Basic Language Skills: Book 3 - Ages 11-12 by Teacher Superstore

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o c . che e r o t r s super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.com.au info@readyed.com.au

ISBN: 978 1 86397 819 4 2

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Reproduction and Communication by others

Contents Teachers’ Notes National Curriculum Links

r o e t s Bo r e p ok u S 6-7 8 9 10 11 12 13 14 15 16 17 18 19 20

Getting A Balanced View 5 Getting A Balanced View 6 Finding Key Words Paragraphing Research A Protest Email Simple And Compound Words Tense Of Verbs

32 33 34 35 36 37 38 39

Section 3 Thief Reading Ladder Of Events A Story Summary Character Profiles Weighing Up The Evidence Re-telling The Story Making A Story Map 1 Making A Story Map 2 Using Your Crystal Ball A Report For 'Hollywood Stars' Hollywood Stars An Agony Column Punctuation Adjectives Add Interest Comparison Of Adjectives

40-41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56

Answers

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Section 1 The Last Two Wishes A Storyboard The Right Order A Story Summary Character Descriptions The Correct Story Word Study Completing The Story 1 Completing The Story 2 A Report For The School Paper Cinquain Poems Nouns 1 Nouns 2 Pronouns

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Section 2 Endangered Species Matching Headings With Information Organizing Information Substantiating Information Fact Or Opinion? Using Vocabulary Getting A Balanced View 1 Getting A Balanced View 2 Getting A Balanced View 3 Getting A Balanced View 4

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21-22 23 24 25 26 27 28 29 30 31

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Teachers’ Notes A story is a narrative which creates or recreates experiences. One of its main purposes is to entertain its readers. Other narrative forms include informative texts which serve to inform the reader.

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Focus areas Formal Language Skills: • Developing conventions of language. • Identifying the need for punctuation. • Using apostrophes for possession/contractions. • Using quotation marks. • Punctuating sentences.

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There are three narratives included in this book. Two are fiction and one is non-fiction. These texts are used as tools to help children with the focus areas prescribed below.

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Reading Skills • Developing proof reading skills. • Identifying main ideas of story. • Using planning strategies. • Transferring information from reading to writing.

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Writing Skills • Developing editing skills. • Consolidation of language conventions in writing. • Retelling events. • Writing from another point of view. • Report writing. • Exploring narrative text forms.

o c . che e r o t r s sup r eBasic Basic Language Book 3 is the final book in The Language Series. All three

books provide activities to help develop children's reading and writing skills. All of the books are linked to the National Curriculum and target specific age groups.

National Curriculum Links Year 6

Year 7 Language 5. Vocabulary expansion (E7LNG5) 9. Text stages (E7LNG9) 10. Features of texts (E7LNG10) 13. Punctuation (E7LNG13)

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Literature 3. Engaging with texts (E6LTR3) 4. Creating (E6LTR4) Literacy 2. Discussing and responding (E6LCY2) 4. Features of texts (E6LCY4) 16. Handwriting/word processing (E6LCY16) 17. Vocabulary (E6LCY17)

Literature 4. Features of texts (E7LTR4) 6. Creating (E7LTR6)

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Language 3. Persuasive language (E6LNG3) 5. Vocabulary expansion (E6LNG5) 6. Complex sentences (E6LNG6) 7. Grammatical patterns (E6LNG7) 8. Direct/indirect speech (E6LNG8) 15. Punctuation (E6LNG15)

Literacy 3. Comprehension strategies (E7LCY3) 4. Reflecting on texts (E7LCY4) 6. Comprehension strategies (E7LCY6) 15. Handwriting (E7LCY15)

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The Last Two Wishes “I’m the biggest …. I’m the toughest . . . . I’m the best!” came the loud voice of Bobby Bragg from the back of the line. “Now get out of my way. I want my ice cream,” the voice continued as the line dissolved before him. Bobby Bragg was a great mop-headed lout who was always surrounded by a group of smirking attendants.

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Tim found himself stumbling sideways as he was shoved from the canteen line by Bobby the bully. His money spilled from his clenched fist and disappeared under the surface of the puddles of rain water by the school canteen window.

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But there at the counter stood the unblown up Bobby, and there behind him were several smaller kids like Tim, tears sprinkling their cheeks as they scrambled to recover their money or goods knocked from their hands by the surge forward of the bully boys.

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“I can’t stand him,” muttered Tim to himself as he plunged his hand into the icy puddle in the fruitless search for his money. “Why, I just wish he’d eat so many ice creams that he’d blow up!”

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It seemed to be a very regular occurrence now, Bobby the heavyweight thrusting his way forward through the school canteen line. It only matched up with the jumbo squashing that took place on the footy field, and the massive muscling out from the bus line.

o c . chBragg e When the big lump, Bobby arrived at Vulcan St Primary, all the other r e o no-hopers in the school had seen theu new monster ast a sort of focal gathering r s s r e p point and now they all hung round together making everybody else’s lives a misery.

Now Tim’s searching fingers found the final coin that made up the 60 cents he had to spend. Just as he picked it up though, a big foot came down on his hand and squashed it back into the muddy puddle. “Oh, so sorry,” sneered a not-at-all sorry Sam Wilson as Tim writhed in pain, his bruised fingers hardly able to keep hold of the coin. 6

“I wish you’d blow up too,” Tim shouted in a rage at Sam. And as he said this all of the buttons on Sam’s shirt popped off, the cotton thread in his trousers started to unravel and the stitching of his joggers sprung apart! In an instant the bully stood surrounded by his shredded clothes, feverishly trying to cover his exposed body and his embarrassment.

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There was a great roar of laughter from the kids standing around as they gazed in wonderment at the rapidly disappearing, half-clothed figure of Sam fleeing to the boy’s toilet.

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Tim felt his ear pinched between two pudgy fingers. “How did you do that?” demanded the hoarse voice of bewildered Bobby.

“I didn’t do anything,” protested Tim as the bully hurried away after his friend without waiting for an answer.

“Who’s that?” was all a stunned Tim could mumble.

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“But….but how will you do that?” stammered a disbelieving Tim.

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the gaze of a beady-eyed platypus on the 20 cent coin that he was holding. “You got it, kid,” the platypus went on. “I’m a platypus in shining armour here to save you and all your wimpish mates from the bullies.”

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“Well for starters,” replied the platypus, “like all good fantasies you’ve only got three wishes and you’ve just used one on Sam Wilson. Now you better work out how you’re going to use the others to change the ways of that Bobby Bragg.”

There was a long pause and then the platypus spoke again, “So what’ll it be…..?"

The Last Two Wishes

A Storyboard *Read “The Last Two Wishes” on pages 6–7 to help you with these activities.

Create a storyboard to show the main parts of the story in pictures. 33 Draw pictures below to show how "The Last Two Wishes" is structured. The words orientation (introduction), complication (problem) and resolution (ending) are there to help you. You will need to create your own resolution (ending).

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r o e t s Bo r e p ok Orientation u S

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The Right Order *Read “The Last Two Wishes” on pages 6–7 to help you with these activities.

33 Look at the sentences below. They are taken from the story. Rewrite the sentences in the order that they happened.

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• Bobby roared from the back of the line.

• Tim was pushed from the line.

• The platypus on the coin first spoke to Tim.

• The platypus told Tim that he had two wishes left.

• Tim found his coin in the mud.

• Sam’s clothes fell from his body.

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• Everyone laughed at Sam.

The Story in Order

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• Tim shouted angrily at Sam.

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33 Extra: Pick out some sentences from the story and mix them up. Ask a friend to rewrite the sentences in the order that they happened. How did your friend do?

The Last Two Wishes

A Story Summary *Read “The Last Two Wishes” on pages 6–7 to help you with these activities.

33 In your own words write a summary for each part of the story shown in the pictures.

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 1

_____________________________ _____________________________ _____________________________

 2_____________________________ © ReadyEdPubl i cat i ons

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o c . che _____________________________ e r o t r _____________________________ s sup er _____________________________ _____________________________ _____________________________ _____________________________ _____________________________

The Last Two Wishes

Character Descriptions *Read “The Last Two Wishes” on pages 6–7 to help you with these activities.

The words in bold describe characters from the story. Show which character you think is being described by writing his/her name in the Character column. Place a quotation from the story in the Evidence column to support your answer.

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Descriptive Word boastful

Evidence

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sneering

Character

embarrassed mean

helpful upset

© ReadyEdPubl i cat i ons 33 Bobby Bragg really was a pain to Tim and the others. Provide five words that describe •f oand rr evi ew pu r p o se so nl y •might his behaviour, another five antonyms that show how a more pleasant Bobby magical

behave.

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Bobby's Better Behaviour

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Bobby's Behaviour

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33 Draw two pictures. One of Tim and one of the platypus. Around them write words that can be used to describe them. Rule lines from each picture to the words. 33 Pretend that you are one of the characters in the story. Write a diary entry from your character's point of view about the events that happened at school. Remember that you must write in the first person point of view. 11

The Last Two Wishes

The Correct Story *Read “The Last Two Wishes” on pages 6–7 to help you with these activities.

33 The sentences below are incorrect. Re-write the sentences so that they accurately retell the events that happened in "The Last Two Wishes".

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1. Bobby Bragg waited patiently at the back of the canteen line.

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2. Tim found his $5 note in the grass.

3. Sam Wilson helped Tim look for his money.

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____________________________________________________________________________

____________________________________________________________________________ 4. Sam ran for the protection of the classroom.

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© ReadyEdPubl i cat i ons ____________________________________________________________________________ •f orr evi ew pur posesonl y• 6. A loud voice came from the book Tim was holding. 5. Billy grabbed Tim by the arm.

7. Tim had already used up his wishes.

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8. Bobby Bragg wanted to buy a pie and sauce.

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The Last Two Wishes

Word Study *Read “The Last Two Wishes” on pages 6–7 to help you with these activities.

33 Select the word or words from the story which best fit each description below.

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Description

Word/s from the story

disappeared

held very tightly

falling all over the place

stitching comes undone remarked in a derisive way sore and battered shop service area

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pushed

move forward in a rush

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stuttered

33 Use eight of the words above in sentences to show their meaning.

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5. ____________________________________________________________ 6. ____________________________________________________________ 7. ____________________________________________________________ 8. ____________________________________________________________ 13

The Last Two Wishes

Completing The Story 1 *Read “The Last Two Wishes” on pages 6–7 to help you with these activities.

The story "The Last Two Wishes" is incomplete. The writer has organized the story in the following way… Orientation Complication

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The setting and the main characters have been introduced. A problem has been outlined and a number of incidents have been described. More information has been given about the characters.

Teac he r Ideas

Jot down your ideas and some useful words.

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33 Further development of the plot is needed. Continue the story below. Explain what two wishes Tim will select in order to put Bobby Bragg in his place.

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______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

The Last Two Wishes

Completing The Story 2 *Read “The Last Two Wishes” on pages 6–7 to help you with these activities.

To conclude your story you need a … Resolution

r o e t s Bo r e p ok u S Jot down your ideas and some useful words.

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Ideas

Plan how you think the story will end. How do the wishes work? What happens to Bobby and the rest of the characters? Try to link the ending to some of the ideas presented in the first part of the story.

______________________________________________________________ ______________________________________________________________ Write the end of the story.

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The Last Two Wishes

A Report For The School Paper *Read “The Last Two Wishes” on pages 6–7 to help you with these activities.

As part of your plan for stopping Bobby Bragg from his bullying ways you decide to write an article for the school newspaper.

r o e t s Bo r e p ok Headline:_ ________________________________ u S ________________________________________ 33 Use the incident at the school canteen as the basis for your report. 33 Use the headings below to plan your report. 33 Use your plan to write a final report on a separate piece of paper.

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Byline:___________________________________

(*the author and location of author at time of writing.)

________________________________________

Outline of Body of the Report

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(*eye catching, simple.)

Where:________________________________________________________ Who:_________________________________________________________

(*names, descriptions of those involved.)

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______________________________________________________________ What:_ _______________________________________________________

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. te o ______________________________________________________________ c . che e ______________________________________________________________ r o t r s super Why and How:__________________________________________________ ______________________________________________________________

______________________________________________________________ ______________________________________________________________ Outcome:______________________________________________________

______________________________________________________________ ______________________________________________________________ 16

The Last Two Wishes

Cinquain Poems *Read “The Last Two Wishes” on pages 6–7 to help you with these activities.

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The story "The Last Two Wishes" contains some good ideas that you could use as the basis for a cinquain poem. “What’s a cinquain?” you ask. A cinquain has exactly five lines and eleven words. E.g. Bullies 1st line one word is the title/subject of the poem. Great lumps 2nd line two words describes the title/subject. Swagger importantly about 3rd line three words expresses action I can’t stand them! 4th line four words expresses emotion or feeling Thugs 5th line one word has the same meaning as the title

33 Write four of your own cinquain poems. Relate the topics to the story.

Cinquain 1

Cinquain 2

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The Last Two Wishes

Nouns 1 Do you remember the difference between a common noun and a proper noun? A common noun_ _________________________________________________________

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A proper noun_ ___________________________________________________________

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Write down four more common nouns and match each one to a proper noun. Proper Noun

Common Noun

Proper Noun

E.g. car

Ford

E.g. girl

Sally

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Common Noun

Abstract nouns name things which we know exist but we can’t touch, see, hear, taste or feel. E.g. fear, happiness.

amusement_______________________________________________________________

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thrill_____________________________________________________________________ surprise__________________________________________________________________

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o c . che e r o t Collective Nouns r s super

A collective noun is a noun which stands for a group of things. It is always followed by a singular verb. E.g. The class of boys was walking across the road. Class is the collective noun; was is the singular verb

Use each of these collective nouns in a sentence:

mob_____________________________________________________________________ collection_ _______________________________________________________________ gathering_ _______________________________________________________________ party____________________________________________________________________ 18

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Nouns 2 Nouns 1

Write an example for each of the four types of nouns:

r o e t s Bo r e p ok u Nouns 2 S Proper Noun:

Abstract Noun:

Collective Noun:

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Common Noun:

Find different types of nouns in the sentences below and place them in the correct columns. (Some sentences may contain more than one type of noun.) (i) Captain Cook is remembered as an explorer of great courage. (ii) The team decided to go to Sydney to see the World Cup Final. (iii) As the mob surged forward the noise increased to a great roar. (iv) The audience applauded wildly as Mary finished her song. (v) The teacher, Mr Smith, commented in Tony’s report about his honesty and friendliness.

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No.

. t e One o More Than c . che e r o t r s super Making nouns plural is not always an easy business! See if you can supply the plurals for each of these groups of nouns.

1. boy _ ________________ ball____________________ dog_ ___________________ 2. box__________________ bush___________________

sandwich ______________

3. baby_________________ story __________________ pony_ __________________ 4. monkey______________

valley__________________ key_____________________

5. potato _______________

echo _ ________________ tomato_ ________________

6. calf__________________

half

_ ________________ knife_ __________________ 19

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Pronouns A pronoun is a word that we use instead of a noun. It allows us to refer to people or objects without actually naming them and in this way avoids repetition.

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She and her are pronouns. Without them we would have to write … Mary told Tanya that Mary would go to the game with Tanya. By using she and her we can write … Mary told Tanya that she would go to the game with her.

Care is needed in the use of pronouns so that your meaning is clear. The pronoun must quite clearly refer to a particular noun.

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E.g

33 Say what is confusing about how the pronoun is used in each of these sentences. On another piece of paper rewrite each sentence so that its meaning is clear. 1. Billy told his uncle that he had played badly.

This sentence is confusing because:_____________________________________________________

2. When the cat has finished the can of food throw it out.

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This sentence is confusing because:_____________________________________________________

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____________________________________________________________________________ 3. When Billy confronted his marker he tackled him.

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This sentence is confusing because:_____________________________________________________

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____________________________________________________________________________ 4. Sarah went with Mary to McDonalds where she bought a hamburger.

This sentence is confusing because:_____________________________________________________

____________________________________________________________________________ 5. If the dog won’t eat fresh mince, boil it. This sentence is confusing because:_____________________________________________________

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Endangered Species There has been a lot written about saving endangered species. But what exactly is an endangered species? Can birds be classified as endangered species, or flowers, or even earthworms? How do species become endangered in the first place and what can any ordinary person do to prevent their extinction?

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When a species is classified as endangered, the species is considered in danger of extinction, and its survival is unlikely if the factors endangering its existence continue to occur. A species is considered to be extinct if it has not been definitely located in the wild in the last fifty years. Unfortunately, the extinction of a species is not a rare occurrence.

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Firstly, species is a classification referring to any single plant or animal living on the Earth. Therefore, a trapdoor spider, a macadamia tree and a hairy-nosed wombat are all separate species.

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frogs and fish are classified as endangered, which, as we know from the definition above, means that all of these animals and plants are considered in danger of extinction unless the factors causing them to be endangered are isolated and remedied. In addition, there are numerous plants and animals considered vulnerable, that is, likely to be classified as endangered in the future.

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the last 200 years, in Australia alone, at least © ReadyEIn27d Publ i cat i ons species of birds and mammals and 1000 species of plants are presumed to have become extinct. Furthermore, 209 species of or r evi e w mammals, pur p osesonl y• plants• andf about 59 species of birds, reptiles,

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The main causes of extinction of Australia’s wildlife are the destruction of habitats and the killing of native species by other introduced species. Habitats have always changed through natural influences such as changes in weather patterns and geographical features. In such cases the changes are gradual and species adapt or become extinct. However, habitats today are more likely to change as a result of land being rapidly cleared for housing or agriculture – certainly too quick a process to allow a species to adapt its lifestyle to its new environment. Mining, too, has been a major cause of destruction and disturbance of habitats. However, public pressure has 21

led to mining companies showing responsibility for their actions by introducing regeneration programmes when their mines have been closed down. The introduction of foreign plants and animals also has serious consequences for Australia’s native species. When rabbits were introduced in Australia for example, they caused enormous damage to native vegetation, and native animals had to compete with them for food and shelter. Animals that suffered because of the rabbit include the bilby, the golden-shouldered parrot, and the hairy-nosed wombat. Cats have also proved to be a major threat to native bird life and small marsupials. Today there is considerable concern about the role of domestic and feral cats in endangering species.

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What can you do to help ease this situation in Australia and in other countries? One thing you can do is join an organization. There are a number of organizations throughout the world dedicated to preserving the wildlife of our planet. These organizations provide information on endangered species, provide information on what is being done to help them, and organize activities so that every person can play their part. Such activities could involve weeding in a national park, planting trees, or signing petitions to urge the government to change their wildlife policies. Knowledge is also valuable. Learn more about your surroundings, and pass this information on to family and friends. The more people who are aware of the environment surrounding them, the treasures that the environment contains, and what can be done to protect these treasures, the better! Everyone in the world should care about their surroundings.

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Remember, everything that you use comes from somewhere, and the waste must go somewhere. That somewhere is the environment! Every little bit less that we consume is a little bit less taken from the environment, and a little bit less waste returned to the environment, and that’s good. Protect your surroundings. Walk on paths to avoid crushing plants. Plant native trees and shrubs. Leave plants and wildlife in the wild. Even objects like dead trees and rocks should be protected as they provide shelter for countless species.

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Endangered Species

Matching Headings With Information *Read “Endangered Species” on pages 21-22 to help you with these activities.

Use the headings below to label the paragraphs. -- The Australian Record -- Definition of Terms -- Habitat Changes as a Cause of Extinction.

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allow a species to adapt its lifestyle to its new environment.

In the last 200 years, in Australia alone, at least 27 species of birds and mammals and 1000 species of plants are presumed to have become extinct. Furthermore, 209 species of plants and about 59 species of birds, mammals, reptiles, frogs and fish are classified as endangered, which means that all of these animals and plants are considered in danger of extinction unless the factors causing them to be endangered are isolated and remedied. And in addition to these, there are numerous plants and animals considered vulnerable, that is, likely to be classified as endangered in the future.

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-- The Value of Knowledge -- Changing Your Life to Help Endangered Species -- The Effects of Introduced Animals

Knowledge is also valuable. Learn more about your surroundings, and pass this information on to family and friends. The more people who are aware of the environment surrounding them, the treasures it contains, and what can be done to protect these treasures, the better! Everyone in the world should care about their surroundings.

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Firstly, ‘species’ is a classification referring to any single plant or animal living on the earth. Therefore, a trapdoor spider, a macadamia tree and a hairy-nosed wombat are all separate species.

If you really want to help, consume less. Don’t waste electricity, paper, or food. Remember, everything that you use comes from somewhere, and the waste must go somewhere. That somewhere is the environment! Every little bit less that we consume is a little bit less taken from the environment, and a little bit less waste returned to the environment, and that’s good.

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Habitats have always changed through natural influences such as changes in weather patterns and geographical features. In such cases the changes were gradual and species either had to adapt or become extinct. However, habitats today are more likely to be changed as a result of land being rapidly cleared for housing or agriculture – certainly too quick a process to

The introduction of foreign plants and animals also has serious consequences for Australia’s native species. Cats have proved to be a major threat to native bird life and small marsupials. These days there is considerable concern about the role of domestic and feral cats in endangering species.

Endangered Species

Organizing Information *Read “Endangered Species” on pages 21-22 to help you with these activities.

33 Write three facts under each of the headings below.

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The Effects of Introduced Animals

1. ________________________________________________________________________

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2. ________________________________________________________________________

Endangered Species in Australia

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3. ________________________________________________________________________

1. ________________________________________________________________________ 2. ________________________________________________________________________

3. ________________________________________________________________________

Positive Action to Save Endangered Species

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1. ________________________________________________________________________ 2. ________________________________________________________________________

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o c . What is a Species?c e her r o t s super

1. ________________________________________________________________________ 2. ________________________________________________________________________ 3. ________________________________________________________________________

Endangered Species

Substantiating Information *Read “Endangered Species” on pages 21-22 to help you with these activities.

33 Use the passage to answer the questions. 1. Find and write the sentence that tells you that Australia has a poor record in looking after its species.

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____________________________________________________________________________ ____________________________________________________________________________

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2. Find and write the sentence that tells you the reasons for habitats being changed today. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 3. Find and write the sentence that tells you about the role that organizations can play in helping endangered species.

© ReadyEdPubl i cat i ons ____________________________________________________________________________ •f orr evi ew pur posesonl y• 4. Find and write the sentence that tells you what not to overuse, in helping preserve the ____________________________________________________________________________

environment.

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5. Find and write the sentence that provides a definition of an extinct species.

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Endangered Species

Fact Or Opinion? *Read “Endangered Species” on pages 21-22 to help you with these activities.

Provide your own definition of a fact___________________________________________ Provide your own definition of an opinion_ _____________________________________

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Fact or Opinion

Write fact or opinion next to each sentence.

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A trapdoor spider is a species.

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Endangered means a species is likely to become extinct.

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In 200 years many Australian species have become extinct.

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Australians don't care enough about their environment.

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Developers should be reprimanded for the damage that they cause.

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Everyone in the world should care about their environment.

hairy-nosed wombat is a species. © The Re adyEdPubl i cat i ons ____________ We should all join organizations to help our wildlife. •f orr evi ew pur posesonl y• ____________

Write three facts that you came across in the passage.

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Fact

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Write three opinions that you have formed about endangered species. 1. ___________________________________________________________ 2. ___________________________________________________________ 3. ___________________________________________________________ 26



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Fact

Endangered Species

Using Vocabulary *Read “Endangered Species” on pages 21-22 to help you with these activities.

33 Find the word or words in the "Endangered Species" passage which has the same meaning as each phrase.

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Phrase

Word/s from the story

a group with a purpose arranged in groups places of living destruction quickly

bit by bit

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alien

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33 Choose four words from above and write each one in a sentence to show its meaning.

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1. ____________________________________________________________

o c . 2. ____________________________________________________________ che e r o t r s super ____________________________________________________________ ____________________________________________________________

3. ____________________________________________________________ ____________________________________________________________ 4. ____________________________________________________________ ____________________________________________________________ 27

Endangered Species

Getting A Balanced View 1 When you are reading information about a controversial topic like endangered species, it is important to view all sides of the argument to ensure that you gain a balanced view. You can do this by reading widely.

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The personal opinions of the writer, the medium in which the article is presented and the way the information is organized may all influence your understanding of the topic. The article on this page has been exaggerated for the purpose of this exercise.

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Announcement Of New Mining Development

Minister for the Environment, the Hon. Bill Williams announced today that an area of the Wygo rainforest in New South Wales is to be cleared for the establishment of a bauxite mine. The area is known to be the habitat of the Brush-tailed Ninny, a marsupial mouse placed on the endangered list by Australian National Parks and Wildlife authorities.

As part of the agreement the developers, Ripp and Tair Pty. Ltd. have promised to relocate any disturbed Ninnys to a similar area near the coast. The minister is confident that the development should bring much needed employment to an area that has suffered severely in the current recession.

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First the facts … Here is the imaginary text of a Press Bulletin released from the office of the Australian Federal Minister for the Environment.

© ReadyEdPubl i cat i ons 33 This is • a general press release. It is intended tor be ao lists of e ‘facts’ informing interested f o r r e v i e w p u p s o n l y • parties of a government decision in a factual manner. Write down five pieces of information that you gain from reading the press release.

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33 Does the article favour the establishment of a bauxite mine? How do you know this?

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________________________________________________________________________ 33 How is the information organized to favour a particular view of the bauxite mine? ________________________________________________________________________ ________________________________________________________________________ 28

Endangered Species

Getting A Balanced View 2 REMEMBER… this piece of writing has been exaggerated for this exercise. 33 This article appeared in the ‘Save Our Wildlife’ magazine. It presents one side of the argument.

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Uncaring Developers To Wipe Out Another Australian Species

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Representatives from the mining company have been quick to point out that careful scrutiny of the site will be undertaken before any clearing is done. In this way they can ensure that all Brush-tailed Ninnys are removed and relocated to ‘another rain forest zone’ in the lower coastal area. Would it be coincidental that this ‘other’ brush area falls within Mr Williams’ electorate? Could it be that the minister is undertaking a very transparent piece of ‘green vote collecting’ in the build-up to the election? It does seem a great shame, doesn’t it, that a tiny little Aussie battler like the Brushtailed Ninny is going to be cruelly wiped out to further the electoral interests of a very unenvironmental Environment Minister? What you can do … express your rage! Write to Mr Williams at Parliament House, Canberra, expressing your extreme disgust at the way the matter is being handled.

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“Where will it all end?” thousands of concerned Australians must be asking each other, as they weep at the thought of yet another tiny marsupial crunching under the tracks of bulldozers. For this can be the only outcome when development of the Wygo rainforest area in NSW gets under way for the creation of another ugly scar on the Earth’s surface. And the reason? Simply to further line the pockets of wealthy mining companies. It is apparent that little or no consideration has been given to the fate of the rarely seen Brush-tailed Ninny – set to be another blood-stained statistic in the rapidly growing list of Australian animals wiped out by human greed. It is also quite apparent that Environmental Minister Williams is firmly under the thumb of the Ripp and Tair development company – dare we suggest that ‘Campaign Funds’ for the forthcoming election may be the magic words that helped Mr Williams make his decision.

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By Teresa Green

Summarise the points that the writer is making.

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Endangered Species

Getting A Balanced View 3 33 Use the article on page 29 to answer the questions below. 1. The writer uses rhetorical questions to address her readers, engage them and persuade them to adopt her viewpoint. Give three examples of rhetorical questions. ____________

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____________________________________________________________________________ ____________________________________________________________________________

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2. Write down three examples of emotive language that the writer uses to emphasize her point.

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

3. Do you feel that the writer misleads the reader in presenting her argument? In what way?

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4. In what direction does the writer lead the readers, in order to encourage them to take action?

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___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

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Endangered Species

Getting A Balanced View 4 REMEMBER…this piece of writing has been exaggerated for this exercise. 33 This article appeared in the 'Wygo Weekly’. It presents one side of the argument.

r o e t s Bo r e p ok u S New Mine To Bring Jobs To Wygo Region

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only about 36 million cubits of soil; hardly enough to affect one Brush-tailed Ninny, let alone a species.” “In addition, we have determined that the absorbed saline content of sub-soil zones will not rise above 27 auto-cuticles per sq. centimeter. Even my 87 year old grandmother could exist in that,” he joked to an audience that greeted the announcement with a loud applause. On a more practical note Wygo citizens should remember these points… • The Brush-tailed Ninny can easily be relocated to an area made available near Environment Minister Williams’ home town. • The combined effort of Ripp and Tair Ltd. and Minister Bill Williams will mean great employment prospects for the people of Wygo – children in danger of going hungry can relish the prospect of three square meals a day again. This is another example of big business sharing the benefits of a mineral rich land with the local community.

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The people of Wygo breathed a huge collective sigh of relief when Environment Minister Bill Williams recently gave the thumbs up to the development of bauxite mine in the district. There was great excitement in the small town as it was realized that work was back! Once again starving families can look forward to a decent meal on the table thanks to the far sighted Bill Williams and benevolent mining company, Ripp and Tair Ltd. Minor concerns have been expressed by ranting ‘greenies’ about the danger to the little seen Brush-tailed Ninnys – inhabitants of the bush area in the mine site zone. The Ripp and Tair Company Environmental Scientist Dr Fred Ripp Jnr. gave a clear undertaking that the animal was in absolutely no danger. “We have completed a thorough preexcavation analysis,” explained Dr Ripp to a conference at the Miner’s Club last Friday night. “By shifting ground growth to a depth of 4.6mm we will excavate

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By Fred Ripp and Carol Tair

Summarise the points the writer is making.

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Endangered Species

Getting a Balanced View 5 33 Use the article on page 31 to answer the questions. 1. Who is the article targeting and how do you know this?

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____________________________________________________________________________ ____________________________________________________________________________

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2. Write down three examples of emotive language that the writers use to emphasize their point.

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____________________________________________________________________________ ____________________________________________________________________________ 3. The writers use technical language in presenting their argument. Write the words or sentences which could be described as ‘technical’.

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© ReadyEdPubl i cat i ons ____________________________________________________________________________ •f orr evi ew pur posesonl y• ____________________________________________________________________________ 4. In what ways might this technical language influence the readers' opinions of the issue?

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5. The writers use expert opinion to support their argument. What expert is quoted?

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___________________________________________________________________________ 6. Why is expert opinion likely to persuade the readers of the article?

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____________________________________________________________________________ 7. Statistics (numbers) are used in the article. Give two examples of statistics being used in the article and say why readers are persuaded by statistics. ___________________________________________________________________________ ___________________________________________________________________________ 8. The title outlines the main argument for the development of the mine site. What is this main argument? _____________________________________________________________________________

Endangered Species

Getting a Balanced View 6 Your turn … You have examined two highly exaggerated pieces of ‘reporting’ designed to make you aware of the ways writers try to influence readers.

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Responsible news media will aim to present a balanced view of issues when reporting on events. (They may also invite opposing articles to present their points of view in special articles, designed to encourage presentation of differing opinions.)

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33 Write a report on the issue of the development of a bauxite mine in Wygo. – Present your report in a balanced and unbiased way. – Avoid emotive or misleading statements.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• ________________________________________________________________________ ________________________________________________________________________

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Endangered Species

Finding Key Words *Read “Endangered Species” on pages 21-22 to help you with these activities.

Key words help to present important ideas in a passage. 1. Key words – Paragraphs 1 and 2 Paragraphs 1 and 2 raise questions about the topic of Endangered Species. Choose about 5 words which help to raise important ideas in these paragraphs.

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2. Key words – Paragraphs 3 and 4 Paragraphs 3 and 4 present information about the term extinction and how Australia rates in this area. Choose about 10 words which give the important ideas in this paragraph. ____________________________________________________________________________ ____________________________________________________________________________

3. Key words – Paragraph 5 Paragraph 5 acts as an introduction to the paragraphs to follow. Write the key words that you think do this.

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4. Key words – Paragraph 6 Paragraph 6 outlines how species are unable to adapt to rapidly changing habitats. Choose about 5 words which give the important ideas in this paragraph.

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5. Key words – Paragraph 8 Paragraph 8 describes how introduced species have affected native species. Choose about 5 words which give the important ideas.

____________________________________________________________________________ 6. Key words – Paragraphs 9,10 and 11 Paragraphs 8, 9, 10 outline ways in which individuals can help. Choose about 10 words which give the important ideas. ____________________________________________________________________________ ____________________________________________________________________________

Endangered Species

Paragraphing *Read “Endangered Species” on pages 21-22 to help you with these activities.

33 Re-read the "Endangered Species" passage. In your own words write a paragraph about either: How the destruction of habitats causes extinction. or How introduced species have helped cause extinction.

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* Use key words to form your sentences. * Remember to begin your paragraph with an introductory sentence. * Use the form below to plan your paragraph and then publish it on a new piece of paper.

Title____________________________________________________________________

Key Words_ _____________________________________________________________

________________________________________________________________________

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© ReadyEdPubl i cat i ons •f oSentence____________________________________________________ rr evi ew pur posesonl y• Introductory Other Sentences_________________________________________________________ ________________________________________________________________________

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________________________________________________________________________

Proofread and edit your paragraph. Publish it on a new page or on your computer. 35

Endangered Species

Research 33 Choose from one of these endangered (or extinct) species:

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33 The panda

33 The Indian tiger 33 The thylacine

33 Illustrate your animal in the box.

33 Find some information about the animal that you have chosen.

Resources Record details of your sources below.

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33 The moa bird

Title_____________________________ Author_____________________ Pages_________

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Fact File

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Name of animal Appearance

Location (or where last seen) Reason for endangered or extinct status

Use this chart to record your information.

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Title_____________________________ Author_____________________ Pages_________

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Endangered Species

A Protest Email Imagine … In the bush near your home there are a number of rare plants. In addition you and your friends know that there is a variety of different animals that make their homes in the bush.

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What will you do? …

33 Write a protest email to either … – The local newspaper

New Message To:

– The developers of the land

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One day as you ride your bike down the road that leads past the bush area you hear the unmistakable sound of heavy earth moving machinery. You ride round the corner and amidst the clouds of choking dust you are horrified to see huge bulldozers crushing and clearing the natural bushlands.

– The local council.

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_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

Endangered Species

Simple And Compound Words You will already be aware of the job of the verb in a sentence. You will also probably know that each sentence must have a verb because it is the verb that tells what is being done – the action word.

r o e t s B r e oo Simple Verbs p u k S Simple Verbs are one word verbs, e.g. give, take, run.

1. We quickly ________________________down the road.

2. The player ________________________ the ball through the goal. 3. I noticed a bird ________________________ in the tree.

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Provide an appropriate simple verb for each of the sentences.

4. “I’ll have that,” I ________________________, pointing to the blue one.

5. The little boy was _______________ and _______________ his way down the path.

Compound Verbs are verbs made up of more that one word, e.g. has been, is going. The two parts of a compound verb are called the auxillary verb and the participle. The participle can be in the past or present tense. E.g. I am hoping that is correct. (Present.) I had hoped that was correct. (Past.)

Compound Verbs

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(Note that present participles always end in ‘ing’. Past participles vary but often end in ‘ed’.)

Simple verbs can easily be changed to compound verbs. Complete this table.

Verb e.g. walk begin do play study

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Present Participle walking

Past Participle walked

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33 On the back of this sheet rewrite these sentences so the simple verb is used as … (1) a present participle and (2) a past participle. Sentence 1: He walks slowly to the shops. Sentence 2: Jim paints a picture of his house. 38

Endangered Species

Tense Of Verbs

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When we are writing it is important for understanding that we don’t confuse the tenses of the verbs within a sentence. TENSE means the TIME that the action described by the verb is happening. The tense of the verb can be in the PAST, the PRESENT or the FUTURE. e.g. Present: I play today or I am playing today Past: I played yesterday or I was playing yesterday Future: I shall play tomorrow or I shall be playing tomorrow

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(Hint: As an aid to deciding what tense a verb is in place the words yesterday (past), today (present) or tomorrow (future) in front of the sentence.)

33 Write down the verbs in these sentences and state the tense of each.

Sentence

Verb

The girls will play netball on Saturday.

Tense

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33 Write two sentences that are in the past tense. E.g. I was pleased to welcome him to our school.

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The dog barks loudly.

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33 Write two sentences that are in the present tense. E.g. Everybody is too busy to notice.

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33 Write two sentences that are in the future tense. E.g. We will all be going on a picnic to the National Park.

______________________________________________________________________

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Thief Paragraph 1 “I’ll swap you this apple for your lamington,” Kelly offered to her friend Lisa. “Get away,” laughed Lisa. “You reckon I’m that stupid?”

Teac he r Paragraph 2

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The two friends were sitting outside their classroom, eating lunch in the sun. Around them was the usual noise of the playground at lunchtime. All the little kids were running around shouting at each other, the older ones were talking over their lunch.

“Hey, look over there.” Kelly nudged Lisa as a girl walked out of a classroom. “Did you hear that Selby’s going out with Kevin. He is sooooo nice. He’s good mates with Peter you know.”

“Really,” smiled Lisa. “Not that you’re interested in Peter or anything?” Kelly blushed. She really liked Peter, but nobody knew except for her. And now maybe Lisa.

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“Are you kidding?” said Kelly. “He probably doesn’t even know who I am. Besides, he’s always hanging around Kevin, and Kevin’s always hanging around with Selby, and, well, do you see what I mean?”

Lisa did. Selby was the most popular girl in the school. When she was around, every other girl may as well be dead. Guys hung on her every word as if she was a movie star. She looked the part as well. She had long, shiny blond hair down to her waist, white teeth and huge blue eyes. Selby’s word was law in the school. If she liked you, then everyone did. If she didn’t, then look out! Lisa had never spoken to her, but she had heard plenty of stories about her. Apparently she could be really mean sometimes.

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Paragraph 4 Suddenly the school bell rang. People started moving back to their classes, putting their lunch-boxes away in their bags as they walked, making plans for after school.

Thief “Hey Kel, want to come down to the shops with us this afternoon? Mum’s getting me some new shoes,” Lisa asked. “Sorry,” said Kelly. “I’m working this afternoon. Give me a call afterwards though.” “Okay,” Lisa shouted, and joined the line to her class. Paragraph 5

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The bell jingled, and Kelly looked up to see who it was. To her horror she saw Selby, Kevin and Peter walking in the door towards the ice creams. Quickly she ducked her head down under the counter. What was she going to do? Then she realized she was being stupid. There was nothing wrong with working in a shop. Besides, she didn’t know anyone else her age who had a job. She should be proud. She might even get a chance to speak to Peter.

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A couple of hours later Kelly was perched up on a stool behind the counter of her Dad’s shop. This year her dad had finally decided she was responsible enough to look after the shop on her own. Kelly felt really good when he informed her that he was giving her a part-time job there. Her parents were finally noticing she was growing up! She was determined not to muck up this job and change their minds. Besides, the work was really easy.

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Kelly stood up again, put a smile on her face, and stopped still. In front of her Selby held two Mars Bars. The only problem was that they were halfway inside Selby’s bag. Another second and Kelly wouldn’t have seen anything. Kelly and Selby stood staring at each other. Out of the corner of her eye she could see Kevin and Peter waiting to see what happened. Paragraph 8

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Selby smiled. “Hi, you’re Kelly, aren’t you? How are you?” Kelly looked at her. It would be so easy to smile back and pretend that she hadn’t seen anything. She would get into Selby’s good books, and maybe even get to know Peter a bit. It would be so easy, but it was wrong. She had seen. She couldn’t let her Dad down, he trusted her to look after the shop. Still, he would never know … Kelly felt so confused.

Thief

Reading *Read “Thief” on pages 40 - 41 to help you with these activities.

Ordering

Below are some statements about the story. In each box write the number of the paragraph in the story which best matches the statement. Number

r o e t s Bo r e p ok u S Statement

Kelly felt that her parents realized that she was growing up.

Selby recognized Kelly from school. Kelly admitted that she liked Peter.

Some of the students from school walked into the shop. Lisa and Kelly noticed Selby coming from the classroom. Selby was a very attractive girl.

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Kelly and Lisa sat eating lunch and talking.

Word Meanings

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© ReadyEdPubl i cat i ons Selby appeared to steal some Mars Bars. •f or ew amongst pur p se sonl y• Selby hadr ae lotv ofi influence theo other students. Kelly informed Lisa that she had to work that afternoon.

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Select words or phrases from the story that have these meanings. Some of the words are ‘colloquial expressions’.

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Statement

make a mess of rang

stupid

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not very pleasant person seated become popular with exchange stooped down

Words/phrases from Story

Thief

Ladder Of Events *Read “Thief” on pages 40 - 41 to help you with these activities.

33 Create a ladder of the events for the story "Thief". The first event has been done for you. List seven others.

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Lisa and Kelly sat and ate their lunch together

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1 2

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Thief

A Story Summary *Read “Thief” on pages 40 - 41 to help you with these activities.

33 In your own words write a summary of the parts of the story that are shown in the pictures.

_____________________________ r o e t s Bo r _____________________________ e p ok _____________________________ u S _____________________________

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 1

_____________________________ _____________________________ _____________________________

•f orr evi ew pur posesonl y•

_____________________________ _____________________________

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 3

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o c . che _____________________________ e r o t _____________________________ r s super _____________________________ _____________________________ _____________________________ _____________________________ _____________________________

Thief

Character Profiles *Read “Thief” on pages 40 - 41 to help you with these activities.

Listed below are some adjectives that could be used to describe some of the characters in "Thief". 33 Draw each named character. Then choose appropriate adjectives from the list below to write in each box. Adjectives may be used more that once.

r o e t s embarrassed Bohypocritical r e p ok u S  Kelly

arrogant friendly envious dishonest attractive obedient honest forceful

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 Lisa

_____________________________

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 Selby

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_____________________________

33 Choose one of the characters on this page and write a summary of her character profile as revealed by your analysis.

o c . che e r ________________________________ o t r s sup________________________________ er ________________________________

________________________________ _____________________________

________________________________

_____________________________

________________________________

_____________________________

________________________________ 45

Thief

Weighing Up The Evidence *Read “Thief” on pages 40 - 41 to help you with these activities.

33 Provide evidence from the text which supports each of the statements below.

 Statement 1 – Selby looked like a movie star.

r o e t s Bo r e ________________________________________________________________ p ok u ________________________________________________________________ S

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Evidence:_ ________________________________________________________

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 Statement 2 – Kelly felt pleased about her job in the shop.

Evidence:______________________________________________________________

________________________________________________________________ ________________________________________________________________  Statement 3 – Kelly was undecided what to do about Selby’s stealing.

Evidence:______________________________________________________________

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 Statement 4 – Selby felt that her popularity would justify being caught.

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Evidence:_ ________________________________________________________

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o c . c e r Give an Opinionh er o t s super

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What do you think about Selby’s action in the shop? Write an opinion on her. Make sure you provide a reason for that opinion.

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Thief

Re-telling The Story *Read “Thief” on pages 40 - 41 to help you with these activities.

33 Retell the story of "Thief". Make a list of some key words or ideas from each paragraph.

 Paragraph 1 __________________________________________________________

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 Paragraph 2 __________________________________________________________

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 Paragraph 3 __________________________________________________________

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 Paragraph 4 __________________________________________________________  Paragraph 5 __________________________________________________________  Paragraph 6 __________________________________________________________  Paragraph 7__________________________________________________________

 Paragraph 8 __________________________________________________________

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Thief

Making A Story Map 1 *Read “Thief” on pages 40 - 41 to help you with these activities.

A story map plots a story from its beginning to its conclusion. The story "Thief" has an orientation (introduction) and a complication (problem) but no resolution (ending).

r o e t s B r e oo Thief p u k S Orientation

(the setting and main characters are introduced)

Complication

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33 Complete the chart below by summarising the orientation, complication and development of events in the story.

(a problem has been outlined and a number of events have been described)

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33 Further development of the plot needs to be done. In this paragraph explain what you think Kelly’s actions will be.

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Thief

Making A Story Map 2 *Read “Thief” on pages 40 - 41 to help you with these activities.

Your writing on page 48 will allow you to create your own resolution for the story "Thief".

Think!

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33 Jot down your ideas and useful words in note form.

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How will the story end? What happens to the relationships in the story? What are some of the values brought out in the story?

Values shown in story

Resolution

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33 Now write your ending.

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Thief

Using Your Crystal Ball *Read “Thief” on pages 40 - 41 to help you with these activities.

The story "Thief" gives you some insight into the natures of Lisa, Kelly and Selby.

r o e t s B r e  Lisao p ok u S

What the story tells us….friendly, thoughtful, kind, happy Ten years from now… Because of her happy nature Lisa was always a popular girl at school. In her last hear at high school she became school captain because she was always responsible and thoughtful. After she left school she became a kindergarten teacher because she liked working with the kids. Eight years after leaving school she was married and had a baby. Then years later she is back working at her kindergarten.

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33 Look into the future 10 years from now and decide where and what Kelly and Selby will be doing. To give you some help we’ve done our bit of crystal ball gazing based on what we inferred about Lisa.

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_____________________________________ _____________________________________ _____________________________________ _____________________________________

o c . che e r  Selby o t r s super _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________

Thief

A Report For 'Hollywood Stars' *Read “Thief” on pages 40 - 41 to help you with these activities.

Several years in the future Kelly becomes a journalist and Selby a movie star. Kelly is assigned to write an article on the great star Selby for the fan magazine ‘Hollywood Stars’.

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33 Imagine that you are Kelly. Plan and write the article. Use the headings below to begin your planning and use the next page for your final presentation.

Byline (The author and location from where he/she is working.)

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(Eye catching, simple.)

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Outline of body of article

When?_ __________________________________

Who? (Names, descriptions.)_ ________________________________________

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What happened? (Some events from the past.)_ __________________________

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Any Quotations? (Often an article will conclude with a quotation from somebody interviewed.) ________________________________________________________________ ________________________________________________________________ 51

Hollywood Stars Headline Byline

r o e t s _____________________________ Bo r e p ok _____________________________ _____________________________ u S _____________________________ _____________________________

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_____________________________ © ReadyEdP ubl i cat i ons _____________________________ •f orr evi ew pu_____________________________ r posesonl y• _____________________________

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An Agony Column *Read “Thief” on pages 40 - 41 to help you with these activities.

Agony Column is the name given to the part of a newspaper or magazine which answers readers’ queries or problems or offers them advice. Problems may be related to gardening, cooking, legal or personal aspects. In the letter below Kelly has written to Dorothy to explain her problem about Selby and the Mars Bars.

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33 Imagine that you are Dorothy. Write your reply to Kelly.

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I am very interested in a boy named Peter at my school. He hangs around with Kevin whose girlfriend is Selby, the most popular girl in school. Mind you, I think she’s popular because she’s so attractive – she really can be quite awful sometimes! Anyway, while I was working in my Dad’s shop the three of them came through the door and I saw Selby put two Mars Bars in her bag without paying for them! She knew that I had seen her, and she challenged me to either be her friend or ReadyEdPubl i cat i ons accuse her© of stealing. •f What should I do? I want to be friends with Selbyo and particularly o r r e v i e w p u r p o s e s n l y• Peter, but I also don’t want to let my Dad down. Please help. Kelly

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Punctuation *Read “Thief” on pages 40 - 41 to help you with these activities.

Imagine that the story "Thief" continued as written below. The writer has not used punctuation very well!

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33 Rewrite the passage using correct punctuation.

what are you doing demanded kelly quickly making up her mind

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now look replied selby if you want to be my friend and a popular type at school you didnt see that just then there was the sound of the back door opening and closing again its my dad kelly blurted out hes back early

well what are you going to do demanded selby is it going to be popularity or staying a drip forever

now wait a minute peter spoke up they all turned in surprise at this intervention just as kellys dad entered the shop

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Adjectives Add Interest You can make your writing more interesting with the careful use of appropriate adjectives. Adjectives, or describing words, are always used with nouns. They describe things such as: what kind, what colour, how many or which one. E.g. Many old horses, eleven famous cricketers. The words 'many', 'old', 'eleven' and 'famous' are adjectives used to describe the nouns.

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Adjectives 1

Rewrite this passage supplying some appropriate adjectives to make it more interesting.

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The boy walked up the path to the Principal’s office. He knew that the book had not belonged to him but he had still taken it. He entered the office and his face was pale with fright. The Principal was dressed in a suit. He strode towards the boy like a leopard.

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Write three good adjectives for each of these nouns. Avoid adjectives telling the colour or number. ____________________________________________________________

friend

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ball

meal

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Some words can be expressed either as a noun, a verb or an adjective. Write the missing parts of speech in this table. Noun

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e.g. enjoyment

enjoy

enjoyable

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Comparison Of Adjectives *Read “Thief” on pages 40 - 41 to help you with these activities.

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When we make comparisons between two or more things we use what is called the comparative form of adjectives. Several girls might be fast runners but there are varying degrees of FAST, so when we compare the girls we need different forms of the adjective ‘fast’. The terms used to describe these forms are shown below: 1. The girls are fast runners. (Adjective – positive form.) 2. Mary is faster that Betty. (Adjective – comparative used to compare two things.) 3. Ida is fastest of all. (Adjective –superlative used when more than two things are compared.)

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Positive Neat

Small

Pretty

Comparative

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33 Complete this table. (Note: Some words will change their form; others need to be added to.) Superlative

Bad

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Playful

Attractive Famous

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33 Write four sentences of your own. Write two sentences using the comparative and two using the superlative forms of adjectives. (Use the back of the page for more room.)

Answers

The Last Two Wishes The Right Order, page 9 1. Bobby roared from the back of the line. 2. Tim was pushed from the line. 3. Tim found his coin in the mud. 4. Tim shouted angrily at Sam. 5. Sam’s clothes fell from his body. 6. Everyone laughed at Sam. 7. The platypus on the coin first spoke to Tim. 8. The platypus told Tim he had two wishes left.

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Nouns 1, page 18 A common noun names ordinary things, e.g. tree, house, book, girl. A proper noun names special things which have a capital letter, e.g. the name of a person, street, company or place.

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Character Descriptions, page 11 Boastful = Billy Bragg = "I'm the biggest...I'm the toughest...I'm the best!" Sneering = Sam Wilson = "Oh, so sorry," sneered a not-at-all sorry Sam. Embarrassed = Sam Wilson = "feverishly trying to cover his exposed body and his embarrassment." Mean = The bullies = "They all hung round together making everybody else's lives a misery." Helpful = Platypus = "I'm a platypus in shining armour here to save you and all your wimpish mates from the bullies." Upset = School kids = "Tears sprinkling their cheeks as they scrambled to recover their money." Magical = Platypus = "Like all good fantasies, you've only got three wishes."

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Word Study, page 13 Disappeared = dissolved. Held very tightly = clenched. Pushed = Shoved/knocked. Falling all over the place = stumbling sideways/spilled/scrambled. Stitching comes undone = unravel. Remarked in a derisive way = sneered. Sore and battered = bruised. Shop service area = canteen/counter. In rags = shredded clothes. Useless and without result = fruitless. Move forward in a rush = surge forward/ thrusting/muscling out. Stuttered = stammered.

Nouns 2, page 19 Common nouns = explorer, teacher, report, noise, roar, song. Proper Nouns = Captain Cook, Sydney, World Cup Final, Mary, Mr Smith, Tony's. Abstract Nouns = courage, honesty, friendliness. Collective Nouns = team, mob, audience. More than One 1. Boys, balls, dogs. 2. Boxes, bushes, sandwiches 3. Babies, stories, ponies. 4. Monkeys, valleys, keys. 5. Potatoes, echoes, tomatoes. 6. Calves, halves, knives.

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The Correct Story, page 12 1. Bobby Bragg pushed his way through from the back of the canteen line. 2. Tim found his coins which made up his 60 cents in an icy puddle. 3. Sam Wilson stood on Tim's hand and squashed it back into the puddle. 4. Sam ran for the protection of the boy's toilets. 5. Billy pinched Tim's ear between his two pudgy fingers. 6. A quiet voice came from the 20 cent coin that Tim was holding. 7. Tim had used up only one of his wishes. 8. Bobby Bragg wanted to buy an ice-cream.

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Pronouns, page 20 1. The sentence reads as if Billy's Uncle has played badly, not Billy. Billy said to his uncle, "I played badly." 2. The reader is not sure whether the cat or the food should be thrown out. Throw out the can of food when the cat has finished it. 3. It is not clear whether Billy tackled the marker or the marker tackled him. Billy confronted and tackled the marker. 4. It is not clear if Sarah or Mary bought the hamburger. Sarah bought a hamburger at McDonalds. She went there with Mary. 5. It is not clear whether the dog is to be boiled or the mince! Boil the mince if the dog will not eat it.

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Endangered Species Matching Headings With Information, page 23 Paragraph 1 = The Australian Record. Paragraph 2 = Definition of Terms. Paragraph 3 = Habitat Changes as a Cause of Extinction. Paragraph 4 = The Value of Knowledge. Paragraph 5 = Changing Your Life To Help. Paragraph 6 = The Effects of Introduced Animal.

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Getting A Balanced View 3, page 30 1. Where will it all end? And the reason? Would it be considered that this other area falls within Mr Williams' electorate? Other answers may also be offered. 2. Some responses maybe: weep, crunching, ugly scar. 3. The writer may be accused of misleading the reader in the presentation of her article as she presents one side of the argument. She tries to convince the reader that the establishment of the mine will wipe out an Australian species and construct the miners as unconcerned about the environment and its inhabitants, as self-absorbed and greedy. 4. She asks the readers to write to Mr Williams at Parliament House, Canberra, to express their outrage about the matter.

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Substantiating Information, page 25 1. In the last 200 years, in Australia alone, at least 27 species of birds and mammals and 1000 species of plants are presumed to have become extinct. 2. However, habitats today are more likely to change as a result of land being rapidly cleared for housing or agriculture - certainly too quick a process to allow a species to adapt its lifestyle to its new environment. 3. These organisations provide information on endangered species, provide information on what is being done to help them, and organise activities so that every person can play their part. 4. Don't waste electricity, paper or food. 5. When a species is classified as endangered, the species is considered in danger of extinction, and its survival is unlikely if the factors endangering its existence continue to occur.

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Getting A Balanced View 1, page 28 2. Yes it favours the establishment of a bauxite mine. The end of the article is dedicated towards reassuring the reader that the Brush-tailed Ninny will not be harmed and it then goes on to outline the benefit of the mine; it will bring employment to the area. 3. The beginning of the article recognises the problem that people may have with the mine and then goes on to say how they will solve this problem. The reader is being reassured.

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Using Vocabulary, page 27 1. A group with a purpose = organization. 2. Alien = foreign. 3. Arranged in groups = classified. 4. Places of living = habitat. 5. Destruction = killing. 6. Quickly = rapidly. 7. Bit by bit = gradual. 8. To use = consume. 9. Wild = feral. 10. At risk of extinction = endangered. 58

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Fact Or Opinion?, page 26 1. Fact 2. Fact 3. Opinion 4. Opinion 5. Opinion 6. Fact 7. Opinion

Getting A Balanced View 5, page 32 1. It is targeting the people of Wygo, as it is outlining the benefits of the mine. It address the people "Wygo citizens should remember these points.." 2. Answers might include, but not be limited to: starving families, ranting 'greenies', children in danger of going hungry. 3. Answers might include, but not be limited to: pre-excavation analysis, excavate, cubits of soil, sub-soil zones. 4. The technical language used could convince the reader that the mining company are well-informed about the dangers that the Brush-tailed Ninny may encounter, but are skilled enough to avoid these dangers. 5. The Ripp and Tair Company Environmental Scientist is quoted.

6. Expert opinion is used to persuade the readers to believe the mining company's argument as readers are likely to think that the expert is educated and wellinformed. 7. Examples may include, but not be limited to: 4.6mm, 36 million cubits. Readers are likely to believe statistics as people tend to associate numbers with fact. 8. The main argument is that the new mine will create employment in the Wygo region.

Punctuation, page 54 "What are you doing?" demanded Kelly quickly making up her mind. "Now look," replied Selby "if you want to be my friend and a popular type at school you didn't see that." Just then there was the sound of the back door opening and closing again. "It's my Dad," Kelly blurted out. "He's back early." "Well what are you going to do?" demanded Selby. "Is it going to be popularity or staying a drip forever?" "Now wait a minute," Peter spoke up. They all turned in surprise at this intervention just as Kelly's Dad entered the shop.

Tense Of Verbs, page 39 1. will play - future 2. started - past 3. barks - present 4. goes - present

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Simple and Compound Words, page 38 Compound Verbs begin - beginning - began do - doing - done play - playing -played study - studying - studied He is walking slowly to the shops. He walked slowly to the shops. Jim is painting a picture of his house. Jim painted a picture of his house.

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2. Kelly felt really good when he informed her that he was giving her a part-time job there. 3. She couldn't let her Dad down, he trusted her to look after the shop. Still, he would never know...Kelly felt so confused. 4. Selby smiled. "Hi, you're Kelly, aren't you? How are you? "

Adjectives Add Interest, page 55 © ReadyEdPu bl i cat i ons Adjectives 3 irritation - irritate - irritable. •f orr evi ew pur p ose=s o-n l y• excitement excite exciting. description - describe - descriptive.

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Reading, page 42 Paragraph 5, Paragraph 1, Paragraph 8, Paragraph 2, Paragraph 6, Paragraph 2, Paragraph 3, Paragraph 4, Paragraph 7, Paragraph 3. Make a mess of = muck up. Rang = jingled. Stupid = silly. Not very pleasant person = mean. Seated = sitting/perched. Become popular with = get into Selby's 'good books'. Exchange = swap. Stooped down = ducked.

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Comparison of Adjectives, page 56 Neat - neater - neatest. Small - smaller - smallest. Pretty - prettier - prettiest. Large - larger - largest. Happy - happier - happiest. Bad - worse - worst. Much - many - most. Far - further - furthest. Playful - more playful - the most playful. Attractive - more attractive - the most attractive. Famous - more famous - the most famous. Comfortable - more comfortable - the most comfortable.

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Weighing Up The Evidence, page 46 1. Guys hung on her every word as if she was a movie star. She looked the part as well.

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