Teaching NAPLAN-Type Writing Skills: Book 2 by Teacher Superstore

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Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission.

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The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that: The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

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Copies are not sold or lent;

Every copy made clearly shows the footnote, ‘Ready-Ed Publications’.

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Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act. The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

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Reproduction and Communication by others Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

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

ISBN: 978 186 397 849 1 2

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educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act.

Contents Foreword

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5-6 7 8 9 10 11 12 13 14 15 16 17

37 38

Character Teachers’ Notes Activity 21 Activity 22

39 40 41

Setting Teachers’ Notes Activity 23 Activity 24

42 43 44

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Similes and Personification Teachers’ Notes Activity 10 Teachers’ Notes Activity 11

18 19 20 21

Rhetorical Questions Teachers’ Notes Activity 12

22 23

Cohesion Teachers’ Notes Activity 25 Activity 26 Activity 27 Teachers’ Notes Activity 28 Teachers’ Notes Activity 29

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Vocabulary Teachers’ Notes Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Teachers’ Notes Activity 8a Activity 8b Activity 9

Metaphor Teachers’ Notes Activity 20

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Modality Teachers’ Notes Activity 14 Activity 15a Activity 15b

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Adverbs Teachers’ Notes Activity 16 Adjectives Teachers’ Notes Activity 17 Activity 18 Hyperbole Teachers’ Notes Activity 19

24 25

26 27 28 29

56 57 58

Comparative and Superlative Adjectives Teachers’ Notes Activity 34 Activity 35

59 60 61

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32 33 34

35 36

53 54 55

Cohesion and Vocabulary Teachers’ Notes Activity 32 Activity 33

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Repetition Teachers’ Notes Activity 13

Prepositions Teachers’ Notes Activity 30 Activity 31

45 46 47 48 49 50 51 52

Sentence Structure, Cohesion and Punctuation Teachers’ Notes 62 Activity 36 63 Narrative Marking Sheet Persuasive Essay Marking Sheet Class Record Sheet - Narrative Class Record Sheet - Persuasive

64 65 66 67

Foreword

This book is designed to create an awareness of all the categories that are assessed in the writing section of the NAPLAN* tests. Because some of the activities will be challenging for students in Years 1 to 5, teachers/parents will need to be selective in deciding which activities to tackle and how much assistance they should provide for younger students. It is hoped that teachers/parents will adapt the exercises, (as well as develop similar ones of their own) to make them more relevant to the particular needs of the children under their care. These support notes are designed mainly to help parents who are keen to provide extra support for their children. However it is hoped that some teachers will find them both helpful and time-saving. It is especially intended that teachers will find the marking sheets and class record sheets (that can be found at the back of this book) of value.

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The marking sheets contain summarised descriptors of how the marks are allocated in each category. Teachers will simply need to circle the number above the particular descriptor that best relates to a student’s work. These numbers are then added and converted to a percentage at the bottom of the sheet. When these sheets are returned to the students they will have a clear indication of where they most need to concentrate their efforts to improve. The completed Record Sheet will provide teachers with a clear overview of the strengths and weaknesses within a particular class or cohort.

There are no exercises that address the category of Spelling in this book. This is because it is assumed that schools will already have their own spelling programmes in place and parents can find many excellent spelling development activities on the internet. When NAPLAN* markers assess the spelling in students’ narratives and essays they follow the guidelines specified below. Words are categorised as simple, common, difficult and challenging:

Simple Words Common Words © R eadyEdPubl i cat i ons Two letter words: an, it, up, by. Words with one syllable and two two•f orr evi ew pu r po secrack, so nl y• consonant blends: broom, catch. Three or four letter words with one syllable, one vowel sound and no phonic blends: clap, drop, egg, will, less.

Common words with silent letters: know, write, lamb, climb. Words with suffixes that don’t change the base word: jumped, sadly, happening. Most rule driven words: having, coming, happier, heavier.

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Difficult Words

Three or more syllables with uneven stress patterns: chocolate, mineral, dangerous, decorate, favourite, comfortable, advantage.

Uncommon vowel patterns: drought, hygiene. Difficult homophones: practice/practise, board/bored.

Suffixes where the base word changes: prefer/ preferred, relate/relation. Many four syllable words: invisible, community, explanation, community, manufacture, incredible, kilometre, temperature. 4

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Words with one or two syllables and common long vowels: sail, broke, only, plastic, right.

Challenging Words

Unusual consonant/vowel patterns: guarantee, brusque, environment, debris, euphoric, discipline, camouflage, endeavour, conscious, intrigue, psychology, possess. Longer words with unstressed syllables: responsibility, mathematician, miniature, occasionally, parallel, lackadaisical. Foreign and technical words: lieutenant, nonchalant, haemoglobin.

TEACHERS’ NOTES

Vocabulary Below are the answers to the Vocabulary exercises 1-3.

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Vocabulary 1: 1. new – old dirty – clean wrong – right unfair incorrect dislike * impossible

quick – slow hot – cold open – closed

immortal unhealthy disallow imperfect

uncertain disobey impatient inhuman

*Accept unlike but explain the difference: I dislike steak and kidney pie. Unlike yesterday, the weather is fine.

Vocabulary 2: 1. Column C : proper accurate full tight cruel expensive true rough laugh

indecent inactive disagree uneven

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late – early wet – dry sweet – sour

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loose, stale, laugh, inexpensive, empty, accurate, proper, true

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untrue

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Vocabulary 3: 1. horse duck lion

frog sheep donkey

buy shallow forget

disagree unsure poor

dishonest unnecessary illegal

invisible uncertain unconscious

cat dog pig

impolite inactive unpopular

unlucky disorderly disadvantage

TEACHERS’ NOTES

Vocabulary Below are the answers to the Vocabulary exercises 4-7. Vocabulary 4: 1.

angry annoyed cross furious

break smash split snap

happy cheerful glad delighted

Any word in the happy column. Any word in the angry column. Ask. ravenous. snap. request.

hungry ravenous famished starving

ask beg request enquire

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i. ii. iii. iv. v. vi.

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fast speedy rapid swift

Vocabulary 5: i. naughty ii. ravenous iii. toss iv. miraculous v. journey vi. improbable vii. make viii. resolute ix. devour x. obstruct xi. eject xii. thrilling xiii. feeble xiv. climb xv. intelligent

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i. The duck is a bird that can swim. ii. Duck your head under the low branch. Free: i. Take an orange. They are free. ii. After ten years in jail he was finally set free. Light: i. This one is heavy. That one is light. ii. Please turn on the light. Match: i. Light the fire with a match. ii. I enjoyed the football match.

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Vocabulary 7: ( below are possible responses) 1. I passed the ball to him. The prisoner is locked in his cell. The car is for sale. There is a herd of cattle on the farm. 2.

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Duck:

The dog is on a lead. Row the boat down the stream. I will read this book. Record the results in your pad.

It is past my bedtime. I will sell the car. They will sail away in their boat. I have heard that joke before.

Roman pipes were made of lead. I could hear a noisy row coming from the house. I have read that book. She ran the race in record time.

Vocabulary 1

ACTIVITY 1

Your vocabulary is the total of all the words that you understand and can use correctly. We are always learning new words. In this activity you will be learning about antonyms. Here is a pair of antonyms:

Fast Slow

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slow

fast

They are called antonyms because they have the opposite meaning. Slow means not fast.

Word List

new

______________

dirty

______________

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1. Write antonyms for the words in the box. Choose your answers from the Word List. clean

early

cold

closed

slow

dry

old

sour

late

______________

quick

right

______________

wet______________ hot © Ready Ed Publ i ca t i o______________ ns wrong ______________ sweet ______________ open ______________ •f orr evi ew pur posesonl y•

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Sometimes we use a prefix to make a word that has the opposite meaning. For example if we want a word that means not happy we say unhappy. The prefix un means not. There are a number of different prefixes that all mean not and you need to know which ones to use. Three other prefixes that we use to mean not are: im, in and dis.

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2. Write un, im, in or dis in front of the words below to make their antonyms. (Use a dictionary to find the meanings of words that are new to you.)

_____ fair _____ correct

_____ healthy

_____ obey

_____ active

_____ like

_____ allow

_____ patient

_____ agree

_____ possible

_____ perfect

_____ human

_____ even

Vocabulary 2

ACTIVITY 2

1. Move the words from Column A into Column C and place them next to their antonyms that are in Column B. The first one has been done for you. Column B improper* inaccurate empty loose * stale kind inexpensive untrue smooth cry

Column C

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fresh

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Column A fresh  true laugh proper full rough accurate* tight expensive* cruel

2. Write sentences that use the words marked * . i.

_________________________________________________________________

© ReadyEdPubl i cat i ons ii. _________________________________________________________________ •f orr evi ew pur posesonl y• ____________________________________________________________________ ____________________________________________________________________

iii. _________________________________________________________________

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____________________________________________________________________

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iv. _________________________________________________________________ ____________________________________________________________________

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3. Choose words from the lists in question 1 to fill in the spaces below.

o c ii. I did not eat the bread because it was ________________ . . che e r o iii. It is cruel to ______________ at another person’s mistake. r st s uper i.

It was very easy to untie the knots because they were _____________.

iv. A bicycle is an __________________________ way to travel. v. Please ________________ the water from the bucket. vi. My dad is an _____________________ shot with a rifle.

vii. Please show me the __________________ way to dive into the pool. viii. I know that your story is _______________ . 8

Vocabulary 3

ACTIVITY 3

1. Match the animals to the noises that they make. Take your answers from the Word List. Word List

cat

sheep

donkey

neigh

lion duck

horse frog

pig dog

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______________

croak

______________

mew

______________

quack ______________

bleat

______________

bark

______________

roar

bray

______________

grunt

______________

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______________

2. Write antonyms next to each word below. You will need to use a prefix twice. sell

___________________

agree

___________________

deep

___________________

sure

___________________

rich ___________________ ©___________________ ReadyEdP ubl i ca t i ons f o r r e v i e w below pur os es onl • 3. Write• a prefi x in front of the words top make them opposite iny meaning. remember

_____ visible

_____ polite

_____ necessary

_____ certain

_____ active

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_____ honest

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Use dis, in, im, un, or il. Remember that each prefix means not.

_____ lucky

_____ orderly

o c . c e he 4. Choose three words from your answers above and writer them in a sentence. o t r Each word chosen must have as diff erent x. s u er pprefi _____ legal

_____ conscious

_____ popular

_____ advantage

_________________________________________________________________

____________________________________________________________________ ii. _________________________________________________________________ ____________________________________________________________________ iii. _________________________________________________________________ ____________________________________________________________________ 9

Vocabulary 4

ACTIVITY 4

Synonyms are words that have similar meanings. They are very much alike. For example you could say either, “Please close the door,” or “Please shut the door.” There is hardly any difference between close and shut. They are synonyms.

Close Shut

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Word List

annoyed split

enquire

ravenous request starving

speedy cross

beg

glad

delighted

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1. The words in the Word List are synonyms for the words listed at the top of the table. Place the words into the correct columns. Use a dictionary to find the meanings of words that are new to you. You will have to add three words to each column. smash famished snap

swift

cheerful

rapid

furious

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2. Choose words from question 1 to complete the sentences below.

o c . ii. Mrs. Grumble wasc ______________ when the ball broke her window. e h r e o t r iii. ___________ for help if you don’t know tos answer the question. su er phow i. My dad was _______________ when I won the spelling prize.

iv. After two whole days without food the dog was _______________________. v. If you stand on that thin branch it will ____________. vi. The manager granted my _________________ to leave early.

Vocabulary 5

ACTIVITY 5

1. Use fifteen of the thirty words listed below to complete the sentences. In each case there are TWO possible words that could be used. However one of them is a better one to use than the other. Row 1

ascend

resolute

weak

Row 2

devour

hungry

make

Row 3

exciting

Row 4

eject

Row 5

wicked

obstruct expel

toss clever

excursion wonderful

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thrilling

naughty

feeble

courageous

throw

journey

climb

prevent

create

ravenous

consume

miraculous

intelligent

impossible

ii.

After spending a long cold winter without any food, the wolves were _____________________. (Answer in Row 5.)

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It was very _____________________ of Johnny to hide my pencil case. (Answer in Row 3.)

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iii. Before the game the captains had to _____________________ a coin. (Answer in Row 1.)

iv.

The lady made a _____________________ escape from the jaws of the crocodile. (Answer in Row 4.)

The travellers were exhausted after their _____________________ from Perth to Sydney. (Answer in Row 4.)

vi. vii.

© ReadyEdPubl i cat i ons No clouds are in sight. Rain is _____________________. (Answer in Row 3.) •f o rr e v e w pur pos es nl ycake. • My mother knows how toi _____________________ the besto chocolate (Answer in Row 2.)

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viii. In spite of the floods the rescuers were _____________________ as they trudged on through the mud. (Answer in Row 1.) ix. The pride of lions will _____________________ the zebra in less than twenty minutes. (Answer in Row 2.) x.

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The fallen tree will _____________________ the traffic. (Answer in Row 1.)

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xi. The coiled spring will _____________________ the streamer from the tube. (Answer in Row 4.)

xii. They had a _____________________ ride on the roller coaster. (Answer in Row 4.) xiii. After being attacked by wolves the young cub made a _____________________ attempt to escape. (Answer in Row 4.) xiv. _____________________ the ladder to the top of the tower. (Answer in Row 3.) xv. The dolphin is a very _____________________ animal. (Answer in Row 5.)

EXTRA: There are now fifteen words in the text box above that you have not used. Select five of those words and put them in a sentence on the back of this sheet.

Vocabulary 6

ACTIVITY 6

The word homonym has two parts. Homo means same. Nym means name. Homonyms are pairs of words that both LOOK and SOUND the same. Below are some examples. Seal:

A seal is a mammal that lives in the sea. You must seal the envelope before you post it. Bowl: Mix the cake in a bowl. Bowl the ball along the grass.

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Following the examples above, write two sentences for each homonym below.

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Box:

i. _________________________________________________________________ ii. _________________________________________________________________

Duck:

i. _________________________________________________________________

ii. _________________________________________________________________

Date:

i. _________________________________________________________________

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Free:

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ii. _________________________________________________________________

i. _________________________________________________________________

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ii. _________________________________________________________________

Match: i. _________________________________________________________________ ii. _________________________________________________________________ 12

Vocabulary 7

ACTIVITY 7

HOMOPHONES The word homophone has two parts. Homo means same and phone means voice or sound. Homophones are words that SOUND the same, (ie, have the same sound) but are spelled differently. Look at the examples below. their / there: That is their house over there. hear / here: I will be able to hear you better if you stand over here.

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1. Following the examples above write a sentence for each homophone below. You don’t have to put them into the same sentence but it’s fun to try. passed / past_________________________________________________________

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____________________________________________________________________

cell / sell ____________________________________________________________ ____________________________________________________________________

sale / sail ____________________________________________________________ ____________________________________________________________________

herd / heard _________________________________________________________

____________________________________________________________________

Tear:

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Wind:

At the sad movie she wiped a tear from her eye. Tear the paper along the dotted line. The fence was blown over by the strong wind. Use the key to wind up the old clock.

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HOMOGRAPHS The word homograph has two parts. Homo means same. Graph means writing. Homographs are words that are spelled the same, (ie, have the same writing), but have a different sound. Look at the examples below.

2. Following the examples above write two sentences for each word below. (Remember that although the words are spelled the same, they will have a different sound in each sentence.)

o c . che e lead ________________________________________________________________ r o t r s super ____________________________________________________________________ row ________________________________________________________________ ____________________________________________________________________ read ________________________________________________________________ ____________________________________________________________________ record ______________________________________________________________ ____________________________________________________________________ 13

TEACHERS’ NOTES

Vocabulary

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Vocabulary 8a Homonyms face: (i) A noun: “Draw a smiley face”. (ii) A verb: “Face the music”. way: (i) A route: “Do you know the way to my place?” (ii) A method: “Show me the way to do it”. bank: (i) An institution: “Put your money in the bank”. (ii) A feature: “The bank of a river”. right: (i) Your right arm. (ii) The right (correct) answer. left: (i) Your left arm, the left hand side or “Turn to the left”. (ii) Left over or left behind. cross: (i) Cross the road. (ii) Get cross (angry). (iii) Cross out the error. Draw a cross next to the errors. band: (i) Musicians: a concert band. (ii) A strap. A rubber band. A hair band. steer: (i) Guide. Steer the car. (ii) A male animal. (A steer is a de-sexed bull.)

Vocabulary 8b Homophones row: (i) “Row the boat.” “They stood in a row.” (ii) An argument: “The two friends had a row.” lead: (i) A soft metal: “The pipes were made of lead”. (ii) “Lead the way.” A lead on a dog. close: (i) Nearby: “The fire was close to the house.” (ii) “Shut (close) the door.” live: (i) An adjective: A live performance. (ii) A verb: “Where do you live?” use: (i) A noun: “It has no use.” (ii) A verb: “Show me how to use the machine.” desert: (i) A noun: a treeless plain. (ii) A verb: “Rats desert a sinking ship.” convict: (i) A noun: a prisoner. (ii) A verb: “They will convict him of the crime.” sow: (i) A noun: a female pig. (ii) A verb: “Sow the seeds.”

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Vocabulary 9 1. It is impossible to agree upon the exact order of the words. However the children should have the words in the correct columns. Here is a suggested way of marking them: Temperature Words Top 5: freezing, icy, cold, chilly, cool. Bottom 5: tepid, warm, hot, roasting, boiling. Speed Words Top 5: lumbering, plodding, strolling, slow, quick. Bottom 5: swift, fast, rushing, rapid, speeding. 2. Environmental Verbs: rattle, clang, gurgle, rustle, jingle, chime, rumble, crackle, peal, clatter. Speech Verbs: mumble, blubber, whisper, snivel, whimper, plead, moan, gasp, implore, grumble.

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Vocabulary 8

Sentence 1:

Create two sentences for each word. Remember the words of each pair will LOOK and SOUND the same but the meanings will be quite different. ___________________________________________________________

Sentence 2:

___________________________________________________________

Sentence 1:

___________________________________________________________

HOMONYMS face:

way*:

ACTIVITY 8a

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Sentence 2: ___________________________________________________________________________________

bank:

Sentence 1:

___________________________________________________________

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Sentence 2: ___________________________________________________________________________________

left:

cross:

Sentence 1:

___________________________________________________________

Sentence 2:

___________________________________________________________

Sentence 1:

___________________________________________________________

Sentence 2:

___________________________________________________________

Sentence 1:

___________________________________________________________

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right:

©___________________________________________________________ ReadyEdPubl i cat i ons band : ___________________________________________________________ •f orr evi ew pur posesonl y• Sentence 2:

** Sentence 1:

Sentence 2: ___________________________________________________________________________________ Sentence 1:

___________________________________________________________

Sentence 2:

___________________________________________________________

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(*Don’t confuse with ‘weigh’.) (**Don’t confuse with ‘banned’.)

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steer:

HOMOPHONES Create one sentence for each word. (Note that the words are spelled differently but sound the same.)

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Vocabulary 8

ACTIVITY 8b

HOMOGRAPHS Create two sentences for each word. (Remember the words of each pair have a different sound.) row:

Sentence 1: ________________________________________________________

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Sentence 2: ________________________________________________________

Sentence 1: ________________________________________________________

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lead:

Sentence 2: ______________________________________________________________________________

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close:

Sentence 1: ________________________________________________________

Sentence 2: ______________________________________________________________________________

live:

Sentence 1: ________________________________________________________

use:

Sentence 1: ________________________________________________________

desert*:

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Sentence 2: ________________________________________________________

Sentence 1: ________________________________________________________

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Sentence 2:

convict:

Sentence 1:

Sentence 2: ______________________________________________________________________________

sow**:

Sentence 1: ________________________________________________________

Sentence 2: ________________________________________________________

(*Don’t confuse with ‘dessert’) (**Don’t confuse with ‘sew’.) 16

Vocabulary 9

ACTIVITY 9

When we are writing it is important that we try to use the exact word every time. This can be tricky sometimes because many words have very similar meanings. Word List 1

freezing slow swift cold

tepid quick cool rushing

roasting speeding plodding warm

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

lumbering boiling strolling rapid

Speed

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1. Look at Word List 1. Place the words that describe temperature in the first column of the table. In the second column write the words that describe speed. Try to put each group into some order, so that they range from least to most. In the first column the coldest will be at the top and the hottest will be at the bottom. In the second column the slowest will be at the top and the fastest will be at the bottom. You might need to use a dictionary for some words.

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chilly hot fast icy

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Word List 2

rattle clang moan jingle

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snivel mumble rustle whimper

rumble gasp whisper clatter

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plead crackle peal grumble

o c . 2. Look at Word List 2. The verbs that describe everyday environmental sounds are c e he r mixed up with verbs that describe accurately how a character or person might speak. o t r s s You are required to classify the verbs by placing up erthem into the correct columns. Environmental Verbs

Speech Verbs

TEACHERS’ NOTES

Similes and Personification 1 1. Considerable teacher led discussion will be required to establish an understanding of similes and personification. Many children will be familiar with their usage in common everyday speech.

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2. Tips for teaching similes: Tell students that similes paint clear pictures for the reader because the object or the situation is compared to something that the reader already understands.

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As a class compare: The polished floor was very slippery with The polished floor was as slippery as greased glass.

Discuss how the similes are stronger.

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Also compare: My aunt’s cookies taste terrible with My aunt’s cookies taste like lumps of mud.

3. Discuss possible answers to each of the five similes that the children are asked to complete. Write their suggestions on the board and then ask them to vote. Establish which is the most popular. Encourage the children to give a reason for their choice before they write down the one that they like best.

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4. Tips for teaching personification: Tell students that personification means giving human qualities to things that aren’t human. Examine the four examples as a class. Read them out. Point out that each object or animal is treated as though it is a person. We all know that lights can’t blink (they don’t have eyes), a computer can’t hate (it doesn’t have a brain), birds can’t welcome (they can’t talk) and lawn mowers can’t get angry or bite (they have neither a brain nor teeth). But personification conveys a sense of feeling between the writer and the object.

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5. Discuss each of the three exercises that the children are asked to complete. What would trees be doing in a storm? How could we pretend that they are people? How would the dogs at the gate be feeling if their tails were wagging? What other things could be happening while waiting for the ships to come? There would be water and waves, wind and clouds.

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6. Proceed as for the similes and write the children’s suggestions on the board.

Similes and Personification 1

ACTIVITY 10

Writers use many different literary devices to help form a clear picture in the mind of the reader. In this activity we are looking at two of those devices. The first one is called a simile. A simile uses the words as or like to help the reader understand ideas more clearly. Below are a few examples.

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The polished floor was as slippery as greased glass.

When I broke the vase my Mum cried like a baby. My aunt’s cookies taste like lumps of mud.

My neighbour has a temper like a volcano.

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My Nanna’s voice is as sweet as a lullaby.

1. Now it’s your turn. Make up some similes to finish the sentences below.

i. The lady was as angry as _____________________________________________

ii. The day was as hot as ________________________________________________

iii. Her teeth were like __________________________________________________

v. The roast meat was as tough as ________________________________________

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The second device that we are looking at in this activity is personification. Writers use personification when they talk about a thing or an animal as a human being. Look at the examples below.

o c . The birds in the treetops welcomed the morning sunshine. ch e r e o The lawn mower got angry and bit my toes. t r s super

At midnight the lights from the ship blinked across the ocean. The computer won’t start. I’m sure it hates me.

2. Now it’s your turn. Use personification to finish the sentences below. i. In the storm _______________________________________________________ ii. At the gate the dogs wagged their tails and ______________________________ iii. While we waited for the ships to come _________________________________ 19

TEACHERS’ NOTES

Similes and Personification 2 1. Below are the answers to Activity 11.

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My next door neighbour, Mr. Hardcastle, was thin and wiry and he played football. On the football field he wore white shorts and short white socks. His legs were as [hard and thin as a ram’s legs] OR [thin and strong like star pickets] and his skin was the colour of mutton fat. His hair was [like a mouldy orange] OR [like a greasy mop] and it was held down flat with lots of gooey gel. He had a thick moustache that sprouted [like a spiky hedge] OR [like a bristly broom] between his lips and his nose. His little beady eyes darted from side to side like flashing lights and his nose twitched all the time, like a nervous rabbit. His old car spluttered and clanked and groaned. It was [a wounded soldier] OR [a drunken man] on wheels.

2. Each alternative should be read aloud in class and reasons for preferences discussed. For example a spiky hedge is probably a better choice than a bristly broom because of the verb sprout. A broom doesn’t sprout but a hedge does. If we want to use a bristly broom we probably need to change the verb to stuck out.

3. The term mutton fat will be foreign to most students. It will need to be explained. Discuss the colour of the fat around the outside of lamb or mutton chops. (Mutton is the meat of an old sheep while lamb is from a young one.) It is a pale sickly whitish colour. Discuss why the term is a good description of Mr. Hardcastle. Ask your students whether they get a picture in their minds of a fit and healthy looking man, or if he seems rather pasty and sallow. Ask them to think about his name and whether they think he is a kind man or a bit of a bully.

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4. The reason for discussing language choices is to develop in the children an awareness of the power that words or phrases have on the reader. A good writer will do more than simply describe events. He/she will try to make the reader have feelings about a character – and hopefully share those feelings with the writer.

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Similes and Personification 2

ACTIVITY 11

Use the words listed below to fill in the gaps of the text. The text is a boy’s description of his neighbour. In most cases there are a number of correct answers. Write the ones that you like best. Read your finished answers to a partner and explain why you like them.

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as hard and thin as a ram’s legs like a mouldy orange like a nervous rabbit thin and strong like star pickets

Personification

a wounded soldier

like a spiky hedge like a greasy mop like a bristly broom

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Similes

a drunken man

My next door neighbour, Mr. Hardcastle, was thin and wiry and he played football. On the football field he wore white shorts

and his skin was the colour of mutton fat. His hair was

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with lots of gooey gel. He had a thick moustache that sprouted ___________________________ between his lip and his nose.

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______________________________ and it was held down flat

. t e o and his nose twitched all the time, _______________________ c . c e her _____________________________. r o t s super His little beady eyes darted from side to side like flashing lights

His old car spluttered and clanked and groaned. It was __________________ _______________________________ on wheels. Draw a picture of Mr. Hardcastle standing next to his car.

TEACHERS’ NOTES

Rhetorical Questions 1. While the purpose of this activity is to show students how to use the rhetorical question, it is important that they also understand that by overusing this device, it will lose its impact. As a rule of thumb, encourage your students to ensure that there is at least one rhetorical question in an essay that has four or five paragraphs and a maximum of two in a longer essay.

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2. Answers to question one: positive, negative, negative, positive, negative, positive.

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3. Below are suggested answers to the second exercise. i. Can anyone deny these facts? ii. Is he not a monster? … OR … Isn’t he a monster? iii. Can an ice-cube survive in hell? iv. Is it worth the effort for such a small reward? v. Does a father not love his own son? … OR … Doesn’t a father love his own son? vi. Can any man jump that high? vii. Does a sparrow fight an eagle? viii. Does a sheep graze with a lion? ix. Can we expect everyone to know the answer? x. Behind the clouds is the sun not shining? … OR … Isn’t the sun shining behind the clouds?

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Although there will of course be acceptable variants, be careful that students have not reversed the meaning. Remember, negatives in the statement become positives in the rhetorical question and positives in the statement become negatives. The original statement is usually the only possible answer to the rhetorical question.

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Rhetorical Questions

ACTIVITY 12

In a persuasive essay good writers will use a number of devices to encourage the reader to agree with their arguments. One such device is the rhetorical question. Not all sentences need to take the form of a statement. A rhetorical question is an effective way of driving home a point in an argument. It is used when there can only be one answer. Examine this statement: We can’t reasonably expect the school to pay for the cost of repairing windows that were broken by the students.

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As a rhetorical question the above statement could be written like this:

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Can we reasonably expect the school to pay for repairing windows that were broken by students?

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A rhetorical question is usually written in a negative form if the statement is positive, and in a positive form if the statement is negative. Look at the examples below. Statement: That is a magnificent horse. (positive) Rhetorical question: Isn’t that a magnificent horse? (negative) Statement: A man cannot do the impossible. (negative) Rhetorical question: Can a man do the impossible? (positive)

© ReadyEdPubl i cat i ons Statement: A rat leaves a sinking ship. __________________________ • f o r r e v i e w p u r p o s e sonl y• Rhetorical question: Does a rat not leave a sinking ship? __________________________

1. Write positive or negative in the spaces below. (Hint: If you see words like not or never then the phrase is negative.)

__________________________

Rhetorical question: Does he look worried?

__________________________

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Statement: There can never be another day like that.

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Statement: He does not look worried.

__________________________

Rhetorical question: Can there ever be another day like that? __________________________

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2. Rewrite each statement below as a rhetorical question.

i. No-one can deny these facts. _____________________________________________________ ii. He is a monster. ________________________________________________________________ iii. An ice-cube cannot survive in hell. ________________________________________________ iv. It is not worth the effort for such a small reward. _____________________________________ v. A father loves his own son. _______________________________________________________ vi. No man can jump that high. _____________________________________________________ vii. A sparrow does not fight an eagle. _______________________________________________ viii. A sheep does not graze with a lion. ______________________________________________ ix. We can’t expect everyone to know the answer. ______________________________________ x. Behind the clouds the sun is shining. ______________________________________________ 23

TEACHERS’ NOTES

Repetition 1. Students should highlight the following: i.

evil

ii. untidy

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iii. We shall fight iv. tired

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v. All day long

2. With the second exercise the children are expected to follow the models of the example. Their responses must be relevant and try to build to a climax. Below are some possible answers. i.

The soldiers marched across the plain. They marched over the mountains and marched through the valleys. They marched until they reached the ocean. Then they stopped marching, set up their camp and waited.

© ReadyEdPubl i cat i ons iii. I • havef been busy all day. Ie have cleaned ther carpets. Is have cleaned the curtains. I o r r e v i w p u p o e s o n l y • have cleaned the windows. I have cleaned the whole house and now I am clean ii. The thieves have stolen my jewellery. They have stolen my clothes and stolen my money. Those disgusting thieves have stolen everything.

and exhausted.

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iv. Take all your clothes. Take all your books. Take all your furniture. Take everything. Even take yourself. And never come to this town again.

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Repetition

ACTIVITY 13

1. An argument can appear more persuasive if a word or a phrase is repeated. Look at the sentences below. Highlight the words that are repeated. (Note the use of a rhetorical question in the last example.) i. Evil minds will use evil methods.

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ii. His hair is untidy. His clothes are untidy. His desk and his work are untidy. He is an untidy person.

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iii. We shall fight them on the beaches. We shall fight them on the landing in the hills. We shall never surrender. (Winston Churchill)

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grounds. We shall fight them in the fields and in the streets. We shall fight them

iv. I am tired of your rudeness. I am tired of your laziness. I am tired of you.

v. All day long the gales whistled through the rigging. All day long the driving

rain poured onto the deck and massive waves pounded our tiny ship. All day

long we prayed for deliverance. Can it be said that we had an easy journey?

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i. The soldiers marched across the plain. They marched ____________________

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________________________________________________________________.

ii. The thieves have stolen_____________________________________________.

. te o c ___________________________ . I have _______________________________. . che e r o t r s Take all your super iv. Take all your ____________________________________. iii. I have been busy all day. I have ___________________ . I have cleaned the

________________. And never come to this town again.

EXTRA: Use repetition and one rhetorical question to persuade your reader that you should not have to do homework tonight. Write in your exercise books or on the back of this sheet.

TEACHERS’ NOTES

Modality Modality 1: 1. When teaching children to write persuasively we must ensure that they understand the difference between a strong and weak argument. Choosing the correct words is vital.

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Question 1: Students should highlight the second sentence.

Question 2: The strongest words are: immediately, filthy, furious, stench, exhausted, invincible, glaring, terrified, hilarious, priceless, begged, captivating, insist, annihilated.

The most persuasive sentences are:

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Modality 2:

Group 1: It is vital that we put a fence around the swimming pool. Group 2: The volcano will definitely erupt in the next ten years. Group 3: Homework should definitely be abolished. Group 4: You must attend the meeting on Monday. Group 5: I agree with Dr Snapper. He is always right. Group 6: Sometimes Mrs. Nosy is right but this time she is definitely wrong. Group 7: You must definitely take my advice. Mr. Smarty knows absolutely nothing about surfboards. Group 8: Dr. Goodie is completely dedicated to her patients. Group 9: I am convinced that a stronger fence would solve the problem. Group 10: I firmly believe that you should visit your grandmother every weekend. Group 11: We all need a balanced diet to remain healthy. Group 12: It is cruel to keep a budgie in a cage. Group 13: I know that he is lying. Group 14: The professor is absolutely right.

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The term modality applies to the way that we express the following: • • • • • • • •

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Probability (certainly, probably, possibly, might, could). Obligation (must, should, ought). Importance (vital, necessary, essential, important). Frequency (always, never, often, sometimes, rarely, seldom). Extent (totally, completely, generally, mostly, partly). Intensity (extremely, slightly, moderately). Confidence (convinced, sure, positive, suspect, believe). Emphasis (absolutely, very, extremely, quite, terribly).

Modality 1

ACTIVITY 14

In an essay, when you are trying to persuade your reader to agree with you, you must use strong words. 1. Highlight the sentence below which is more likely to persuade you to change the rules of a game that you are playing.

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If we don’t change the rules someone might get injured.

If we don’t change the rules someone will certainly get injured.

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The second sentence is much stronger than the first one because might has been replaced with certainly. The stronger word has a more persuasive effect. These shades of meaning are referred to as modality. It shows how intense or how definite you are about your subject. 2. Draw a circle around the strongest word in each set of brackets. i.

You must clean your room [soon, now, immediately]. It is [dirty, filthy, untidy].

ii.

The teacher will be [furious, disappointed, angry] if we are late to class.

iii. iv.

© ReadyEdPubl i cat i ons • f o r ev i ew ur po se son y•team is After ther football match I wasp [exhausted, tired, drowsy]. Ourl soccer There is a nasty [smell, stench, odour] coming from the dirty rubbish bin.

[strong, powerful, invincible]. The angry coach was [looking, glaring, staring] at me after I missed the goal.

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When I was being chased by the bull I was [scared, terrified, frightened].

. t e necklace is [priceless, valuable, expensive]. co viii. The diamond . c e hmyefriend r ix. In the spelling test [begged, asked, requested] me to help her. o t r s super vii. The clowns at the circus were [amusing, funny, hilarious].

The film that I saw yesterday was [interesting, captivating, fascinating].

xi.

If you can’t be quiet I will [ask, request, insist] that you leave the room immediately.

xii. In the Grand Final the Wolves were [beaten, annihilated, defeated] by the Tigers. 27

Modality 2

ACTIVITY 15a

In each group below there are three sentences. Tick the most persuasive one in each case. GROUP 1 I think that it is important that we put a fence around the swimming pool. It is vital that we put a fence around the swimming pool.

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I think perhaps we should put a fence around the swimming pool.

In the next ten years the volcano might erupt.

It is highly likely that the volcano will erupt in the next ten years. GROUP 3 Homework should definitely be abolished. I don’t think that students should have to do homework. Students should not have to do homework every day.

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GROUP 2 The volcano will definitely erupt in the next ten years.

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GROUP 5 Dr. Snapper is usually right and so I agree with him.

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Because Dr. Snapper is often right I am inclined to agree with him.

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I strongly advise you to attend the meeting on Monday.

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I agree with Dr Snapper. He is always right.

GROUP 6 Sometimes Mrs. Nosy is right but this time she is definitely wrong. Mrs. Nosy is probably wrong again. She usually is. I don’t think Mrs. Nosy is right this time.

GROUP 7 You should do as I say because Mr. Smarty knows very little about surfboards. You must definitely take my advice. Mr. Smarty knows absolutely nothing about surfboards. Mr. Smarty doesn’t know much about surfboards. You would be wise to do as I say.

Modality 2

ACTIVITY 15b

GROUP 8 Dr. Goodie works very hard for her patients. Not many doctors work as hard as Dr. Goodie. Dr. Goodie is completely dedicated to helping her patients.

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GROUP 9 The problem would probably be solved if we were to build a stronger fence. I am convinced that a stronger fence would solve the problem.

GROUP 10 I think that you should visit your grandmother every weekend. It would be nice to visit your grandmother every weekend.

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If we were to build a stronger fence I’m sure the problem would be solved.

I firmly believe that you should visit your grandmother every weekend.

GROUP 12 It is not fair to keep a budgie in a cage.

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I don’t think anyone should keep a budgie in a cage. It is cruel to keep a budgie in a cage.

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© ReadyEdPubl i cat i ons A balanced diet is important for good health. •f or e vi wp ur posesonl y• Everyone should tryr to have ae balanced diet. GROUP 11 We all need a balanced diet to remain healthy.

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GROUP 13 I suspect that he is not being completely honest. I know that he is lying.

I don’t believe a word he says.

GROUP 14 I am inclined to agree with the professor. The professor is absolutely right. I hope you can agree that the professor is right.

TEACHERS’ NOTES

Adverbs 1. Activity 16 aims to develop an increased awareness of adverbs and to encourage the children to be constantly striving to use them. 2. Below are the answers to the questions.

ii.

Tom is definitely the best player in the team.

iii.

They were walking dangerously close to the edge of the cliff.

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Surely you can see that I am right.

iv.

The leader unselfishly allowed the others to have a drink first.

The aggressive driver argued impolitely with the policeman.

vi.

The survivors swam bravely towards the distant island.

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vii. The sergeant was absolutely convinced that alcohol was to blame for the accident. viii. My parents were thoroughly pleased with my examination results.

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ix.

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Adverbs

ACTIVITY 16

Adverbs add meaning to verbs. Compare the two sentences below. The huge dog attacked the poodle. The huge dog viciously attacked the poodle. The adverb viciously adds to the verb attacked by describing how the poodle was attacked. It adds meaning to the verb. Below are some other adverbs that could have been used instead of viciously.

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savagely

cruelly

ferociously

gently

tenderly

lovingly

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The adverbs above are synonyms of viciously. Any one of them could have been used. Look at the adverbs below - they give quite a different picture. playfully

As writers we are trying to arouse the feelings of the reader and so the words that we choose are important tools to help us achieve this. Any one of the adverbs in the first group would make us feel sorry for the poodle. But those in the second group would not. Discuss how adverbs make the meaning of a sentence much stronger.

Use adverbs from the Word List below to fill in the gaps. You might prefer to choose some adverbs of your own instead.

ultimately

ii.

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iii. iv. v.

dangerously absolutely

______________ you can see that I am right.

impolitely definitely

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bravely

. te They were walking ________________ close to the edge of the cliff . o c . che allowed the others to have The leader ________________ a drink first. e r o t r swith the policeman. The aggressive driver argued s ________________ uper Tom is _________________ the best player in the team.

vi. The survivors swam ____________ towards the distant island. vii. The sergeant was _______________ convinced that alcohol was to blame for the accident. viii. My parents were ________________ pleased with my examination results. ix. After hours of argument they _______________ admitted that they were wrong. 31

TEACHERS’ NOTES

Adjectives Adjectives 1

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Adjectives 2

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1. Here are the answers to question 1: Why read a boring book when you can watch a movie? Does a book have realistic visual effects? Does a book have scary or uplifting music? Is a book full of exciting action and beautiful scenery? Of course not. All you will ever find in a book is page after monotonous page of words – long words; difficult words; fancy words; dull old words. Give me a well-made movie any day. Give me a comfortable chair, some delicious chocolate and let me relax. Let me blissfully escape from the troublesome world of reality and lazily immerse myself in the carefree world of a movie. Let me float peacefully on the clouds of fantasy. 2. Here are the answers to question 2: blissfully, lazily, peacefully. 3. Here are the answers to question 3: Metaphor: YES (… the clouds of fantasy) Rhetorical questions: YES (in the first four sentences) Repetition: YES (Does a book … ? … long words, difficult words, etc.) Hyperbole: NO Personification: NO

1. Here are the answers to question 1: Books are the backbone of modern civilisation. Would we know about the teachings of brilliant scholars like Socrates or Plato or Einstein without books? Electricity hadn’t even been discovered when those guys were alive. Books were all they had. Imagine what our world would be like today without them. How could knowledge have been recorded for later generations? We wouldn’t have the motor car today without books. We wouldn’t have aeroplanes either. We wouldn’t even have movies. I agree that movies are fun to watch but they can never replace a riveting book. Movies make us lazy. They send our imaginations to sleep by spoon feeding us with clever visual and sound effects. They rob us of the power of our language. They turn us into braindead zombies. 2. Here are some possible answers to question 2: Modern: present, current, today. Riveting: gripping, absorbing, enthralling. Clever: smart, shrewd, cunning. Brain-dead: thoughtless, unthinking, unimaginative. Brilliant: intelligent, gifted, talented. 3. Here are the answers to question 3: Metaphor: YES (… the backbone of modern civilisation) Rhetorical questions: YES (Would we know about the teachings … ?) Repetition: YES (We wouldn’t have … They send … They rob … They turn … Hyperbole: YES (… by spoon feeding us) Personification: NO 4. Here are the answers to question 4: Guys. Men or people. 5. Here are the answers to question 5: (i) Mirzhad uses very little reasoned argument. He says visual effects in movies are realistic and the music scary or uplifting but doesn’t qualify the argument or give examples. He says words are long, difficult, fancy and dull and that books are boring. Again, no qualification or example is given. (ii.) boring, exciting actions, blissfully escape, troublesome world, lazily immerse, dull old words, float peacefully, clouds of fantasy.

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Adjectives 1

ACTIVITY 17

Adjectives add meaning to nouns. Compare the two sentences below. The waves tossed the ship about like a cork. The gigantic waves tossed the ship about like a cork. Below are some other adjectives that could have been used instead of gigantic to describe the noun waves.

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monstrous

mountainous

colossal

enormous

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1. A boy called Mirzhad wrote a persuasive essay disagreeing with the topic “Books are better than movies”. The paragraphs below are the opening lines of his essay. Write some adjectives in the spaces that have been left. You can choose adjectives from the Word List below or select some of your own. Note: The passages can be read without any words in the spaces and still make sense. The missing words add colour. Word List

boring

monotonous scary

delicious

exciting

realistic

beautiful

dull

carefree

troublesome comfortable uplifting

© ReadyEdPubl i cat i ons __________________ visual eff ects? a book have __________ or _____________ •f orr evi e wDoes pu r po s eson l y • Why read a ______________ book when you can watch a movie? Does a book have

music? Is a book full of _______________ action and _____________ scenery? Of

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course not. All you will ever find in a book is page after _______________ page of

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words – long words; difficult words; fancy words; ____________ old words.

Give me a well-made movie any day. Give me a ___________________ chair,

. te o from the ___________________ world of reality and lazily immerse myself in the c . chofe _________________ world a movie. Let me float peacefullye on the clouds of fantasy. r o t r s upused? 2. Can you find three adverbs thats Mirzhad er some __________________ chocolate and let me relax. Let me blissfully escape

______________________________________________________________________ 3. Did Mirzhad use any of these devices? (Circle YES or NO.) (i) Metaphor

YES NO

(ii) Rhetorical questions YES NO

(iii) Repetition

YES NO

(iv) Hyperbole

(iv) Personification

YES NO

Adjectives 2

ACTIVITY 18

A boy called Johanne wrote an essay which agreed with the statement, “Books are better than movies”. Read the opening paragraphs of his essay below.

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Books are the backbone of _________________ civilisation. Would we know about the teachings of ____________ scholars like Socrates or Plato or Einstein without books? Electricity hadn’t even been discovered when those guys were alive. Books were all they had. Imagine what our world would be like today without them. How could knowledge have been recorded for later generations? We wouldn’t have the motor car today without books. We wouldn’t have aeroplanes either. We wouldn’t even have movies.

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I agree that movies are fun to watch but they can never replace a _______________ book. Movies make us lazy. They send our imaginations to sleep by spoon feeding us with _______________ visual and sound effects. They rob us of the power of our language. They turn us into ______________ zombies.

1. Choose adjectives from the box below to put into the spaces of Johanne’s essay.

2. Beneath each word below write another word (a synonym) that Johanne could have used instead.

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3. Did Johanne use any of these devices? (Circle YES or NO.) YES NO

(ii) Rhetorical questions YES NO

(iii) Repetition

YES NO

(iv) Hyperbole

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(i) Metaphor

YES NO

YES NO . teword in the vocal register instead of the written register. 4. Johanne used one Find that o c word and write it here: ____________________. Write a word that he could have . c e used instead: ____________________. her r o t s33 by Mirzhad. r u pe 5. Read the extract on this page ands the extract on page (iv) Personification

i. Which one of the two writers uses very little reasoned argument but tries to appeal more to the reader’s emotion (ie, uses more emotive language)? ____________________________________________________________________ ii. Write eight emotive words or phrases that this writer has used. ____________________________________________________________________ ____________________________________________________________________ 34

TEACHERS’ NOTES

Hyperbole 1. Hyperbole is a colourful device that a writer can use to appeal to his/her audience. If the language makes it easier for the reader to understand the argument or to form a clearer image in his/her mind then it has a persuasive function. Students need to practise using hyperbole in their writing.

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2. Here are the answers to the first exercise:

The dirty clothes in your bedroom are piled to the ceiling.

ii.

I was so startled that I jumped out of my skin.

iii.

That lady is so grumpy. If she smiled her face would crack.

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My brother is so skinny he has to run around in the shower to get wet.

It was so cold that even the polar bears were wearing jackets.

vi.

When Mum saw the mess I had made, she raised the roof with her screaming.

vii.

I wouldn’t be seen dead in that awful dress.

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iv.

viii. Dad can’t come to the beach. He has a mountain of paperwork to finish. ix.

He is so old I think he must have grown up with the dinosaurs.

Mum’s lecture about good manners continued for a century.

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Hyperbole

ACTIVITY 19

Hyperbole (pronounced hi-per-bo-lee, with the stress on the second and fourth syllables) is the use of exaggeration for effect. Although it is often humorous and not meant to be taken seriously, it can have a biting effect in a persuasive essay. Read the sentence below. Schools need to lift their ban on skateboards.

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To make this sentence stronger the writer could have used a little hyperbole. The sentence below is an example of this. Schools that ban skateboards are nursing homes for children.

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My school bag weighs a ton. I could eat a horse. I will die if she asks me to dance. If she does that again I will scream the house down.

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Below are some more examples of hyperbole. • His throw missed the stumps by miles. • • I offer you a thousand apologies for • being late today. • • I have been waiting for ages. • • I have a million jobs to do.

Select some examples of hyperbole from the Word List below to finish the sentences.

© ReadyEdPu-b l i cat i ons even the polar bears were wearing jackets - ao mountain of paperwork to finish •f orr evi ew pur p s e s o n l y • - continued for a century - I wouldn’t be seen dead - grown up with the dinosaurs

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- has to run around in the shower to get wet Hyperbole - jumped out of my skin Word List - raised the roof with her screaming - piled to the ceiling - her face would crack

The dirty clothes in your bedroom are ___________________________________.

ii.

I was so startled that I ________________________________________________.

iii. iv. v.

. tgrumpy. If she smiled _____________________________________. That lady is soe o c . ch My brother is so skinny he _____________________________________________. e r e o t r s super It was so cold that ____________________________________________________.

vi. When Mum saw the mess I had made, she ________________________________. vii. I wouldn’t be seen dead in _____________________________________________. viii. Dad can’t come to the beach. He has a ___________________________________. ix. He is so old I think he must have ________________________________________. x. 36

Mum’s lecture about good manners _____________________________________.

TEACHERS’ NOTES

Metaphor 1. Metaphors are a colourful device that a writer can use to appeal to his/her audience. If the language makes it easier for the reader to understand the argument or to form a clearer image in his/her mind then it has a persuasive function. Students need to practise using metaphors in their writing.

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2. It can be fun discussing and expressing orally the metaphors provided in this exercise. A simple search of the internet can find many more examples. 3. You could write the following on the whiteboard and then ask the students to match them to the metaphors on the activity sheet.

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Difficult to accept A rather silly person The most reliable player in the team Stubborn Making everything calm Not certain The most valuable part A shameful secret Have enough money to be safe from danger A dangerous threat in a peaceful disguise

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Feeling sad Taking risks Stands out from the rest Covered in snow Good at many things Is greedy and eats too much Unreasonable Survived narrowly Have enough money to live Treat a small problem as a big one

4. Answers:

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feeling sad stands out from the rest the most valuable part have enough money to live have enough money to be safe from danger difficult to accept a shameful secret good at many things covered in snow taking risks taking risks survived narrowly OR a narrow escape making everything calm making a small problem into a big one is greedy and eats too much a rather silly person a dangerous threat in a peaceful disguise not certain unreasonable not taking sides in a disagreement

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feeling blue a shining example the jewel in the crown make ends meet keep the wolf from the door a bitter pill to swallow a dark secret many strings to his bow a blanket of snow skating on thin ice sticking your neck out the skin of your teeth pouring oil on troubled waters making a mountain out of a mole hill eyes are bigger than his belly a bit of a goose a wolf in sheep’s clothing up in the air over the top sitting on the fence

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3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.

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Metaphor

ACTIVITY 20

A metaphor is a comparison between two things that are not normally alike at all. For example if we say: that man has a heart of stone we are comparing the man’s heart with a stone. We all know that a heart is nothing like a stone but we also know what the metaphor means. It tells us that the man is cold and hard. Like the stone, he has no feelings. He doesn’t care if people are hurt or upset. So you can see that a metaphor compresses a lot of meaning into a very small number of words. It is a concentrated bit of language.

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My father’s aunt is a dragon.

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When you use a metaphor, you are saying that a person, place, animal or thing IS something else (not just LIKE it, as in similes). That is why metaphors provide stronger images than similes. Of course they don’t literally mean what the words say. Read the two metaphors below. The judge glared with eyes of ice.

As a class activity discuss the meaning of the metaphors below and try to say (or write) some of them in a sentence.

Here is an example: It was a bitter pill for him to swallow when he was beaten by his younger sister.

3. feeling blue

14. the skin of your teeth

4. a shining example

15. pouring oil on troubled waters

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13. sticking your neck out

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2. pig headed

o c 6. make ends meet .his belly than che 17. eyes are biggerr e o s sup 7. keep the wolf from the door r 18.e a bit of at goose r

5. the jewel in the crown

16. making a mountain out of a mole hill

8. a bitter pill to swallow

19. a wolf in sheep’s clothing

9. a dark secret

20. up in the air

10. many strings to his bow

21. over the top

11. a blanket of snow

22. sitting on the fence

TEACHERS’ NOTES

Character Character 1 1. Here is a suggested answer to the first exercise: Mr. Jones looked up and saw that a boy called Marcus, who lived down the street, had climbed up into his apple tree. When he saw that Marcus had a bag of juicy ripe apples slung over his shoulder, Mr. Jones got very angry. “Get down from that tree immediately,” he called, shaking his fist. “The next time I see you in that tree I will tell your father.”

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2. Here is a suggested answer for the second exercise:

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Sarah peeped through a crack in the fence and saw Mrs. Bartoli pulling the weeds out of her vegetable garden. Mrs. Bartoli was a nice friendly lady and so Sarah called through a hole in the fence, “Hello Mrs. Bartoli.” Mrs. Batoli straightened up from her bending position and smiled. Then she waved and asked, “Would you like some nice fresh strawberries Sarah?”

Character 2

1. Tell your students that the characters that they create will seem more real if they describe them accurately. Remind them to not only tell their readers what their characters look like (although this is very important) but also describe all or some of the following: (a) The way that they walk: fast or slow – with a limp, or a shuffle. (b) The way that they talk: the sound of their voice – how fast they talk – the words that they use. (c) They way that they laugh. (d) What gestures they use.

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3. Here are the answers to the second exercise:

Words to use instead of said. mumbled gasped groaned pleaded muttered sighed objected protested squealed snivelled

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2. Student responses to the first exercise in this activity will need to be assessed individually.

Words to use instead of walked. crept scurried scrambled galloped darted strolled waddled lumbered slouched hobbled

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Character 1

ACTIVITY 21

If you want your readers to connect with the characters in your stories, then they must seem real and have life. The best way to do this is to make them talk. 1. Read passage A below then rewrite its ending by making Mr. Jones say something. You should replace the last two sentences with dialogue. (A) Mr. Jones got very angry when he saw a boy called Marcus, who lived down the street, in his apple tree with a bag of juicy ripe apples slung over his shoulder. He shook his fist at the boy and told him to get down out of his tree immediately. He said that next time he saw Marcus in the tree he would tell his father.

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(B) Mr. Jones got very angry when he saw a boy called Marcus, who lived down the street, in his apple tree with a bag of juicy ripe apples slung over his shoulder, He shook his fist at the boy and called out, “ __________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• _____________________________________________________________________ 2. Now read the two passages aloud. In which passage does Mr. Jones seem more real to you? Why?

_____________________________________________________________________

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3. Below is another passage. Rewrite it by placing some dialogue in the spaces.

(A) Sarah peeped through a crack in the fence and saw Mrs. Bartoli pulling the weeds out of her vegetable garden. Mrs. Bartoli was a nice friendly lady and so Sarah called a greeting to her, through a hole in the fence. Mrs. Batoli straightened up from her bending position and smiled at Sarah. Then she waved and asked if Sarah would like some nice fresh strawberries.

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o c . che e r o t r (B) Sarah peeped through a crack ins the fence andr saw sMrs. Bartoli pulling the u e p weeds out of her vegetable garden. Mrs. Bartoli was a nice friendly lady and so

Sarah called, “ ___________________________________________________, through a hole in the fence. Mrs. Bartoli straightened up from her bending position and smiled at Sarah. Then she waved and asked, “ __________________________ ___________________________________________________________________ ___________________________________________________________________ 40

Character 2

ACTIVITY 22

Read the passage below. As you read take note of the different ways in which Mr. Bullymore and Mrs. Prim speak. Mr. Bullymore approached Mrs. Prim who was seated on the park bench. He coughed deeply in his throat and shook his walking stick aggressively. “That is my seat,” he growled angrily, with saliva dribbling from his puffy lips. “I sit there every morning at ten o’clock to read my newspaper.”

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“I’m terribly sorry,” whimpered Mrs. Prim quietly. “My leg is very sore and I just needed a little rest.”

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Mr. Bullymore narrowed his eyes at her. ”Poppycock,” he sneered. “Sore leg indeed. This is a public place, not a nursing home. Now get off my seat before I lose my temper.” Mrs. Prim got painfully to her feet. “I’m terribly sorry,” she quivered. “I’ll be on my way now.”

These words tell us how (a)Mr. Bullymore speaks: growled, sneered (b)Mrs. Prim speaks: whimpered, quivered. We know instantly that they are two completely different characters. We also know that Mr. Bullymore: (a)has a walking stick that he uses to threaten people (b)threatens with his eyes (c)has big puffy lips (d)dribbles. We know that Mrs. Prim (a)speaks quietly (b)has a very sore leg (c)doesn’t fight back because she is shy and timid.

© ReadyEdPubl i cat i ons 1. Use the back of this sheet to rewrite the above passage. Transform Mr. Bullymore orr ev i e wthep ur o se on y • into a• shy,f polite, timid man and lady onp the seat tos a rude andl aggressive

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2. Put the words below into the correct columns.

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Word List

crept mumbled gasped scurried groaned

scrambled galloped pleaded darted muttered

sighed strolled objected protested waddled

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person. The man should ask if he can sit on the seat. Be inventive and change the names of the characters. You might like to use some of the following words: stammered, stuttered, politely, humbly, retorted, nastily, snapped, threatened.

lumbered squealed slouched hobbled snivelled

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Words to use instead of said.

Words to use instead of walked.

TEACHERS’ NOTES

Setting Setting 1 1. Tell your students that in addition to making strong and real characters in their stories, it is also important that they create settings just as effectively.

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2. Discuss how in a film we can see the setting immediately. If, for example, the story in a movie is set in the Middle Ages, then we see the characters dressed in the clothes that the people wore in those times. They ride on horses. They wear armour and they carry swords or daggers. Often they use words that we do not use today. The buildings are made of stone and there is no electricity. 3. Discuss the idea that when they write their own stories there is no scenery to help out the reader like there is in a movie. They have to use words to create a setting. They need to describe the time and the location to their readers. In other words they have to provide the scenery for the reader’s imagination. 4. Question 2: students will possibly highlight the following words: deep, penetrate thick leaves, constant shadows, swirled, crunched loudly, sensing, edged.

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(iii) Students should circle: Smell

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(i) humid, pitch darkness and continuing rain

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Setting 1

ACTIVITY 23

Setting refers to the time and the place in which a story is set. 1. Read the passage below. The story is set in a forest.

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Deep in the forest very little sunlight could penetrate the thick leaves and branches. Even though it was midday, the two children were in constant shadows. And although the breeze swirled in the treetops high above them, the air on the ground was very still; so still in fact that their footsteps crunched loudly as they walked on the dead twigs that lay scattered on the track. They edged their way towards the river, trying desperately to walk quietly, and sensing all the while that someone was watching them. Notice how the above paragraph has set a scene. There is an atmosphere, a sense of mystery – and even though the writer hasn’t told us, we get the feeling that the children are in danger. 2. Highlight the words and phrases that effectively paint a picture of the setting.

3. Write a paragraph of your own below. The setting should be the desert. Before you start, brainstorm some good words that you could use. Below are some suggestions.

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delirious exhausted silence

terrible thirst hallucinating disorientated

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trudging heat soft sand

____________________________________________________________________

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

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 43

Setting 2

ACTIVITY 24

1. Read the extract below taken from a story where the setting and the characterisation are combined. A policeman and a wildlife officer called Bluey are camping on a desert island, trying to find and capture two children who are hiding there. Notice how the dialogue between the two men adds to the atmosphere of the setting.

Teac he r

Sergeant Mckenzie and Bluey sat inside the humid tent in pitch darkness, sheltering from the continuing rain. They had eaten earlier, before nightfall, and now they maintained their silence. The clouds covered the moon and the stars. Everything was so quiet that the two men could hear the crabs scuttling through the wet leaves, drawn out of their hiding by the welcome rain. “I’m going to have a snoop around,” the sergeant whispered. “You coming?”

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They stepped out of the tent and down onto the beach, straining their eyes through the gloom for any signs of life. The rain was finally easing and shafts of light from the pale half moon filtered through the clouds. The sergeant looked to the distant rock ledge and let his eyes follow the lines of the rocks, back to the tall leaning coconut trees at the top of the cliff. He blinked and shook his head. “Am I going nuts,” he whispered to Bluey, “Or can I see smoke curling up at the bottom of those trees?” Bluey followed the line of the sergeant’s pointing finger. “You’re right,” he said. “That’s smoke. No question. Besides, I can smell it.”

It was awkward walking along the rocky beach in the dark, with no torch to help them. They came to the fishing ledge and looked up to the trees where the streams of smoke from Shari and Jasri’s fire rose steadily from the fissures in the rocks.

2. (i) What words or phrases tell us that it is hot, dark and wet? _________________

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_________________________________________________________________

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(ii) What words or phrases emphasise the darkness? ________________________ _________________________________________________________________

. te o 3. Use the back of this sheet to add another paragraph of your own c to the story that . c you have just read. Describe what happens next and give thee two characters more her r dialogue. Think about: o t s sup er • Do the two men stumble over on the • Where the smoke is coming from. (iii) Because of the darkness the two characters had to use one of their other senses. Which one was it? Circle one of these: Hearing Taste Smell Touch

•

Whether they find the two children, • Shari and Jasri, who are hiding from them, and if so, what they say to them. • If they don’t find the children say why.

dark rocky beach? Do they get lost? Do the children play tricks on them?

The possibilities are endless. Use your imagination and try to keep the sense of mystery. Remember, you are only required to write one paragraph. You are not required to finish the story. 44

TEACHERS’ NOTES

Cohesion Cohesion is the control of the many links or threads that tie language together. These threads include the correct use of referring words like pronouns, prepositions and conjunctions, as well as the correct use of tense in verbs.

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Cohesion 1 1. The four verbs in the first exercise of activity 25 are: eat, argue, decide and describe. All the other words in the box are nouns. Some of them have a capital letter because they are proper nouns. 2. On the board make two lists, common nouns and proper nouns. Have the children suggest words for each list. Proper nouns, which must have a capital letter would include, in addition to students’ names, words like: Australia, Australian, England, English, Canberra, etc., titles of books, names of schools, streets and of course positions where there is only one, e.g. Principal, Premier, Lord Mayor, Prime Minister, Manager, Director etc. 3. After reading the passage, “Peter stayed home … ” ask the children to explain why it sounds awkward and ask how it could be made right. In other words, get them to discover what pronouns are and how they function in our language. 4. Students should rewrite the passage as follows: Peter stayed home from school today. He had a bad headache and his mother said that he should relax in bed. She stayed at home too, to look after him. Cohesion 2 Here are the answers to the first exercise: Subject I The puppy Jane and I The book Jack That dog You and I We

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Verb placed ran hurried belongs climbed likes like played

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Object the puppy ---------------------------the tree you and me that dog ----------

Adverbs/ Adverbial Phrases down on the path (where) happily (how) towards me (where) to school (where) to me (where) with Alex and me (how) ------------------happily (how) on the swings (where)

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Cohesion 3 Here are the answers to the first exercise: Verb threw took loves loves tidied asked

i. ii. iii. iv.

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Subject Jack Mum Our cat The cat My father and I He

Object the ball Tom and me my sister and me her and me the garden me - to help him

Adverbs/ Adverbial Phrases to her (where) to the movies (where) ------------------this morning (when) ----------

Alan is taller than I. v. They have a bigger car than we. (Most people would use Toby is as guilty as he. us in this instance. It has become acceptable by common You did not work as hard as I. usage. Because it is technically incorrect it is probably wiser Judy played a better game than she. to reword the sentence: Their car is bigger than ours.) 45

Cohesion 1

ACTIVITY 25

Verbs are doing words and nouns are naming words. 1. Draw a ring around the four verbs in the box. horse

tree

argue

ice-cream

Sydney

Mary

ruler

decide

chocolate

describe

eat

knife

sunshine

Swan River

table

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All the other words in the box are nouns, because they are the names of things, places or people. Notice that three of them have a capital letter. This is because they are the names of particular people or places. These are called proper nouns and must always have a capital letter, even if they are not at the start of a sentence. The other nouns that don’t have a capital letter are called common nouns.

2. Discuss with your teacher why the passage below sounds strange when you read it aloud. Peter stayed home from school today. Peter had a bad headache and Peter’s mother said that Peter should relax in bed. Peter’s mother stayed at home too, to look after Peter.

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3. Rewrite the passage using the word Peter once, at the beginning. Replace his name with he, his or him. Replace Peter’s mother with she at the start of the last sentence. ____________________________________________________________________

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o c . We use little words such c as he and she all the time in the place ofe nouns. These little her r words that take the place of nouns are called pronouns. t o s s r u e p 4. Write some more pronouns in the space below.

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Cohesion 2 Pronouns that we use in the subject of a sentence are called subjective pronouns and those that we use in the object of a sentence are called objective pronouns. Here are two lists of them:

Subjective Pronouns I he she it we you they who

Objective Pronouns me him her it us you them whom

With the sentences below you are required to …

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(Note that the objective pronoun whom, is not used very much in modern times and it has become acceptable to use who as both a subjective and an objective pronoun.)

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ACTIVITY 26

 Select the correct pronoun at the end of each sentence and write it on the line.  Draw a ring around the verb in each sentence.

 Use a red pen or pencil to underline the subject in each sentence.

 Use a black pen or pencil to underline the object in each sentence.

© ReadyEdPubl i cat i ons  Look at the two lists of pronouns above and check that only subjective •f oare rinr e i ew u r pos eso n y • pronouns thev subject andp only objective pronouns are inl the object.  Draw a green circle around any adverbs or adverbial phrases.

___________ placed the puppy down on the path.

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The puppy ran happily towards _________

v. vi.

I . tebelongs to _________ . The book he o c . ch e Jack climbed the tree with Alex and ______ I r er o t s s r u e p That dog likes you and _______ I

iii. Jane and _____ hurried to school. iv.

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vii. You and ______ like that dog. viii. _______ played happily on the swings.

him me me

Cohesion 3

ACTIVITY 27

With the sentences below you are required to …  Select the correct pronoun at the end of each sentence and write it on the line.  Draw a ring around the verb in each sentence.  Use a red pen or pencil to underline the subject in each sentence.  Use a black pen or pencil to underline the object in each sentence.

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 Draw a green circle around any adverbs or adverbial phrases.

Jack threw the ball to ________.

ii. Mum took Tom and ________ to the movies. iii. Our cat loves my sister and _______ . iv. The cat loves ________ and me. v. My father and ______ tidied the garden this morning.

she

her

she

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 Look at the two lists of pronouns above and check that only subjective pronouns are in the subject and only objective pronouns are in the object.

him © ReadyEdPubl i cat i on s he •f orr evi ew pur posesonl y• It can be confusing when we compare two or more things because we usually leave vi. _____ asked me to help ______ .

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out the second verb. For example we do NOT say, Jean is taller than I am tall. Also we do NOT always say, Jean is taller than I am. Instead we usually say, Jean is taller than I. It is easy to see why we must use the subjective pronoun if we remember the verbs that we have left out. It is wrong to say Jean is taller than me am. Therefore it is also wrong to say, Jean is taller than me. There is one mistake in each sentence below. Put a circle around the incorrect pronoun and then write the correct word on the line at the end. The missing verb has been placed in brackets at the end to help you. i.

o c . che e r o Alan is taller than me. (am) r _______________________ t s super

ii. Toby is as guilty as him. (is)

_______________________

iii. You did not work as hard as me. (did)

_______________________

iv. Judy played a better game than her. (played)

_______________________

v. They have a bigger car than us. (have)

_______________________

Note: The last one possibly sounds correct because it is a frequent error. 48

TEACHERS’ NOTES

Cohesion 4 1. Here are the various correct answers to question 1:

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Peter is not at school today because he has a headache. Please write your / my name at the top of the page. Sally left her lunch at home today. Please pick up the pillow and put it on the bed. We / They are going to Sally’s party tomorrow. The puppy wagged its tail when it saw me / us coming. Don’t eat the chocolates. They belong to Uncle James. That is your/ her/ his/ my bike and this is your/ her/ his/ my bike. (Any word from each group, except that my can’t be used twice.) ix. The teacher asked all of us to try our best. x. Jane wore her thick coat today because it / she was cold. xi. I am going to the beach tomorrow. xii. Mum is taking John and me to the movies. Note: “Mum is taking John and I to the movies” is wrong. We do not say “Mum is taking I to the movies”. We only use I when it is in the subject of the sentence, as in “John and I are going to the movies.”

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i. ii. iii. iv. v. vi. vii. viii.

Mary walked down the track until she came to the river.

iii.

“Bill,” said the teacher, “where is your homework?”

iv.

Mum asked Amy to help her little brother.

The cat has eaten all of its food. *(See note below.)

vi.

Take the broom and use it to sweep the floor.

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ii.

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vii. George and Milly have ten dollars to share. They are going to buy some chips. viii. The paper hats are mine. They are for my party. ix.

Please pick up Emma’s ruler and give it to her.

“This,” said Tom, “is my new calculator.”

*Note: In this instance the word its does not have an apostrophe. We only insert an apostrophe when the word is a shortened form of it is. For example: It’s normal for a happy dog to wag its tail. Putting an apostrophe in the word its every time it is used is a common error that teachers and parents need to be wary of.

Cohesion 4

ACTIVITY 28

1. Use pronouns from the Word List to fill in the gaps. You will need to use some pronouns more than once. Word List

she

his

her

its

we your

they our

my me

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Peter is not at school today because ________ has a headache.

ii.

Please write ________ name at the top of the page.

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iii. Sally left ________ lunch at home today.

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iv. Please pick up the pillow and put ________ on the bed. ________are going to Sally’s party tomorrow.

vi. The puppy wagged ________ tail when it saw ________ coming. vii. Don’t eat the chocolates. ________ belong to Uncle James. viii. That is ________ bike and this is ________ bike. ix. The teacher asked all of ________ to try ________ best. x. xi.

xii. Mum is taking John and ________ to the movies.

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ii.

Joe found Joe’s

his

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2. Replace the underlined words with a pronoun. The first one has been done for you. wallet under the bed.

Mary walked down the track until Mary

came to the river.

homework?” . t eAmy to help Amy’s o Mum asked little brother. c . c The cat has eaten all of the cat’s food. e her r o t s Take the broom and use the s broom to sweep the floor. uper

iii. “Bill,” said the teacher, “where is Bill’s iv. v. vi.

vii. George and Milly have ten dollars to share. George and Milly going to buy some chips. viii. The paper hats are mine. The paper hats ix. Please pick up Emma’s ruler and give it to Emma x. 50

“This,” said Tom, “is Tom’s

new calculator.”

are for my party. .

are

TEACHERS’ NOTES

Cohesion 5

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1. This activity relates to the correct placement of pronouns. Make it clear to the students that there must never be confusion between a pronoun and the noun that it is replacing. 2. Look at the first example together: “I will hold the post straight,” the man said, “and when I nod my head you hit it with the hammer.” The general rule to apply is that the pronoun (in this case it ) always refers to the noun that immediately precedes it, in this case head. The speaker obviously means that the post must be hit with the hammer – not his head. This correct version has the pronoun it following the noun post: “I will hold the post straight,” the man said, “and you hit it with the hammer when I nod my head.” Even better is, The man said, “I will hold the post straight and you hit it with the hammer when I nod my head.” 3. Students must understand that an adjective must be placed immediately before the noun that it is describing. In the first sentence to be corrected the dress is blue, not the lady. Consequently it should read: The lady’s blue dress was hanging on the line. 4. Students must also understand that adjectival phrases are placed after the noun. (An adjectival phrase is a group of words that describes a noun and has the same function as an adjective.) For example, “the dog with a bushy tail” is less clumsy than “the bushy tailed dog”. The bushy tailed dog belongs to the tall man. … OR … The dog with a bushy tail belongs to the tall man. 5. Adverbial phrases add meaning to a verb and have the same function as an adverb. Usually adverbs and adverbial phrases tell us how, when, where or why the action of the verb took place. Adverbial phrases must be placed either immediately before or immediately after the verb. In this sentence the verb is talked: In the lounge room we talked about the football game. … OR … We talked in the lounge room about the football game. The original sentence suggests that the football game was played in the lounge room. 6. Here are the remaining answers: iv. The girl and the old lady, who was ninety years old, sat on the beach. v. The parrot in the brass cage spoke to my mother. vi. Stupid things have been said about my clothes. vii. The girl was spoken to by the man with the bushy beard. … OR … The man with the bushy beard spoke to the girl. viii. The bottle smashed to pieces when I dropped it on the floor. ix. The lady in the big sun hat ate the cake. x. The lady in a red floral dress was chased by the goose. xi. The boy who was crying was sent to the Principal.

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Cohesion 5

ACTIVITY 29

Sometimes meaning is not clear because a word or a phrase is in the wrong place. Read the sentence below and think about what is wrong with it. “I will hold the post straight,” the man said, “and when I nod my head, you hit it with the hammer”. Does the man really want to be hit on the head with a hammer? I don’t think so. But that’s what he said. This is what should have been written:

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“I will hold the post straight,” the man said, “and you hit it with the hammer when I nod my head”. Write the sentences below correctly.

The blue lady’s dress was hanging on the line.

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_______________________________________________________________________ ii.

That dog belongs to the tall man with a bushy tail.

_______________________________________________________________________ iii. We talked about the football game in the lounge room.

© ReadyEdPubl i cat i ons iv. The old lady and the girl sat on the beach. She was ninety years old. •f orr evi ew pur posesonl y• _______________________________________________________________________ _______________________________________________________________________

The parrot spoke to my mother in the brass cage.

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vi. Things have been said about my clothes that are stupid.

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. t e o _______________________________________________________________________ c . e viii. I dropped the bottlec onh the floor and it smashed to pieces.r er o st super _______________________________________________________________________ _______________________________________________________________________ vii. That man was spoken to by the little girl with the bushy beard.

ix. The lady ate the cake in a big sun hat. _______________________________________________________________________ x.

The lady was chased by the goose in a red floral dress.

_______________________________________________________________________ xi. The boy was sent to the Principal who was crying. _______________________________________________________________________ 52

TEACHERS’ NOTES

Prepositions Prepositions 1 1. Here are the answers to the first exercise:

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If the gate is locked you will need to climb over the fence. Pour the water into the bucket. Lean the bike against the wall. Tell me the story about the lion and the mouse. They searched everywhere for the missing diamond. She was filled with sadness when her dog ran away. Please do not walk on the grass. You may take two biscuits from the jar. There was a smell of petrol in the garage. The dog can jump through the hoop.

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i. ii. iii. iv. v. vi. vii. viii. ix. x.

The second exercise needs to be discussed in class or the children’s answers collected and marked individually.

Prepositions 2 2. Here are the answers to the first exercise: i. I agree with you on that question. ii. They were accused of the crime. iii. The man asked his neighbour for assistance. iv. Our garden is free from weeds. (Also accept of) v. Please do not quarrel with your brother. vi. This angle is equal to that one. vii. I wish for a return to the old days. viii. The knight put his trust in his faithful white horse. ix. I am confident of success. x. I prefer to stay home today. xi. You should not laugh at my discomfort. xii. I do not wish to play with him today. xiii. Do not boast about your success. (Also accept of) xiv. Do not pry into other people’s affairs. xv. The leaves were strewn all over the lawn. (Also accept across) xvi. The barrel is full of water. xvii. I am grateful for your help. xviii. She is endowed with great intelligence. xix. They sought some shelter from the rain. xx. I am ashamed of my poor results.

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3. Here are the answers to the second exercise: i. ii. iii. iv. v. vi. vii. viii. ix. x.

A person who fits and repairs water or gas pipes. One who works to solve crimes. A place where bread is made. A place where horses are housed. A person in charge of a ship. The break of day. When the sun first comes up. The very top of a mountain. To breathe out. To breathe in. A large spoon with a long handle.

(plumber) (detective) (bakery) (stable) (captain) (dawn) (peak OR summit) (exhale) (inhale) (ladle)

Prepositions 1

ACTIVITY 30

Prepositions are words that we say or write in front of nouns to show how the nouns relate to the other words in a sentence. Look at the two sentences below. The box is on the table.

The box is under the table.

The prepositions are on in the first sentence and under in the second sentence. The prepositions show us the relationship between the box and the table. It is important that we always use the correct preposition. 1. Fill in the spaces with words from the Word List. This is not as easy as it looks because you may only use each word once. for

from

with

about

through

over

across

into

against

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Word List

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If the gate is locked you will need to climb __________ the fence.

ii.

Pour the water ________ the bucket.

iii. Lean the bike _____________ the wall. iv. Tell me the story ___________ the lion and the mouse. v.

They searched everywhere __________ the missing diamond.

© ReadyEdPubl i cat i ons vii. Please do not walk ________ the grass. •f orr evi ew pur posesonl y• viii. You may take two biscuits _________ the jar. vi. She was filled ___________ sadness when her dog ran away.

The dog can jump _____________ the hoop .

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2. Finish each sentence below using your own words. i. ii.

iii. iv. v.

vi.

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ix. There was a smell _______ petrol in the garage.

I feel very sorry for _________________________________________________.

. te I can jump on _____________________________________________________. o c . I can jump over ___________________________________________________. c e her r I can jump into ____________________________________________________. o t s super Throw the ball into ________________________________________________. I am very sorry about ______________________________________________.

vii. Throw the ball at __________________________________________________. viii. Throw the ball to __________________________________________________. ix. Write a letter to ___________________________________________________. x.

Write a story about ________________________________________________.

xi. The puppy was bitten by ___________________________________________. xii. The puppy was bitten on ___________________________________________. 54

Prepositions 2

ACTIVITY 31

1. The correct use of prepositions can be tricky. Choose prepositions in bold below to fill in the gaps. You will need to use each preposition more than once. with

for

from

about

into

over

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I agree __________ you on that question. They were accused __________ the crime. The man asked his neighbour __________ assistance. Our garden is free __________ weeds. Please do not quarrel __________ your brother. This angle is equal __________ that one. I wish __________ a return to the old days. The knight put his trust __________ his faithful white horse. I am confident __________ success. I prefer __________ stay home today. You should not laugh __________ my discomfort. I do not wish to play __________ him today. Do not boast __________ your success. Do not pry __________ other people’s affairs. The leaves were strewn all __________ the lawn. The barrel is full __________ water. I am grateful __________ your help. She is endowed ________ great intelligence. They sought some shelter __________ the rain. I am ashamed __________ my poor results.

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i. ii. iii. iv. v. vi. vii. viii. ix. x. xi. xii. xiii. xiv. xv. xvi. xvii. xviii. xix. xx.

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iv.

. te _____________________ o c One who works to solve crimes. _____________________ . c e heisr r A place where bread made. _____________________ o t s _____________________ super A place where horses are housed.

A person in charge of a ship.

2. Here is a vocabulary exercise. Find one word to match each definition. i.

ii. iii.

A person who fits and repairs water or gas pipes.

_____________________

vi. The break of day. When the sun first comes up.

_____________________

vii. The very top of a mountain.

_____________________

viii. To breathe out.

_____________________

ix. To breathe in.

_____________________

A large spoon with a long handle.

TEACHERS’ NOTES

Cohesion and Vocabulary Cohesion and Vocabulary 1 Here are the answers to exercise one: Simon and Lucy are very happy because they are receiving an honour certificate today. Peter and John raced across the sand. They laughed as they plunged into the water. The green bandage, that is tied around my swollen left ankle, is one metre long. The dog that followed Emily into the room, licked the teacher’s leg and wagged its tail. As he walked down the path, Mr.Johnson was bitten by a snake. Inside the pig pen that had wooden posts and a rusty old gate, sat a large muddy pig... OR … A large muddy pig sat inside the pig pen that had wooden posts and a rusty old gate. 7. As I was walking home I saw a seagull. 8. As he was jogging in his new sneakers Tom saw a rabbit. 9. A dog barked at me as I was running to catch the bus. 10. I put the money that my uncle gave to me into the bank. 11. Early one morning, while still in my pyjamas, I saw a kangaroo. 12. Filled with anger he rode to town on a horse. 13. I finished the job yesterday. 14. After Richard closed the door he staggered to his bed. 15. Jack is a better swimmer than I.

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1. 2. 3. 4. 5. 6.

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uncle aunt quibble / squabble aisle stroll / dawdle / amble limbs duet aquarium skeleton obvious perpendicular parallel antarctic Italian optimist pessimist

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Your father’s or your mother’s brother: Your father’s or your mother’s sister: To argue about something that is not important: A passage between rows of seats: To walk slowly: The arms and legs of a person or animal: A song for two people: A place where live fish are kept: The bony framework of an animal: Very easily understood: Standing tall and straight: Always the same distance apart - like train lines: Of or near the south pole: A person born in Italy: A person who always takes a positive view of things: A person who always takes a negative view of things:

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i. ii. iii. iv. v. vi. vii. viii. ix. x. xi. xii. xiii. xiv. xv. xvi.

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2. The words that don’t belong are: painful argue bridge house animal trot criminal river angry answer climb anxious residence accident disagree arrive

Cohesion and Vocabulary 1

ACTIVITY 32

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The sentences below contain deliberate cohesion errors. Write each sentence correctly on the line provided. 1. Simon and Lucy were very happy because they are receiving an honour certificate today. ___________________________________________________________________ 2. Peter and John raced across the sand. He laughed as he plunges into the water. ___________________________________________________________________ 3. I have a bandage tied around my swollen left ankle. It is green and is one metre long. ___________________________________________________________________ 4. The dog followed Emily into the room. She licked the teacher’s leg and wagged her tail. ___________________________________________________________________ 5. As she walked down the path Mr. Johnson was bitten with a snake. ___________________________________________________________________ 6. Inside the pig pen sat a large muddy pig. It had wooden posts and a rusty old gate. ___________________________________________________________________ 7. I saw a seagull walking home. ___________________________________________________________________ 8. Tom saw a rabbit jogging in his new sneakers. ___________________________________________________________________ 9. Running to catch the bus a dog barked at me. ___________________________________________________________________ 10. I put the money into the bank that my uncle gave to me. ___________________________________________________________________ 11. Early one morning I saw a kangaroo in my pyjamas. ___________________________________________________________________ 12. He rode to town on a horse filled with anger. ___________________________________________________________________ 13. Yesterday is when I finished the job. ___________________________________________________________________ 14. After Richard closed the door Richard staggered to Richard’s bed. ___________________________________________________________________ 15. Jack is a better swimmer than me. ___________________________________________________________________

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Cohesion and Vocabulary 2

ACTIVITY 33

1. Find one word to replace each phrase below. i.

Your father’s or your mother’s brother.

ii.

Your father’s or your mother’s sister.

iii. To argue about something that is not important. iv. A passage between rows of seats. v.

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To walk slowly.

vi. The arms and legs of a person or animal. vii. A song for two people.

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viii. A place where live fish are kept.

ix. The bony framework of an animal. x.

Very easily understood.

xi. Standing tall and straight. xii. Always the same distance apart - like train lines. xiii. Of or near the south pole.

xv. A person who always takes a positive view of things.

bruise painful scar wound

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ii.

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cry weep argue sob

ix.

angry stupid silly absurd

choice selection preference answer

o c . e cathedral house c temple mosque xii. loyal faithful trustworthy anxious her r o t s s r u e p body animal corpse carcass xiii. job occupation residence profession

vi.

bleat bark whinny trot

iii. palace cottage mansion bridge iv.

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2. Draw a circle around the one word in each group that doesn’t belong.

xi.

sleep climb relax doze

xiv. accident tragedy disaster calamity

vii. criminal thief robber burglar

xv. tease

disagree

annoy

taunt

viii. shore river beach coast

xvi. leave

migrate

arrive

depart

TEACHERS’ NOTES

Comparative and Superlative Adjectives Comparative and Superlative Adjectives 1 Points to teach:

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1. When the base adjective ends in y change it to i for the comparative/superlative forms. Eg: happy happier happiest.

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2. Usually base adjectives of one or two syllables add er for the comparative and est for the superlative. Base adjectives of three or more syllables usually add more for the comparative and most for the superlative. 3. Never double the comparative or superlative form by using both. Eg: more happier most happiest. Answers to question 1: i.

Of the two cars the red one is the faster. Susan is the fastest runner in the class.

ii. Tuesday was the hottest day of the week. Australia has a hotter climate than New Zealand.

© ReadyEdPubl i cat i ons • f oisr evi ew ur posesonl y• iv. Jenny ther smartest girl in the p class. iii. Of the two brothers Peter is the heavier. Of all the boys in the basketball team Alex is the heaviest. Popsy is the smarter of my two dogs.

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Comparative and Superlative Adjectives 2 1. Below are the answers to the exercise:

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v. My dad says that he is the happiest man in the world. Of my two sisters Freda is always the happier.

Base Adjectives

Comparative Adjectives

Superlative Adjectives

tall successful short wealthy shady angry adventurous funny humorous cold popular tidy friendly venomous

taller more successful shorter wealthier shadier angrier more adventurous funnier more humorous colder more unpopular tidier friendlier more venomous

tallest most successful shortest wealthiest shadiest angriest most adventurous funniest most humorous coldest most popular tidiest friendliest most venomous

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Comparative and Superlative Adjectives 1

ACTIVITY 34

Adjectives (describing words) have three different forms: the base adjective, the comparative adjective and the superlative adjective. For example: Base adjective: strong. Comparative adjective: stronger. Superlative adjective: strongest.

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When two people or two things are being compared we use the comparative adjective. When more than two are being compared we use the superlative adjective. Look at the examples below.

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Of the two boys Jack is the stronger. Of all the boys in the football team Simon is the strongest.

1. Write either the comparative or superlative adjective in each space provided. i.

(faster fastest)

Of the two cars the red one is the ______________.

Susan is the ______________ runner in the class. ii.

Tuesday was the _____________ day of the week.

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iii. (heavier heaviest)

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Of the two brothers Peter is the ___________.

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Australia has a _______________ climate than New Zealand.

o c . (smarter smartest) che e r o t r s Jenny is the ________________ girlp in e the r class. su

Of all the boys in the basketball team Alex is the ________________ .

iv.

Popsy is the ______________ of my two dogs. v.

(happier happiest) My dad says that he is the _____________man in the world. Of my two sisters Freda is always the _________________ .

Comparative and Superlative Adjectives 2

ACTIVITY 35

If the base adjective has more than two syllables we use more for the comparative and most for the superlative. Look at the examples below. Base adjective: Comparative adjective: Superlative adjective:

beautiful (3 syllables) more beautiful most beautiful

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The crystal vase is the more beautiful of the two. This is the most beautiful painting in the whole display.

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Base Adjectives good bad

Comparative Adjectives better worse

Fill in the missing words in the table.

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Some adjectives have different words altogether for their comparative and superlative forms. Look at the examples below. Superlative Adjectives best worst

Base Adjectives

Comparative Adjectives

Superlative Adjectives

shorter

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shady

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angrier

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wealthiest

o c .funniest che more humorous r e o r st super coldest

adventurous

most popular tidy friendlier venomous 61

TEACHERS’ NOTES

Sentence Structure, Cohesion and Punctuation Student responses to this activity will need to be marked separately. Below is a suggested rewrite of the passage. (Three similes, two adverbs and one adverbial phrase have been underlined. Check that all verbs are in the past tense.)

PASSAGE 1

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They saw the big wave rolling towards them. It lifted the raft high as it got faster and faster. It started to curl over and spray blew back onto them like rain. Even though the two children had tied a large sail to the back of the raft, they thought they would be crashed onto the rocks. But suddenly the sail filled with water and pulled them back. The wave crashed in front of them and the raft settled gently behind the white water. Then they glided onto the reef

But then the raft crunched onto some rocks and jerked violently. The children were both knocked over into the water and Jasri hit his knee on some rocks. He rolled over and over. The rocks hurt their shoulders, their backs and their heads. The two children were thrown around like pieces of rubbish. They bounced on the rocks like dead fish. Jasri tried to look for Shari. He could stand and so he staggered over the rocks in a daze. He started to panic and called to her, “Shari!”

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Sentence Structure, Cohesion and Punctuation

ACTIVITY 36

Examine the sentences in the passage below. You will see that the writer has mostly used only simple sentences and has also mixed present and past tense. 1. You are required to rewrite the two paragraphs on the back of this sheet or in your exercise books so that … i. … there is a mixture of simple, compound and complex sentences. Aim to make it all flow smoothly. Short, simple sentences should only be used when a dramatic impact is required. You will need to alter some words but must not alter the meaning.

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ii. … the whole passage is in the past tense. The verbs that have to be changed are underlined to help you with this task.

They could see the big wave rolling towards them. It lifted the raft high. It got faster and faster. It was starting to curl over. Spray was blowing back onto them. The spray was like rain. The two children thought they would be crashed onto the rocks. They had tied a large sail to the back of the raft. Suddenly the sail filled with water. It pulled them back. The wave crashed in front of them. The raft settled gently in the water. It was still behind the white water. Now they were gliding onto the reef.

PASSAGE 2

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The raft crunched onto some rocks. It jerked violently. The children were both knocked over into the water. Jasri hit his knee on some rocks. He rolled over and over. The rocks were hurting their shoulders. They were hurting their backs. They were hurting their heads. The two children were being thrown around like pieces of rubbish. They bounced on the rocks. They bounced like dead fish. Jasri was trying to look for Shari. He could stand now. He was staggering over the rocks. He was in a daze. He started to panic. He called to her, “Shari!”

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2. When you have finished the rewrite, go back and highlight three similes, two adverbs and one adverbial phrase in your answer and also check that you have punctuated the passages correctly.

Narrative Marking Sheet

Total score out of 48: _____ x 2.09 = _________ % Assignment Topic:

Symbols, drawings or some minimal / simple written content.

Shows awareness of basic audience expectations. Some basic markers but has gaps that the reader has to 2 fill in.

Text

1 No evidence of any structural components.

Ideas are few, not elaborated or very predictable.

Very short script. Only three or four lines with simple everyday words.

Only names or roles of characters supplied - OR - little or no description of place or time. 1

Has a beginning, a complication and a predictable resolution.

Ideas show some elaboration and relate to the story line.

Ideas are substantial, elaborated and contribute to a central storyline. There is a suggestion of a 4 theme.

Some brief suggestions of characterisation and/ or setting emerge but they lack 2 substance.

Mostly simple verbs, adverbs, adjectives or nouns.

A controlled and complete narrative with an effective ending and a reflection.

Sustained characterisation emerges through speech, thoughts or actions of characters – OR – sustained setting emerges through place, time or mood.

Four or more precise words or word groups.

Symbols or drawings only.

Very short script with most links missing or incorrect. Often confusing for the reader.

No use of paragraphing.

Sentence Structure Punctuation Spelling

Has a beginning and a complication. Resolution is absent, contrived or weak.

No evidence of sentences.

Influences the reader with sustained precise language and devices that evoke an emotional response and encourage 6 reflection.

Ideas are crafted and used skilfully to explore and develop a recognisable theme.

Effective development of distinct characters - OR – sense of place and/or atmosphere is maintained throughout.

Sustained and consistent use of precise words and phrases that enhance the meaning and sustain 4 the mood.

An effective use of a wide range of words and phrases in a natural and articulate style. 5

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Paragraphing

Cohesion

Vocabulary

Character and Setting

No evidence of any characters or setting.

Supports/engages reader through deliberate language choice and narrative devices.

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Ideas are few, simple and unrelated.

Supports and attempts to engage the reader through some use of precise language and narrative 4 devices.

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Ideas

An internally consistent story that is easy to follow.

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Correct formation of at least one sentence. Some meaning can be construed. 1

At least one correct full stop OR capital letter.

Cohesive devices correctly support reader understanding. Accurate use of referring words.

All paragraphs focused on an idea. At least one paragraph is logically constructed with a topic sentence and supporting 2 detail.

A wide range of cohesive devices that enhance the reading. There is continuity. Sections 4 are tightly linked.

Paragraphs are ordered and cumulatively build argument across the text.

o c . che e r o t r s super Most simple sentences are correct.

Most simple and compound sentences are correct AND at least two correct complex sentences.

Correct spelling of all simple, most common and some difficult words.

All sentences are correct and have a variety of length and structure.

Sentence punctuation is all correct AND mostly correct use of other types.

Correct spelling of most simple AND most common words.

All simple and compound sentences are correct and most complex sentences are correct but do not have a variety of structure. 4

Most sentences begin with a capital and end with a full stop AND most other punctuation is correct.

Correct spelling of most simple and some common words.

Some links are missing or incorrect. Reader is occasionally required to provide own links.

Writing is organised into paragraphs that are mainly focused on a single idea to assist reader to digest chunks 1 of text.

At least two correctly punctuated sentences (full stop and capital) OR one plus something else correct (eg, comma, apostrophe etc.).

Few examples of conventional spelling.

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Audience

Student Name:

Correct spelling of all simple, most common and at least ten difficult words. 5

Well-controlled and developed sentences that are concise and consistently effective. 6

All punctuation is accurate and correct. It paces and controls the reading.

Correct spelling of all simple, and all common words, at least ten difficult words and some challenging words. 6

Persuasive Essay Marking Sheet

Total score out of 48: _____ x 2.09 = _________ % Assignment Topic:

Limited response to audience. Simple written content of half a page or less.

Shows awareness of basic audience expectations. Some basic markers but has gaps that the reader has to 2 fill in.

1 Text Structure

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Ideas

Minimal structure (eg, one component only. An introduction or a body).

Text contains one idea – OR – ideas are unrelated to each other – OR – ideas are unrelated to topic.

Persuasive Devices Vocabulary

Cohesion

Supports/engages and persuades reader through deliberate language choice and persuasive 5 techniques.

Very short script. Only three or four lines with simple everyday words.

One idea with simple elaboration – OR – some related ideas that are not elaborated.

A number of ideas that relate to the topic and are elaborated.

No evidence or insufficient evidence.

Two clearly identifiable structural components – OR – all three components are present but weak.

Uses only statements of personal opinion – OR – one or two instances of persuasive devices, (may be the same 1 type).

Mostly simple verbs, adverbs, adjectives or nouns.

Controls writer/reader relationship. Precise, sustained language choices and persuasive techniques. Considers reader’s 6 values.

Has an introduction, body and conclusion – OR – a longer text with two developed components and one 3 weak one.

All components are complete and welldeveloped.

Ideas are substantial, elaborated and contribute effectively to the writer’s position.

Ideas are generated, selected and crafted to be highly persuasive.

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Paragraphing

Uses three or more instances of persuasive devices. (Must be at least two different types.)

Uses some devices that persuade. Use is effective but not sustained.

Sustained and effective use of persuasive devices.

Four or more precise words or word groups.

Sustained and consistent use of precise words and phrases that enhance the meaning and sustain 4 the mood.

A range of precise and effective words or phrases in a fluent and articulate manner. 5

Controlled use of cohesive devices. Supports reader understanding.

A range of cohesive devices used correctly and deliberately to enhance reading. An extended, highly cohesive piece 4 of writing.

Symbols or drawings only.

Very short script with most links missing or incorrect. Often confusing for the reader.

Sentence Structure

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No evidence of sentences.

Writing is organised into paragraphs that are mainly focused on a single idea to assist reader to digest chunks 1 of text.

Most simple sentences are correct.

Paragraphs are ordered and cumulatively build argument across the text.

Well-controlled and developed sentences that are concise and consistently effective. 6

All punctuation is accurate and correct. It paces and controls the reading.

Correct spelling of all simple, most common and some difficult words.

All sentences are correct and have a variety of length and structure.

Sentence punctuation is all correct and mostly correct use of other types.

Correct spelling of most simple and most common words.

All simple and compound sentences are correct, and most complex sentences are correct but do not have a variety of structure. 4

Most sentences begin with a capital and end with a full stop and most other punctuation is correct.

Correct spelling of most simple and some common words.

All paragraphs focused on idea. At least one paragraph is logically constructed with a topic sentence and supporting 2 detail.

Most simple and compound sentences are correct and at least two correct complex sentences. 3

At least two correctly punctuated sentences (full stop and capital) OR one plus something else correct (eg, comma, apostrophe etc.).

Few examples of conventional spelling.

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Correct formation of at least one sentence. Some meaning can be construed. 1

At least one correct full stop OR capital letter.

Some correct links between sentences. Most referring words are accurate – OR – longer text with cohesion controlled 2 only in parts.

No use of paragraphing.

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Punctuation

Supports and begins to engage the reader through some use of precise language and narrative devices. 4

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No evidence of any structural components.

Spelling

An internally consistent text that attempts to support the reader.

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Audience

Student Name:

Correct spelling of all simple, most common and at least ten difficult words.

Correct spelling of all simple, and all common words, at least ten difficult words and some challenging words.

6 65

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Class Averages Class Averages × (converts to mark out of 10)

× 1.67

× 2.5

×2

× 2.5

×2

× 2.5

Categories that need revision: _______________________________________ 66

Total × 2.09 = ___%

maximum 6 marks

Spelling

maximum 5 marks

Punctuation

maximum 6 marks

Sentence Structure

maximum 3 marks

Paragraphing

maximum 4 marks

Cohesion

maximum 5 marks

Vocabulary

maximum 4 marks

Character & Setting

maximum 5 marks

Ideas

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Name of Student

maximum 4 marks

Audience

NARRATIVE

Text Structure

Class Record Sheet

maximum 6 marks

Assignment Topic:

× 3.3

× 1.67

×2

× 1.67

Total × 2.09 = ___%

maximum 6 marks

Spelling

maximum 5 marks

Punctuation

maximum 6 marks

Sentence Structure

maximum 3 marks

Paragraphing

maximum 4 marks

Cohesion

maximum 5 marks

Vocabulary

maximum 4 marks

Persuasive Devices

maximum 5 marks

Ideas

maximum 4 marks

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Name of Student

Text Structure

PERSUASIVE

Audience

Class Record Sheet

maximum 6 marks

Assignment Topic:

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Class Averages Class Averages × (converts to mark out of 10)

× 1.67

× 2.5

×2

× 2.5

×2

× 2.5

× 3.3

× 1.67

×2

× 1.67

Categories that need revision: _______________________________________ 67