (t) (v) (x) (z)
Report 2 Magnifying lenses: pages 167186
3. Answers may include: (a) pepper (b) fork (c) chairs (d) butter (e) craft (f) socks (g) needles (h) thread (i) daughters (j) pieces (k) chips (l) tie 4. (a) repeat (b) temporary (c) tranquil (d) carnivore (e) extinct (f) sermon (g) released (h) inferior (i) obscure (j) village (k) speaker (l) refuse (m) locate (n) enrol A + maze = amaze C + heat = cheat E + state = estate G + ram = gram I + rate = irate K + nee = knee M + eat = meat N + acre = nacre P + ear = pear R + ace = race T + able = table V + ouch = vouch X + ray = X-ray Z + one = zone (b) (d) (f) (h) (j) (l) B + right = bright D + ash = dash F + ire = fire H + and = hand J + aunt = jaunt L + ice = lice
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Description: (a) Lens is a Latin word for lentil. (b) It was not very clear. (c) They were first sold in Italy in 1451. (d) Microscopes and telescopes Conclusion: They are made of plastic. Reading for information 1. true 2. false 3. false 4. true 5. true Reading for understanding Answers may include: 1. Frames were made of wood or bone. Beryl was not particularly clear. Unsure how to keep them on the face. Didnt realise what curved lenses did. Were expensive and hand produced.
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(o) (q) (s) (u) (w) (y) O + pen = open Q(u) + easy = queasy S + hear = shear U + sage = usage W + heel = wheel Y + ear = year
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1. (a) beaches (b) foxes (d) yourselves (e) shelves (c) footballers (f) potatoes
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Teacher check
ANSWERS
(g) (j) 2. (a) (c) (e) (g) watches (h) stadiums (i) outdoors halves activities (b) libraries puppies (d) hobbies responsibilities (f) keys donkeys (h) displays (c) feet (f) crises (d) (g) 6. (a) (d) (g) seen seen did done done (e) (h) (b) (e) (h) saw saw done done done (f) seen (c) did (f) did
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12. Teacher check
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3. (a) teeth (b) geese (d) gentlemen (e) women 4. Teacher check
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Teacher check
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5. (a) (d) 6. (a) (c) 7. (a) (c) glasses (b) pyjamas (c) binoculars tongs (e) trousers except (b) accept accept (d) except effect (b) affect affected (d) effect
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1. (a) Emma had to visit the dentist after school. (b) She went with her mother. (c) Sitting waiting outside the surgery was very boring. (d) At last the dentist told her to sit in the chair. (e) While she had her mouth open, the dentist asked lots of questions. (f) Her mother dropped her back at school before lunch. 2. (a) yes (b) yes (c) no (d) no (e) yes (f) yes (g) yes (h) yes (i) no (j) no
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8. Teacher check 9. (a) practise (b) practice (c) practice (d) practice 10. (a) licence (b) licence (c) license
1. Teacher check 2. Reports should provide facts not opinions and should not have unnecessary detail. 3. Teacher check 4. (a) halves (b) boxes (c) churches (d) wishes (e) tomatoes (f) athletes (g) duties (h) monkeys (i) women (j) mice (k) deer (l) cameras 5. (a) except (b) accept (c) effect (d) affect (e) advise (f) advice (g) practice (h) practise (i) licence 6. Last Thursday we went on the bus to Kangaroo Island. We stayed until Sunday in small cottages near the beach. One group was taken fishing in a beautiful boat; one abseiled down a cliff and another snorkelled under the jetty. 7. (a) yes (b) yes (c) no (d) no (e) no (f) yes (g) no (h) yes 8. (a) among (b) brought, bought (c) saw (d) done (e) seen (f) between (g) done (h) accept (i) practice (j) advice
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3. (a) (d) 4. (a) (c) among (b) between (c) among between (e) among brought, bought (b) bought, brought bought, brought (b) seen
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5. (a) saw
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Teacher check

Teacher Resource BK F PDF

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Teachers resource book Book F

Titles available in this series:

Also available in this series:

School Order# (if applicable):

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WRITING FORMAT DESCRIPTIONS

3. Exposition (Persuasive text)

The English workbook Teachers resource book Book F

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WRITING FORMAT DESCRIPTIONS

Prim-Ed Publishing www.prim-ed.com

The English workbook Teachers resource book Book F

Requirements (Things youll need):

Test (How youll know if your procedure was successful):

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Arguments (Thoughts and ideas which support your belief):

Initiating event: What event starts the action?

How did this involve the characters?

What caused the problems?

Resolution (How are the problems solved?):

Conclusion (What happened in the end?):

Complication: What problems do the characters have?

Description (special features): 1.

Conclusion (summing up):

EDITING AND PROOFREADING CHECKLISTS

Editing and proofreading a procedure

I think my procedure is short my procedure is clear

my procedure would work

7. Did you use command verbs? ................................................................................................. Yes No

Have you corrected any spelling errors? .................................................................... Yes No

The English workbook Teachers resource book Book F

Prim-Ed Publishing www.prim-ed.com

Editing and proofreading a recount

Did you conclude with a statement or comment? ............................................................... Yes No Spelling:

the reason for the events? ................................................................................................. Yes No Events:

specific characters? ........................................................................................................... Yes No

Editing and proofreading an exposition

(a) Did he/she understand your point of view? .............................................................. Yes No

2. Have you used persuasive language? ............................................................................. Yes No

The English workbook Teachers resource book Book F

Prim-Ed Publishing www.prim-ed.com

Editing and proofreading a narrative

Prim-Ed Publishing www.prim-ed.com

Does the resolution fit the complication? ............................................................................. Yes No

Is the setting realistic? ............................................................................................................. Yes No Initiating event:

The English workbook Teachers resource book Book F

Are the characters believable? .............................................................................................. Yes No

Editing and proofreading a report

the presentation of my work is

my report gives facts

I think my report is interesting

The English workbook Teachers resource book Book F

Class evaluation record

Prim-Ed Publishing www.prim-ed.com

Understands the format

Uses clear concise language

Sequences steps logically

Understands the format

Uses past tense

Understands the format

Presents persuasive arguments

The English workbook Teachers resource book Book F