Oxford Secondary English Resources by OUPANZ

Secondary English

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TABLE OF CONTENTS

ENGLISH SKILLS RESOURCES Skills series overview ............................................................................ 4 Oxford MyEnglish .................................................................................. 6 Oxford English...................................................................................... 10 English Skills Builder............................................................................ 11 Successful series.................................................................................. 12 Skillworks.............................................................................................. 13 English for Queensland....................................................................... 14 Analysing and Presenting Argument................................................. 16 Reading and Creating / Reading and Comparing............................ 18 Senior English Skills Builder................................................................ 19 Oxford World Classics......................................................................... 20 Super Readable Rollercoasters.......................................................... 21 Secondary Dictionaries....................................................................... 22

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Skills and conventions

Skills series overview Oxford University Press is the foremost publisher in English skills with a wide range of comprehensive and flexible workbooks and text resources for students from Years 7–10. Our English skills titles help build abilities in language conventions tested by NAPLAN. More than ever, improvement and consolidation of English skills are an integral part of our secondary students’ education. Oxford offers a wealth of choices: rigorous comprehensive programs for more advanced students, specific skill-based courses to focus on one area of need, thematic homework programs to engage student interest and middle-years resources to help struggling students achieve better results. MAN_ESB4_B1_28046_CVR

Knowledge and SKillS

MAN_ESB4_B2_28350_CVR

ENGLISH SKILLS BUILDER 1

UVspot

Colours used: CMYK

English Skills Builder 1 Australian Curriculum Edition is a fully revised edition of the best selling skills workbook. Aligned with the Australian Curriculum: English, this text is designed to complement any English program and will teach and reinforce the skills that students need to succeed at junior secondary level.

AUSTRALIAN CURRICULUM

OXFORD

ENGLISH

KNowLedge ANd SKILLS

ENGLISH SKILLS BUILDER 2

ISBN 978-0-19-552804-6

9 780195 528046

PAUL GROVER

AUSTRALIAN CURRICULUM EDITION

visit us at: oup.com.au or contact customer service: cs.au@oup.com

MAN_ESB1_4e_28046_CVR_PPS.indd 1

PAUL GROVER

obook Accompanied by an obook for the first time, the obook provides ten Enriching Literature units and an interactive version of the text. The Enriching Literature units feature popular classic and contemporary texts, with a focus on the Australian Curriculum cross-curriculum priorities.

ENGLISH SKILLS BUILDER MANNING // McKENZIE // HORNE

A U S T R A L I A N C U R R I C U LU M E D I T I O N

PAUL GROVER

English Skills Builder 2 Australian Curriculum Edition is a fully revised edition of the best selling skills workbook. Aligned with the Australian Curriculum: English, this text is designed to complement any English program and will teach and reinforce the skills that students need to succeed at junior secondary level.

English Skills Builder 2 Australian Curriculum Edition is divided into two key sections: ‘Language and Literacy’ and ‘Literature’. Each of the fifty units addresses a particular aspect of language usage or provides in-depth coverage of different text types and genres. A wealth of engaging stimulus material is explored, including multimodal and digital texts.

obook Accompanied by an obook for the first time, the obook provides twelve Enriching Literature units and an interactive version of the text. The Enriching Literature units feature popular classic and contemporary texts, with a focus on the Australian Curriculum cross-curriculum priorities.

ISBN 978-0-19-552835-0

9 780195 528350 visit us at: oup.com.au or contact customer service: cs.au@oup.com

MANNING // McKENZIE // HORNE

KNowLedge ANd SKILLS

English Skills Builder 1 Australian Curriculum Edition is divided into two key sections: ‘Language and Literacy’ and ‘Literature’. Each of the fifty units addresses a particular aspect of language usage or provides in-depth coverage of different text types and genres. A wealth of engaging stimulus material is explored, including multimodal and digital texts.

obook

ENGLISH SKILLS BUILDER 2

OXFORD ENGLISH 4

Knowledge and SKillS

Spine:8.7mm

MANNING // McKENZIE // HORNE

PAUL GROVER

ENGLISH

Format: 280x210mm

PAUL GROVER

aUSTRalian CURRiCUlUM

OXFORD

KNOWLEDGE SKiLLS TExTS GRammaR PuNcTuaTiON cOmPREhENSiON REaDiNG WRiTiNG SPELLiNG VOcabuLaRy

OXFORD

ENGLISH

Knowledge and SKillS

PAUL GROVER

OXFORD ENGLISH 3

KNOWLEDGE SKiLLS TExTS GRammaR PuNcTuaTiON cOmPREhENSiON REaDiNG WRiTiNG SPELLiNG VOcabuLaRy

9 780190 313005

OXFORD

ENGLISH

Colours used: CMYK + SPOT

A U S T R A L I A N C U R R I C U LU M E D I T I O N

PAUL GROVER

Grover • Williams • Michael

ISBN 978-0-19-031300-5

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KNOWLEDGE SKiLLS TExTS GRammaR PuNcTuaTiON cOmPREhENSiON REaDiNG WRiTiNG SPELLiNG VOcabuLaRy

Knowledge and SKillS

n e w s o u t h wa l e s

Paul Grover Rachel Williams Michael Horne

KNOWLEDGE SKiLLS TExTS GRammaR PuNcTuaTiON cOmPREhENSiON REaDiNG WRiTiNG SPELLiNG VOcabuLaRy

new south wales

Spine:9mm

ENGLISH SKILLS BUILDER 1

OXFORD ENGLISH 1

OXFORD MyEnglish

OXFORD

MyEnglish

Format: 280x210mm

aUSTRalian CURRiCUlUM

OXFORD ENGLISH 2

aUSTRalian CURRiCUlUM

AUSTRALIAN CURRICULUM EDITION 13/06/13 3:31 PM

ENGLISH SKILLS BUILDER MANNING // McKENZIE // HORNE

MAN_ESB4_B2_28350_CVR_PPS.indd 1

OXFORD MYENGLISH Oxford MyEnglish 7–10 Queensland Curriculum Student book + obook assess Oxford MyEnglish 7–10 Western Australian Curriculum Student book + obook assess Oxford MyEnglish 7–10 New South Wales Curriculum Student book + obook assess

OXFORD ENGLISH

29/08/13 2:46 PM

ENGLISH SKILLS BUILDER

Oxford English 1 Student book + obook assess

English Skills Builder 1 Student book + obook assess

Oxford English 2 Student book + obook assess

English Skills Builder 2 Student book + obook assess

Oxford English 3 Student book + obook assess

Oxford English 4 Student book + obook assess

This series has strong emphasis on the language and literacy strands of the Australian Curriculum: English, and features a significant obook-only Enriching Literature component to support cross-curriculum priorities.

This comprehensive skills series covers the three strands of the Australian Curriculum: English (language, literacy and literature) and features a significant obookonly Enriching Literature component with guidance and ideas on how to explore the cross-curriculum priorities through text. Book 1 is for Years 7 and 8; Book 2 is for Years 9 and 10.

Oxford MyEnglish 7–10 Victorian Curriculum Student book + obook assess

An integrated print and digital solution for students of Junior English. Developed to cater for mixed-ability classrooms, Oxford MyEnglish offers an engaging and accessible approach to English grammar and skills. Easily accessible digital content – including video tutorials and interactive Upskill modules – is available to ensure teachers can support every student in the classroom.

Find out more: oup.com.au/sec-english

Years 7–10

Colours: PMS 368 + BLACK

FOR_SW12_AC_SB_OBK_88903_CVR

Format: 280 H x 210 W mm

Spine 6.5mm

Colours: PMS 178 + BLACK

assessment program available

tear-out section at the back of obook

Spine TBC (5.5 MM)

Colours: PMS 178 + BLACK

assess: built-in online assessment program available via the obook

•

Answers provided in a tear-out section at the back of each book and via the obook

Format: 280 H x 210 W MM

Spine 7.1 MM

Second Edition

Answers and assessment resources are provided free on the Oxford University Press website: oup.com.au

Skillworks is a four book series for Years 7–10.

FOR_SW4_AC_SB_OBK_88023_CVR

Successful Grammar

Colours: PMS 3955+ BLACK

•

Answers provided in a tear-out section at the back of each book and via the obook

•

Updated content and themes related to the Australian Curriculum

•

obook: cloud-based web-book available anywhere, 18/03/2014 11:32 am anytime, on any device, which combines a digital version of the text with study tools

•

assess: built-in online assessment program available via the obook

•

Answers provided in a tear-out section at the back of each book and via the obook

Skillworks is a four book series for Years 7–10.

Second Edition

visit us at: oup.com.au or contact customer service: cs.au@oup.com

The fully revised second edition of Successful Writing will help students in the first three years of secondary school to improve their writing skills and expand their vocabulary. This flexible write-in workbook will complement any English program and ensure NAPLAN success.

Successful Writing Second Edition

Answers and assessment resources are provided free on the Oxford University Press website: oup.com.au

ISBN 978-0-19-558902-3

ISBN 978-0-19-558896-5

9 780195 588965 visit us at: oup.com.au or contact customer service: cs.au@oup.com

Answers and assessment resources are provided free on the Oxford University Press website: oup.com.au

Successful Spelling

Amanda Ford Elizabeth Haywood

FORD // HAYWOOD

llworks is a four book series for Years 7–10.

visit us at: oup.com.au or contact customer service: cs.au@oup.com

The fully revised second edition of Successful Spelling will help students in the first three years of secondary school to master their spelling skills and expand their vocabulary. This flexible write-in workbook will complement any English program and ensure NAPLAN success.

8/04/2014 4:20 pm

The student book is accompanied by a teacher obook that provides answers, tests, word lists, class and student record sheets and other useful information. The accompanying assess tool enables teachers to schedule tests, view class progress and results and create reports.

FORD // HAYWOOD

e student book is accompanied by a teacher obook that vides answers, tests, word lists, class and student record eets and other useful information. The accompanying assess l enables teachers to schedule tests, view class progress d results and create reports.

FORD // HAYWOOD

contact customer service: cs.au@oup.com

Highlights of this Australian Curriculum edition include:

FOR_SW2_SB_88903_CVR_PPS.indd 1

Classwork Homework Revision

Ford | Haywood

assess: built-in online assessment program available via the obook

Amanda Ford Elizabeth Haywood Judy Conlan Marie Henley

Second Edition

obook: cloud-based web-book available anywhere, anytime, on any device, which combines a digital version of the text with study tools

Second Edition

Successful Writing

Updated content and themes related to the Australian Curriculum

•

Classwork Homework Revision

Ford | Haywood | Conlan | Henley

• •

Skillworks: Australian Curriculum edition is a complete ISBN 978-0-19-558890-3 weekly homework program. Each week, students complete a thematically based, double-sided worksheet, and build their knowledge and skills in comprehension, grammar, punctuation, spelling and vocabulary. Each worksheet contains 780195 a clear explanation of a particular rule, a9 text extract588903 or a word list supported by engaging and relevantvisit exercises. us at: oup.com.au or

Second Edition

FORD // HAYWOOD

contact customer service: cs.au@oup.com

hlights of this Australian Curriculum edition include:

Successful Comprehension

Answers and assessment resources are provided free on the Oxford University Press website: oup.com.au

Successful Spelling

llworks: Australian Curriculum edition is a complete ISBN 978-0-19-558884-2 ekly homework program. Each week, students complete hematically based, double-sided worksheet, and build ir knowledge and skills in comprehension, grammar, nctuation, spelling and vocabulary. Each worksheet contains 9 780195 588842 lear explanation of a particular rule, a text extract or a word visitexercises. us at: oup.com.au or supported by engaging and relevant

The fully revised second edition of Successful Comprehension will help students in the first three years of secondary school to improve their reading and comprehension skills. This flexible write-in workbook will complement any English program and ensure NAPLAN success.

Amanda Ford Elizabeth Haywood

FORD // ELIZABETH

es for Years 7–10.

mat: 280 H x 210 W MM

•

FORD // HAYWOOD

nied by a teacher obook that lists, class and student record mation. The accompanying assess dule tests, view class progress s.

The fully revised second edition of Successful Grammar will help students in the first three years of secondary school to master their grammar and writing skills. This flexible write-in workbook will complement any English program and ensure NAPLAN success.

Ford | Haywood

obook: cloud-based web-book available anywhere, anytime, on any device, which combines a digital version of the text with study tools

Classwork Homework Revision

Second Edition

Updated content and themes related to the Australian Curriculum

•

Heather McIntosh

Successful Comprehension

•

McIntosh

Highlights of this Australian Curriculum edition include:

Second Edition

Skillworks: Australian Curriculum edition is a complete weekly homework program. Each week, students complete a thematically based, double-sided worksheet, and build their knowledge and skills in comprehension, grammar, punctuation, spelling and vocabulary. Each worksheet contains a clear explanation of a particular rule, a text extract or a word list supported by engaging and relevant exercises.

hemes related to the Australian

eb-book available anywhere, , which combines a digital version ools

Successful Grammar

culum edition is a complete ach week, students complete sided worksheet, and build comprehension, grammar, abulary. Each worksheet contains ular rule, a text extract or a word d relevant exercises.

Curriculum edition include:

Classwork Homework Revision

FORD // HAYWOOD FOR_SW4_SB_88023_CVR_PPS.indd 1

9 780195 589023 visit us at: oup.com.au or contact customer service: cs.au@oup.com

FORD // HAYWOOD

19/03/2014 11:16 am

SKILLWORKS

visit us at: oup.com.au or contact customer service: cs.au@oup.com

8/07/2014 3:40 pm

SUCCESSFUL ENGLISH

SUCCESSFUL SERIES

Skillworks 1 Student book + obook assess

Successful English 1 Student book

Successful Grammar Student book

Skillworks 2 Student book + obook assess

Successful English 2 Student book

Successful Spelling Student book

Skillworks 3 Student book + obook assess

Successful English 3 Student book

Successful Comprehension Student book

Skillworks 4 Student book + obook assess

A complete weekly homework program with tear-out worksheets written for the Australian Curriculum. A thematic approach – with comprehension, grammar, punctuation, spelling and vocabulary skills covered in each unit – makes for an engaging English resource for Years 7–10.

Successful Writing Student book

Flexible English workbooks for Years 7–9 with separate sections on grammar, spelling, comprehension and writing.

An alternative to Successful English, these skill-specific books provide targeted content for Years 7–9.

Skills and conventions

Oxford MyEnglish True differentiation in the English classroom Oxford MyEnglish is an integrated print and digital differentiation solution for English students in Queensland, New South Wales, Western Australia and Victoria. Specifically developed to cater to mixed-ability classrooms, Oxford MyEnglish offers an engaging and accessible approach to English grammar and skills. As well as workbooks for Years 7–10, Oxford MyEnglish offers additional digital content that supports students down to Year 5 to ensure that teachers can access content that is appropriate for every student in the classroom. Video tutorials on obook assess feature author guidance through each unit, offering flexibility as students learn and revise at their own pace. It’s like having a teacher in their device! KEY FEATURES • Four comprehensive write-in workbooks cover all English basics: grammar, comprehension, text cohesion, spelling and vocabulary. • 20 highly structured units and appropriately levelled content enables students to move from word level to sentence level to whole text level. • Exploration of skills is done in the context of extracts from contemporary and classic texts, including novels, biographies, poems, non-fiction, plays, media articles and more. • T eachers can support and extend students with ease using the accompanying Teacher obook assess, which provides digital access to all content across Years 7–10, including digital-only content for Years 5/6. STUDENT RESOURCES Oxford MyEnglish is supported by a range of engaging and relevant digital resources via obook assess. Students can: • access their Student book • access rich, interactive content, including video tutorials and digital Upskill modules • access work assigned by their teacher: reading, homework, tests and assignments • use their cloud-based obook assess anywhere, anytime and on any device. TEACHER RESOURCES In addition to the student resources, teachers also receive: • answers to every question in the Student book • the ability to assign work to students and track student progress • teacher notes with curriculum links • NAPLAN-style language convention tests and answers • pre- and post-tests to review and consolidate learning • Enriching Literature text guides on popular and classic texts.

Find out more: oup.com.au/myenglish

Queensland

Years 7–10

9780190320843 AUD $27.95

9780190320874 AUD $27.95

9780190320904 AUD $27.95 MYENG_NSW_10_SB_OB_AS_13593_CVR

MyEnglish new south wales

Paul Grover Rachel Williams Michael Horne

new south wales

Paul Grover Rachel Williams Michael Horne

Grover • Williams • Horne

9 780190 313593

9 780190 313043

visit us at: oup.com.au or contact customer service: cs.au@oup.com

OXFORD

MyEnglish

ISBN 978-0-19-031359-3

ISBN 978-0-19-031304-3

9 780190 313005

9 780190 312961

OXFORD

Grover • Williams • Michael

Grover • Williams • Michael ISBN 978-0-19-031300-5

ISBN 978-0-19-031296-1

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CMYK

N e w s o u t h wa l e s

Paul Grover Rachel Williams Michael Horne

New south wal es

new south wal es

Paul Grover Rachel Williams Michael Horne

new south wal es

New South Wales

SPINE: 8 MM

OXFORD MyEnglish

new south wales

OXFORD

OXFORD MyEnglish

MyEnglish

OXFORD MyEnglish

OXFORD

FORMAT: 280 MM X 217 MM

9780190320935 AUD $27.95

visit us at: oup.com.au or contact customer service: cs.au@oup.com

MYENG_NSW_10_SB_OB_AS_13593_CVR_2pp_PPS.indd 1

6/06/2018 9:58 am

9780190313005 AUD $27.95

9780190313043 AUD $27.95

9780190313593 AUD $27.95

9780190320713 AUD $27.95

9780190320744 AUD $27.95

9780190320775 AUD $27.95

9780190320805 AUD $27.95

9780190320584 AUD $27.95

9780190320614 AUD $27.95

9780190320645 AUD $27.95

9780190320676 AUD $27.95

Victoria

Western Australia

9780190312961 AUD $27.95

Skills and conventions

Oxford MyEnglish How Oxford MyEnglish helps you support every student

Access content for Years 5–10 with inter-year links Support or extend students with ease. Teacher obook assess includes inter-year links for each workbook so teachers can easily access linked content across Years 5–10 in one place.

(5/6 is digital only)

*Victorian Curriculum series shown here

One Teacher obook assess provides access to workbooks for all year levels as well as additional teacher support and digital materials.

Students have a teacher in their device

All English basics covered

Our authors guide students through each unit topic in our video tutorials, which are accessed online through obook assess. This offers flexibility, as students can learn or revise content at their own pace.

UNIT 3A: TYPES OF VERBS

in Focus 3 Cricket is a complicated game.

Verbs are words that indicate an action or a state of being. Every grammatically complete sentence contains a verb, which tells the reader what the subject (a noun that the sentence is about) of the sentence is doing. Verbs can indicate: • physical actions (run, walked, dance, moved, sat)

Oxford MyEnglish focuses on grammar, comprehension, text cohesion, spelling and vocabulary

4 The couch looked old but comfortable.

Your turn 3.3 Choose an appropriate verb from the word lists in Your Turn 3.1 to complete these sentences.

Jemima moved all of the chairs.

1 The countryside

• mental actions (anticipated, ignore, worried, wanted)

rainy today.

2 My boat

Ismael wanted a cricket bat for Christmas.

safe and secure.

3 After we tidied up, we

• states of being or possession (has, are, am, is, be)

on the beach.

4 We raced but we

Rani has a new watch.

the start of the yacht race.

5 This boat

quite a lot of work.

6 All sailors

• E ach workbook includes 20 highly structured units and appropriately levelled content • A review spread at the end of each unit pairing features a student test perfect for weekly homework

Your turn 3.1

Your turn 3.4

1 Indicate any verbs in the list that show a mental action. a ambulance

d carriage

Choose a different, more specific verb to replace the word in bold.

g happiness

b reflected

e hypothetical

h knew

c was

f disappear

i wondered

1 Although we tried

Find out more: oup.com.au/myenglish

his way across the floor.

3 The teacher thought

2 Specify any verbs in the list that show a state of being or possession.

that the class wasn’t interested today.

a running

d feels

g bounces

4 Anybody who could lift

b believes

e cares

h were

5 We couldn’t go so we sold

c employ

f is

i needs

a cancelled

d regrets

g boycott

b wandered

e desired

h fell

c missed

f work

i chastised

When Kelly

through the door she was glad to be finally home. badly and had progressively gotten worse. She had

Her day in PE,

Your turn 3.2

a mistake in Science, and

with Emily at lunch. If only she could go back and the day again.

OXFORD UNIVERSITY PRESS

on the couch, Kelly turned on the TV and the noise wash over her, taking with it the worries of the day. Although,

she

2 Nina raised her hands in excitement. PART A: USING WORDS – VERBS

our tickets.

Fill in the spaces in the passage by choosing an appropriate verb.

Identify the verb in each of these sentences. Then note whether the verb indicates a physical action, mental action, or a state of being or possession.

MYENG_VIC_7_SB_OB_AS_20584_TXT_2pp.indb 12-13

that must be superhuman.

Your turn 3.5

3 Identify any verbs in the list that show a physical action.

we couldn’t open the door.

2 Karim danced

1 Caleb knew that today would be a good day.

• Grammar, spelling and vocabulary are explored in context using extracts from contemporary and classic texts.

that passage was dangerous.

OXFORD UNIVERSITY PRESS

there was still tomorrow. UNIT 3A: TYPES OF VERBS

05-May-19 1:14:24 PM

'Test yourself' opportunities allow students to consolidate their learning for each unit pairing.

Years 7–10

Spelling and vocabulary activities prompt students to recall what they have learnt.

Assesment opportunities consolidate learning.

The Enriching Literature text guides, written by Deb McPherson and Jane Sherlock, cover the following texts: YEARS 7/8 • • • • •

M aralinga, the Anangu Story T he Invention of Hugo Cabret I nanimate Alice W all–E T he Binna Binna Man

YEARS 9/10 • • • • •

B lueback T he Dream of the Thylacine S old T he Knife of Never Letting Go ' The Highwayman'

• • • • • •

C henxi and the Foreigner A vatar T he Hunger Games B ran Nue Dae L and’s Edge L inda Burney’s ‘2003 Maiden Speech’

• • • • • •

R ainbow’s End M acbeth T he Happiest Refugee O ur Choice A ntipodes: Poetic Responses T he Rabbits

Oxford English

..– ! &

Skills and conventions

Knowledge and skills development with this blended print and digital resource for Years 7–10

Oxford English, written by renowned author Paul Grover, is a blended print and digital series for the Australian Curriculum: English. Oxford English has a strong emphasis on the language and literacy strands of the Australian Curriculum: English and provides students with a firm grounding in grammar and language use. KEY FEATURES • Integrated coverage of the Australian Curriculum: English for Years 7–10 • 25 focused units per book covering grammar, punctuation, comprehension, reading, writing, spelling and vocabulary • A wealth of engaging literary, non-literary and digital texts used as stimuli • A significant obook assess-only Enriching Literature component with ideas about exploring the cross-curriculum priorities and material on a range of Aboriginal and Torres Strait Islander and Asian texts – as well as those that link to sustainability.

ENGLISH

PAUL GROVER

KNOWLEDGE SKiLLS TExTS GRammaR PuNcTuaTiON cOmPREhENSiON REaDiNG WRiTiNG SPELLiNG VOcabuLaRy

ENGLISH

Knowledge and SKillS

AUSTRALIAN CURRICULUM

OXFORD

ENGLISH

KNowLedge ANd SKILLS

Knowledge and SKillS

aUSTRalian CURRiCUlUM

OXFORD

Knowledge and SKillS

PAUL GROVER

Knowledge and SKillS

OXFORD

OXFORD ENGLISH 4

ENGLISH

aUSTRalian CURRiCUlUM

KNOWLEDGE SKiLLS TExTS GRammaR PuNcTuaTiON cOmPREhENSiON REaDiNG WRiTiNG SPELLiNG VOcabuLaRy

OXFORD ENGLISH 3

OXFORD ENGLISH 1

OXFORD

OXFORD ENGLISH 2

aUSTRalian CURRiCUlUM

KNOWLEDGE SKiLLS TExTS GRammaR PuNcTuaTiON cOmPREhENSiON REaDiNG WRiTiNG SPELLiNG VOcabuLaRy

PAUL GROVER

9780195522471 AUD $30.95

9780195522495 AUD $30.95

9780195522457 AUD $30.95

9780195526912 AUD $30.95

The Enriching Literature text guides, written by Deb McPherson and Jane Sherlock, cover the following texts: YEARS 7/8 • • • • •

M aralinga, the Anangu Story T he Invention of Hugo Cabret I nanimate Alice W all–E T he Binna Binna Man

YEARS 9/10 • • • • •

B lueback T he Dream of the Thylacine S old T he Knife of Never Letting Go ' The Highwayman'

Find out more: oup.com.au/sec-english

• • • • • •

C henxi and the Foreigner A vatar T he Hunger Games B ran Nue Dae L and’s Edge L inda Burney’s ‘2003 Maiden Speech’

• • • • • •

R ainbow’s End M acbeth T he Happiest Refugee O ur Choice A ntipodes: Poetic Responses T he Rabbits

English Skills Builder Years 7–10

Your trusted skills resource, aligned with the Australian Curriculum Designed to complement any English program, this series will teach and reinforce the skills that students need at junior secondary level. Each workbook is divided into 50 units and explores different aspects of language use as well as different text types and genres. KEY FEATURES • Ideal preparation for success in the literacy component of NAPLAN testing • Units that can be worked through sequentially, used in conjunction with other sections or selected individually to support a particular class or student – suitable for homework or classroom use • All answers for exercises provided in a tear-out section at the back of each book or online via obook assess. STUDENT RESOURCES Every English Skills Builder Student obook assess includes Enriching Literature guides focusing on texts relevant to the cross-curriculum priorities, as well as popular classic and contemporary texts. The cross-curriculum priorities are Asia and Australia’s Engagement with Asia, Aboriginal and Torres Strait Islander Histories and Cultures, and Sustainability. MAN_ESB4_B1_28046_CVR

Format: 280x210mm

Spine:9mm

Colours used: CMYK + SPOT

MAN_ESB4_B2_28350_CVR

Format: 280x210mm

Spine:8.7mm

TEACHER RESOURCES

1 2

UVspot

Colours used: CMYK

• NAPLAN–style student literacy tests • Answers to all unit questions.

AUSTRALIAN CURRICULUM EDITION

A U S T R A L I A N C U R R I C U LU M E D I T I O N

ENGLISH SKILLS BUILDER

ISBN 978-0-19-552804-6

9 780195 528046

ISBN 978-0-19-552835-0

9 780195 528350

MANNING // McKENZIE // HORNEvisit us at: oup.com.au or

visit us at: oup.com.au or contact customer service: cs.au@oup.com

AUSTRALIAN CURRICULUM EDITION

ENGLISH SKILLS BUILDER MANNING // McKENZIE // HORNE

contact customer service: cs.au@oup.com

9780195528046 AUD $33.95

MAN_ESB1_4e_28046_CVR_PPS.indd 1

MANNING // McKENZIE // HORNE

A U S T R A L I A N C U R R I C U LU M E D I T I O N

ENGLISH SKILLS BUILDER 2

• Australian Curriculum course planners

MANNING // McKENZIE // HORNE

SKILLS BUILDER 1

ENGLISH SKILLS BUILDER 1

English Skills Builder is supported by a wealth of additional teacher resources via Teacher obook assess. These resources include: ENGLISH

obook

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The Enriching Literature text guides, written by Deb McPherson and Jane Sherlock, cover the following texts: YEARS 7/8 • • • • •

M aralinga, the Anangu Story T he Invention of Hugo Cabret I nanimate Alice W all–E T he Binna Binna Man

YEARS 9/10 • • • • •

B lueback T he Dream of the Thylacine S old T he Knife of Never Letting Go ' The Highwayman'

• • • • • •

C henxi and the Foreigner A vatar T he Hunger Games B ran Nue Dae L and’s Edge L inda Burney’s ‘2003 Maiden Speech’

• • • • • •

R ainbow’s End M acbeth T he Happiest Refugee O ur Choice A ntipodes: Poetic Responses T he Rabbits

Successful Series Skills and conventions

Success in English, grammar, spelling, comprehension and writing The Successful series is designed to provide students with a thorough grounding in the fundamental English skills of grammar, spelling, comprehension and writing. With two approaches to choose from, this write-in workbook series will complement any English program. Successful English 1–3 takes a year-level approach. The three books – one for each of the first three years of secondary school – comprise four sections: spelling, grammar, comprehension and writing. Students get four books in one! Successful Grammar, Successful Spelling, Successful Comprehension and Successful Writing are each dedicated to a specific English skill and can be used throughout the first three years of secondary school. KEY FEATURES • Content to consolidate language and grammar skills in line with the Language strand of the Australian Curriculum: English • Ideal preparation for success in the literacy component of NAPLAN testing • A flexible and focused series suitable for any school and student • Perfect for classroom or homework use • A range of high-interest and fun activities.

9780195568721 AUD $37.95

9780195568738 AUD $37.95

Second Edition

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9780195568769 AUD $31.95

Find out more: oup.com.au/sec-english

Amanda Ford Elizabeth Haywood

Successful Writing Second Edition

Answers and assessment resources are provided free on the Oxford University Press website: oup.com.au

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Classwork Homework Revision

Ford | Haywood

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Second Edition

Successful Comprehension

Second Edition

Answers and assessment resources are provided free on the Oxford University Press website: oup.com.au

Amanda Ford Elizabeth Haywood

Successful Writing

Second Edition

Classwork Homework Revision

Ford | Haywood

Ford | Haywood | Conlan | Henley

McIntosh

Successful Spelling

Second Edition

Classwork Homework Revision

Second Edition

Successful Grammar

Amanda Ford Elizabeth Haywood Judy Conlan Marie Henley

Successful Comprehension

Successful Spelling

Successful Grammar

Heather McIntosh

9780195568745 AUD $37.95

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9780195568776 AUD $31.95

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Skillworks Years 7–10

Complete thematic weekly homework program Skillworks is a complete weekly homework program for students of Australian Curriculum: English. Each week, students complete a thematically based, double-sided worksheet, and build their knowledge and skills in comprehension, grammar, punctuation, spelling and vocabulary. Each worksheet contains a clear explanation of a particular rule, a text extract or a word list supported by engaging and relevant exercises. As a series, Skillworks helps develop the skills tested in the NAPLAN testing program. KEY FEATURES • Content and themes to help students consolidate language and grammar skills in line with the Language strand of the Australian Curriculum • Themed worksheets for students to develop their skills within a meaningful context • Reinforcement of skills across the series • Perforated and hole-punched for easy removal and storage • Simple and efficient marking system • Answers provided in a tear-out section at the back of each book and via obook assess. TEACHER RESOURCES Skillworks is supported by a wealth of additional teacher resources via Teacher obook assess. These resources include: • answers to every question in the Student book • word search activities • class and student record sheets • Skillworks word lists.

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Spine TBC (5.5 MM)

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Highlights of this Australian Curriculum edition include:

•

Updated content and themes related to the Australian Curriculum

•

Updated content and themes related to the Australian Curriculum

•

Updated content and themes related to the Australian Curriculum

•

obook: cloud-based web-book available anywhere, anytime, on any device, which combines a digital version of the text with study tools

•

obook: cloud-based web-book available anywhere, anytime, on any device, which combines a digital version of the text with study tools

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obook: cloud-based web-book available anywhere, anytime, on any device, which combines a digital version of the text with study tools

•

assess: built-in online assessment program available via the obook

•

assess: built-in online assessment program available via the obook

•

assess: built-in online assessment program available via the obook

•

Answers provided in a tear-out section at the back of each book and via the obook

•

Answers provided in a tear-out section at the back of each book and via the obook

•

9780195588842 AUD $25.95

9 780195 588903 visit us at: oup.com.au or contact customer service: cs.au@oup.com

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Skillworks is a four book series for Years 7–10.

ISBN 978-0-19-558902-3

ISBN 978-0-19-558896-5

FORD // HAYWOOD

9780195588903 AUD $25.95

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9 780195 588965 visit us at: oup.com.au or contact customer service: cs.au@oup.com

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FORD // HAYWOOD

Skillworks is a four book series for Years 7–10.

ISBN 978-0-19-558890-3

FORD // HAYWOOD

FORD // ELIZABETH

Skillworks is a four book series for Years 7–10.

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Colours: PMS 178 + BLACK

Highlights of this Australian Curriculum edition include:

FORD // HAYWOOD

780195 588842

Format: 280 H x 210 W MM

SBN 978-0-19-558884-2

t us at: oup.com.au or ervice: cs.au@oup.com

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9780195589023 AUD $25.95

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English for Queensland Senior English

Designed to help students develop the skills and knowledge they need for a successful future This two-volume series provides complete coverage of the Queensland Senior English syllabus which is designed to help students develop the 21st-century skills and knowledge they need for success in their future work and life. The series presents the syllabus in a format that encourages students to succeed and is complemented by comprehensive teacher materials which save you time when lesson planning, and ensure the best learning outcomes for your students.

KEY FEATURES • Comprehensive coverage of the syllabus, building on key knowledge and skills from Junior English • Targeted support and resources for assessment (including exam preparation and practice) • A write-in textbook format presented in a highly engaging, direct and concise style by an expert author team • A range of engaging classic, contemporary and media texts (including digital, multimodal and visual texts) • Appropriately levelled ‘Your turn’ tasks for each section support differentiation • A stand-alone reference section (known as the English toolkit) that includes planning guides, templates, assessment checklists, feedback guides and frameworks for analysing and comparing texts, note taking and inferring guides.

LINDSAY WILLIAMS

9780190313098 AUD $49.95

EnGLiSh

for

Queensland

UNITS 3 & 4 KELLI MCGRAW LINDSAY WILLIAMS

MCGRAW • WILLIAMS • JOHNSON

SOPHIE JOHNSON

Perspectives, text and culture

UNITS 3 & 4

UNITS 1 & 2

KELLI MCGRAW

Queensland

UNITS 1 & 2

for

Queensland

EnGLiSh

for

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SOPHIE JOHNSON

Texts: connections and close study

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Your place in the universe

Source 2 Neil de Grasse Tyson, presenter of Cosmos: A Spacetime Odyssey

English for Queensland provides a clear learning pathway for every student, mapped directly to the syllabus to ensure complete coverage.

If you’ve never seen the Cosmic Calendar infographic before, you could be having a range of emotional responses right now, including: • surprise: perhaps at the idea that ‘a human life only lasts for the blink of an eye on the Cosmic Calendar’

At the beginning of Chapter 3 you explored various perspectives on the origin of humanity – values, attitudes and beliefs were presented from an Australian Indigenous world view a religious world view and an evolutionary world view. As you mature into adulthood, it is important to allow yourself time for deep thinking about your own perspective on the origins and future of humankind, and to be open to hearing and learning from the perspectives of others. Deciding what is right or wrong, good or bad, vital for survival, or just generally important to you won’t be done by the adults around you forever. It’s time to consider your own perspective and prepare to share your beliefs respectfully. Contemporary scientists have worked hard to harness the power of popular media, in particular visual representations including film, to share what they think is relevant knowledge about the history of the universe and the place of humans in that history. Whether you subscribe to their world view or not, it is hard to ignore the growing body of textual work in this field. The 1980 North American television series Cosmos: A Personal Voyage – presented over 13 episodes by Carl Sagan – marked a turning point for the use of documentary to bring scientific knowledge into the lounge rooms of ordinary families. In 2014, Neil de Grasse Tyson presented a follow-up documentary series called Cosmos: A Spacetime Odyssey, which includes updated information as well as revisiting existing explanations using new graphics and animation technologies.

• •

awe: perhaps in response to being exposed to new information about the history of the universe confusion: perhaps in response to not understanding the information in the graphic

•

unease: perhaps in response to feeling quite small, in the time scale presented

•

indignation: perhaps in response to the explanation contradicting your established views of human history

•

boredom: perhaps you don’t fi nd this Cosmic Calendar very ‘mind-blowing’ at all!

4.1b Your turn

Communicating meaning and the Cosmic Calendar infographic 1 Did you already have an established belief about the existence of our universe, or the age of it? If so, what is your view, and where did you learn it from?

Using infographics to communicate meaning One visual representation that is offered for the scale of the history of the universe, in both the original and newer versions of the Cosmos series, is the Cosmic Calendar.

2 The Cosmic Calendar infographic contains three horizontal frames with white frame lines

used to separate information showing time on the scale of months in a year, then days in the final month (December), then seconds in the final minute. Make some notes about the written information that you find most pertinent in each of the frames, and identify a visual element that pushed you to think harder about the information presented.

HORIZONTAL FRAME

SIGNIFICANT WRITTEN INFORMATION

SIGNIFICANT VISUAL ELEMENT

top frame (the cosmic year)

e.g. ‘multicellular life’ used to describe everything that happens in the month of December

e.g. directional arrows contain information about the source of evidence used for calendar sections

infographic a visual representation of information or data, combined with graphic elements; e.g. as a chart or diagram

Years 11–12

Complete syllabus alignment

frames used in multimodal texts for both separating and connecting represented entities. A frame line or empty space can be used to separate or segregate certain textual elements to signify that they are disconnected. Elements that occupy the same space (either inside or outside the frame) may be seen as connected and belonging together

middle frame (the cosmic month)

bottom frame (the cosmic minute)

Reflect and write 3 In your notebook or on a computer, write down your thoughts and reactions to the Cosmic Calendar. Include what it makes you think about, how it makes you feel and whether you value the information presented.

Source 3 The Cosmic Calendar 118 ENGLISH FOR QUEENSLAND UNITS 1 & 2

OXFORD UNIVERSITY PRESS

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Compelling content The comprehensive content is rich in visual material as well as authentic texts and text extracts. Each Student book offers targeted resources and support for assessment.

19/09/2018 11:13 AM

04_MCG_QLD_ENG_1&2SB_13098_TXT_SI.indd 119

Chapter

Close study and critical response In this chapter you will be guided through key elements of a ‘close study’ of a literary text. The purpose of your study is to explore the emotional and critical reactions that are prompted by the language and composition of your text and to formulate your own critical response. You will analyse the mechanics of the language in use and go beyond your initial and invited readings to deeply consider different ways of interpreting the text and investigating how the text reflects and challenges the world view of various audiences. Focus questions: • What are some strategies for reading and interpreting literature? • How can stories be understood by systematically analysing the narration, storyworld, characters and plot? This study will culminate in an analytical response written under exam conditions that will demonstrate your ability to interpret a literary text. See Chapter 13 for further support in preparing to write this response in an examination context.

SYLLABUS ALIGNMENTS This chapter aligns with Unit 4, Topic 2 of the QCAA English General Senior Syllabus, ‘Critical responses to literary texts’.

This chapter features: • preparation and support for close, critical reading of literature • guides for close study of all eight literary texts listed for external assessment in the Prescribed Text List for English and EAL • text options drawn from two syllabus categories: play and prose text (novel).

The chapter studies of all text options for the external assessment: TEXT

AUTHOR

PRESCRIBED?

Burial Rites (2013)

Hannah Kent

Yes – literary Written text (prose text – novel)

Cat’s Eye (1988)

Margaret Atwood

Yes – literary Written text (prose text – novel)

Hamlet (~1603)

William Shakespeare

Yes – literary Written text (play)

Jane Eyre (1847)

Charlotte Brontë

Yes – literary Written text (prose text – novel)

Macbeth (1606)

William Shakespeare

Yes – literary Written text (play)

Nineteen Eighty-Four (1949)

George Orwell

Yes – literary Written text (prose text – novel)

The White Earth (2004)

Andrew McGahan

Yes – literary Written text (prose text – novel)

We Are All Completely Beside Ourselves (2014)

Karen Joy Fowler

Yes – literary Written text (prose text – novel)

246 ENGLISH FOR QUEENSLAND UNITS 3 & 4

STUDENT RESOURCES

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12.1

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ANALYSING LITERATURE This chapter is all about close study and critical analysis of a single literary text. There are six novels and two Shakespearean plays for you (and your teacher) to choose from, and they are all rich with meaning. In this study, you will draw on everything you know about interpreting a text to get to the bottom of a literary work that has been deemed culturally significant enough to warrant close study in Senior English. Unit 4, Topic 2 of the QCAA English General Senior Syllabus is described succinctly: Through a close, critical study of a literary text and various interpretations of it, students strengthen their capacity to develop their own analytical response to it. Students independently develop and compose original, analytical texts. Source: English 2019 v1.5 General Senior Syllabus © Queensland Curriculum & Assessment Authority

By the end of the study you will have examined language choices and stylistic devices, investigated how a text reflects or challenges various cultural contexts, considered your own personal interpretation and discussed the interpretations of others. The focus of this topic is to show that you can conduct a skilled analysis of a literary work. This involves more than just reading a few internet summaries and then playing ‘spot the language device’ or ‘memorise that quote’. Your analysis still needs to culminate in a thoughtful response – one that considers various interpretations of a text and is informed by a critical perspective. Once you have completed your close study, you will be assessed in an external examination, where you will have two hours to write an 800–1000-word analytical essay about your text. The essay questions will be previously unseen. We have provided guidance in Chapter 13 for you to prepare ideas and notes and improve your writing skills as this critical task approaches.

Why spend time ‘closely reading’ literature? When you read literary works – literature – you are reading products of human language use that have been artfully made. The range of literature available to us goes beyond famous texts from our history; it also includes poems, prose and plays we encounter in society today. Some people consider literature to only include culturally significant texts, but a more commonly accepted definition is that literature includes any spoken or written texts that use language in creative and expressive ways. An example of creative language use is figurative language, including metaphor; an example of an expressive purpose for language is the creation of storyworlds and narratives. Literature can be produced and distributed in a range of mediums, including print (e.g. books, chapbooks, magazines, zines); live performance (e.g. theatre, speech, radio); and screen technologies (e.g. film, television broadcast, internet webpages, e-readers). You can revisit Chapter 3 for more support to prepare for close reading of literature. Here, let’s just talk about a few specific reasons to take an interest in critically responding to literature.

Putting plays and novels into historical context Plays and novels have been around for quite a long time in the history of human literature, but plays have the longer history by far. Ancient Greeks were performing theatre in the sixth century BCE in Athens, and Aristotle was writing about dramatic theory, including a tragedy, and using terms like ‘catharsis’ and ‘hamartia’ around 330 BCE. Currently, understandings of literature in mainstream OXFORD UNIVERSITY PRESS

CHAPTER 12 CLOSE STUDY AND CRITICAL RESPONSE 247

TEACHER RESOURCES

Each Student obook assess offers:

In addition to the student resources, teachers receive:

• a complete digital version of the Student book with note-taking and bookmarking functionality

• a detailed course planner

• a free Australian Concise Oxford Dictionary look-up feature • interactive, auto-correcting, multiple-choice assess quizzes

• teacher notes for every chapter of the Student book • answers to all questions and practice assessment tasks in the Student book.

• write-in templates and checklists to aid exam preparation.

Senior English

Analysing and Presenting Argument An engaging pathway to VCE success Analysing and Presenting Argument is the fifth edition of this highly acclaimed text, first published more than 10 years ago. Offering complete coverage of Area of Study 2 of the VCE English Study Design, this write-in textbook/workbook enables students of all abilities to practise constructing persuasive arguments and analysing verbal and non-verbal texts. Analysing and Presenting Argument is laid out in clear topics, each with plenty of engaging tasks allowing students to test comprehension, consolidate learning and practise handwriting – all skills needed to succeed in the external examination. The on-page glossary, tables and diagrams offer structured, clear and accessible explanations of key terms and concepts including metalanguage. KEY FEATURES • Hybrid textbook/workbook with up-to-date and topical media extracts and texts for complete alignment to Area of Study 2 of the VCE English Study Design • An entire chapter dedicated to examination preparation with write-in templates and practice examination tasks • Written by well-known and highly esteemed author Ryan Johnstone, Senior English Teacher and Head of English at Scotch College in Melbourne • Up-to-date, relevant and engaging real-world media texts used throughout the book – and a toolkit to support comprehension Analysing and Presenting Argument is supported by a wealth of resources, including printable support material, via obook assess.

9780190320355 AUD $39.95

Find out more: oup.com.au/apa

4.4

tone of voice the way a text would ‘sound’ if spoken aloud (e.g. outraged, sarcastic)

Watching and listening to a live speech, or a video recording of the speech, is a different experience from reading a transcript of the same speech. The transcript offers no indication of how the speaker stood (posture), what gestures they used, what tone of voice they adopted at various stages in the speech or when and why they chose to pause or add emphasis. It also fails to take into account the context of the speech and the mood or atmosphere in which the speech was delivered. All these aspects can impact greatly on the way the speech is received and how persuasive it is. Of course, you are more likely to be asked to analyse a speech transcript than the speech itself, but it is worth considering the difference between print and non-print forms of texts in terms of which aspects of language can be analysed in each mode. Source 17 Then First Lady Michelle Obama delivers a speech to the Democratic National Nominating Convention in the United States of America in 2016. Talented speakers make use of body language and techniques such as pausing and adjusting volume to keep the audience engaged.

b Devise a list of interview questions and speak to a range of people to gather different views on the issue. Record the interviews for editing. c

sensationalise deliberately use sensational (exciting, attractive) stories or language (e.g. in the media to create interest)

RADIO AND PODCASTS

e Add the soundtrack, and you’re finished! Play your segment to your class.

Whether listened to ‘live’ over the radio or streamed as a podcast, recorded verbal language can be a powerful tool to persuade audiences to form a certain opinion. Unlike live speeches, recorded audio can be edited to include sound effects and music to help build a particular mood. Pre-recorded programs such as Triple J’s current affairs show Hack will edit interviews before they are broadcasted. While the editing is mainly done to cut out pauses and irrelevant parts of the conversation, it can also work to skew the interviewee’s responses in a way that partly or totally distorts their intended message. Radio stations such as the ABC, of which Triple J is a part, are bound by the same journalistic standards as print newspapers; however, independent podcasts are not. As a consumer of audial media, whether FM-radio, digital streaming or podcasts, you need to be aware of this and always consider whether the producers of the show have an agenda that they are trying to push.

OXFORD UNIVERSITY PRESS

EXAGGERATION AND HYPERBOLE Exaggeration is overstatement – language designed to make something appear bigger or smaller, better or worse than it is. For example, if an author argues that ‘thousands’ of residents are up in arms about a new development project when the real number is in the hundreds, the author is exaggerating, or overstating, the issue. Hyperbole (from the Greek word for ‘excess’) is exaggeration taken to the extreme for dramatic effect; it is not meant to be taken literally. The statement ‘millions of teenagers are brainwashed by the idiot box every day’ is one example. Hyperbole can sensationalise an issue. It adds drama or excitement, or a shocking or overhyped detail that stirs enthusiasm but can also misrepresent the facts. Sometimes exaggeration is employed in a light-hearted manner; at other times it is used cynically or seriously with the aim of stirring concern or outrage. SOURCE 10

Donald Trump’s fear-mongering, crusade-laden, sensationalist, and hyperbolic rhetoric was on full display in his first debate yesterday (Sept. 26). Here are the words he relied on to make the case against Hillary Clinton, his Democratic rival for US president.

questioning Barack Obama’s place of birth (which he has now backtracked on), Trump said: ‘I think I did a great job and a great service, not only for the country but even for the president in getting him to produce his birth certificate.’

Tremendous

Disaster

Trump used this word 13 times throughout the debate; Clinton never uttered it. He used to it to point at his rival’s health: ‘To be president of this country you need tremendous stamina,’ Trump said. He also referred to his own ‘tremendous income’ and the ‘tremendous problems’ America faces. He promised he would ‘be reducing taxes tremendously’ and that his income tax cut would ‘create tremendous numbers of new jobs.’

Trump pointed to several of these:

‘So bad,’ Trump said of the red tape and bureaucracy that he claimed are forcing companies to leave the United States. ‘Our country is suffering because people like Secretary Clinton have made such bad decisions in terms of our jobs and in terms of what is going on,’ he added. When discussing gun crime and law and order, he said: ‘So there’s some bad things going on, some really bad things.’

Trump’s go-to superlative. ‘I will tell you I’ve been all over, and I’ve met some of the greatest people I’ll ever meet within these communities,’ he said in reference to inner city communities that, he said, are disenfranchised with their politicians. He referred to America’s relations with its allies in the Middle East as ‘the greatest mess anyone has ever seen.’ After years of publicly

Mess ‘We owe twenty trillion dollars [in debt], and we are a mess,’ Trump said of America’s debt. ‘We haven’t even started.’ On cybersecurity: ‘Look at the mess that we’re in. Look at the mess that we’re in.’

‘ Th at makes me smart.’ ANALYSING AND PRESENTING ARGUMENT

When Trump wants to emphasize the scale of an issue, without getting into the specifics, he talks in terms of thousands. ‘The companies are leaving,’ he said. ‘I could name, I mean there are thousands of them, they’re leaving and they’re leaving in bigger numbers than ever.’ And of violent crime in Chicago, he said: ‘In Chicago, they’ve had thousands of shootings, thousands, since January first. Thousands of shootings.’

Bad

Great/greatest

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CHAPTER 4: ANAlYSINg TExTS

OxFORD UNIVERSITY PRESS

> ‘Our energy policies are disaster.’ > ‘Your regulations are disaster, and you’re going to increase regulations all over the place.’ > ‘[Libya] was another one of [Clinton’s] disasters.’ > ‘We invested in a solar company, our country. That was a disaster.’

Terrible A variant of ‘really bad things’: ‘It’s terrible. I have property there [in Chicago]. It’s terrible what’s going on in Chicago.’ Trump also accused his opponent of treating outgoing president Barack Obama with ‘terrible disrespect’ in earlier debates.

Unbelievable Another adjective Trump wheeled out more than once. He spoke of his ‘unbelievable company’ (twice) and the ‘tens of thousands of people that are unbelievably happy and that love me.’ When discussing how to strengthen cybersecurity (or, ‘the cyber’), he marveled at how ‘unbelievable’ his 10-year-old son was with computers.

Winning Trump referred to winning three times during the session; Clinton never mentioned it. He praised his own ‘winning fight’ and ‘winning temperament.’ Implying that the presidency was a zero-sum game of success or loss, he said of his opponent: ‘I know how to win. She does not know how to win.’ Quartz website, 27 September 2016

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CHAPTER 3: ANALYSING LANGUAGE

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STUDENT RESOURCES

127

Chapter 3

Discuss, as a class, what this exercise taught you about presenting facts and information through audio. Did you have to edit information out? Could you have interviewed different people to get another side of the story? What impact did music and sound effects have on the finished version?

Thousands of

‘REALLY BAD THINGS’: Donald Trump’s great, tremendous, unbelievable penchant for hyperbole at the first presidential debate By Marta Cooper

Edit the interview responses into a coherent order. Choose music or sound effects to include at key moments to help communicate the views expressed. Think about any editorial overdubs you will need to record so that the final product makes sense.

d Write an editorial introduction and record it, along with the overdubs identified in the previous step.

ANALYSING AND PRESENTING ARGUMENT

hyperbole deliberate exaggeration employed for effect and not meant to be taken literally

3 listen to Triple J’s Hack over a number of days and take notes on the types of issues covered and the manner in which the stories are presented. Choose one story and present a talk to the class that identifies the ways in which the journalist made language choices to appeal to the show’s target demographic.

a Research the issue carefully and work out exactly what you want to cover.

sound effect artificial sound other than speech or music

3.9

2 Using YouTube or another media player, find and listen to Martin luther King Jr’s famous ‘I have a dream’ speech (or choose another speech). Before you listen to it, obtain a transcript of the speech. As you listen, annotate the speech transcript to identify aspects or features of the spoken language that were outlined in the activity above. Then, share your notes with a partner and explain to them your opinion of the three most persuasive moments from the speech.

4 In a small group, plan and produce a Hack-style segment on a local issue of interest to you all. In this piece of journalism strive for objectivity, or balanced reporting, rather than overt bias or persuasion. Follow the steps outlined below.

emphasis special importance given to an idea, or stress laid on a word or words in speech atmosphere pervading tone or mood

Progression for senior students of all abilities

1 Consider the following aspects of spoken language. Define each term to a partner and explain how each aspect works to engage the audience: • pausing • pace and timing • pitch (‘highness’ or ‘lowness’ of tone) and intonation (rise and fall of the voice) • volume • tone • sentence fillers such as ah and um • articulation and diction • stress (emphasis) • rhythm.

Chapter 4

gesture movement of part of the body to express an idea

126

Examples and tasks of increasing complexity throughout the text help students of all abilities progress in their learning.

4.4 Your turn

SPEECHES posture way in which a person holds their body

Up-to-date, relevant and engaging real-world media texts are used throughout the book. The toolkit consolidates learning and provides comprehension practice.

NON-PRINT TExTS Non-print texts contain no printed words or visual images of any kind. Common examples include recorded audio, such as podcasts, and live speeches and radio. Analysing non-print texts involves considering the ways in which spoken language differs from other forms of language, and of how these differences can affect audiences.

23-Apr-19 10:42:29 AM

TEACHER RESOURCES

Students receive:

In addition to the student resources, teachers receive:

• practice exams

• Teacher notes

• flashcard glossaries

• the ability to assign work to students and track student progress

• a free Australian Concise Oxford Dictionary look-up feature • multiple-choice assess quizzes • links to useful web resources.

Years 10–12

Clear and engaging content

• answers to every question in the Student book • printable and editable resources to use in the classroom.

Senior English

Reading and Creating / Reading and Comparing Prepare students for VCE success Written specifically for the VCE English Study Design, Reading and Creating / Reading and Comparing comprehensively covers Area of Study 1 of the course in a hybrid write-in workbook/textbook format, using student-friendly language. Ideally used from Year 10 and carried into Years 11 and 12, Reading and Creating / Reading and Comparing will prepare students for VCE English success. Using a broad selection of text extracts (including text pairings in the ‘Comparing’ section), the book covers textual features, understanding texts, analytical writing, creative writing, reading for comparison, making connections and contrasts, and comparative writing. Additionally, a helpful toolkit provides templates, annotated sample responses, a glossary and practice SAC and examination tasks. The text is supplemented digitally with obook assess, including further support for EAL students. KEY FEATURES • Hybrid write-in textbook/workbook develops students' skills in responding to a variety of texts • Focuses on skill development in decoding and comprehending multimodal texts • Includes a glossary of terms for quick reference. STUDENT RESOURCES Reading and Creating / Reading and Comparing is supported by a wealth of resources via obook assess. Students receive: • analytical, creative, and comparative writing templates • weblinks to relevant online texts • multiple-choice assess quizzes. TEACHER RESOURCES In addition to the student resources, teachers receive: • answers to every task in the Student book • assessment criteria sheets • comparative analysis worksheets and templates for Units 1–4 • an EAL toolkit.

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Senior English Skills Builder Years 10 – 12

Prepare for Senior English, before Senior English Senior English Skills Builder is a comprehensive introduction to the final two years of secondary English. It is designed to complement any Senior English program by teaching, reinforcing and extending the skills that students need to succeed in their Senior studies. The book has been designed for flexibility and ease of use. Senior English Skills Builder can be used as a standalone text, to supplement activities, or as a homework book in Years 9, 10, 11 or 12. Teachers can select units according to the individual needs of their students or work through the book unit by unit. KEY FEATURES • Write-in skills workbook • Ideally used from Years 9/10 as VCE preparation • Can be used as support right though to Year 12 for EAL/low-literacy students • Exceptional digital support including answers to all text questions, a test bank and a course plan for teachers and multiple choice assess quizzes for students. STUDENT RESOURCES Senior English Skills Builder is supported by a wealth of resources via obook assess. Students receive: • writing templates • self-assessment templates • weblinks to engaging online content, including topical websites and videos. TEACHER RESOURCES In addition to the student resources, teachers receive: NEON / FLURO

• answers to every question in the Student book • unit plans to support teaching

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Top 10 Oxford World’s Classics for Secondary Schools Bring ancient civilisations to life with our comprehensive and engaging resources For over 100 years Oxford World’s Classics has made available the widest range of literature from around the globe. Oxford World’s Classics is a continuous program of new titles and revised editions that ensures the series retains its breadth and reflects the latest critical ideas. Comprehensive introductions, clear explanatory notes, chronologies and bibliographies support each classic text and many titles also include fascinating and useful related material such as maps, glossaries, indexes, illustrations and appendices. KEY FEATURES • Titles reading across time and space, from the Pre-Socratic philosophers to Jane Austen • Valuable critical introductions written by leading scholars introduce the texts • Additional explanatory notes, chronologies, and bibliographies breathe new life into some of history’s greatest texts.

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Secondary Dictionaries

Secondary Dictionaries Develop your students’ vocabulary and reference skills with Australia’s bestselling dictionaries Oxford's Secondary dictionaries and thesauruses are designed to guide students right through secondary school with learning features designed to build vocabularies, perfect pronunciation and give guidance on grammar and syntax. Purposely designed for Australian students by the leading authority on Australian English, these new editions are up to date and based on the latest research by the Australian National Dictionary Centre.

KEY FEATURES • Easily find an age-appropriate resource for your class • Completely revised and updated to suit contemporary students, with over 20,000 dictionary headwords and 10,000 thesaurus headwords • Informed by the lexicographical expertise of the Australian National Dictionary Centre • Now in a vibrant and appealing new look

The Australian National Dictionary Centre Oxford Secondary dictionaries and thesauruses are developed in collaboration with The Australian National Dictionary Centre (ANDC), a joint Australian National University and Oxford University Press ANZ project. Established in 1988, the ANDC is a centre of excellence and expertise for the study of Australian English. Oxford Australian dictionaries are continually revised and updated at the ANDC, based on the most authoritative research into international and Australian English.

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Australian School

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Oxford Dictionary & Thesaurus

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NEW EDITION

Age 10–16

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Australian School Oxford Dictionary & Thesaurus 5e

FIFTH EDITION

This is a combined dictionary and thesaurus for secondary students (ages 10 to 16) who prefer a separate section for the dictionary, followed by a separate section for the thesaurus.

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Australian Schoolmate Oxford Dictionary & Thesaurus 7e

SEVENTH EDITION

Australian Schoolmate

Oxford Dictionary & Thesaurus

9780190334048 | $33.95 This is the Australian School Oxford Dictionary & Thesaurus in a handy ring-binder format (for secondary students aged 10 to 16).

Australia’s bestselling dictionaries

Ages 10–16

hical expertise of the Australian National

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The Australian National Dictionary Centre was established in 1988. It conducts research into Australian English and provides lexicographical expertise to Oxford University Press Australia.

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Dictionary entries give

DICTIONARY

giggle 1 verb (giggled, giggling) laugh in a silly way. giggle 2 noun 1 a silly laugh. 2 (informal) something amusing; a joke. gild verb cover with a thin layer of gold or gold paint. gilgai (say gil-guy) noun (Australian) land with hollows and mounds; one of the hollows. [from Wiradhuri and Kamilaroi gilgaay] gilgie (say jil-gee) noun (Australian) a small freshwater crayfish. [from Nyungar jilgi] gills plural noun 1 the part of the body through which fishes and certain other water animals breathe while in water. 2 the thin upright parts under the cap of a mushroom. gilt 1 noun a thin gold covering. gilt 2 adjective gilded; gold-coloured. gimlet noun a small tool with a screw-like tip for boring holes. gimmick noun something unusual done or used to attract people’s attention. gimmicky adjective, gimmickry noun gin 1 noun a colourless alcoholic spirit flavoured with juniper berries. [from the name of Geneva, a city in Switzerland] gin 2 noun 1 a kind of trap for catching animals. 2 a machine for separating the fibres of the cotton plant from its seeds. gin 3 verb (ginned, ginning) treat cotton in a gin. [from Old French engin = engine] ginger 1 noun 1 a flavouring made from the hot-tasting root of a tropical plant. 2 this root. 3 liveliness; energy. 4 reddish-yellow. ginger adjective ginger 2 verb make more lively, This will ginger things up!

gingerbread noun a ginger-flavoured cake or biscuit. gingerly adverb cautiously. gingham (say ging-uhm) noun a cotton fabric usually with a checked pattern. gipsy alternative spelling of gypsy. giraffe noun an African animal with four legs and a very long neck. gird verb 1 fasten with a belt or band, He girded on his sword. 2 prepare for an effort, gird yourself for action. 3 encircle. girder noun a metal beam supporting part of a building or a bridge. girdle noun a belt or cord worn round the waist. girl noun 1 a female child. 2 a young woman. girlhood noun, girlish adjective girlfriend noun a regular female companion or lover. girt adjective girded. girth noun 1 the distance round a thing. 2 a band passing under a horse’s body to hold the saddle in place. gist (say jist) noun the essential points or general sense of a speech or text. give verb (gave, given, giving) 1 cause another person to receive something that you have or can provide. 2 make or perform an action or effort, He gave a laugh. 3 be flexible or springy; bend or collapse when pressed. giver noun give away 1 give as a present. 2 (Australian) give up, abandon. 3 reveal a secret. give in acknowledge that you are defeated; yield. give off send out something. give up 1 stop doing something. 2 part with; surrender. 3 abandon hope.

b c d e f g h i j k l m n o p q

THESAURUS

giggle 1 verb chuckle, laugh, snicker, snigger, titter. giggle 2 noun 1 chuckle, laugh, snicker, snigger, titter. gimmick noun device, ploy, stratagem, trick. gingerly adverb carefully, cautiously, charily, timidly, warily. gird verb 2 brace, prepare, ready, steel. 3 encircle, enclose, encompass, ring, surround. girl noun babe (informal), bird (informal), chick (informal), damsel (old use), female, gal (informal), lass, lassie (informal), maid (old use), maiden (old use), miss, schoolgirl, sheila (Australian informal); see also child, woman. girlfriend noun date (informal), female friend, fiancée, steady, sweetheart. girth noun 1 circumference, perimeter. gist noun content, core, drift, essence, meaning, pith, point, substance.

give verb 1 allot, allow, award, bestow, confer, contribute, deal out, dish out (informal), distribute, dole out, donate, endow with, entrust with, equip with, furnish with, grant, hand out, hand over, offer, pay, present, proffer, provide with, ration out, supply with. 2 communicate, convey, deliver, impart, pass on, report, tell, transmit. 3 break, buckle, collapse, crack, fold up, give way, yield. give away 3 betray, blab, divulge, leak, let out, make known, reveal. give in capitulate, cave in, concede, give up, submit, succumb, surrender, yield. give off discharge, emit, exude, give out, release. give up 1 abandon, cease, chuck in (informal), discontinue, give away (Australian), leave, quit, resign, retire, stop. 2 cede, forfeit, forgo, part with, relinquish, renounce, sacrifice, waive. 3 capitulate, concede, give in, surrender, throw in the towel, throw up the sponge, yield.

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Australian School Oxford Integrated Dictionary & Thesaurus 4e

FOURTH EDITION

Australian School

Oxford Integrated Dictionary & Thesaurus

9780190334055 | $33.95 This is an integrated dictionary and thesaurus for secondary students (ages 10 to 16) who prefer to see both dictionary and thesaurus entries for each word on the same page.

Australia’s bestselling dictionaries

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ISBN 978-0-19-033405-5

9 780190 334055

Recommended for ages 10–16

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37.2 mm

TURN OFF HOLEPUNCH LAYERS BEFORE PACKAGING FILE

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Dictionary entries baulk

beautify

DICTIONARY

baulk verb 1 shirk or jib at something; stop and refuse to go on, The horse baulked at the fence. 2 frustrate; prevent from doing or getting something. bauxite (say bawk-suyt) noun the clay-like substance from which aluminium is obtained. bawdy adjective (bawdier, bawdiest) funny but vulgar. bawdiness noun bawl verb 1 shout. 2 cry noisily. bay 1 noun 1 a place where the shore curves inwards. 2 an alcove. bay 2 noun a kind of laurel with dark green leaves used for flavouring food. bay 3 noun the long deep cry of a hunting hound or other large dog. at bay 1 cornered but defiantly facing attackers, a stag at bay. 2 prevented from coming near or causing harm, We need laws to keep poverty at bay. bay 4 adjective reddish-brown. bayonet noun a stabbing blade attached to a rifle. [named after Bayonne in France, where it was first made] bay window noun a window projecting from the main wall of a house. bazaar noun 1 a set of shops or stalls in a Middle Eastern country. 2 a sale of goods to raise funds. [from Persian bazar] bazooka noun a portable weapon for firing anti-tank rockets. [the word originally meant a musical instrument rather like a trombone] BBS abbreviation bulletin board system. BC abbreviation before Christ (used of dates reckoned back from the birth of Jesus Christ).

be verb (am, are, is; was, were; been, being) 1 exist. 2 occupy a position, The shop is on the corner. 3 happen; take place, The wedding is tomorrow. This verb is also used 1 to join subject and predicate (He is my teacher), 2 to form parts of other verbs (It is raining. He was killed). have been have gone or come as a visitor, We have been to Fiji. be- prefix used to form verbs (as in befriend, belittle) or strengthen their meaning (as in begrudge.) beach noun ( plural beaches) the part of the seashore nearest to the water. beachcomber noun a person who searches beaches for useful or valuable things washed up by the sea. beacon noun a light or fire used as a signal. bead noun 1 a small piece of a hard substance with a hole in it for threading with others on a string or wire, e.g. to make a necklace. 2 a drop of liquid. beady adjective like beads; small and bright, beady eyes. beagle noun a small hound used for hunting. beak noun the hard horny part of a bird’s mouth. beaker noun 1 a tall drinking cup, often without a handle. 2 a glass container used for pouring liquids in a laboratory.

BCE abbreviation before the Common Era.

baulk verb 1 hesitate, jib, prop, pull up, shy, stop. bawl verb 1 bellow, cry out, roar, shout, yell. 2 cry, howl, sob, wail, weep. bay 1 noun 1 bight, cove, estuary, gulf, inlet. 2 alcove, compartment, niche, nook, recess. bay 3 noun bark, cry, howl, yelp. keep at bay see ward off (at ward2). bazaar noun 2 charity sale, fair, fete, flea market (informal), garage sale, jumble sale, trash and treasure market. be verb 1 be alive, dwell, exist, live, remain, reside. 2 be found, be located, be situated, sit. 3 fall, happen, occur, take place. beach noun coast, sands, seashore, seaside, shore, strand. beacon noun flare, lighthouse, signal fire, signal light, signal station.

bead noun 1 (beads) necklace, necklet, rosary. 2 bubble, drop, droplet. beaker noun 1 cup, glass, tumbler. beam 1 noun 1 board, girder, joist, plank, rafter, support, timber. 2 gleam, ray, shaft, streak, stream. beam 2 verb 1 grin, smile. 2 broadcast, emit, radiate, send out, transmit. bear 2 verb 1 bring, carry, convey, deliver, take, transport. 2 carry, hold up, support, sustain, take. 3 have, possess, show, wear. 4 abide, cope with, endure, put up with, stand, stomach, suffer, take, tolerate. 5 bring forth, give birth to, have, produce. bearable adjective acceptable, endurable, sustainable, tolerable. beard 1 noun facial hair, goatee, whiskers, ziff (Australian informal). bearing noun 1 air, behaviour, carriage, demeanour,

Usage Used to indicate the dates traditionally designated by BC.

beam 1 noun 1 a long thick bar of wood or metal. 2 a ray or stream of light or other radiation. 3 a bright look on someone’s face; a happy smile. beam 2 verb 1 smile happily. 2 send out a beam of light or other radiation. bean noun 1 a kind of plant with seeds growing in pods. 2 its seed or pod eaten as food. 3 the seed of coffee and some other plants. beanie noun a close-fitting knitted cap. bear 1 noun a large heavy animal with thick fur. bear 2 verb (bore, borne, bearing) 1 carry; bring or take. 2 support. 3 have a mark etc., She still bears the scar. 4 endure; tolerate, I can’t bear this pain. 5 produce; give birth to, She bore him two sons. bearer noun bear out show that something is true. bearable adjective able to be borne; tolerable. beard 1 noun hair on and around a man’s chin. bearded adjective beard 2 verb come face to face with a person and challenge him or her boldly. bearing noun 1 the way a person stands, walks, or behaves. 2 relevance, It has no bearing on this problem. 3 the direction or position of one thing in relation to another. 4 a device for preventing friction in a machine, ball bearings. get your bearings work out where you are in relation to things. beast noun 1 any large fourfooted animal. 2 (informal) a cruel person. beastly adjective

beat 1 verb (beat, beaten, beating) 1 hit often, especially with a stick. 2 shape or flatten something by hitting it. 3 stir vigorously. 4 make repeated movements, The heart beats. 5 do better than somebody; overcome. beater noun beat up give a beating to, especially with punches and kicks. beat 2 noun 1 a regular rhythm or stroke, the beat of your heart; a sound of this. 2 recurring emphasis marking rhythm in music or poetry. 3 a police officer’s regular route. beatbox 1 noun 1 a drum machine. 2 a radio or portable stereo used to play loud music. beatbox 2 verb mimic an instrument, especially a percussion instrument, using one’s voice. beatific (say bee-uh-tif-ik) adjective showing great happiness, a beatific smile. beatify (say bee-at-uh-fuy) verb (beatified, beatifying) (in the Roman Catholic Church) honour a person who has died by declaring that he or she is among the Blessed, as a step towards declaring that person a saint. beatification noun [from Latin beatus = blessed] beaut 1 adjective (Australian informal) excellent. beaut 2 noun (Australian informal) an excellent person or thing. beautiful adjective having beauty. beautifully adverb beautify verb (beautified, beautifying) make beautiful. beautification noun

b c d e f g h i j k l m n o p q

THESAURUS deportment, manner, mien, posture, stance. 2 connection, relation, relationship, relevance. 3 (bearings) location, orientation, position, whereabouts. beast noun 1 animal, brute, creature, quadruped. 2 brute, fiend, monster, savage. beastly adjective 1 animal, bestial. 2 (informal) abominable, awful, disgusting, hateful, horrible, mean, nasty, rotten, unpleasant. beat 1 verb 1 bash, baste, batter, belt (informal), cane, clobber (informal), clout (informal), club, cudgel, drub, flog, hit, knock, lash, lay into (informal), pound, quilt (Australian informal), slap, smack, smite, spank, stoush (Australian informal), strike, thrash, thump, thwack, trounce, wallop (informal), whack, whip. 3 agitate, mix, stir, whip, whisk. 4 flutter, palpitate, pound, pulsate, throb, thump. 5 clobber (informal), conquer, crush, defeat, euchre,

get the better of, lick (informal), outdo, outstrip, outwit, overcome, overwhelm, prevail over, pulverise, rout, slaughter, stonker (Australian informal), surpass, thrash, triumph over, trounce, vanquish, win against. beat up assault, attack, bash up, batter, mug, thrash. beat 2 noun 1 accent, pulse, rhythm, stress. 3 circuit, course, path, round, route. beautiful adjective appealing, attractive, bonny (Scottish), captivating, charming, comely, delightful, exquisite, fair (old use), fetching, fine, glorious, goodlooking, gorgeous, handsome, irresistible, lovely, pleasing, pretty, radiant, stunning. beautify verb adorn, decorate, embellish, enhance, improve, prettify, smarten up, titivate (informal), tizzy up (Australian).

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Corresponding thesaurus entries

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Oxford Integrated Dictionary & Thesaurus

16), ely

Australian File

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NEW EDITION

Ages 10–16

Australian File Oxford Integrated Dictionary & Thesaurus 4e

FOURTH EDITION

Australian File

NEW EDITION

9780190334062 | $33.95

Oxford Integrated Dictionary & Thesaurus

This is the Australian Integrated School Oxford Dictionary & Thesaurus in a handy ring-binder format (for secondary students aged 10 to 16).

Australia’s bestselling dictionaries

se of the Australian National Dictionary Centre

National Dictionary Centre was established in ts research into Australian English and provides expertise to Oxford University Press Australia.

ISBN 978-0-19-033406-2

9 780190 334062

Recommended for ages 10–16

21.8mm

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