Primary Grammar and Word Study: Book F - Ages 10-11 by Teacher Superstore

RB-6245 4.8/320

Titles available in this series: Primary grammar and word study (Book A) Primary grammar and word study (Book B) Primary grammar and word study (Book C) Primary grammar and word study (Book D) Primary grammar and word study (Book E) Primary grammar and word study (Book F) Primary grammar and word study (Book G)

Blackline masters or copy masters are published and sold with a limited copyright. This copyright allows publishers to provide teachers and schools with a wide range of learning activities without copyright being breached. This limited copyright allows the purchaser to make sufficient copies for use within their own education institution. The copyright is not transferable, nor can it be onsold. Following these instructions is not essential but will ensure that you, as the purchaser, have evidence of legal ownership to the copyright if inspection occurs.

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

For your added protection in the case of copyright inspection, please complete the form below. Retain this form, the complete original document and the invoice or receipt as proof of purchase. Name of Purchaser:

Date of Purchase:

ew i ev Pr

Teac he r

This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

w ww

. te

Signature of Purchaser:

m . u

School Order# (if applicable):

o c . che e r o t r s super

Internet websites

In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

Primary grammar and word study – Book F Foreword

Primary grammar and word study is a series of seven books designed to introduce students to parts of speech, ways to understand and choose words, punctuation and figures of speech. Titles in this series:

Primary grammar and word study Book A (Ages 5– 6) Primary grammar and word study Book B (Ages 6–7) Primary grammar and word study Book C (Ages 7–8) Primary grammar and word study Book D (Ages 8–9) Primary grammar and word study Book E (Ages 9 –10) Primary grammar and word study Book F (Ages 10–11) Primary grammar and word study Book G (Ages 11–12)

Teac he r

• • • • • • •

Contents © R. I . C. Publ i cat i ons •f orr evi ew pur posesonl y•

Teachers notes............................................... iv – v Curriculum links.................................................... v Literacy character explanation....................... vi – vii Checklists.................................................... viii – xi

Punctuation................................................... 58–75

Parts of speech............................................... 2–33

Nouns............................................................... 2–5 Verbs............................................................... 6–11 Adjectives..................................................... 12–17 Adverbs......................................................... 18–21 Pronouns....................................................... 22–25 Conjunctions................................................. 26–27 Determiners.................................................. 28–31 Prepositions................................................. 32–33

Understanding and choosing words............ 34–57

w ww

. te

Full stops, question marks, exclamation marks and capital letters........... 58–59 Commas........................................................ 60–63 Apostrophes.................................................. 64–67 Quotation marks............................................ 68–71 Colons and semicolons.................................. 72–73 Hyphens, dashes and ellipses........................ 74–75

o c . che e r o t r s super

Words that are similar................................34–41 Homographs.......................................... 34–35 Homophones......................................... 36–37 Eponyms............................................... 38–39 Acronyms.............................................. 40–41 Words that change......................................42–49 Plurals................................................... 42–45 Prefixes................................................. 46–47 Suffixes................................................. 48–49

R.I.C. Publications®

Words and their meanings.........................50–53 Synonyms and antonyms...................... 50–51 Word origins.......................................... 52–53 Confused words..........................................54–57

m . u

ew i ev Pr

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

www.ricpublications.com.au

Figures of speech.......................................... 76–85

iii

Colloquialisms and jargon.............................. 76–77 Hyperbole...................................................... 78–79 Idioms........................................................... 80–81 Metaphors and similes.................................. 82–83 Proverbs........................................................ 84–85

Primary grammar and word study

Teachers notes The Macquarie dictionary defines: • grammar as ‘the features of a language (sounds, words, formation and arrangement of words, etc.) considered systematically as a whole, in particular referring to their mutual contrasts and relations’ and • words as ‘the sounds or combination of sounds, or its written or printed representation, used in any language as the sign of a concept’. Learning about grammar and studying words helps students to better comprehend and use language when they are reading, writing, speaking, listening and viewing. Students can use the ‘rules’ or features of grammar to make their own writing and speaking understood by others and to understand the writing and speaking of others.

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

One major reference used during the writing of this series was the work of Professor George Stern who was a member of the Systemic Functional Grammar Association, the Australian Linguistics Society and PEN International.

ew i ev Pr

Teac he r

Functional grammarians consider the way in which words are used within the context of a sentence; that is, they are more concerned with their FUNCTION in a particular context. In traditional grammar, the focus was more on defining the different parts of speech. The book has been organised into four main sections covering a variety of aspects of grammar and word study: • Parts of speech

• Understanding and choosing words

Groups of two pages within each section follow a similar format. Each student page is accompanied by a corresponding teachers page.

• Punctuation

• Figures of speech

R.I.C. Publications® follows guidelines for punctuation and grammar as recommended by the Style manual for authors, editors and printers, sixth edition, 2002. Note, however, that teachers should use their preferred guidelines if there is a conflict.

The title of each section is given.

The focus of each corresponding student page is given.

. te

One or two examples of the focus are also given.

A literacy character for each focus provides a visual representation and corresponds to the one on the student page.

m . u

w ww

A definition of each focus is given. For younger students, the definitions may be written in a more ‘child-friendly’ manner on the student page. For older students, the definition will be the same as that on the teachers page.

o c . che e r o t r s super

Ideas for further practice to support or extend the student activity on the worksheet are supplied. Where possible, the activities will include other key learning areas or other areas of English, such as speaking and listening.

An explanation is given of the focus. This may also include the purpose for learning about the focus. Any necessary information about how to use the worksheet with the students is also provided.

Primary grammar and word study

Answers are provided for student pages where necessary. iv

www.ricpublications.com.au

R.I.C. Publications®

Teachers notes Student activity pages A literacy character for each focus provides a visual representation. Further information about the literacy characters can be found on pages vi and vii.

The focus of each student page is given. For younger students, the focus may be written in a more ‘childfriendly’ manner.

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

The focus is used in context in an appropriate text. A variety of different texts have been used.

ew i ev Pr

Teac he r

A definition of the focus is given which may be written in a more ‘child-friendly’ manner for younger students. For older students, the definition will be the same as that on the teachers page.

Clear, concise instructions for completing the student activities are supplied.

Interesting activities expect students to use and practise the focus or to create examples of their own.

Activities on the student page require the students to identify the focus in context to see how and why it is used.

Note:

w ww

m . u

The student page activities give only a brief introduction to some of the concepts of grammar and word study included in this series of books. It is expected that teachers will use other resources and provide other activities to consolidate and extend students’ understanding of these concepts and to introduce other age-appropriate grammar and word study concepts.

NSW RS3.5 RS3.6 RS 3.7 RS3.8 WS3.9 WS3.10 WS3.11 WS3.13 WS3.14

R.I.C. Publications®

. te English curriculum links o c . che e r o r st super Qld

Refer to curriculum documents on <http:// www.qsa.qld.edu.au>

3.3 3.4 3.7 3.8 3.11 3.12

www.ricpublications.com.au

Vic.

Level 4

R 4.1 R 4.2 R 4.3 R 4.4 W 4.1 W 4.2 W 4.3 W 4.4

Primary grammar and word study

Teachers notes Literacy characters appear on each student page throughout the series. The ‘fun’ characters provide a representation which is easily recognisable for visual-spatial learners and for teachers to facilitate learning and teaching. Teachers may use the characters to select appropriate student pages throughout the different books in the series for individual student learning.

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

ew i ev Pr

Teac he r

Parts of speech

w ww

. te

Primary grammar and word study

m . u

o c . che e r o t r s super

www.ricpublications.com.au

R.I.C. Publications®

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

ew i ev Pr

Teac he r

Punctuation

w ww

m . u

Figures of speech

. te

R.I.C. Publications®

o c . che e r o t r s super

www.ricpublications.com.au

vii

Primary grammar and word study

Parts of speech checklist Nouns

Verbs

Adjectives

Adverbs

Pronouns

Conjunctions Determiners Prepositions

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

ew i ev Pr

Teac he r

Name of student

w ww

. te

Primary grammar and word study

m . u

o c . che e r o t r s super

viii

www.ricpublications.com.au

R.I.C. Publications®

Understanding and choosing words checklist Homographs

Homophones

Word groups

Plurals

Prefixes

Suffixes

Synonyms/ Antonyms

Word origins

Confused words

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

ew i ev Pr

Teac he r

Name of student

w ww

. te

R.I.C. Publications®

m . u

o c . che e r o t r s super

www.ricpublications.com.au

Primary grammar and word study

Punctuation checklist Full stops

Question marks

Exclamation marks

Capital letters

Commas Apostrophes

Quotation Colons/ marks Semicolons

Hyphens/ Dashes/ Ellipses

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

ew i ev Pr

Teac he r

Name of student

w ww

. te

Primary grammar and word study

m . u

o c . che e r o t r s super

www.ricpublications.com.au

R.I.C. Publications®

Figures of speech checklist Colloquialism/ Jargon

Hyperbole

Metaphors/ Similes

Idioms

Proverbs

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

ew i ev Pr

Teac he r

Name of student

w ww

. te

R.I.C. Publications®

m . u

o c . che e r o t r s super

www.ricpublications.com.au

Primary grammar and word study

Parts of speech Nouns

Focus

However, when referring to the individual members of the team acting, the plural verb can be used. Example: The team are putting on their uniforms.

Common, collective and proper nouns

Definitions

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

Worksheet information • Give each student a copy of the worksheet. Review/ Discuss common, proper and collective nouns. • Read the introductory text and discuss the purpose of nouns in detail; they help us to clarify, gain more information and understand better. Read the email and discuss how the omission of capitals to show proper nouns could lead to some confusion: ‘sandy’ could be an adjective, ‘dawn’ could be a common noun. Discuss how omission of other nouns—such as the type and name of the team, restaurant, game and town in which Sandy lives and the type of food Sandy will be eating lots of—means the text doesn’t provide as much information as it could and isn’t as descriptive or interesting. • Students then rewrite the email, adding capitals to all proper nouns and putting other nouns or proper nouns into the text to clarify and add detail. • Students then find common, proper and collective nouns in the nine-letter word puzzle. The nouns must be at least four letters long and use letters once only.

ew i ev Pr

Teac he r

• Nouns are words used to name people, places, things, feelings or ideas. • Common nouns name general, rather than particular, people, places and things. Example: ‘The man reading a book in the park had sunglasses on to protect his eyes from the glare of the sun.’ • Proper nouns are used to name specific people, places or things. They begin with capital letters. Example: ‘Dave Simpson sat in Kings Park, wearing his new sunglasses and reading the latest book by Michelle Smith.’ • Collective nouns are used to name groups of objects, people, animals, inanimate things or concepts. Example: family, herd, flock, group, team, class

Explanation

. te

Primary grammar and word study

m . u

w ww

• The word ‘noun’ comes from the Latin ‘nomen’, which means ‘name’. • Proper nouns are capitalised. Common and collective nouns are not capitalised unless they begin a sentence or start a title. Some nouns that would appear to need capitalisation, such as the names of seasons (winter, spring, autumn, summer) are no longer capitalised because, through long usage, they have come to be considered common nouns. Cardinal directions, (north, south, east and west) words for relatives (mum, uncle—unless used as part of the name, such as Uncle Fred), and names of subject areas (maths, science) are also no longer considered proper nouns. • A collective noun is a single thing made up of more than one person or thing. A committee, team, or family cannot consist of one member; at least two people must compose the unit. There can be plurals of collective nouns, such as teams, classes and foods. When referring to the collective group, a singular verb is used. Example: ‘The team is flying to Melbourne for the finals.’

Ideas for further practice

• Students can play a hangman game guessing the collective names for animal groups at <http:// www.syvum.com/cgi/online/hangman.cgi/squizzes/ preschool/animal_noun_1.tdf?0>.

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

1. (a) Teacher check

(b) Teacher check. The proper nouns in need of capitalisation are Dawn, Sandy, Riverville, Dad, Mum, Saturday, Sunday, Wednesday, Dakota’s.

2. Possible answers include: bush, shot, bosun, hound, bond, stub, bout, bonus, doubt, dust, bust, knot (a collective term for a number of frogs or toads), hunt, host (a collective term for a number of sparrows), sound, snot, snob, snout, tusk, knob, husk (a collective term for a number of hares), bunk, hunk, dusk, stud (collective term for a number of horses), bunt.

www.ricpublications.com.au

R.I.C. Publications®

Nouns Common nouns are names for general people, places and things, proper nouns tell us exactly who or what are the specific things in a sentence and collective nouns are the names for groups of people, places and things. Example: The team (collective noun) played a good game (common noun) on Saturday (proper noun). Without nouns, sentences give little information and can be hard to understand, but by using nouns, sentences are more informative. Example: He went to there, got her, and put her up there out of reach of them. King Kong went to the hotel window, reached in, got Ann, and put his friend up on top of the building out of reach of the soldiers.

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

SuperMail

ew i ev Pr

Teac he r

1. (a) Read the email containing few nouns and uncapitalised proper nouns.

Hi dawn, it’s sandy! I hope things are well in riverville, it’s all good over here. I’m happy ‘coz dad finally bought me that game I wanted ... but mum only lets me play with it on saturday and sunday. It’s so unfair! Anyway, we’re going out this wednesday to some restaurant with dakota’s team. I’m looking forward to eating lots! Bye ... sandy.

(b) Rewrite the email, adding capital letters and some further nouns for extra meaning.

w ww

. te

m . u

o c . che e r o t r s super

2. Make as many nouns (four or more letters long) as you can from these letters. Use the letters in any order, but each letter can only be used once.

R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Parts of speech Nouns

Focus

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

Worksheet information

Definitions

• A suggestion for the introduction of this worksheet would be for the students to play charades with abstract nouns such as feelings, then gender nouns. Give one student a card with an abstract noun written on it, such as ‘fear’, ‘bravery’, ‘sadness’, or ‘love’. Other students try to guess what abstract noun is being portrayed. Do the same with some gender nouns. • Read the explanation with the students. Clarify for understanding. Allow students to complete the worksheet.

ew i ev Pr

Teac he r

Abstract nouns Gender, neuter and common nouns

• Nouns are words used to name people, places, things, feelings or ideas. • Abstract nouns are the names of things that we cannot see, hear, touch or smell; things that can be thought about or experienced, such as events, ideas, characteristics, or qualities. The opposite of abstract nouns are concrete nouns, which name things that exist physically. • Masculine nouns are nouns used to describe something male, as opposed to feminine or neuter. • Feminine nouns are nouns used to describe something female, as opposed to masculine or neuter. • Common nouns can be used for both males and females, such as cousin, teenager, teacher, doctor, cook, student, parent, friend, relation and leader. • Neuter nouns name things without animal life, which are neither male nor female, such as box, book, chair, broom and table.

Ideas for further practice

1. Answers will vary. Princess: feminine, beauty; sportsman: masculine, energy; judge: common, justice; grandmother: feminine, experience; priest: masculine, faith; baby: common, sleep; knight: masculine, bravery; teacher: common, education

o c . che e r o t r s super

• In language, gender is the classification of nouns according to sex. There are four genders in English; feminine (representing females), masculine (representing males), common (for use with either males or females) and neuter (for inanimate objects). Unlike most European languages, where the majority of nouns are either masculine or feminine, in English most nouns are either neuter or common. Many gender nouns for people that were traditionally masculine or feminine are now being replaced by common nouns, such as ‘flight attendant’ instead of ‘air hostess’, ‘firefighter’ instead of ‘fireman’. Many abstract nouns are neuter. • With animals, there is usually one common term (such as sheep, horse or pig) for the type of animal and separate names for the male (e.g. ram, stallion, hog) and the female (e.g. ewe, mare, sow).

Primary grammar and word study

m . u

w ww

. te

Explanation

• Students write poems describing what some abstract nouns might look, hear or smell like; e.g. ‘Happiness looks like a bright sunny day. It smells like a cake baking. It feels like a warm blanket on a cold night’.

www.ricpublications.com.au

R.I.C. Publications®

Abstract and gender nouns Abstract nouns are the names of things that we can’t see, hear, touch or smell. They name events, qualities, feelings and ideas; e.g. bravery, strength. Gender nouns are the names of male or female people and animals. The nouns for males are called masculine nouns (e.g. fireman) and those for females are called feminine nouns (e.g. actress). Common gender nouns can name both males and females; e.g. firefighters. Neuter nouns name things that aren’t male or female; e.g. fire station, class.

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

Example: Luke had wanted to be a fireman (masculine) ever since he visited the fire station (neuter) with his class (neuter). He was very impressed with the bravery (abstract) and strength (abstract) of the firefighters (common).

Teac he r

ew i ev Pr

1. For each noun on the left, write the type of noun: masculine, feminine or common. Then write a suitable abstract noun from the list on the right in the other column of the table. Type of noun

Suitable abstract noun

princess

energy

sportsman

beauty

bravery

baby

justice

m . u

priest

w ww

knight

teacher

. te

faith education

o c . che e r o t r s super

2. Find the six-letter gender nouns that are the opposite to the nouns listed below.

Write them clockwise in the triangles so where they touch other words, the letters in the triangles are the same. Two letters have been provided to help you start.

1. goddaughter 2. niece 3. mistress 4. princess 5. father 6. foxes

R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Parts of speech Verbs

Focus

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

Worksheet information

Finite verbs, the verbs ‘to be’ and ‘to have’

Teac he r

Definition

• Ask students to read the definition and then discuss it. Ask students to give examples of verbs. • Once students have highlighted the verbs, check them together. Explain verbs which may be split by other words such as ‘had (I) taken’. • Students should be able to complete Questions 2 and 3 independently.

ew i ev Pr

• Verbs are words which show actions or states of being or having. Example: The lid of the box opened with a snap. (action) He is the most annoying person in the class. (being) We have a new computer at home because Dad wanted to upgrade our old one. (having)

Ideas for further practice

• At this stage, students should be using more descriptive vocabulary. Compile lists of interesting verbs to use in place of more common ones such as ‘walked’ and ‘said’. Display these on the walls for quick reference. • Ask students to write poetry about specific topics using verbs only. Use a specific number of verbs per line of the poem. Example: Homes Comforting, protecting, warming, shielding Waiting, beckoning, welcoming, signalling ... • Construct sentences orally in small groups. The first student says a sentence and consecutive students try to change the meaning of the sentence by changing the verbs.

Explanation

w ww

. te

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

1. Teacher check; crept, floated, carried, increased, approached, became, tied, playing, had taken, was, should have remembered, wonder, will read, acted, learnt

2. (a) 15 (b) Answers will vary but will include four of the following: crept, floated, carried, increased, approached, became, tied, playing, was, wonder, acted, learnt (c) had taken, will read (d) should have remembered (e) (i) had (ii) will (iii) have

Primary grammar and word study

m . u

• Verbs must have someone or something ‘doing’ the action, being or having. This is the subject of the sentence. In the examples above, the subjects of each sentence are ‘The lid’, ‘ He’ and ‘We’. • Verbs are the most important parts of a sentence. Every sentence must contain a verb. Verbs can be singular or plural, depending on the number of the subject. • Verbs have different tenses (e.g. past, present and future). • Verbs can be finite or non-finite. Finite verbs change in form to match their subject or to indicate tense. Example: go, goes, went Non-finite verbs do not change. They include: present participles, e.g. walking past participles, e.g. walked infinitives, e.g. to walk. • Many verbs have more than one part. Students will be very familiar with verbs which contain ‘is’, such as ‘is running’, ‘am’ (am going), ‘was’ (was helping), ‘were’ (were playing), ‘will’ (will read), ‘had’ (had gone) etc. These smaller words which form parts of verbs are called auxiliary verbs.

3. Teacher check

www.ricpublications.com.au

R.I.C. Publications®

Verbs A verb is a word which shows actions, or states of ‘being’ or ‘having’. 1. Read the story below then highlight all the verbs. The ghostly image crept closer and closer through the foggy night. Its shadowy limbs floated around the murky corpse like seaweed carried by oceans currents. The drumbeats in my skull increased with each step as it approached. The flutter of butterflies in my stomach became a herd of elephants. My shaky knees tied me to one spot like a child playing a game of statues.

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

ew i ev Pr

Teac he r

Why had I taken a shortcut across the moors? No matter how late I was, I should have remembered the whispers. I wonder if my headstone will read, ‘He acted without thought and learnt a harsh lesson.’ 2. Complete the answers. (a) How many verbs did you find? (b) Write four verbs which are single words.

(i)

taken

(ii)

read

(iii) should

w ww

. te

remembered

m . u

(e) Write the auxiliary verbs (helping words) which form part of each verb.

o c . che e r o t r s super

3. Write verbs to complete the sentences.

so scared that my breath

(a) I

(b) Before I

like steam.

to bed, I

to some creepy tales about

spectres and lost sailors. on ghosts and graves, instead of the test I was

out into the night air

for him for many years and always

(d) The sailor’s wife

R.I.C. Publications®

that he would www.ricpublications.com.au

home. 7

Primary grammar and word study

Parts of speech Verbs

Focus

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

Ideas for further practice

Command verbs (imperatives)

• Verbs are words which show actions or states of being or having. • A command verb is used to order, command or instruct. Example: Shampoo your hair and put in some conditioner to get the tangles out. Divide the total by three then subtract it from the largest number. Pick up all your school things and put them where they belong.

Answers

ew i ev Pr

Teac he r

Definition

• Ask students to create instructions for simple dance steps to accompany a favourite piece of music using as many command verbs as possible. The routine should be capable of being performed as a warm-up health exercise. • Ask students to write instructions for a recipe or science experiment using command verbs. • As a homework activity, ask students to view any computer programs, such as an email application, which use command verbs, such as ‘Send’, ‘Reply’, ‘Search’, ‘Forward’, ‘Check mail’, and to list them.

or party because they don’t think they can dance. If you are one of these people, the ideas below may help.

Move your body with the rhythm and beat of the music. Keep it simple. Just listen to the music. Click your fingers or clap your hands occasionally. Sway your body from side to side. Join in dances such as the macarena, a conga line, ‘The Time Warp’, or ‘YMCA’, where the steps are well known and everyone does the same thing. Since you will know what moves to do, you can just enjoy yourself.

m . u

w ww

• Verbs can describe actions or states of ‘being’ or ‘having’. They must have someone or something ‘doing’ the action or ‘being’ or ‘having’. • Command verbs are commonly used when writing procedures such as recipes or science experiments and are often the first word in the sentence. • Command verbs do not have a stated subject (anyone or anything doing the action). It is understood that the person doing the action is ‘you’.

. te

Find a friend and drag him or her onto the dance floor. Hold hands if you like and do the same steps that they do. Then you can experiment by making a few changes.

o c . che e r o t r s super

Worksheet information

If someone asks you to dance, say ‘Yes’ and have a go anyway. Keep your partner talking to distract him or her from your dancing. That way you won’t have to move very much. If the music is too loud for talking, sing along to the music.

• Allow the students to read the text independently, offering assistance if required. Verbs other than imperatives are included in the text. • Read the definition together and discuss. Give examples of other command verbs and ask students to offer suggestions. Identify one or two in the text to assist the students if necessary. • When finding command verbs to complete Question 1, students need to be aware that some are not at the beginning of the sentence but in the middle. • Students can write their own suggestions for command verbs to complete Question 2, although some suggestions have been offered in the answers.

Primary grammar and word study

1. Many people feel self-conscious when they go to a dance

When it comes to dancing, do fewer movements rather than more. You won’t look like you are trying to show off and you won’t look silly. Have a go and have fun!

2. Answers will vary but may include: (a) Move (b) Turn (c) Remember (d) Keep (e) Look (f) Keep (g) listen (h) Finish (i) Slice, saute (j) Stop

www.ricpublications.com.au

R.I.C. Publications®

Command verbs 1. (a) Read the text below. Many people feel self-conscious when they go to a dance or party because they don’t think they can dance. If you are one of these people, the ideas below may help. Move your body with the rhythm and beat of the music. Keep it simple. Just listen to the music. Click your fingers or clap your hands occasionally. Sway your body from side to side.

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

Join in dances such as the macarena, a conga line, ‘The Time Warp’, or ‘YMCA’, where the steps are well known and everyone does the same thing. Since you will know what moves to do and you can just enjoy yourself.

Teac he r

Find a friend and drag him or her onto the dance floor. Hold hands if you like and do the same steps.

ew i ev Pr

Then you can experiment by making a few changes.

When it comes to dancing, do fewer movements rather than more. You won’t look like you are trying

w ww

m . u

Command verbs are used to order, command or give instructions. They are commonly used at the beginning of sentences in a procedure.

(b) Underline 18 command verbs in the text above. Not all are at the beginning of a sentence. 2. Complete each sentence by adding a command verb.

. te

(a)

(b)

o c . che e r o t r s super and groove to the music.

that music down! It’s too loud!

that dancing is supposed to be fun.

(c)

(d) We read the sign in the park which said ‘

(e) ‘

(f)

(g) Just

(h)

your homework before you go to training.

(i)

the onions and

(j)

off the grass’.

at that guy!’ said my friend, Paul. ‘He is a really good dancer!’

a friend’s secrets or you may lose your friend.

‘

R.I.C. Publications®

to this new song on this CD. It’s really great!

them in butter.

arguing,’ said Mum, ‘or neither of you will go!’ www.ricpublications.com.au

Primary grammar and word study

Parts of speech Verbs Focus Past, present and future tense (including irregular) verbs; auxiliary verbs

• Students then complete Question 2 by underlining all the verbs. Check these before students complete Question 3 independently. • Remind students about irregular verbs (they may not need small words to help them change tense or the addition of -s, -es or -ed.) and allow them to complete Question 4.

Definitions

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

Ideas for further practice • Ask students to edit the writing of a classmate to check that he/she has used verbs tenses correctly. • Hold a competition to see which students are the quickest to write ten verbs with two parts, three parts or more parts. • Make a list of irregular verbs on a chart showing past and present tenses as a quick reference for students when they are writing.

Explanation

• There are three basic verb tenses—past, present and future. Future and past tenses often form a compound verb using an auxiliary or helping verb such as ‘is’, ‘will’ and ‘can’. Example: Dan’s family is planning to buy a new house in a nice neighbourhood. (present tense) The archer aimed for the bullseye and had managed to hit it every time. (past tense) Next weekend, we will clean out the mess in the study. (future tense) • Many verbs in the past tense end in ed. Many present tense verbs end in s or es. • In the sentences above, ‘is’, ‘had’ and ‘will’ are auxiliary verbs, with ‘is’ forming part of the present tense verb, ‘had’ used as part of the past tense verb and ‘will’ forming part of the future tense verb. • Most verb tense forms are regular (they have -ed, -es or add auxiliary verbs such as ‘is’ and ‘will’ to make the correct tense) but many are irregular. Example: He is flying home for his birthday. (present tense) becomes He flew home for his birthday. (past tense) Irregular verbs include be/was/were; begin/ began; do/did; grow/grew; get/got; drink/drank; choose/chose and make/made. A more detailed list can be found by accessing the Internet.

Answers

ew i ev Pr

Teac he r

• Verbs are words which show actions or states of being or having. • Verb tense shows whether the action of the verb occurs in the present, the past or the future. • Auxiliary verbs are small verbs, often a form of the verb ‘to be’ or ‘to have’, that combine with another verb to form a compound verb. Example: We will want accommodation when we are staying in your country.

1. (a) paddle, paddles, am/is/are paddling; will paddle (b) communicated, has/have communicated, was/were communicating; will communicate (c) satisfied, has/have satisfied, was/were satisfying; satisfies, satisfy, is/are satisfying (d) fly, flies, am/is flying; will fly (e) examined, has/have examined, was/were examining; will examine (f) went, has/have gone, was/were going; go, goes, am/is/are going

w ww

. te

2. The verbs in the text in order include: is, have seen, rocketed, remained, have been pursued, own, have (ever) made, have loved, heard, know, plan to tour, will be sitting, will be

3. Answers will vary but should include those from the list: (a) past tense – have seen, rocketed, remained, have been pursued, have (ever) made, have loved, heard (b) present tense – is, own, know (c) future tense – plan to tour, will be sitting, will be

o c . che e r o t r s super

Worksheet information

• Read the explanation with the students and discuss. Give some examples if necessary, especially simple verbs tense such as those which end with -s (present tense) and -ed (past tense). The students can then complete Question 1. Check the answers to ensure that students understand the different tenses. Primary grammar and word study

m . u

4. (a) dreamed/dreamt, has/have dreamed/dreamt, was/were dreaming; will dream (b) forgave, has/have forgiven, was/were forgiving; forgive, forgives, am/is/are forgiving (c) shake, am/is/are shaking; will shake (d) laid, has/have laid, was/were laid (Refer to pages 56 and 57 for more information about the verbs ‘to lay’ and ‘to lie’.)

www.ricpublications.com.au

R.I.C. Publications®

Verb tense Verb tense can tell about what happened in the past, what is happening in the present or what will happen in the future. Many verbs have more than one part. Words such as are, is and will are used to complete the verb. 1. Write the past, present and future verbs. You may use forms of ‘to be’ and ‘to have’ as auxiliary verbs. Past tense (a) paddled (b)

Present tense

Future tense

r o e t s Bo r e p ok u S communicates/is communicating

(d) flew (e)

examines/am examining

(f)

will satisfy

ew i ev Pr

Teac he r

(c)

will be going

2. Read the text below and highlight all the verbs.

m . u

This band is the best I have seen for a long time. They rocketed up the charts with the release of their first album. It remained Number 1 for twelve weeks. Since then, they have been pursued by promoters, record labels and television shows across the country. I own every CD they have ever made because I have loved their style from the time I heard their first song. I know that they plan to tour overseas next year and I will be sitting in the front row of the concert in my capital city. They always will be the best band in the world to me.

w ww

3. Give two examples of each from the text. Remember some verbs have more than one part. (a) past tense

. te

(b) present tense (c) future tense

o c . che e r o t r s super

In the table above, ‘flew’ is an irregular verb because it doesn’t change tenses like regular verbs. (It doesn’t add -s for present tense or -ed for past tense.)

4. Complete the tenses of these irregular verbs. Past tense (a)

Present tense dream/dreams

(b) (c)

Future tense

will forgive shook

(d) R.I.C. Publications®

lays www.ricpublications.com.au

will lay Primary grammar and word study

Parts of speech Adjectives

Focus

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

• Students could work in pairs to complete Activity 2, helping each other to sort their adjectives. This activity is designed to make students aware of the different types of adjectives. Compare answers with other class members.

Common and proper adjectives

Teac he r

Definitions

• An adjective is a describing word. It adds meaning to or changes the meaning of a noun or a pronoun. Example: I’m eating a spicy, Indian curry. (describes the noun, ‘curry’) This magazine is interesting. (describes the noun, ‘magazine’) Note: The adjective does not always come before the noun. She is forgetful. (describes the pronoun, ‘she’)

ew i ev Pr

Ideas for further practice

• Write a paragraph using adjectives to make something more appealing to a buyer; e.g. a sporting item, a car, a pet or a household appliance. • Use adjectives from Activity 2 to write in the correct order to describe an object. This is usually size, age, shape, quality, colour, material, origin, purpose. Example: large, old, ceramic, German, drinking mug A good way to decide is to say the adjectives aloud to hear what sounds correct. Note that while it is common to use more than one adjective to describe something, usually no more than three or four are used.

• Proper adjectives are made from proper nouns. Example: Spanish dancer They usually begin with an initial capital letter. Proper adjectives are also called ‘adjectives of origin’.

Answers

w ww

• The use of suitable adjectives not only makes written or spoken language more interesting, it gives the reader or listener a clearer understanding.

. te

Worksheet information

o c . che e r o t r s super

• Discuss adjectives, using the information and examples at the top of page 13. Ask students for further examples of common and proper adjectives. • Students individually or as a group identify the adjectives and the nouns they describe in the text in 1(a). Guide them to ask questions such as ‘What kind?’ in front of the noun to help their identification. Afterwards, discuss how the adjectives added to the appeal of that meal. • If possible, provide students with some sample menus that use adjectives to add to the appeal. The class could brainstorm to list sample foods with adjectives they could use in their menu. Point out that it is common to use more than one adjective to describe something. Compare students’ menus and discuss the suitability of their choices. Ask ‘Did that adjective give the reader a clearer picture of the food choice? Did it sound appealing?’ Primary grammar and word study

1. (a) Enjoy a fluffy omelette filled with tasty cheese, served with crunchy bacon and a thick slice of toasted Italian bread. Afterwards, sip on a mug of frothy, hot chocolate which is delicious! (b) Teacher check

m . u

Explanation

2. Adjectives from menu: Possible answers: Quality – fluffy, tasty, crunchy, toasted, frothy, hot, delicious Size – thick Origin – Italian Teacher check other adjectives

www.ricpublications.com.au

R.I.C. Publications®

Adjectives Adjectives are words that describe nouns or pronouns. They help make writing more interesting and clearer. Example: The small, greenish-yellow frog leapt into the deep pond. Proper adjectives are made from proper nouns and have a capital letter. Example: The Spanish dancer performed the flamenco. 1. Read the description from a breakfast menu.

Enjoy a fluffy omelette filled with tasty cheese, served with crunchy bacon and a thick slice of toasted Italian bread. Afterwards, sip on a mug of frothy, hot chocolate which is delicious!

ew i ev Pr

Teac he r

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

(a) Notice how adjectives have been used to make the food choices more appealing. Highlight the adjectives and underline the nouns they describe.

(b) Make up your own description of something from a breakfast, lunch or dinner menu. Type of meal:

Description:

m . u

w ww

2. Adjectives can be classified under different headings. One example has been written under each heading in the table below. Sort the adjectives from the breakfast menu above and from your own into the table. Add more examples under each heading where there is space.

. te

Quality

Size

running (shoes)

small

round

Age

Colour

Materials/Substance

Origin

young

yellow

cotton

English

sweet

R.I.C. Publications®

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

www.ricpublications.com.au

Shape

Primary grammar and word study

Parts of speech Adjectives

Focus

• Activity 3 provides practice with identifying the correct comparative or superlative form of adjectives in context. Compare answers when complete to check for correctness. Note: The last line includes the irregular form of little, less, least which may need extra discussion.

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

Comparative and superlative adjectives

Definitions

Ideas for further practice • In pairs, students prepare short oral or written reports of facts that compare animals or places etc., using the correct comparative and superlative adjectives. • Identify other irregular forms of comparative and superlative adjectives other than 2(e). These include many/more/most; bad/worse/worst; and little/less/ least. Students could use these words in spoken or written sentences or paragraphs they make up in pairs or groups.

ew i ev Pr

Teac he r

• Comparative adjectives are used to compare two things, usually by adding the suffix er. Example: thick, thicker • Superlative adjectives are used to compare more than two things, usually by adding the suffix est. Example: thick, thickest

Explanation

• If the adjective has two or more syllables, ‘more’ or ‘most’ is usually added before the adjective. Example: beautiful, more beautiful, most beautiful • But if an adjective of two or more syllables ends in ‘y’, then er or est is usually used. Example: fussy, fussier, fussiest • Some comparative and superlative adjectives are irregular. Example: bad, worse, worst good, better, best

Worksheet information

o c . che e r o t r s super 2. (a) (b) (c) (d) (e) (f) (g) (h) (i)

• Use the information at the top of page 15 to discuss with the students how we can add er or est or more or most to adjectives to compare things. Note how ‘the’ is often used before the superlative form (the tidiest desk). • Students read the paragraph in Activity 1, highlighting the adjectives that compare. Discuss those that use er and est, those that use more and most and the irregular form of ‘good’, ‘better’, ‘best’ in the last line. • To complete Activity 2, students need to identify when to add er ,est, more or most to an adjective. Use the examples in the Explanation section above about hints to decide which form to choose. Sometimes the best way is to say the choices out loud and hear what sounds correct. Dictionaries could also be used. Primary grammar and word study

1. The Sahara Desert in northern Africa is the largest hot desert in the world. The largest desert is actually Antarctica—a cold desert with minimal rainfall. It is larger in area than the Sahara. It has one of the harshest climates on Earth with temperatures ranging from 58 ºC in summer to –6 ºC in winter. The most arid part of the Sahara is in Libya. The most common features of the desert are the never-ending sand sheets and sand dunes. The majority of the people living there are nomads who move from place to place looking for better living conditions.

m . u

w ww

. te

spicier, spiciest narrower, narrowest more annoying, most annoying more spectacular, most spectacular clumsier, clumsiest lovelier, loveliest friendlier, friendliest more careless, most careless more fascinating, most fascinating

3. The blue whale is the largest animal to have ever lived on Earth. It is bigger than the largest dinosaurs. It is also the loudest living creature as its call can be heard up to 88 km away! The plankton and krill it eats are tinier than the fish sharks eat, even though sharks are smaller than the blue whale. Fewer blue whales live in the Southern Hemisphere than in the Northern Hemisphere. www.ricpublications.com.au

R.I.C. Publications®

Comparatives and superlatives When we compare two things, we change the adjective, usually by adding er. Example: ‘Today is warm but yesterday was warmer.’ When we compare three or more things we change the adjective usually by adding est. Example: ‘Tomorrow is expected to be the warmest day.’ The words more or most are used before some adjectives to compare things. Example: comfortable, more comfortable, most comfortable.

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

1. Read the paragraph about the Sahara Desert. Highlight the adjectives used to compare.

Teac he r

ew i ev Pr

The Sahara Desert in northern Africa is the largest hot desert in the world. The largest desert is actually Antarctica—a cold desert with minimal rainfall. It is larger in area than the Sahara. It has one of the harshest climates on Earth with temperatures ranging from 58 ºC in summer to –6 ºC in winter. The most arid part of the Sahara is in Libya. The most common features of the desert are the never-ending sand sheets and sand dunes. The majority of the people living there are nomads who move from place to place looking for better living conditions.

2. Finish the table below, changing the adjectives by adding er, est, more or most. (Remember to change the y to i when adding er or est to some words.) (a) spicy

(d) spectacular

w ww

m . u

(e) clumsy (f) lovely

. te

(g) friendly

(h) careless

(i) fascinating

o c . che e r o t r s super

3. Change the adjectives in bold print to the correct form, by neatly printing the words above the errors. The blue whale is the most large animal to have ever lived on Earth. It is more bigger than the most large dinosaurs. It is also the most loud living creature as its call can be heard up to 88 km away! The plankton and krill it eats are more tiny than the fish sharks eat, even though sharks are more smaller than the blue whale. Fewest blue whales live in the Southern Hemisphere than in the Northern Hemisphere. R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Parts of speech Adjectives

Focus

Worksheet information

Adjectival phrases and clauses

• Use the information above to explain adjectival phrases and clauses and how they can often provide more information than one adjective. Emphasise that a phrase does not contain a verb with a subject and that an adjectival phrase often begins with a preposition such as ‘with’ or ‘over’ (refer to pages 30 to 33 for extra information about prepositions); while a clause does contain a verb and that an adjectival clause often begins with a relative pronoun such as ‘who’ or ‘which’. • Students need to be sure to identify the noun or pronoun being described so they do not confuse adjectival phrases and clauses with adverbial phrases and clauses which describe verbs (refer to pages 18 to 21 for extra information). The activities on page 17 provide an introduction to the concept and opportunities for students to write adjectival phrases and clauses.

Definitions

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

Teac he r

ew i ev Pr

• An adjective is a describing word that adds meaning to or changes the meaning of a noun or pronoun. (Refer to page 12 for examples.) • An adjectival phrase is a group of words used like an adjective to describe a noun or pronoun. It does not contain a finite verb (i.e. a verb with a subject). Example: Who is the teacher with black hair? (The noun the phrase describes is underlined.) Note: The adjectival phrase usually comes after the noun. • An adjectival clause is a group of words containing at least one verb with a subject that does the work of an adjective; often starting with a relative pronoun. Example: The teacher who is wearing the brown jacket walks to school. The noun the clause describes is underlined. The verb is circled. The adjectival clause comes directly after the noun.

for further practice © R. I . C.PuIdeas bl i c at i ons •f orr evi ew pur posesonl y•

w ww

Explanation

• Adjectival phrases and clauses make written and spoken language more interesting, and meaning clearer. A group of words rather than one or two adjectives can often be a more interesting, informative or precise way of describing a noun or pronoun. • Although adjectival phrases and clauses can describe pronouns, all the examples given on the student page describe nouns because they are more common. Example: He, who hates spiders, actually picked one up. She, who must be obeyed, is my wife.

. te

m . u

• In pairs or individually, students compile adjectival phrases beginning with a preposition describing a noun or pronoun and write them on cards. They place the cards face down, choose one and then make up a complete sentence using that phrase. Students can swap among other pairs. • In pairs or individually, students compile adjectival clauses beginning with a relative pronoun describing a noun or pronoun, and write them on cards. They place the cards face down, choose one and then make up a complete sentence using that clause. Students can swap among other pairs.

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

1. (a) (b) (c) (d) (e) (f)

with lots of rooms next to the kitchen in the front garden with two wooden oars with a noisy muffler over 20 cm in length

2. Teacher check

3. Verbs are in bold (a) who threw 35 metres (b) which was raised in height (c) that was used for a better grip (d) who followed his game plan (e) who uses the correct technique (f) which had a wooden handle Primary grammar and word study

4. Teacher check www.ricpublications.com.au

R.I.C. Publications®

Adjectival phrases and clauses An adjectival phrase is a group of words used like an adjective to describe a noun or pronoun. It does not contain a verb with a subject. It usually comes after the noun or pronoun. 1. Highlight the adjectival phrase in each sentence. The noun it describes is underlined. (a) My uncle owns a holiday house with lots of rooms.

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

(b) The living room next to the kitchen has large, comfortable couches. (c) The tall tree in the front garden is losing its leaves. (d) We bought an old dinghy with two wooden oars.

(f) My brother and I caught several fish over 20 cm in length.

2. Add a suitable adjectival phrase to describe the noun that is underlined.

(a) Put the fish heads in the rubbish bin (b) Pass me the fishhook

ew i ev Pr

(e) A tractor with a noisy muffler is used to tow the dinghy.

Teac he r

(d) The fishing rod

It contains a verb with a subject. It usually comes after the noun or pronoun.

w ww

m . u

3. Highlight the adjectival clause in each sentence and circle the verb it contains. The noun or pronoun the clause describes is underlined. (a) The javelin thrower who threw 35 metres will represent the club. (b) The bar which was raised in height wobbled in the strong breeze.

o c . che e r o t r s super

(c) The gymnasts wiped their hands in the chalk that was used for a better grip. (d) The long-distance runner who followed his game plan won the race. (e) Every hurdler who uses the correct technique will do well.

(f) The long jump rake which had a wooden handle was misplaced.

4. Add a suitable adjectival clause to describe the noun that is underlined. Circle the verb you use in each clause. made a deep divot.

(a) The discus

filled the grandstand.

(b) The spectators

was exhausted.

were very impartial.

(d) The judges R.I.C. Publications®

has a hole in the bottom.

. te

www.ricpublications.com.au

Primary grammar and word study

Parts of speech Adverbs

Focus So traditionally is the adverb. Some students will need to have the process modelled numerous times before they are able to complete Question 1(b) independently. • Question 2 can be used to illustrate how more informative and precise adverbs make communication. • The purpose of Question 3 is to demonstrate the function of adverbs. • Question 4 introduces interrogative adverbs. Students should realise that the words how, when, where and why are themselves adverbs. They are then required to answer the question using the same verb with an appropriate adverb. Encourage students to select the ‘best’ adverb for each sentence.

Common adverbs of manner, time and place

Definition

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

Teac he r

ew i ev Pr

• An adverb is a word that adds information, usually to a verb and can tell how (manner), when (time) or where (place) something happens. Example: Yesterday (time) a pilot was having a problem with his aircraft but he courageously (manner) controlled it and landed with oil spurting everywhere (place). Note: Adverbs can modify (add information to) any words that are not nouns or pronouns. (These are modified by adjectives.)

Explanation

Ideas for further practice

• Adverbs can clarify meaning by telling more about the action, allowing for greater precision and adding interest to writing. • Students should be reminded that adding appropriate adverbs will make their speaking and writing more informative, precise and interesting. • Adverbs can also be used to describe the frequency or duration of an occurrence. Example: daily, forever They can also describe the extent of something. Example: absolutely, quite They can also be interrogative. Example: how, when, where and why

(ii) immediately (iv) traditionally (vi) always

o c . che e r o t r s super

2. Teacher check

3. (a) (b) (c) (d) (e)

Worksheet information

• After students have read the text remind them that verbs tell about something someone does or an occurrence (see pages 6–11). • Explain that adverbs can tell how, when or where something happens. We need to identify the verbs before trying to find the adverbs. Note: There are compound verbs included in the text. • Model the process of identifying the adverbs by asking how, when and where of the verb. Example: How had the Channel been seen? (traditionally) Primary grammar and word study

Teacher check (i) generously (iii) later (v) across

m . u

w ww

. te

• Brainstorm to list on the board different adverbs to describe how a particular person could do a selected task, then ask students to vote to select the adverb that is most precise and the one that is most interesting. Example: How would a butcher chop meat? neatly, carefully, swiftly, dangerously, cheerfully, expertly, daily, messily

crashed – often had been safe – certainly gave up – never has caused – rarely happen – occasionally

4. Adverbs will vary but answers should follow this pattern:

(a) How, A bird/It can fly swiftly . (b) Where, An aircraft/It could fly overseas

occasionally

www.ricpublications.com.au

R.I.C. Publications®

Adverbs Words telling how, when or where things occur are called adverbs. 1. (a) Read the text. The English Channel had traditionally been seen by British politicians as a barrier between their country and Europe. But that changed dramatically in 1909 when Bleriot, a French inventor and pilot, bravely battled strong winds and rain and flew across in 37 minutes.

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

He was later awarded a prize, generously offered by London’s Daily Mail, for the very first flight.

(b) The verbs in the text have been highlighted. Find the adverbs that tell:

(i) how the prize was offered

(ii) when the British realised

(iii) when he was awarded

(iv) how the Channel had been seen

ew i ev Pr

Teac he r

The British immediately realised their country would always be vulnerable to air attacks from Europe.

(v) where Bleriot flew

(a) land

(b) glide

(d) soar

w ww

(e) accelerate

. te

(f)

plummet

m . u

2. Write an interesting adverb to tell how an aircraft could do these things.

3. Underline the verb in each sentence, then circle the adverb that modifies it.

o c . che e r o t r s super

(a) In the early days of aviation, aircraft often crashed on take off.

(b) Before the first Channel flight, the British had certainly been safe from air attack.

(d) During the last 100 years, bad weather has rarely caused flight cancellations.

(e) Accidents occasionally happen to modern aircraft.

4. Underline the adverb and answer the question using one adverb in your reply.

(a) How can a bird fly?

(b) Where could an aircraft fly?

(d) How often do you fly? R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Parts of speech Adverbs

Focus We travelled for almost four hours. (determiner) He worked really quickly. (adverb) I will come only if he joins us. (conjunction)

Adverbial phrases and clauses Adverb – adjective confusion

Definitions

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

Worksheet information • Although different types of adverbial phrases and clauses have been given and introduced separately on the worksheet, it is important students understand that using a group of words can often be a better way of telling more about a verb than just using an adverb alone. • Question 5 is an introduction to the correct use of adjectives and adverbs, which are often confused in speech. It is suggested that opportunities for further discussion, practice and correction at the point of error be provided.

ew i ev Pr

Teac he r

• An adverb is a word that adds information, usually to a verb and can tell how (manner), when (time) where (place) or how often (frequency) something occurs. • An adverbial phrase is a group of words which can be used like an adverb to modify or enhance the verb. It does not contain a verb with a subject. Example: The student pilot landed the aircraft after numerous bumpy ups and downs. • An adverbial clause is a group of words, including a verb with a subject, which can be used like an adverb to modify or enhance the verb. Example: He refuelled so he would be able to reach his destination. Note: Adverbs can modify (add information to) any words that are not nouns or pronouns. (Adjectives modify nouns and pronouns.)

Ideas for further practice

Explanation

w ww

• Adverbials can clarify meaning by telling more about the action, allowing for greater precision and adding interest to writing. • Students should be reminded that adding adverbs and adverbial phrases and clauses to verbs will make their writing more informative, precise and interesting. • In a similar way to an adverb, adverbial clauses and phrases can be used to give more information about a verb. Both clauses and phrases are groups of words but with one major difference. A clause has a subject and a verb and can be considered a sentence within a sentence, while a phrase is a group of words. Adverbially they both function in the same way, usually enhancing and modifying a verb. • Adverbs can also modify other parts of speech. Some examples are provided below for your information. The adverbs are in italics. Note: Adverbs can also modify phrases, clauses and sentences. Example: I have a very strange pet. (adjective) My house is just around the corner. (preposition)

. te

Primary grammar and word study

m . u

• Students work in small groups to correctly write sentences using the pairs of words in Question 5. • Model changing adjectives to adverbs, usually by adding ly and discuss the spelling rules involved. Example: After a consonant, change e to y. Horrible – horribly, simple – simply After a vowel, just add ly. pale palely, brave bravely

Answers

1. (a) above the tall trees – place (b) at exactly eight o’clock – time (c) at the last minute – time (d) like a rocket – manner (e) on Mondays and Fridays – time

o c . che e r o t r s super

2. Teacher check

3. (a) as violent turbulence threw it around the sky (b) when the aircraft lost height (c) while the storm continued (d) as he was thrown against the trolley (e) as the attendant struggled for balance (f) without sustaining any serious damage

4. Teacher check

5. (a) well, good (c) poorly, poor (e) really, real

(b) quickly, quick (d) easily, easy

www.ricpublications.com.au

R.I.C. Publications®

Adverbial phrases and clauses An adverbial phrase is a group of words which can be used like an adverb to add information to a verb. A phrase does not contain a verb with a subject. 1. Underline the adverbial phrase in each sentence and write if it is of time, place, manner or frequency. The verb has been written in bold. (a) The pilot flew above the tall trees.

(b) Our aircraft arrived at exactly eight o’clock.

(d) The experimental plane took off like a rocket.

(e) Two morning flights are scheduled on Mondays and Fridays.

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

ew i ev Pr

Teac he r

2. Add a suitable adverbial phrase telling how, when or where about the verb. (a) The aerobatic aircraft rolled

(b) My grandfather flew

. .

An adverbial clause is a group of words, including a verb with a subject, which can be used like an adverb to add information to a verb.

3. Underline the adverbial clause in each sentence and circle the verb that is included in it.

(b) Some anxious passengers screamed when the aircraft lost height. (c) The crew remained calm while the storm continued.

(e) The tray clattered to the ground as the attendant struggled for balance.

. te

m . u

(d) An airline attendant dropped a tray as he was thrown against the trolley.

w ww

(f) Fortunately, the aircraft emerged without sustaining any serious damage.

o c . che e r o t r s super

4. Add a suitable adverbial clause to each sentence. Don’t forget the verbs. (a) The aircraft circled the airport

(b) The damaged aircraft finally landed

5. Circle the correct word.

(a) The student pilot flew good/well. He is a good/well pilot.

(b) This aircraft can fly as quickly/quick as that one. It is a quick/quickly aircraft.

(d) Our team won easy/easily. We had an easily/easy victory.

(e) Is that real/really yours? Is that real/really or a copy?

R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Parts of speech Pronouns

• The 12 indefinite pronouns are shown in the table below. Some refer to people and others to things.

Focus Personal, indefinite and interrogative pronouns

INDEFINITE PRONOUNS

Definitions

somebody

nobody

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

• A pronoun is a word substituted for a noun. A personal pronoun is used in place of a person or thing. Example: he, she, it, they etc. An indefinite pronoun refers to an unspecified person or thing. Example: Someone is making lots of noise. Interrogative pronouns ask questions that give a noun or pronoun response. Example: Who wants to volunteer?

everybody

someone

anyone

no-one

everyone

something

anything

nothing

everything

• These are the five interrogative pronouns all of which give a noun or pronoun response. INTERROGATIVE PRONOUNS

What

Which

Who

Whom

Whose

ew i ev Pr

Teac he r

anybody

Worksheet information

• Discuss the different types of pronouns so that students are clear about the use of each and provide a copy of the three tables on this page for them to refer to. • Students should read the text through before writing the answers. They may wish to write in pencil until they have completed the exercise. • In Question 2, the letter is written beside each word. In some cases, the same word appears more than once.

Explanation

• The use of pronouns prevents constant repetition of a noun. • It is important for students to know the correct pronouns to use in the context of a particular sentence so their grammar, in speech and in writing, is accurate. • The table below shows which personal pronoun to use: PERSONAL PRONOUNS Person

First singular

Objective

Emphatic/Reflexive

myself

mine yours

w ww

Second

Subjective

Possessive

you

yourself

Third (male)

him

himself

his

Third (female)

she

her

herself

hers

Third (neuter) First plural Second Third

you

they

. te it

itself

its

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

ours

you

yourselves

yours

them

themselves

theirs

Answers

1. When the person is the subject or object Example: She (subject) gave them (object) to us (object). 2. To emphasise the subject of the verb Example: We picked grapes ourselves (emphatic pronoun). 3. To indicate that the object of the verb is the same person as the subject. Example: She helped herself (reflexive pronoun) to some fruit. 4. To indicate possession Example: These cakes are yours. Primary grammar and word study

m . u

• Students produce posters or small booklets of illustrated examples to explain one type of pronoun to younger students. • Choose a nursery rhyme as a vehicle for explaining pronouns. Example: Jack and Jill went up the hill. Replace with pronouns: They went up it. Which is the subject pronoun? (They) Which is the object pronoun? (it)

1. (a) they (d) anyone (g) it (j) What (m) ours (p) yours

2. Subjective

(b) (e) (h) (k) (n) (q)

ours no-one them me anything he

PERSONAL PRONOUNS Objective Emphatic/Reflexive

they (a), he (q) Possessive

it (g), them (h), me (k)

yourselves (i)

Indefinite pronouns

ours (b), ours (m), yours (p)

anyone (d), no-one (e), anything (n)

Interrogative pronouns

www.ricpublications.com.au

Whose (c), What (f), What (j), What (e), What (o)

R.I.C. Publications®

Pronouns A pronoun is a word substituted for a noun. 1. Read the text and choose a pronoun for each space. The four boys had been playing soccer in the park. As

(a)

collected their bags, James

noticed another one by the bench. ’, he said. ‘

‘It’s not one of seem to be

(d)

(c)

about. What should we do?’

The boys checked again to make sure

‘

(f)

(e)

was around before picking up the bag and

have we here then, lads?’ inquired the police officer

ew i ev Pr

Teac he r

walking off.

could it be, I wonder? There doesn’t

r o e t s Bo r e p ok u S (b)

as he took the bag and peered inside. ‘We just found

(g)

… in the park’, stammered Tom.

The police officer eyed

(h)

suspiciously. .

‘Come on now boys, make it easy for

(i)

(j)

do you mean?’ blurted Jo.

(k)

‘I’d like to call my dad’, said Tom. ‘He’ll believe us, even if you don’t.’ (l)

seems to be the problem, officer?’

m . u

Thomas Betts arrived. ‘

w ww

‘No problem, sir. We’re just discussing the contents of their bag,’ replied the police officer politely. ‘It’s not

. te

‘We don’t know

!’ stormed James.

(m)

(n)

about it. We didn’t even look inside.’

o c . che e r o t r s super

‘All right, James’, soothed Mr Betts. ‘I’ll deal with this.

(o)

is in the bag, officer?’

The officer emptied the bag on to his desk. The jewels sparkled brightly. ‘Not

(p)

then, boys?’

(q)

asked, one more time.

2. Write each pronoun and the letter next to it in the correct box. Subjective

Objective

Emphatic/Reflexive

Possessive

Indefinite pronouns

Interrogative pronouns

R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Parts of speech Pronouns Focus

Worksheet information

Relative pronouns who, which, that, whose, when, where

• Explain that a clause is a part of a sentence that includes a verb with a subject. Example: During the interschool swimming carnival, the competitors swam very well. • Explain that for relative pronouns, the term ‘relative’ is used because the noun, the pronoun and the clause are related to each other. Example: This horse which has been a working animal is to be retired from service. This horse is the noun, which is the pronoun and has been a working animal, the clause. • Before completing the worksheet, work through a number of simple examples to ensure that the students understand when each relative pronoun should be used. • Explain that a relative clause (with its noun and pronoun) occurs only as a part of a sentence and it may be either at the beginning or within the sentence. Question 3 provides examples of the latter.

Definition

Explanation

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

ew i ev Pr

Teac he r

• A relative pronoun comes before the clause that describes the noun or pronoun to which it refers. Example: The aircraft whose engine was damaged was not fit for service. Whose (the relative pronoun) comes before (the relative clause) engine was damaged which describes the aircraft (the noun to which it refers).

• It is important for students to know the correct relative pronouns to use in the context of a particular sentence so that their grammar, in speech and in writing, is accurate. • The words who, which, that, whose, when and where are only relative pronouns within the context of the sentence. Example: The countries where he used to travel were underdeveloped. (relative pronoun) Where shall we go for our holidays? (interrogative pronoun) • The following examples demonstrate how each relative pronoun can be used: The child who helped at home was rewarded. Fruit that tastes sweet is easily eaten. These tiles, which fell from the roof, landed on the grass. The shop whose prices were too high lost business. The family whose pet had died were very sad. It is beautiful in springtime when all the wildflowers are out. I drove past the crossroads where the accident took place. Note: The choice of that or which is intuitive. The general rule for students at this stage is, try that first but if it doesn’t sound right, use which. It may be appropriate to explain to students that that tends to be used when speaking about general things and which for more specific things. Example: Houses that have no insulation can be very hot in summer and cold in winter. These houses, which have no insulation, can be very hot in summer and cold in winter. • The relative pronouns that, which and whose can refer to either the subject or the object of the verb, but who refers to the subject only. Whom is used to refer to the object.

Ideas for further practice © R. I . C.Pu bl i cat i ons •f orr evi ew pur posesonl y•

Primary grammar and word study

m . u

w ww

. te

• In small groups, students look through nonfiction books and read out sentences containing that and which as relative pronouns. They attempt to reach a conclusion as to when each is used. • Students create their own fact sheet about relative pronouns. Example: Who refers only to people. That and which refer only to things. Whose refers to both people and things. • Print out and laminate a number of short passages each containing a given number of incorrectly used relative pronouns. Students have to ‘Find the errors’ and correct them. Set as regular tasks.

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

Jade , who had been ill, …

Her dog which had missed their long walks together … … the rabbits whose warrens formed a labyrinth of passages beneath their feet. The paths that had been worn by sheep … … summer days when she and her friends had taken the same tracks. … the secluded spot where they would eat their lunch

2. (a) who (e) when

(b) that (c) which (f) where (g) whose

(d) whose (h) who

3. (a) who (e) when

(b) whose (c) which (f) where (g) whose

(d) that (h) where

www.ricpublications.com.au

R.I.C. Publications®

Relative pronouns A relative pronoun starts a clause that describes a noun or pronoun. 1. Circle the noun and underline the clause for each relative pronoun highlighted in the text. It had been a while since Jade, who had been ill, had walked the mountain paths. Her dog, which had missed their long walks together, chased after the rabbits whose warrens formed a labyrinth of passages beneath their feet. The paths that had been worn by sheep made an easy

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

route to the top of the mountain.

As she ambled along, Jade recalled summer days when she and her friends had taken the same

Teac he r

tracks. She thought of the secluded spot where they would eat their lunch, promising never to reveal its location.

ew i ev Pr

2. Circle each incorrect relative pronoun then write the correct one on the line at the end.

(a) The student which works hard does well in school. (b) Animals whose eat well survive for longer. (c) My house, whose is close to a busy road, is very noisy.

(g) The doctor who patients had been cured was ill.

(h) The author which wrote the book is well known.

(d) The farm where owners are elderly is to be sold.

w ww

m . u

3. Insert the correct relative pronoun to join each noun with its relative clause. Some are used more than once. who

. te

whose

that

when

o c . che e r o t r s super

(a) … the model

(b) … the wallet

(d) … trees

(e) … months

(f) … wide open spaces

(g) … children

(h) … the mountains

R.I.C. Publications®

which

www.ricpublications.com.au

where

had been walking the catwalk …

clasp was broken …

had lain undisturbed for many years …

lose their leaves in winter … not a single drop of rain fell … the animals roam freely … appetites are healthy … the accident occurred … 25

Primary grammar and word study

Parts of speech Conjunctions

Focus Conjunctions

Definition

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

Teac he r

• Conjunctions are joining words which can be used to connect words, phrases, clauses or sentences. Example: Bread and butter A fast car but difficult to control Since I have no money, I can’t go to the circus.

Answers

Explanation

1. (a) Teacher check

ew i ev Pr

• In a small groups, make a list of conjunctions. Include compound word conjunctions, such as ‘moreover’, ‘nevertheless’, ‘however’, ‘meanwhile’. Sort the conjunctions under these five headings: – location (e.g. under) – time (e.g. then) – argument (e.g. therefore) – order (e.g. first) – explanation (e.g. because)

• Using conjunctions enables a writer to build and combine ideas and cut out needless repetition. • Conjunctions can join: – one adjective with another, such as: ‘The girl was hot and tired.’ – one sentence with another such as: ‘It was raining, so I took an umbrella.’ • Conjunctions can be placed between two clauses or at the beginning of a sentence. The position of the conjunction helps the reader to know which part of the sentence is the focus. Example: ‘If you climb on top of the monkey bars, you will fall.’ (Focus is on the cause) ‘You will fall if you climb on top of the monkey bars.’ (Focus is on the consequence)

o c . che e r o t r s super

Worksheet information

• To remind students of words that can be used as conjunctions, ask each student to write one on the board before they begin Question 2. Example: and, but, because, although, for, while • Remind students that conjunctions can join two words, phrases, clauses or sentences and can not only be found in the middle of a sentence, but also at the beginning.

These rules were introduced to protect our reputation and our pride. Lions must be feared and respected, otherwise we may as well start wearing collars with little bells.

You have all been warned, so don’t let it happen again, unless you wish to go and explain your actions to King Leo himself.

Ideas for further practice • View texts such as newspaper and magazine articles to search for and underline conjunctions.

Primary grammar and word study

Leo’s rules state that we can only display one body part, such as a tail or the glimpse of a mane. While tourists are inside a bus, we can be seen and photographed from a distance of two kilometres, but if they are on foot, this distance increases to four kilometres.

m . u

w ww

. te

When a tour group left the park last Thursday, they took with them stories about unusual lion sightings, as well as full-lion photographs. If this is correct, there will be serious consequences for all involved.

2. (a) (b) (c) (d) (e) (f)

or Although and When while If

3. Teacher check

www.ricpublications.com.au

R.I.C. Publications®

Conjunctions A conjunction is a joining word which join words, phrases, clauses and sentences. 1. (a) Read the speech which is given at a meeting of lions.

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

(b) Find the conjunctions in the text and circle them. 2. Circle the conjunction in each sentence.

(a) You may wear your red or your blue dress to the party.

(b) Although the meal was delicious, it was not hot enough.

(c)

(d) When his wallet was returned, Dad was very relieved.

(e) Kiara attended taekwondo lessons while she was on holidays.

(f) If it rains, we won’t be able to play tennis today.

w ww

m . u

ew i ev Pr

Teac he r

Lions and lionesses, I need you to listen very carefully because I have received some very disturbing information. Although you are familiar with all King Leo’s rules, some of you, particularly those from the Black Rock and Salty Lake prides, are breaking his strict rules regarding tour groups. When a tour group left the park last Thursday, they took with them stories about unusual lion sightings, as well as full-lion photographs. If this is correct, there will be serious consequences for all involved. Leo’s rules state that we can only display one body part, such as a tail or the glimpse of a mane. While tourists are inside a bus, we can be seen and photographed from a distance of two kilometres, but if they are on foot, this distance increases to four kilometres. These rules were introduced to protect our reputation and our pride. Lions must be feared and respected, otherwise we may as well start wearing collars with little bells. You have all been warned, so don’t let it happen again, unless you wish to go and explain your actions to King Leo himself.

3. Choose four of the conjunctions below and use them in sentences of your own. (Remember: conjunctions can be placed in the middle or at the beginning of a sentence!)

. te

although

•

o c . che e r o t r s super

despite

that

therefore

however

nevertheless

•

R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Parts of speech Determiners Focus • The indefinite article ‘an’ precedes a noun that begins with a vowel sound. Example: an apple, an ice-cream, an umbrella, an hour (silent ‘h’) • Possessive determiners are always used before the noun to say who the noun belongs to. They can be used in first, second or third person form as well as in singular or plural. Refer to the table below to see which possessive determiners are used in each situation.

Articles: the (definite), a/an (indefinite) Possessives: my, your, his, hers, its, ours, theirs Demonstratives: this, that (singular), these, those (plural)

Definitions

Plural

Singular

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

Determiner

Pronouns

1st 2nd

my your his her its our your their

I, me, mine you, yours he, him, his she, her, hers it, its we, us, ours you, yours they, them, theirs

3rd

1st 2nd 3rd

ew i ev Pr

Teac he r

• A determiner is a word usually used before a noun that determines how definite it is. Example: Our homework was placed on that table with those books because the teacher wanted us to take a book home each night. • Articles are a subclass of determiners. Example: A book (meaning any book), the book (meaning a particular book) • A possessive determiner is a word which identifies who something belongs to. Example: Mary sold her book at the fete. • A demonstrative determiner signals whether the associated noun is near (this, these) or far away (that, those) from the writer or speaker. Note: In traditional grammar, some words used as what are now called determiners in functional grammar are referred to as adjectives; e.g. first, seven or as possessive pronouns; e.g. my, your.

• Demonstratives generally indicate the proximity of the noun to the writer or speaker. This (singular) and these (plural) suggest the noun/s are close by, while that (singular) and those (plural) suggest the noun/s are far away or out of reach.

• The use of proverbs and famous sayings provides students with a real-life example of determiners in action. Discuss the proverbs and sayings with the students and explain that students need to look at the entire statement before deciding which determiner can be used to correctly complete it. Discuss the particular rules and practices of placing determiners before the noun. Identify feminine and masculine situations. Point out singular and plural examples and how determiners provide the reader with this information without explicitly pointing it out.

Explanation

. te

m . u

w ww

• Determiners are useful for making information more precise for the reader or listener. • The definite article the is used to refer to a particular thing or things and when referring to specific, one-of-a-kind things. Example: the Nile River, the book (meaning a particular book). • Indefinite articles such as a and an are used to refer to any thing. The noun following an indefinite article is nonspecific. Example: a boat (meaning any boat) or an umbrella (meaning any umbrella) • Articles can indicate a significant difference in meaning. Example: a house (any house) and the house (a particular house) • The indefinite article a precedes a noun that begins with a consonant sound. Example: a yacht, a boat, a dog, a unicycle (long ‘u’ consonant sound)

o c . che e r o t r s super Ideas for further practice

• Search lyrics of popular songs to find examples of the determiners used in this activity. • Students create their own proverbs using determiners from this activity.

Answers

Primary grammar and word study

1. (a) a (e) your (i) our (m) this

(b) An (c) the (d) my (f) his (g) her (h) its (j) their (k) these (l) Those (n) That b h e r w d m y

2. Teacher check

r i e b w d r t t u n h o d e y t h

h t a f j n a h t p i r e t g e s e

www.ricpublications.com.au

c g l s u l

j k i b c o

f t h o s e u

a s i h t k r

R.I.C. Publications®

Determiners – 1 A determiner is usually used before a noun to determine how definite it is. Example: Our homework was placed on that table with those books because the teacher wanted us to take a book home each night. 1. Find the missing determiner in each famous saying then find them in the wordsearch. Articles are determiners which tell whether the noun we are referring to is general or specific. Example: the, a and an.

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

(a) Clouds gather before

(b)

storm.

cat.

Possessives are determiners which tell who or what the noun belongs to. Example: my, our, your, his, her, its, their.

(d) Love me, love

(e) A penny for

(f) A man’s home is

(g) Butter would not melt in

thoughts.

o y

castle.

(i) Save us from

(j) Cowards may die many times before

death.

m . u

dog.

ew i ev Pr

Teac he r

apple a day keeps the doctor away.

w ww

Demonstratives are determiners which tell whether the noun is singular or plural and whether it is near or far. Example: this, that, these, those.

. te

(k) One of

(l)

(m) Either drive

(n)

days …

o c . che e r o t r s super

who are happy will make others happy too.

camel to pasture or leave the country.

man’s a fool whose sheep flees twice.

2. Research to find famous sayings or proverbs which use these determiners. (a) the (b) a (c) his (d) her (e) your

R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Parts of speech Determiners

• Verbs used after each, every, either and neither are singular as are any related possessive determiners. Example: Each of the boys eats his dinner. Every person has worn his or her hat. Either sports car appeals to its drivers. Neither woman wants to drive her car. • ‘Which’, ‘what’ and ‘whose’ are also known as ‘question words’. These words are placed before the noun they relate to and are used to elicit more precise information about that noun. • Quantifiers are placed before the noun. • Some quantifiers are used only with plural nouns: few, a few, fewer, many, while others can be used with singular or plural nouns: some, a lot of, lots of, more, most, plenty of. Other quantifiers can only be used with singular nouns: little, a little, much, less.

Focus Determiners Distributives: either, neither, each, every Interrogatives: which, what, whose Quantifiers: all, both, most, some, any, no, few, fewer, much, more, less, least, a little, a lot of, a great deal of

Definitions

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

ew i ev Pr

Teac he r

• A determiner is a word usually used before a noun that determines how definite it is. Example: Our homework was placed on that table with some books because the teacher wanted us to take a book home each night. • A distributive is a type of determiner which tells how something is distributed, shared or divided. Example: I think every person is special. • An interrogative is a type of determiner used before nouns to form a question. Example: Whose book is that? • A quantifier is a type of determiner which tells how many things or people without giving a precise number. Example: There are a lot of lollies in the jar. Note: In traditional grammar, some words used as what are now called determiners in functional grammar are referred to as adjectives; e.g. first, seven or as possessive pronouns; e.g. my, your.

• Many sentences have several determiners within them. It is important to focus on the determiners as specified by the activity. At the conclusion of the activity, students may then go back and identify and highlight any other determiners they can see being used within the sentences. • In order to identify the determiners, students may find it easier to locate the noun in the sentence first.

m . u

w ww

Explanation

. te

Worksheet information

Ideas for further practice

• Students write their own sentences using the determiners which were used in the activities. Share them with the class. • Identify the use of determiners in newspapers and magazines. Highlight and display examples to help students become more familiar with their purpose and use.

o c . che e r o t r s super

• Determiners are useful for making information more precise for the reader or listener. • Distributive determiners are usually used before the noun. • Each and every have similar meanings and it’s often possible to use either of them. Each can mean everyone separately or one by one and can be used for one of two things. It can be followed by ‘of’ and can be used in front of a verb. Every can mean each and sometimes all. It cannot be used for two things or after ‘of’. It can be used to say ‘how often’. • Either and neither refer to one or none of two things. Primary grammar and word study

Answers

1. (a) Every (c) each

(b) Neither (d) either

2. (a) a few (c) a great deal of (e) A little (g) all (i) lots of

(b) both (d) Some (f) plenty of (h) more

3. (a) Which (d) What (g) What/Which

(b) What (e) Which

www.ricpublications.com.au

R.I.C. Publications®

Determiners – 2 A determiner is usually used before a noun to determine how definite it is. For example, Our homework was placed on that table with some books because the teacher wanted us to take a book home each night. 1. Read these sentences and underline the distributive determiner in each. Distributives tell how the noun is shared or divided. (a) Every stone in this building was laid by hand.

(b) Neither boy completed his homework on time.

(d) I think either dress would be suitable to wear on Saturday.

Teac he r

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

ew i ev Pr

2. Read these sentences and underline the quantifying determiner in each.

Quantifiers tell the quantity of the noun without giving a precise number.

(a) It would be sad if the party was ruined by a few children.

(b) It is important that both children are given the same opportunities to succeed. (c) It takes a great deal of time to master the skill of calligraphy.

(g) If all the people at the event threw rubbish on the ground, the place would be a rubbish dump.

(h) There are more red apples than green in the fruit bowl.

(i) There were lots of people at the concert on the weekend.

(d) Some snakes give birth to live young.

w ww

Interrogative determiners are used before the noun to ask a question.

. te

m . u

o c . che e r o t r s super

For example: Which determines one of a certain number. What determines details about some thing or person. Whose determines to whom something belongs or relates.

3. Read the questions and use the correct determiner to complete each one.

(a)

dress are you going to wear on Saturday?

(b)

is your name?

(c)

name is fourth on the list?

(d)

type of pet do you have?

(e)

Harry Potter book do you like best?

(f)

hat was left on the school oval after lunch?

(g)

school do you attend?

R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Parts of speech Prepositions

Focus

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

Example: It is commonly accepted as correct to say ‘Have you found the shoes you were looking for?’ (rather than the old English ‘Have you found the shoes for which you were looking?’). • Prepositions add meaning and detail. They also help to distinguish between the object and the subject in a sentence. Commonly used prepositions include: about, above, across, after, against, around, at, before, behind, beneath, beside, between, beyond, by, for, from, in, inside, near, off, on, out, over, through, to, toward, under, until, upon and with. Bear in mind that these words are not always prepositions; sometimes they function as conjunctions or adverbs. Example: In ‘Mia decided to stay inside’, ‘inside’ has no object, and so is an adverb.

Prepositions of time, place and movement or action Prepositions and adverbs

Teac he r

Definition

ew i ev Pr

• Prepositions are words used to show the relationship between nouns and/or pronouns in the same sentence. Example: The man drove frantically to the hospital with his sick child in the back seat.

Explanation

• The word ‘preposition’ combines the prefix ‘pre’ (meaning ‘before’ or ‘in front of’) and the word ‘position’. As such, prepositions are words that are ‘positioned in front’ of nouns or other words that function as nouns (such as pronouns, verbal nouns or noun phrases). • Prepositions indicate a connection between things mentioned in a sentence, such as between a person and where she/he is going. Example: ‘Jill moved towards the table’. Prepositions can refer to manner (He came to work by bus.), time (School starts at 9 am.), place (He left his shoes at the park.), position (The cat lay under the table.), direction (It ran between the buildings.). Some prepositions are formed by combining multiple words, such as the phrases in front of, on top of and prior to. • Prepositions are often used to introduce phrases that add more information to the noun or verb, called prepositional phrases. These phrases start with a preposition and end with a noun or noun equivalent, called the ‘object’ of the preposition. Words that modify the object are part of the phrase. Example: ‘The girl (subject), though tall, was still shorter than (preposition) her younger brother’ (object). (The prepositional phrase is underlined.) • As a rule, prepositions do not come before verbs. • A former rule was that prepositions should never end a sentence. This was because the traditional rules of English grammar were taken from Latin, and in Latin it is not possible to end a sentence with a preposition. This rule no longer applies.

Primary grammar and word study

Further practice

m . u

w ww

. te

• Discuss prepositions with the students. Read the information provided on the page with them and check for understanding. Discuss how prepositions usually show where or when something is happening, or where someone or something is going. Some students may need to revise Adverbs on pages 18–20. • Students then complete the worksheet.

• Students can practise finding prepositions in an online wordsleuth at <http://www.quia.com/ws/73573.html>. • Students could mime certain ‘prepositions’, others try to guess which one it is.

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

1. (a) in, on, of, with, for, for, at, to, around, after, on top of, during, throughout (b)

time on, for, at, for, after, during

place

movement

in, in, of, to, around on top of, throughout

2. (a) preposition (c) adverb

other as, with, for, with, for, by

(b) adverb (d) preposition

www.ricpublications.com.au

R.I.C. Publications®

Prepositions Prepositions are words that show a connection between nouns and pronouns and are usually placed in front of them in sentences. They can refer to place, time and movement. For example: at the table (place); in the morning (time); towards the river (movement). 1. (a) Read the obituary of Bongo the Clown and fill in the correct prepositions.

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

during, on, to, of, in, for, around, on top of, throughout, with, at, for, after ‘Bongo the Clown was born as Perry Moser

He lived in the suburbs

Darwin

5 January 1978.

his parents, four sisters and pet snail.

his sisters.

As a child, he enjoyed performing

Perry saw a circus

He left home

There he joined The Shmoo Family Circus and travelled

years. Three years

the first time when he was seven and decided to become a clown. the age of 16 and went

Melbourne.

Australia with them for 10

he left Shmoo’s, he decided to start his own circus. This venture

© R. I . C.Publ i cat i onsthe country.’ for their first show. Bongo will be missed by children •other f oprepositions rr ev etext wandp u r p esonl y• (b) Circle ini the write them ino thes table. Bongo

ended tragically when his elephant, Egor, sat

time

w ww

. te

place

movement

training

other

m . u

Darwin

ew i ev Pr

Teac he r

o c . che e r o t r s super

Some words often used as prepositions can be used as adverbs. They are likely to be adverbs if followed by a verb or no words. For example: The bird flew above the tree. (preposition) They stared at the branch above. (adverb) 2. Read the sentences. Write whether the underlined word is a preposition or an adverb.

(a) Charlotte reached carefully into her school bag.

(b) Our teacher said we could eat lunch outside.

(d) Matt had stayed up until midnight and was very tired.

R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Understanding and choosing words Homographs Focus

Dictionaries could be used to assist. Again, discuss students’ answers as there are more than two meanings for many words. • The word ‘present’ in Question 3 is an example of a homograph that has different pronunciations. Discuss this with the students before they complete the activity. Discuss their answers.

Homographs

Definition

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

Ideas for further practice • Students compile a class homograph dictionary. Brainstorm to list a number of words and arrange them in alphabetical order. A word can be written at the top of a page with two or more definitions. • Students identify homographs that have different pronunciations and compile a class reference chart. Example: tear rhymes with queer tear rhymes with bare desert (emphasis on first syllable) and desert (emphasis on second syllable).

ew i ev Pr

Teac he r

• Homographs are words that are spelt the same but have different meanings. Example: stalk—the stem of a plant stalk—to follow something moving quietly and carefully (Note: There are more than these two meanings.) Sometimes homographs are pronounced differently. Example: convict (emphasis on first syllable)—a person who is in prison for being found guilty of committing a crime convict (emphasis on second syllable)—to declare someone guilty of an offence

Explanation

Worksheet information

w ww

• As an introduction, give two quiz questions to the students to demonstrate two different meanings for the same word. Example: Question 1: This homograph is a noun. What name do we give for a furry growth on something that is decaying? Question 2: This homograph is a verb. What is the word to form something into a particular shape, such as in pottery? Ask students to guess the word and discuss the different meanings. They may suggest other meanings for ‘mould’, such as an object used as a mould (a noun) to form jelly or chocolate into a desired shape. • Complete Question 1 on the worksheet and discuss the students’ answers. • In Question 2, students are given a puzzle to work out six words. They must use the central letter ‘e’ and the letters in each section to make the six words. For students who are having difficulty, give them the first letter for the word, then the second etc. When they have found the words, they write them (in any order) on the lines below. Students write two definitions on the lines provided.

. te

Primary grammar and word study

1. Possible answers. Sentences that explain:

– the folder papers are kept in a file (noun)

– a line of people in single file (noun)

– a ridged implement for filing your nails (noun)

– the act of filing your nails (verb)

2. The six words and two possible homographs are:

m . u

• Recognising and using different homographs develops and enriches students’ vocabulary. They learn to understand the meaning of words and the way they work in print.

grave: a hole in the ground for burying a person serious or important scales: a weighing instrument covering for a fish, reptile emerald: a precious green gem a clear, bright green colour graze: the manner in which animals eat grass to scrape skin off mole: an animal that lives mostly underground a mostly dark growth on skin cycle: to ride a bicycle a series of repeated events; e.g. phases of the moon

o c . che e r o t r s super

3. (a) present: (emphasis on first syllable) a gift/existing now, at this time

(b) present: (emphasis on second syllable) to give in a formal way

www.ricpublications.com.au

R.I.C. Publications®

Homographs Homographs are words that have more than one meaning. 1. Write three more sentences to show other meanings for the word ‘file’.

(a) Please file the papers in the manila folder in the filing cabinet.

(b)

(c)

(d)

r o e t s Bo r e p ok u S v r a g

m l

d e

r a

• •

w ww

• R © . I . C.Publ i cat i ons • •f or•r evi ew pur posesonl y•

a c

•

. te

•

• •

•

m . u

s l

ew i ev Pr

Teac he r

2. Use the letters in each section of the puzzle and the central letter ‘e’ to make six words that are homographs. Write each word next to a bullet point below and write two definitions for each homograph.

• •

o c . che e r o t r s super

3. The word ‘present’ can be pronounced in two ways. Give a definition for each.

(a) present (emphasis on first syllable)

(b) present (emphasis on second syllable)

R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Understanding and choosing words Homophones

Focus

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

Ideas for further practice

Homophones

• Homophones are words that sound the same but are spelt differently and have different meanings. Example: barren—unproductive; unfruitful baron—a man holding a peerage

Explanation

Answers

• The word ‘homophone’ means ‘same sound’. Homonyms (‘same name’) include both homophones and homographs (‘same writing’). • Identifying different homophones and recognising how to spell them helps students to communicate more clearly in written form. Investigating homophones also helps to develop and enrich students’ vocabulary. They learn to understand the meaning and application of words and the way they work in print. • Correct spelling is essential when using homophones. No spelling rules exist for spelling pairs or groups of homophones to help students remember them.

ew i ev Pr

Teac he r

Definition

• Compile a list of homophones on cardboard to display in the room as a quick reference during writing activities. Some pictorial clues may be included or silly mnemonics to help students differentiate between words. • Ask students to create a word search or crossword puzzle using clues for homophones. • Hold a competition to see which student can use the most homophones in a short text.

1. The motel guest had a very hoarse voice because Pierre, the chef had used a very hot sauce in the soup he’d eaten for his first course. His favourite seafood was mussels which he enjoyed served with sweet, juicy currants. After eating them he phoned the garage because he didn’t want to waste more time waiting for his car to be repaired. His patience was exhausted and he was so angry that the vein in his neck felt as if it would burst. He tried to yell at the mechanic when he discovered his stationary car hadn’t even been moved into the workshop. He felt better after drinking some cold draft beer and when he saw his favourite dessert on the menu. 2. Answers will vary but will be similar to: (a) (i) pain: suffering or distress/a distressing sensation in a particular part of the body (ii) pane: a division in a window/a plate of glass for a division in a window (b) (i) fete: a function to raise money for charity, often held outdoors/a feast or festival (ii) fate: fortune/destiny (c) (i) sight: the faculty of seeing/vision (ii) site: the position of a town, building, etc. (d) (i) mare: a female horse (ii) mayor: the elected leader in a local/city or town

w ww

. te

m . u

o c . che e r o t r s super

Worksheet information

• The question at the top of the page introduces the students to the concept of homophones. Allow them to read the explanation and then ask for examples of other homophones. • Explain the instructions for Question 1 and discuss the meaning of the vocabulary. Dictionaries may be used. • Ensure that students read through the text when completed, to see if it makes sense with the homophones they have chosen. • Question 2 may be completed independently.

Primary grammar and word study

www.ricpublications.com.au

R.I.C. Publications®

Homophones Homophones are words that sound the same but are spelt differently and have different meanings. Watt is a homophone? In this question, ‘watt’ is the wrong word to use. A ‘watt’ is a unit of power. The word that should have been used is ‘what’. Both ‘watt’ and ‘what’ are words, but only one can be used in this question. 1. Circle the correct homophones to complete the story.

r o e t s Bo r e p ok u S waist/waste

course/coarse

stationary/stationery

horse/hoarse

muscles/mussels

source/sauce

vain/vein/vane

currants/currents

patience/patients

sore/saw/soar

Teac he r

guest/guessed

draught/draft

had a very

The motel

voice because Pierre, the chef

in the soup he’d eaten for his first

had used a very hot

. His favourite seafood was

ew i ev Pr

which he enjoyed served

. After eating them, he phoned the garage because

with sweet, juicy

he didn’t want to

in his

neck felt as if it would burst.

w ww

moved into the workshop.

car hadn’t even been

He tried to yell at the mechanic when he discovered his

beer and when

He felt better after drinking some cold

. te

m . u

his favourite dessert on the menu.

o c . che e r o t r s super

2. Use a dictionary to show the different meaning of each group of homophones.

(a)

(i)

pain

(ii)

pane

(b)

(i)

fete

(ii)

fate

(c)

(i)

sight

(ii)

site

(d)

(i)

mare

(ii)

mayor

R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Understanding and choosing words Eponyms

Focus Eponyms

• Select one or two of the eponyms and make a list of other words derived from them as a word building exercise. For example, hygiene—hygienic, hygienically, hygienist ... . This exercise will demonstrate how many English words have come from a variety of sources. • As a fun exercise make up ‘new’ words derived from the names of well-known people such as sportsmen and sportswomen, television personalities and characters, and historical figures, and give a meaning for each word.

• Eponyms are words derived from a person’s name or the name of a place. Example: The word saxophone comes from Adolphe Sax, a Belgium musical-instrument maker. The ‘Venn diagram’ is named after John Venn, an English mathematician and logician.

Explanation

ew i ev Pr

Teac he r

Definition

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

Answers

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• 1. (a) Teacher check (b) apple charlotte Princess Charlotte, daughter of King George IV loganberry James Harvey Logan, judge pavlova Anna Pavlova, Russian ballerina peach Melba Dame Nellie Melba, soprano bechamel Marquis Louis de Béchamel, from France eggs Benedict Commodore E. C. Benedict, yachtsman beef stroganoff Count Pavel Alexandrovich Stroganoff, Russian sandwich

m . u

w ww

• Eponyms come from the name of a real, fictitious or mythical character, person or a place. Most are derived from the surnames of people. There are a great many eponyms used in the English language, making it richer and more diverse. • Understanding where words originate gives students a greater appreciation of the complexity of the English language and expands their vocabulary. It also gives them a basis for comparing and comprehending other words.

Worksheet information

. te

• Many food eponyms have been used in the text to show the students how common eponyms are. • Assist students with any unfamiliar vocabulary in the text in Question 1 and ask them what they think eponyms are. • In Question 1(b), the eponyms on the left match a derivative on the right. • Students may work in pairs or groups to find the origins of the eponyms listed in Question 2. They will need access to dictionaries, the Internet and/ or classroom and library resources. Answers can be written on the back of the worksheet and shared with the class.

o c . che e r o t r s super

Louis Pasteur, bacteriologist

macadamia

marmalade

Joao Marmalado (1450–1510) Hygeia, Greek goddess of health

jovial

John Macadam, scientist

hygiene

Ceres, Roman goddess, grain and agriculture

pasteurised

• Write a text using other categories of eponyms such as plants, science, units of measure, political terms, minerals or weapons. Try to incorporate as many as possible.

Juno, Roman goddess, known as ‘Moneta’

cereal

Ideas for further practice

Primary grammar and word study

mint

John Montagu, 4th Earl of Sandwich

Jove, or Jupiter, king of the Roman gods

2. Teacher check

www.ricpublications.com.au

R.I.C. Publications®

Eponyms 1. (a) Read the text and look carefully at the eponyms in bold. You may think that I am obsessed with sweet food because I love to cook apple charlotte, loganberry pie, pavlova and peach Melba. I also like béchamel sauce, eggs Benedict, beef stroganoff and a juicy steak sandwich. My favourite breakfast is crunchy mint cereal covered in pasteurised milk with crushed macadamia nuts and hot, buttery toast with orange marmalade. I always look after my health and hygiene. I suppose that’s why I’m such as jovial person.

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

An eponym is a word that comes from a person’s name or the name of a place. (b) Match the eponym with its origin.

ew i ev Pr

Teac he r

apple charlotte

•

• Count Pavel Alexandrovich Stroganoff, Russian

loganberry

•

• Louis Pasteur, bacteriologist

pavlova

•

• Commodore EC Benedict, yachtsman

peach Melba

•

• James Harvey Logan, judge

• Anna Pavlova, Russian ballerina ©• R. I . C.Publ i c at i ons eggs Benedict • • Marquis Louis de Béchamel, from France •f orr evi ew pur po sesonl y• béchamel

• Joao Marmalado, (1450–1510) from Portugal

sandwich

•

• Dame Nellie Melba, soprano

mint

•

• John Macadam, scientist

cereal

•

• Hygeia, Greek goddess of health

. te

pasteurised

macadamia marmalade hygiene jovial

m . u

•

w ww

beef stroganoff

o c . che e r o t r s super •

• Jove, or Jupiter, king of the Roman gods

•

• Ceres, Roman goddess, grain and agriculture

•

• Juno, Roman goddess, known as ‘Moneta’

•

• John Montagu, 4th Earl of Sandwich

•

• Princess Charlotte, daughter of King George IV

2. Use the library, Internet or a dictionary to find the origins of the following words. atlas, biro, blurb, braille, cannibal, cardigan, Celsius, diesel, dunce, fauna, flora, Friday, guppy, guy, hooligan, Hippocratic oath, July, leotard, mackintosh, ottoman, panic, python, Rolls Royce, Sabin vaccine, silly-billy, tarmac, volcano R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Understanding and choosing words Acronyms

Focus

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

Acronyms

• Acronyms are words made using initial letters. Example: laser—light amplification by stimulated emission of radiation; WHO—World Health Organization

Explanation

• Acronyms are usually formed from the initial components in a phrase or name. They can be made from individual initial letters or a number of initial letters. Acronyms do not have full stops. • Simply put, acronyms are abbreviations pronounced as words.

local area network radio detection and ranging keep if simple, stupid read only memory personal identification number

ew i ev Pr

Teac he r

Definition

1. (a) (b) (c) (d) (e)

Acronym

Explanation

Acronym

Explanation

QANTAS

Queensland and Northern Territory Aerial Services

MPEG

Moving Pictures Expert Group

NASA

National Aeronautics and Space Administration

JPEG

Joint Photographic Experts Group

WHO

Wold Health Organization

SCUBA

UNICEF

United Nations International Children’s Emergency Fund

UNESCO

United Nationals Educational Scientific and Cultural Organization

TARDIS

Time and Relative Dimensions In Space

RAM

Random Access Memory

w ww

• Students should read the introductory paragraph and the definition then read and complete Question 1. • Students may wish to collaborate to complete the answers to Questions 1 and 2. • Should students require extra space to rewrite the text for Question 2, a separate sheet of paper may be used or the back of the worksheet.

. te

m . u

Worksheet information

Self-Contained Underwater Breathing Apparatus

o c . che e r o t r s super

Ideas for further practice

• Make up some acronyms of your own based on codes used in private conservations with friends or classmates. • Compare abbreviations and initialisms used to send SMS messages with acronyms. • Use Internet sources to research and write a list of other acronyms.

Primary grammar and word study

www.ricpublications.com.au

R.I.C. Publications®

Acronyms The English language contains some ‘words’ which are not really words. They are abbreviations that have become widely accepted in normal conversation as words. The words such as NASA, QANTAS and WHO are some examples. These words are called acronyms. An acronym is a word made using initial letters. 1. Read the explanations of some common acronyms then write the meanings of the ones given.

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

(a) LAN

LOL – Laughing Out Loud SETI – Search for Extra-Terrestrial Intelligence

ew i ev Pr

Teac he r

MASH – Mobile Army Surgical Hospital SWAT – Special Weapons and Tactics

(b) radar (c) KISS

(d) ROM (f) PIN

2. The text contains a number of acronyms. Read the text then write each acronym and its explanation in the table below.

w ww Acronym

. te

Explanation

Acronym

m . u

to see a launch. The next day we fly up to New York to Youth Day Celebrations at the United Nations for WHO, UNICEF and UNESCO. Phew! I think I need Dr Who’s TARDIS to get around. The new RAM in my computer is great. I can watch MPEG files and read large JPEG files without a problem. Better go – Dad’s taking me for a SCUBA lesson! Unreal! Explanation

o c . che e r o t r s super

3. Rewrite the text in full on the back of the worksheet. R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Understanding and choosing words Plurals

Focus

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

Worksheet information

Definition

• Students may be unfamiliar with some words used on this worksheet. Ensure a dictionary is available to all students and encourage them to use it. • Discuss each rule with students and share and record similar examples. • Most dictionaries give the origin of the word. • Work with students to identify any plural patterns. Note: Some words have two possible plural forms. This activity uses the plural forms which are more traditionally used.

ew i ev Pr

Teac he r

Plurals: compound nouns words from other languages

• A plural is a word used to indicate more than one. Example: Three apples; three brushes.

Explanation

• ‘Singular’ means one. ‘Plural’ means more than one. • There are many ways to form the plural of a word. • To form the plural of most compound nouns, we add s to the principal word. Example: mother-in-law, mothers-in-law • To form the plural of some compound words, we follow the usual pluralisation rules treating the two words which make up the compound word as one word. Example: cupful, cupfuls • Some words used in English have been ‘borrowed’ from other languages. Some of these words have been Anglicised and add s or es to make them plural. Example: cactus, cactuses instead of cacti cello, cellos instead of celli Others use the plural of their original language. Example: gateau, gateaux (French) phenomenon, phenomena (Greek) In some instances, context determines how a word is made plural. Example: Traditionally, appendix (as used by doctors) became appendixes, while appendix as used by librarians became appendices.

Ideas for further practice

Primary grammar and word study

1. (a) (b) (c) (d) (e) (f) (g) (h)

daughters-in-law passers-by maids of honour lookers-on doctors of philosophy sergeants major cups of tea chiefs of staff

m . u

w ww

. te

• Categorise the rules which have been dealt with on the worksheet and create a word bank for each rule.

2. (a) cupfuls; teaspoonfuls (b) shipmates; leftovers (c) supermarkets; hairbrushes

o c . che e r o t r s super 3. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j)

fungus—fungi (Latin) formula—formulae (Latin) encyclopedia—encyclopedias (Latin) vertex—vertices (Latin) antenna—antennae (Latin) polyhedron—polyhedra (Greek) memorandum—memoranda (Latin) radius—radii (Latin) stigma—stigmata (Latin from Greek) bureau—bureaux (French)

www.ricpublications.com.au

R.I.C. Publications®

Making words plural – 1 A plural is a word to indicate more than one. Some compound nouns and noun phrases are made plural by adding ‘s’ to the most important noun. 1. Read these compound nouns. Underline the most important word, then rewrite the plural form. (a) daughter-in-law

(b) passer-by

(d) looker-on

(e) doctor of philosophy

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

(f) sergeant major

ew i ev Pr

Teac he r

(g) cup of tea

(h) chief of staff

2. Form the plural of these words by adding s or es to complete the sentences. teaspoonful

supermarket

shipmate

leftover

hairbrush

(a) The recipe needs two juice.

of flour and three

sell various types of

cupful

of lemon

in the hair care section.

m . u

w ww

English has many words from other languages. This means there are many different ways to make them plural. 3. Match each word with its plural form. Find its origin.

. te

(a) fungus

(b) formula

(d) vertex

o c . che e r o t r s super •

• stigmata

•

• radii

•

• memoranda

•

• bureaux

(e) antenna (insects) •

• formulae

(f) polyhedron

•

• fungi

(g) memorandum

•

• vertices

(h) radius

•

• encyclopedias

(i) stigma

•

• polyhedra

(j) bureau

•

• antennae

R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Understanding and choosing words Plurals

Focus

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

Ideas for further practice • Create plural rules mobiles. Have the rule clearly stated on the top banner, and dangle words which fit under each rule to create a mobile.

Answers

Definition

• A plural is a word used to indicate more than one. Example: Three apples; three brushes.

o b

Explanation

• ‘Singular’ means one. ‘Plural’ means more than one. • There are many ways to form the plural of a word. • To form the plural of words ending in a vowel and y, add s. Example: monkey—monkeys • To form the plural of words ending in a consonant and y, change y to i and add es. Example: fly—flies • Some words ending in f have two acceptable plural forms. Example: scarf can be scarfs or scarves • Some words ending in o have two acceptable plural forms. Example: buffalo can be buffalos or buffaloes Note: A recent dictionary should be consulted as spelling changes over time.

e y

ew i ev Pr

Teac he r

Plurals: words ending with y – words ending with f – words ending with o

n v

word

plural ‘fs’

plural ‘ves’

crasf

scarf

scarfs

scarves

foho

hoof

hoofs

hooves

wrfda

dwarf

dwarfs

dwarves

hrfwa

wharf

wharfs

wharves

frut

turf

turfs

turves

o c . che e r o t r s super 3.

Worksheet information • Discuss each rule and share similar examples with students after completing the worksheet. Record all shared information. • Students can consult a dictionary to find which of the two plural forms in Questions 2 and 3 is listed first and highlight that form in some way.

Primary grammar and word study

m . u

w ww

. te

alphabetical order

plural ‘os’

volcano

avocado

avocados

motto

cargo

domino

dominos

dominoes

mango

mangos

mangoes

avocado

mosquito

mosquitos

mosquitoes

zero

motto

mottos

mottoes

mosquito

volcano

volcanos

volcanoes

domino

zero

zeros

zeroes

plural ‘oes’

cargoes

www.ricpublications.com.au

R.I.C. Publications®

Making words plural – 2 A plural is a word used to indicate more than one. When a word ends in a vowel followed by y—just add s.

When a word ends in a consonant followed by y—change y to i and add es. 3.

1. Use the plural form to complete the crosspatch. Across 1. employ 3. study 6. rely 7. trolley 8. delivery

r o e t s Bo r e p ok u S Down 2. obey 4. theory 5. convey

For some words ending in f, the plural form can be fs or ves.

2. Unjumble the words and complete the table. word

plural ‘fs’

ew i ev Pr

Teac he r

plural ‘ves’

hrfwa

w ww

m . u

frut For some words ending in o, the plural form can be os or oes. If you are unsure, check the dictionary and use the first plural form listed.

. te

o c . che e r o t r s super

3. Write these words in alphabetical order and write their plural forms.

volcano motto

alphabetical order

plural ‘os’

plural ‘oes’

cargo mango avocado zero mosquito domino R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Understanding and choosing words Prefixes

Focus Prefixes: in, im, il and ir

Teac he r

Definition

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

nor the base word changes can help students to spell commonly misspelled words such as unnecessary, misspell and disappointment.

Worksheet information

ew i ev Pr

• A prefix is a letter or group of letters added to the beginning of a word to alter its meaning and form a new word. Example: ‘Impossibly, the magician disappeared; but I knew it was just a clever illusion.’

• Review prefixes. Write some previously learned words with prefixes on the board and ask students to isolate the prefix from the base word, and to determine its meaning. • Read the information about the four prefixes with the students. Explain that the final letter of the prefix is often the same as the first letter of the base word. e.g. illogical, irregular, immature and that im is often used before words beginning with the letters p and b. • Students underline and correctly rewrite the words with prefixes. They then use the rule to put the correct prefix before the base words in Question 2. The final activity involves using the words provided in context to create a story. Students try to add any other words with the four prefixes, using a dictionary if necessary.

Explanation

• A prefix is a word part that has a meaning of its own, often derived from Greek or Latin. Prefixes do not usually occur as independent words. The prefix is added to the beginning of a base word to change its meaning, without changing the spelling of that word. Sometimes a hyphen is placed between the prefix and the base (or root) word, such as in the following; – when prefixes come before proper nouns, Example: un-Australian, anti-American – when prefixes ending in a or i are added to a word that begins with the same letter, Example: e.g. ultra-ambitious – when the prefix is ex or self, (except for selfish and selfless), Example: ex-husband, self-centred • Ensure students learn to be aware of letter clusters that look like prefixes, but aren’t, e.g. the letters un in uncle, or in in invented. Students can practise identifying these ‘trick’ prefixes by looking at the base or root word that is left. The prefixes that cause the most difficulty are re, in, and dis. • Learning the meanings of prefixes can help students decipher, spell and understand words, especially larger words, and increase their vocabulary. Understanding that the spelling of neither the prefix

w ww

. te

Primary grammar and word study

m . u

• Play ‘prefix bingo’. Provide students with blank, nine-square bingo game boards. Write some prefixes on small cards and place them in a paper bag. On the board, write a variety of base words and ask students to choose nine, writing each one on a square of their bingo boards. The teacher or a student picks a random card from the bag and reads it aloud. Students look at their boards and try to make a new word by adding the prefix to one of their base words and writing it below. Continue until one student has a full board of new words and shouts ‘Bingo!’. Students can work together to check words and spelling.

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

1. invisible, illegal, invisible, immature, insane, impatient, inconsolably, irresponsible, immobile 2. impossible, immoral, illogical, irregular, illegible, immobile, unsubscribe, impatient, improbable 3. Teacher check

www.ricpublications.com.au

R.I.C. Publications®

In, im, il and ir A prefix is added to the front of a word to change its meaning and make a new word. There are many prefixes that mean ‘not’ or ‘opposite to’. Example: incorrect, immature, impossible, imbalance, irresponsible, illogical 1. (a) Read the story. Do the prefixes sound right? ‘Look at me!’ cried Anton. ‘I’m imvisible! I could do something unlegal and nobody would know who did it!’

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

‘How can I look at you if you’re ilvisible?’ sneered his older brother, George.

Teac he r

‘You’re so unmature ... and annoying. Personally, I think you’re unsane.’

brother, and he did love him. ‘Hey Anton! Want to come and play football with me?’ he called.

ew i ev Pr

Anton looked down sadly. He admired his big brother so much, but George was always so umpatient with him. Tears ran slowly down his cheeks as he walked away. He sat down and sobbed ilconsolably. George noticed and felt bad. Sure, his brother was ilresponsible and tiresome, but he was his only

Anton changed from unmobile to leaping with joy in a flash. He sprang onto George’s back and, laughing, they went to get a football.

w ww

2. Add a prefix to each word. possible

. te

moral

logical

regular legible

m . u

3. Make a short story using as many of the words below as you can. Use the back of this sheet or a separate sheet of paper.

o c . che e r o t r s super

mobile subscribe

Can you add any other words with ‘ir’, ‘in’, ‘il’, or ‘im’ prefixes?

immortal

imperfect

inhospitable

invisible

inactive

imprison

irrational

impolite

incomplete

indefinite

inhuman

irrelevant

patient probable

R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Understanding and choosing words Suffixes

Focus

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

• Students read the article. Discuss how the suffix changes the meaning of the base word. Students should write the base word above each highlighted word. • Explain that there are a number of words ending in al where the al is not a suffix because it is not joined to a base word. • Students then write their own article. This can be an accurate, factual description of themselves, or a fictitious one. Encourage students to use descriptive words with the focus suffixes. Once they have completed their articles, students swap them with another student and draw a picture of the person being described. This may be done anonymously so students do not know who they are drawing and can focus more on the written description than on their preconceived ideas.

Suffixes -ish, -al, -ous and -ic

Definition

Teac he r

ew i ev Pr

• A suffix is a letter or group of letters added to the end of a base word to change its meaning and form a new word.

Explanation

• These focus suffixes do not usually change the spelling of the base word and are a good starting point for learning about suffixes. – The suffix ish is used to form adjectives meaning like or slightly like something without being exactly the same. – The suffix al means of the kind of, relating to, or an action or its result. – The suffix ic is used to form adjectives meaning of, like or connected with something. – The suffix ous forms adjectives that mean characterised by or full of. – When adding ous to words ending in our, the u from our is dropped. Example: odour-odorous, vapour-vaporous, humour-humorous The silent e in some nouns is also dropped. Example: adventure-adventurous or rapture-rapturous • Knowing the meanings of common suffixes may help students work out the meaning of unfamiliar words. A sound knowledge of suffixes may also help students to spell correctly, develop their vocabulary, and identify what part of speech (noun, verb, adjective, adverb) the word belongs to.

m . u

w ww

. te

• At <http://www.e-gfl.org/e-gfl/custom/resources_ftp/ client_ftp/teacher/other/spark/spinwin/spinwin.html> students can play an interactive game joining suffixes to base words to make new words. • On small cards, write a number of base words that the focus suffixes may be added to, such as glory, prestige, child, music, sheep, boy, tickle, coast, emotion, origin, person, clinic, history, hero. Write sufficient matching suffixes. Students can play ‘concentration’-style games where they take turns viewing two cards and trying to find a base word and suffix that can be joined to form a new word. (Sometimes the spelling of some base words may need to change.)

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

Worksheet information • Read the information about suffixes with the students. Ask for suggestions for a list of words they know which have the focus suffixes. Discuss these words and their meanings. Discuss how understanding the meanings or suffixes can help students to read, spell and understand unfamiliar words.

Primary grammar and word study

2. anxious – anxiety; dangerous – danger; criminal – crime; foolish – fool; furious – fury; heroic – hero; energetic – energy; acrobatic – acrobat; brownish – brown; boyish – boy; nasal – nose; nervous – nerve; owlish – owl; floral – flora/flower; greyish – grey

3. Teacher check

www.ricpublications.com.au

R.I.C. Publications®

Similar suffixes Suffixes are letters added to the end of a word that change its meaning. 1. Read the information about what each of the suffixes usually means.

-ish

-ic

-al

-ous

like or similar to something

like or having the characteristics of something

like, of that kind or having the characteristics of something

has the characteristics or qualities of or full of

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

ew i ev Pr

Teac he r

2. Write the base word above each highlighted word. Note how the suffix often changes a noun to an adjective.

Police are anxious to find Howard Jeeves

160 kilos, squashed Enasni with a single, energetic,

Enasni, a dangerous criminal who escaped

acrobatic leap.

from a mental institution on Monday. The social

Enasni is described as being of normal height with

misfit went straight to the local British pub,

short, brownish hair and a permanently angry look on

boyish He n hass a nasal voice, nervous twitch © R. I . C.Pubhisl i caface. t i o and wears owlish glasses. He was wearing a floral f ofrom rr ev i ew Polish pur po es owhen nl y • shirt ands greyish jeans last seen. Teale• Jones, the neighbouring where his foolish behaviour caused concern among locals.

sausage shop, stopped a furious Enasni causing

If you have any information regarding Enasni’s

any actual harm. Heroic Mr Jones, who weighs

w ww

m . u

whereabouts, please contact your local police.

3. (a) Write a factual or fictitious ‘wanted’ article about yourself, using the suffixes ish, ic, al and ous to describe your appearance and behaviour.

. te

o c . che e r o t r s super

(b) Exchange articles with another student. Draw a picture of that student using only the description written in his/her article. R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Understanding and choosing words Synonyms and antonyms

Focus

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

Ideas for further practice

Synonyms and antonyms

• Synonyms are words that have the same or similar meaning. Example: expand—swell • Antonyms are words that are opposite in meaning. Example: conceal—reveal

ew i ev Pr

Teac he r

Definitions

• Create antonyms of selected words by adding a prefix such as im and in. • Students fold or rule a table with three columns in which he/she writes in a number of words, with an antonym and synonym of each. • Students write clues for a crossword using antonyms and synonyms.

Answers

Explanation

1. Teacher check. Answers may include (a) award (b) shove (c) disregard (d) common

2. (a) (b) (c) (d)

. te

export seldom/infrequent minimum exterior

3.–4. Teacher check

m . u

w ww

• Identifying antonyms and synonyms develops and enriches students’ vocabulary and enhances their written and verbal communication. • Identifying and using more ‘interesting’ synonyms, such as other words for ‘get’ or ‘went’ can give more meaning to a sentence or more interest to a description. • Antonyms and synonyms are often used as clues for crossword puzzles. • As words can have many meanings, the context in which the word is used must be taken into consideration.

o c . che e r o t r s super

Worksheet information

• Ask students to read the definitions and then discuss them. Give examples and ask students to supply more synonyms and antonyms. • Students should be able to complete Questions 1 and 2 independently. • Explain to the students that the poem in Question 3 was written by a person who does not like the beach. Students will need to change the words at the end of each line to make the poem indicate that the beach is a pleasant place. • The poem in Question 4 was written by a person who enjoys being at home and finds his/her home a comforting place to be. When new synonyms are written, the poem should still reflect pleasant feelings about the poet’s home.

Primary grammar and word study

www.ricpublications.com.au

R.I.C. Publications®

Synonyms and antonyms Synonyms are words with the same or similar meaning. Antonyms are words with the opposite meaning.

1. Write a synonym for each word. Use your dictionary or thesaurus if you need it.

(a) prize

(b)

push

(d)

ordinary

(b)

frequent

(c)

interior

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

(a) import

3. Rewrite the poem using antonyms to change the meaning or mood.

The beach looks like a turbulent cauldron.

ew i ev Pr

Teac he r

2. Write an antonym for each word.

A sense poem describes something using the five senses, with each line using a different sense.

The beach feels freezing and damp. The beach sounds deafening. It smells stinking.

It tastes salty.

w ww

. te

m . u

4. Rewrite the poem using synonyms to keep the same/similar meaning or mood.

o c . che e r o t r s super

House

(one syllable)

Warm house

(two syllables)

Cosy house

(three syllables)

Comforting house (four syllables)

Reassuring house (five syllables)

A syllable poem describes a keyword, with each line having one syllable more than the time before.

R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Understanding and choosing words Word origins

Focus Word origins

Teac he r

Definition

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

• Assist any students who may need help with unknown vocabulary in the text of Question 1. There are over fifteen words which have different word origins. • Students complete Question 2 using the text and the clues.

ew i ev Pr

• Etymology is the name given to the systematic study of historical linguistic change, usually when referring to individual words; the body of knowledge relating to this study; an account of the history of a particular word and the derivation of a word. Example: century comes from the Latin word ‘centuria’ or ’centum’ meaning one hundred.

Ideas for further practice

• Hold competitions to see who can list the most words in the English language from a root such as: spiro- (spiral), prima- (first), aqua- (water), circum(around), alto- (high). • As a class, compile a box of word origin cards in alphabetical order. Add cards as each new word origin is found to create a ready reference for students.

w ww

• Understanding word origins, expands students’ vocabulary and their ability to determine the meaning of unfamiliar words. • Included in this section are words using a word part. Example: credo- (I believe) and words derived from other countries, such as easel. • The word parts can be used as a prefix, Example: liber—free, or a suffix. Example: port—carry • In a good dictionary, word origins are usually given after the meaning of a word.

. te

1. Teacher check 2. (a) manufacture (b) automobiles (c) popularity (d) daisies (e) scientific (f) community (g) transport (h) gradual (i) council (j) democratic (k) dandelions (l) experts

m . u

Explanation

o c . che e r o t r s super

Worksheet information

• The explanations about the origins of specific words at the top of the page are given to illustrate the diversity of words which have become part of the English language. Finding word origins can be interesting research topics.

Primary grammar and word study

www.ricpublications.com.au

R.I.C. Publications®

Word origins Did you know that the word: • abacus comes from the Greek word abax, which means ‘sand tray’? (Originally, columns of pebbles were laid out on sand and used for counting.) • chocolate comes from the Spanish word chocoatl? (The Spanish first discovered chocolate when they conquered the Aztecs.) • trivia comes from the Latin words for crossroads—tri- + via, which means three streets? [In ancient Italy, at an intersection of three streets, there was a type of kiosk where ‘bits and pieces’ of information (trivia) were listed.]

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

Many of the words we use come from other languages.

Knowing where words come from and their meaning can help us work out the meaning of some unknown words. Etymology is the study of word origins.

1. Read the following text which contains some words from other languages and some words from common base words.

ew i ev Pr

Teac he r

• muscle comes from the Latin word musculus, which means ‘little mouse’, because when a muscle is flexed it looks like a little mouse running beneath the skin?

2. Find words in the text derived from ... (a) manus – make by hand (Latin)

(b) auto – self (Greek) + French ‘mobile’ – moving

(d) day’s eyes (Old English)

(e) scientificus (Latin) – pertaining to science

(f) communis (Latin) – common, shared by all or many

(g) port (Old French) – carry

(h) gradus (Latin) – step

(i) concilium (Latin) – group of people

(j) demos – people + ‘kratos’ – rule (Greek)

(k) lion’s tooth (French)

(l) expertus (Latin) – to try, test

w ww

. te

R.I.C. Publications®

m . u

After a century of urban sprawl, the democratic council was assigned the task of implementing a gradual redevelopment of the open spaces to create a more pleasing landscape and to combat rising air pollution levels. The manufacture of goods which could not be recycled and the use of outdated forms of transport such as automobiles were suspended. Thanks to community support, pedal power has increased in popularity and scientific experts have predicted that before too long daisies and dandelions will again be plentiful.

o c . che e r o t r s super

www.ricpublications.com.au

Primary grammar and word study

Understanding and choosing words Confused words

Focus

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

Ideas for further practice

Unrelated words that look and sound similar

• The words in each pair are completely unrelated to each other. Confusion occurs because: – the words have similar sounds and/or spellings, – the difference in meaning and use of each word is not recognised.

Answers 1. (a) lightening (b) access (c) uninterested (d) excess (e) disinterested (f) lightning (g) except (h) accept 2. Teacher check

Worksheet information • Before completing the worksheet, look at each pair of words in turn. Discuss the similarities and differences in sound and in spelling. Do any words have more than one meaning? Before using a dictionary, ask students to give sentences containing the words. Are they correct? If not, why not? What is the part of speech of the word within each sentence? • In Question 2 of the worksheet, if a word is used as a verb, any tense of the verb may be used.

ew i ev Pr

Teac he r

Explanation

• Create a crossword puzzle for the eight words. • Determine the part of speech of each word as used in the sentences written in Question 2. • Create a class book of frequently-confused words. Use them to write sentences for dictation.

w ww

. te

Primary grammar and word study

m . u

o c . che e r o t r s super

www.ricpublications.com.au

R.I.C. Publications®

Confused Words – 1 Some words sound and look similar but have completely different meanings. 1. Use a dictionary to help you choose the correct word for each definition.

uninterested—disinterested

except—accept

lightening—lightning

excess—access

making paler

a way of getting to

not wanting to know

an overabundance

not directly involved

(f)

a flash of light during an electrical storm

(g)

excluding someone or something

(h)

to receive

(a)

(b)

(c)

(d)

(e)

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

2. Write one sentence which includes both words of each pair.

(a) uninterested—disinterested

(b) lightening—lightning

w ww

. te

(d) excess—access

R.I.C. Publications®

m . u

ew i ev Pr

Teac he r

o c . che e r o t r s super

www.ricpublications.com.au

Primary grammar and word study

Understanding and choosing words Confused words

Focus

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

• Highlight the fact that the past tense of the verb to lie, i.e. lay, is the same as the present tense of the verb to lay. The context of a sentence and the presence or absence of a direct object indicate which verb it is. In the sentence ‘I lay the table for tea on Mondays’, the verb lay has a direct object (the table) and it refers to something that is done in the present. Therefore, it is the present tense of the verb to lay. In the sentence ‘I lay on the sofa last night’, the verb lay has an object and it refers to something that was done in the past, last night. Therefore, it is the past tense of the verb to lie.

to borrow/lend and to lay/lie

Teac he r

Explanation

ew i ev Pr

• Borrow is a verb meaning to take something with permission, intending to return it. • Lend is a verb meaning to give something, expecting it to be returned. • Lay is always used with a direct object. Example: She lays her toys along the wall. Lie is never used with a direct object, but one referred by a preposition. Example: I lie on my bed.

w ww

• It is recommended that the two parts of the worksheet are completed separately. Time should be spent explaining and revising correct use of the words. Borrow and lend • Give students the present, past and future tense forms of the verbs: to borrow: I borrow, I borrowed, I will borrow to lend: I lend, I lent, I will lend. Lay and lie • Explain that a direct object is one that is immediately associated with the verb. Example: He reads a book. I baked a cake. • Give students the present, past and future tenses of the verbs to lay: I lay, I laid, I will lay to lie: I lie, I lay, I will lie.

. te

Primary grammar and word study

Answers 1. (a) (b) (c) (d) (e) (f)

borrow lend borrow lent lend borrowed

m . u

• Using examples, students write explanations for the difference between borrow and lend, and lay and lie. They use them to explain their use to younger students. • Create many laminated cards with up to ten cloze sentences, each requiring the verb borrow, lend, lie or lay in any tense. Create several small cards with just one of the missing words on each. Use to play a version of bingo.

o c . che e r o t r s super 2. (a) lay (b) lie (d) lays (e) lays 3. (a) (b) (c) (d)

He laid his clothes on the bed I laid the rug on the grass. I lay on the sofa to relax. They lay in the shade.

www.ricpublications.com.au

R.I.C. Publications®

Confused Words – 2 Borrow and lend Borrow is a verb meaning to take something with permission, intending to return it; you borrow from someone. Lend is a verb meaning to give something, expecting it to be returned; you lend to someone. 1. Write the correct words from the box below to complete the sentences.

(a) Please may I

(b) I will

(d) Dad

a bag from my mum.

Teac he r

you a jacket for today.

(e) Did you

me money to buy a bike. me a pen yesterday?

money to buy a car.

(f) We

borrow – borrowed lend – lent

Lay and lie

ew i ev Pr

r o e t s Bo r e p ok u S your book?

The first verb, to lay, which means to place something is always used with an object; e.g. I lay the book (object) on the desk. (You lay something.)

The second verb, to lie, which means to recline is never used with an object; e.g. I lie on my bed. (You lie yourself.)

The past tense of lay is laid and the past tense of lie is lay.

w ww

m . u

2. Circle the correct verb in each sentence.

(a) We lay/lie the table.

(b) Please lay/lie down and rest.

(d) He lays/lies his hand on the patient’s head.

(e) Dad lays/lies his briefcase on the floor.

. te

o c . che e r o t r s super

(f) The hen lays/lies an egg every day.

3. Write the sentences in the past tense.

(a) He lays his clothes on the bed.

(b) I lay the rug on the grass.

(d) They lie in the shade.

R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Punctuation Punctuation marks and capital letters

Focus

Ideas for further practice

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

• Revise incorrectly-identified errors in future grammar lessons. • Students write their own texts using all the same punctuation marks included on page 59.

Answers

Definitions

1. Dear Milla

ew i ev Pr

Teac he r

Capital letters for sentence beginnings and proper nouns Full stops at the end of a sentence and for abbreviations Question marks Exclamation marks

Would you believe that our laptop has died and my mobile has no service? Talk about primitive! Our holiday to ‘get back to nature’, as Dad puts it, has certainly been interesting! Three months away from home, school and friends felt like forever when we started our holiday, but time is starting to fly. When we left home in Sept., I thought it would take ages to end but it’s almost Nov. already.

• Full stops are punctuation marks used to show the end of a sentence. • An abbreviation is a shortened form of a word. A full stop can be used to show that a word has been abbreviated. Example: paragraph—para. or figure—fig. • Question marks are punctuation marks used to indicate a question. • Exclamation marks are punctuation marks used at the end of a remark to show strong emotion or feeling. Example: Oh bother! I’ve spilt the milk!

We seem to have travelled over half of Vic. and Tas. and who would believe that there are so many things to see and do? I’ve been completely ‘blown away’ by some of the sights we’ve seen! So amazing! Crystal L. is so beautiful, with water so clear and clean that you can see fish swimming metres below the surface. Not at all dirty and muddy like Bowen R. back home!

m . u

We took a canoe ride around Peaceful Harb. and didn’t collide with any speedboats, surf skis or Sunday sailors. What a change! We usually take our lives in our hands when we go canoeing at home, don’t we?

w ww

Explanation

• Full stops, also called periods, usually show the end of an idea or thought in a sentence. They can also indicate that a break or pause is needed when reading. • In abbreviations, full stops are not used when the last letter is the last letter of the word.* Example: Rd, St, Dr • A question is an interrogative sentence, addressed to someone in order to elicit information. • Exclamation marks usually indicate a strong feeling, such as surprise, disgust, anger or joy. An exclamation mark can be used at the end of an interjection (Oh no!) or command (Don’t touch!) and to add emphasis.

. te

o c . che e r o t r s super

Yesterday, we took a boat trip across to Seal Is. but we had to be really careful not to get too close. We actually got to see seals in the flesh! The seals are so powerful and sleek that it’s such a shame they are still being hunted. Who would have thought that Dad would come up such a good idea? Still, I do miss technology! I’ll send you an email or text message as soon as we get home next week. Your pal Ravi 2.–4. Teacher check

Worksheet information • Revise the information about full stops, question marks, exclamation marks, abbreviations and capital letters by using some examples before asking the students to complete the worksheet. Primary grammar and word study

* R.I.C. Publications employs full stops for abbreviations as recommended by the Style manual for authors, editors and printers, sixth edition (2002). 58

www.ricpublications.com.au

R.I.C. Publications®

Punctuation marks and capital letters

1. Edit the letter below to include the following: • 7 full stops at the end of a sentence • 14 capital letters for proper nouns • 21 capital letters for sentence beginnings Write your corrections above each error. dear milla

ew i ev Pr

Teac he r

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

• 8 full stops for abbreviations • 8 exclamation marks • 4 question marks

would you believe that our laptop has died and my mobile has no service talk about primitive our holiday to ‘get back to nature’, as dad puts it, has certainly been interesting three months away from home, school and friends felt like forever when we started our holiday, but time is starting to fly when we left home in sept, I thought it would take ages to end but it’s almost nov already

we seem to have travelled over half of vic and tas and who would have thought that there were so many things to see and do i’ve been completely ‘blown away’ by some of the sights we’ve seen so amazing crystal L is so beautiful, with water so clear and clean that you can see fish swimming metres below the surface not at all dirty and muddy like bowen R back home

m . u

we took a canoe ride around peaceful harb and didn’t collide with any speed boats, surf skis or

w ww

sunday sailors what a change we usually take our lives in our hands when we go canoeing at home, don’t we

. te

yesterday, we took a boat trip across to seal Is but we had to be really careful not to get too close

o c . che e r o t r s super

we actually got to see seals in the flesh the seals are so powerful and sleek that it’s such a shame that they are still being hunted

who would have thought that dad would come up with such a good idea still, I do miss technology i’ll send you an email or text message as soon as we get home next week your pal ravi

2. Compare your edits to those of a classmate and decide on any changes you need to make. 3. Reread the final text with edits one last time in case you have missed anything.

R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Punctuation Commas

Focus

Worksheet information

Commas in a series of words, phrases and clauses

• Read the text with the class. Students identify the sentences with lists of words, and the sentence with the lists of phrases. Explain to the class that a phrase is a group of words which does not have a verb with a subject. • Read and discuss the first comma rule with the class. • Students determine if the sentences in question 2 contain a series of words or a series of phrases before they begin the task. Students add commas where they are needed, following the comma rule. • Introduce the new comma rule to the class, explaining that when a series of words ends with the last two words already having an ‘and’ between them, an extra comma is required. • In question 3, the students add the commas where needed.

Definition

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

• Commas are punctuation marks used to separate words, phrases or clauses to clarify meaning.

Explanation

Teac he r

ew i ev Pr

• In a series, the comma stands for an omitted conjunction, such as ‘and’ or ‘or’. Example: ‘I play the violin, cello and piano’ means ‘I play the violin and cello and piano’. The comma has replaced the omitted ‘and’. • Commas can be used for: – a series of nouns. Example: The meal consisted of steak, peas and potatoes. – a series of verbs. Example: Jason ran, tripped, fell and fainted. – a series of adjectives. Example: She was young, beautiful, kind and naive. – a series of phrases. Example: He doesn’t like washing dishes, ironing clothes or mopping floors. • A comma placed before the conjunction is called a serial comma and is usually considered unnecessary; however, it is necessary if omitting it might cause confusion to the meaning of the sentence. Example: Jason spotted a man running, a girl eating an ice cream and a fox. (Incorrect) Without a comma after ice cream, it may seem the girl is eating an ice cream and a fox! Jason spotted a man running, a girl eating an ice cream, and a fox. (Correct) • A serial comma is also needed in a series of items if the last item in a list already has ‘and’. Example: He added tomato sauce, cheese, and pepper and salt.

Ideas for further practice

Answers 1. Teacher check

m . u

w ww

. te

• Finish the sentence. ‘Four animals which live in the ocean are …’; ‘To make muffins, we need …’ Create your own sentence starters. • Find a suitable newspaper article, copy it and distribute to the class. Students identify sentences which contain lists of words and phrases and highlight them. • Write sentences containing lists of words and ask a friend to punctuate them. Correct the work and give feedback.

o c . che e r o t r s super

2. (a) For my nanna’s 80th birthday, all of my aunties, uncles and cousins went away for the weekend.

(b) On the weekend I went to the movies, shopping in the city, my best friend’s birthday party and the beach for a surfing lesson. (c) I would like to think that I am quite generous when I volunteer to doorknock to raise money for charity, donate blankets for the winter appeal and donate Christmas gifts for children. (d) Mum and Dad gave me a skateboard, computer game, DVD and CD for my birthday. 3. (a) My favourite winter meals are beef stroganoff, spaghetti bolognaise, meatloaf, and soup and crusty bread. (b) I really like listening to pop, hip-hop, rap, and rock and roll music.

Primary grammar and word study

www.ricpublications.com.au

R.I.C. Publications®

Commas in a series Commas are punctuation marks used to separate a series of words, phrases or clauses in a sentence to make the meaning clear. 1. (a) Read the text.

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

ew i ev Pr

Teac he r

Planning a field trip to the local creek took several weeks to organise. We made a list of things we needed to do, phoned various companies to get prices on transport to and from the destination, worked out what we were going to do there and finally we drafted a letter to our parents to gain their permission for the excursion. We decided it was important to study the creek in order to observe wildlife, flora, pollution and water levels. This would mean that we would work in small groups to study each aspect, record our observations and report our findings to the whole class. Prior to going on the excursion we designed observation forms to complete at the creek, gathered our required materials and organised our groups. We all worked professionally, cooperatively and responsibly together to make sure the field trip was a huge success.

(b) Circle all the commas.

(d) Use a blue pencil to underline a series of phrases or clauses separated by a comma. Comma rule

A comma is placed after every item, phrase or clause in a list except the last two. Write ‘and’ or ‘or’ between the last two.

(b) On the weekend, I went to the movies shopping in the city my best friend’s birthday party and the beach for a surfing lesson.

(c) I would like to think that I am quite generous when I volunteer to doorknock to raise money for charity donate blankets for the winter appeal and donate Christmas gifts for children.

(d) Mum and Dad gave me a skateboard computer game DVD and CD for my birthday.

. te

Comma rule

m . u

(a) For my nanna’s 80th birthday, all of my aunties uncles and cousins went away for the weekend.

w ww

o c . che e r o t r s super

If the last two items in a list already have ‘and’ because they belong together, add a comma and ‘and’ before them. Example: The children played hopscotch, skipping, and hide and seek. 3. Add commas where they are needed in these sentences.

(a) My favourite winter meals are beef stroganoff spaghetti bolognaise meatloaf and soup and crusty bread.

(b) I really like listening to pop hip-hop rap and rock and roll music.

R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Punctuation Commas

Focus

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

Definition

1. (a)

My father was born in St Julians Bay, Malta. (b) One day, I would love to visit the Great Pyramid of Khufu near Giza, Egypt. (c) The 2008 Olympic Games were held in Beijing, China. (d) Robert Baden-Powell held the first Scouting camp at Brownsea Island, England. (e) Grand Canyon National Park is located in Arizona, USA. (f) The Amazon River originates in Peru, South America. (g) Many tourists take a trip on a boat called a gondola in Venice, Italy. (h)–(i) Teacher check

ew i ev Pr

Teac he r

Commas used to set off geographical names and addresses

• Commas are punctuation marks used to separate words, phrases or clauses to clarify meaning.

Explanation

• Commas can be used to set off geographical names and separate parts of an address. • When a placename is followed by further information about its location, a comma is used to separate the information. Example: We went on our summer holidays to Phuket, Thailand. • Commas are used to separate the street/suburb/ state/country within an address. No comma is required between the street number and name. Example: I live at 102 Oakhill Avenue, Pittsburgh, PA.

w ww

Parliament House is located on Parliament Drive, Canberra, ACT. (b) We are going to visit my Uncle Tom at 21B Denham Way, Gosnells, WA. (c) I would be interested to find out who lives at 39 Down Street, Midlands, NT. (d) When I was born, we lived at 72 Eastway Drive, Renton, WA. (e) The residence of the British Prime Minister is 10 Downing Street, London, England. (f) The Heritage Hotel is located at 171 Queen Street, Auckland, New Zealand. (g) Please deliver the spare parts to the workshop situated at 50 Rocco Drive, Scoresby, Alberta. (h)–(i) Teacher check

Worksheet information

. te

• Read the information provided in each box. Write some example sentences on the board without commas. Invite students to discuss and place the commas in the correct place within the sentence. • Students complete the examples provided and write sentences of their own.

o c . che e r o t r s super

Ideas for further practice

• Identify and locate examples of commas in addresses and geographical names.

Primary grammar and word study

2. (a)

m . u

www.ricpublications.com.au

R.I.C. Publications®

Commas Commas are punctuation marks which are used to set off geographical names. Example: We saw the famous dolphins at Sea World Florida. 1. Use a comma to set off the geographical names in these sentences. Then write two of your own. (a) My father was born in St Julians Bay Malta.

(b) One day, I would love to visit the Great Pyramid of Khufu near Giza Egypt.

(d) Robert Baden-Powell held the first Scouting camp at Brownsea Island England.

(e) Grand Canyon National Park is located in Arizona USA.

(f) The Amazon River originates in Peru South America.

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

(g) Many tourists take a trip on a boat called a gondola in Venice Italy.

(h)

(i)

ew i ev Pr

Teac he r

m . u

2. Use a comma to separate the parts of the address in these sentences. Then write two of your own. (a) Parliament House is located on Parliament Drive Canberra ACT.

(b) We are going to visit my Uncle Tom at 21B Denham Way Gosnells WA.

(d) When I was born, we lived at 72 Eastway Drive Renton WA.

(e) The residence of the British Prime Minister is 10 Downing Street London England.

(f) The Heritage Hotel is located at 171 Queen Street Auckland New Zealand.

(g) Please deliver the spare parts to the workshop situated at 50 Rocco Drive Scoresby Alberta.

w ww

. te

o c . che e r o t r s super

(h) (i) R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Punctuation Apostrophes in contractions

Focus

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

Ideas for further practice

Apostrophes in contractions

• A contraction is a shorter word made by joining two or more words and taking out one or more letters. The missing letter or letters is/are replaced by an apostrophe.

Explanation

Third line: I had, it had

• When two or more words are joined and contracted, the omitted letter or letters are marked with an apostrophe. • The mistake is often made of placing the apostrophe between the two words, e.g. should’nt, do’nt. Students will need to be reminded that the apostrophe marks the missing letter and not the space where the two words join. • Contractions are commonly used in speech and informal writing, but not as often in formal writing. • Not all words with apostrophes are contractions. Apostrophes can also indicate possession.

Fourth line: they would

ew i ev Pr

Teac he r

Definition

• Students could write an imaginative text using the form ‘If I’d been born with (e.g. superpowers, four legs)’, listing all the things that they might have accomplished or experienced in their lives.

Answers

1. Second line: Mum had, I would

Sixth line: she had

Seventh line: you had

Eighth line: must have

’

w ww

’

’ 5

E 6

’ D

m . u

• Discuss contractions with the students. If necessary, demonstrate removing letters from words to create the contraction, showing the correct placement of the apostrophe. • Students read the story about the day a boy was too ill to go to school for a class excursion. They then find eight contractions from the text, writing the full version of the contracted words. To do this they will need to read the word in context, try both ‘would’ and ‘had’ with the first word, and decide which one sounds logical. • If students are having difficulty with this, teachers may wish to encourage the students to look at the words following the contraction. The words following a ‘would’ contraction tend to be present tense, while those following a ‘had’ contraction are past tense. • Students then complete the crossword by contracting the words in bold type.

Primary grammar and word study

’

Worksheet information

. te

o c . che e r o t r s super 7

’

Note: A space has been left in the crossword to include each apostrophe in each contraction.

www.ricpublications.com.au

R.I.C. Publications®

Apostrophes in contractions Some words can be joined and shortened by taking out some letters to make a new word called a contraction. The letters are replaced with an apostrophe, which shows us that letters are missing and that the word is a contraction. Example: they + would = they’d they + had = they’d 1. Find eight different contractions with ‘d’ in the text and write them below. Next to each, write the two words that make up that contraction, choosing between ‘had’ and ‘would’ (depending on how it is used in the sentence).

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

Teac he r

ew i ev Pr

‘The instant I woke up, it hit me—a wave of nausea that sent me dashing to the bathroom. As I hugged the toilet bowl Mum’d made me clean on the weekend, I knew I’d be missing school that day ... the day of the excursion! I’d been looking forward to it since it’d been announced at the assembly. As I used the toilet bowl once again, I pictured the rest of my class visiting the chocolate factory; they’d be tasting samples and chocolate products all day! Mum walked in; I tried to look normal so she’d think about letting me go. But it was no good; she’d noticed my green face as she walked past the bathroom. ‘You’d better stay home today, young man. Poor you! It must’ve been that junk food you ate last night!’ she said. I just groaned and wished I’d eaten something healthier for dinner last night!’

•

w ww

2. Write the contraction for the bold words in the clues in the crossword. Apostrophes go in a separate square.

. te

Across 1. I have been to the zoo. 4. Zara said you cannot open it yet 5. Mum and Dad said they would take us out. 6. I do not believe it! 8. Quick! They will be here soon.

o c . che e r o t r s super

www.ricpublications.com.au

Down 1. That is not my bag! 2. Jet said he will not go. 3. Sophie said she would like to help us. 4. The scientist said he could not believe it. 6. Paris said he would be here on time.

R.I.C. Publications®

m . u

Primary grammar and word study

Punctuation Apostrophes for possession

Focus

Worksheet information

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

Common mistakes made when using apostrophes to show possession

Definition

• Read the introductory text and common problems described in the text boxes with the students. Discuss different ways to avoid making these mistakes. • To work out where the apostrophe needs to go, students can circle the owner, add an apostrophe outside the right side of the circle, and an s if there isn’t one already there. • Students then complete Questions 1–2, practising the correct use of apostrophes to show ownership.

Teac he r

ew i ev Pr

• An apostrophe of possession indicates ownership and is placed directly after the owner/owners. Example: The girl’s uniform was saturated (one girl). The girls’ teacher was quite strict (more than one girl). The children’s bags are blue.

Ideas for further practice

• At <http://www.bbc.co.uk/skillswise/words/ grammar/punctuation/apostrophes/game.shtml> students can play an online interactive game practising the correct use of apostrophes of ownership.

Explanation

• To show possession of a noun that does not end with an s, an apostrophe and the letter s are usually placed directly after the owners. Example: the dog’s collar the children’s pet • If a noun ends with s, such as ladies and boys, the apostrophe comes after that s and an additional s is usually unnecessary. Example: The monkeys’ cage • However, if a noun or name ends in s and the possessive is pronounced as a separate syllable, it can take an apostrophe and s. Example: the princess’s crown the Jones’s house Jesus’s life (Note: Jesus’ life is also accepted.) • A number of mistakes are commonly made when using apostrophes to show possession. – When using its to show possession, no apostrophe is required. The word its is already possessive, meaning ‘belonging to it’ and requires no apostrophe. It’s is a contraction of it and is and does not show possession. – Many people make the mistake of adding an apostrophe to make a noun plural. This incorrect use of apostrophes is sometimes called ‘greengrocers’ apostrophes’, because this mistake can often be seen on handwritten signs such as in greengrocers’ shops.

Primary grammar and word study

m . u

w ww

. te

1. (a) That clever dog is holding its leash in its mouth! It’s walking itself! (b) My two cats share a basket. It’s a really soft and fluffy one. (c) Juan and Xavier’s team had won all of their games. (d) There are 12 pens and 10 pencils on my teacher’s desk.

2. (a) Josie and Francesca’s grandmother’s perfume smelled like flowers. (b) Those two bands’ new songs are really similar. (c) The library’s book collection included 14 rare encyclopedias. (d) The women’s basketball uniforms were black with yellow stripes.

o c . che e r o t r s super

www.ricpublications.com.au

R.I.C. Publications®

Apostrophes for possession An apostrophe is a punctuation mark used to indicate possession. Using apostrophes to show that something belongs to someone (or something) can be a bit confusing. Here are some hints to help you avoid common mistakes.

Where does it go? The apostrophe to show ownership goes straight after the owner or owners. Example: the boy’s mother, the ladies’ golf clubs, the men’s bags

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

Plurals

The its- it’s problem

Teac he r

Example: It’s a dog. (It is a dog.) The word its is a possessive determiner and like his and my does not need an apostrophe.

Apostrophes are sometimes used incorrectly in plural nouns. Example: Oranges: Three dollars per kilo (not three dollar’s) My favourite TV shows are on tonight! (not TV show’s)

Example: The dog wagged its tail.

ew i ev Pr

The word its is a contraction of the words it and is. The apostrophe represents the letter i missing from ‘is’ and indicates that it is a contraction.

1. Find and circle the mistakes in the following sentences. Rewrite them correctly.

(a) That clever dog is holding it’s leash in it’s mouth! Its walking it’self!

(b) My two cat’s share a basket. Its a really soft and fluffy one.

w ww

. te

m . u

o c . che e r o t r s super

(d) There are 12 pen’s and 10 pencil’s on my teachers’ desk.

2. Put apostrophes in the correct place in these sentences.

(a) Josie and Francescas grandmothers perfume smelled like flowers.

(b) Those two bands new songs are really similar.

(d) The womens basketball uniforms were black with yellow stripes. R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Punctuation Quotation marks • the carrier (underlined) is followed by a full stop, • the rest of the quotation stands independently as a quotation without a carrier. The closing quotation mark goes after the final full stop. Example: ‘I’m going away for three weeks’, said Jayden. ‘We’re visiting relatives in the country.’ When a carrier follows the quotation: • the comma following the quotation lies outside its closing quotation mark, • the carrier (underlined) is followed by a full stop. Example: ‘We can keep in touch via email’, offered Libby.

Focus Quotation marks for direct speech in relation to the position of a carrier

Definitions

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

• Quotation marks are inverted commas used to enclose speech or thoughts. • The carrier is the part of the sentence indicating who is speaking.

Teac he r

Explanation

ew i ev Pr

• A quotation always starts with a new sentence so it begins with a capital letter. • A new paragraph is needed for each speaker. • Indirect speech tells what was said but not always in the exact words so it does not need quotation marks.

Worksheet information

• In each set of examples, emphasise the position of the quotation marks and other punctuation marks in relation to the position of the carrier.

In direct speech, the presence and position of a carrier affects the punctuation of the quotation. The punctuation guidelines followed in this book are those outlined in the Style manual for authors, editors and printers (sixth edition) 2002, as endorsed by the Federal government of Australia.

Ideas for further practice

w ww

When a carrier precedes the quotation: • the carrier (underlined) is followed by a comma • the quotation begins with a capital letter • the final full stop of the quotation lies outside the closing quotation mark: Example: Tania sighed, ‘This is the last day of term’. When a carrier interrupts a sentence within a quotation: • the comma following the first part of the sentence lies outside its closing quotation mark, • the carrier (underlined) is followed by a comma, • the sentence continues with a small letter, • the final full stop of the quotation lies outside the closing quotation mark: Example: ‘I’m so glad’, said Isaac, ‘that we are on holiday’. When a quotation stands without a carrier: • all words and punctuation marks are enclosed by the quotation marks. Example: ‘We all wish you well in your new school.’ When a carrier interrupts a quotation between two separate sentences: • a comma follows the first sentence and lies outside the closing quotation mark (there is no full stop at the end of the first sentence),

. te

Primary grammar and word study

Answers 1. (a) Teacher check; beginning (b) Teacher check; middle (c) Teacher check; end

m . u

• Give students examples of direct speech with all quotation marks and capital letters removed. Students punctuate the examples, following the guidelines of the Style manual. • In pairs, students choose examples of direct speech with the carrier always in the same position. They familiarise themselves with the punctuation rules of this example then explain the rules to other students.

2. (a) Gina dreamed, ‘If only I could act like Mia’. (b) ‘My skateboard’, moaned Sam, ‘has been stolen’. (c) Robert offered, ‘I can help you set up your new computer’. (d) ‘I wish the match was on earlier’, grumbled Ashley. (e) ‘My dog has had puppies’, said Azul. ‘We’re giving them away.’ (f) ‘I can’t wait’, laughed Nazira, ‘for the show to begin’. (g) ‘I have to go now’, sighed Jake. ‘I’ll see you tomorrow.’ (h) ‘I think Ottawa is the capital of Canada’, whispered Nathan. (i) ‘The walk across the mountains was exhausting’, gasped Cadel. (j) Anya shivered, ‘I’m so cold I can’t feel my toes’. (k) ‘The low pressure’, said the weatherman, ‘will bring rain tomorrow’. (l) ‘The tour is very varied’, said Su Lin. ‘You’ll see many amazing places.’

o c . che e r o t r s super

www.ricpublications.com.au

R.I.C. Publications®

Quotation marks for direct speech Quotation marks are inverted commas used to enclose speech or thoughts. The carrier is the part of the sentence indicating who is speaking. In direct speech, the carrier can be placed at the beginning, in the middle or at the end of the speech. 1. For each example (a), (b) and (c): underline the carrier

•

circle the quotation marks

•

show the position of the carrier (beginning, middle, end of the speech)

Teac he r

•

(a) Ethan argued, ‘I don’t want to practise the piano today’.

(b) ‘It’s my birthday next month’, said Joe. ‘I’m having a party.’

The carrier is: at the beginning

, in the middle

, at the end

ew i ev Pr

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

(a) Gina dreamed, If only I could act like Mia .

(b) My skateboard , moaned Sam, has been stolen .

(d) I wish the match was on earlier , grumbled Ashley.

(e) My dog has had puppies , said Azul. We’re giving them away.

(f) I can’t wait , laughed Nazira, for the show to begin .

(g) I have to go now , sighed Jake. I’ll see you tomorrow.

(h) I think Ottawa is the capital of Canada , whispered Nathan.

w ww

. te

m . u

2. Underline the carrier and add the quotation marks.

o c . che e r o t r s super

(i) The walk across the mountains was exhausting , gasped Cadel.

(j) Anya shivered, I’m so cold I can’t feel my toes.

(k) The low pressure , said the weatherman, will bring rain tomorrow .

(l) The tour is very varied , said Su Lin. You’ll see many amazing places. R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Punctuation Quotation marks Focus

Ideas for further practice

Enclosing titles in quotation marks

• Place around the classroom large written examples of quotations within quotations, with carriers. Highlight all punctuation in a contrasting colour. • Students write examples of unpunctuated quotations within quotations, with and without carriers. They swap with a partner who adds the punctuation. Together, they correct and discuss the placement of all punctuation in their examples.

Definition

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

Quotation marks are inverted commas used to enclose speech or thoughts.

Explanation

Answers

1. a) Last night, the class saw the performance of ‘Swan Lake’ at the theatre. (b) All the students used to watch ‘Play school’ when they were young. (c) Dana said that ‘African Queen’ was her grandma’s favourite movie.

In direct speech, the position of a carrier affects the punctuation of the quotation. The punctuation guidelines followed in this book are those outlined in the Style manual for authors, editors and printers (sixth edition) 2002, as endorsed by the Federal government of Australia. For the same reason, R.I.C. uses minimal capitalisation.

ew i ev Pr

Teac he r

• Quotation marks are used in writing to highlight direct speech, (the actual words spoken); Example: ‘I went to the movies’, said Tom.

2. Teacher check

3. (a) ‘My mum won’t let me watch “The Simpsons” anymore’, complained Jaslyn. (b) ‘Tonight’s movie is “Mary Poppins”, the old favourite’, said the TV presenter. (c) ‘The unofficial Australian national anthem’, said Mr Jones, ‘is “Waltzing Matilda” by Banjo Paterson’.

. te

Primary grammar and word study

4. Teacher check

5. (a) ‘I couldn’t sleep last night after watching “The haunted island” on TV’, said Jim. (b) The school survey found ‘The Gallipoli story’ to be the most inspiring book. (c) ‘Let’s rent “The waterhorse” on DVD tonight’, suggested Tyler. (d) For 56 years, the crime mystery, ‘The mousetrap’ by Agatha Christie, has been performed on stage. (e) ‘My favourite song is “Grammar blues” by the group, Lost cause’, said Mike. (f) ‘Ben Hur’ is a classic example of an epic movie. (g) The article ‘Giving in to bullying’ in the ‘Stockton Herald’ was widely read by community members.

m . u

w ww

• In handwritten work, quotation marks have many other purposes, including the title of a song, long poem, book, play, movie, television or radio program, work of art, or an article in a magazine or journal; Example: The class listened as Mrs Smith read the next chapter of ‘The lion, the witch and the wardrobe’. • Quotation marks are not used to enclose, – indirect speech; e.g. William said that he would try to arrive on time. – well-known expressions; e.g. The house was off the beaten track and hidden by a dense forest. – direct speech in play scripts where the reader’s name precedes the quotation; e.g. Will: I shall support you always, Robin of Sherwood. • Titles are generally enclosed in single quotation marks. Example: Jane’s favourite song is ‘Let it be’. • If included within direct speech, double quotation marks are used. Example: ‘My favourite book is “The wind in the willows” because it has many layers’, said Joshua. Note: When a word processor is used, the use of italics replaces the need for quotation marks. Example: My dad used to read The Beano comic when he was a boy.

o c . che e r o t r s super

www.ricpublications.com.au

R.I.C. Publications®

Quotation marks for titles Quotation marks are inverted commas used to highlight the titles of • songs • plays • television and radio shows • books • movies • articles from newspapers and magazines They are enclosed in single quotation marks. Example: Alyssa said that ‘Raiders of the lost ark’ was her favourite movie. 1. In each sentence, underline the title and enclose it in single speech marks.

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

(a) Last night, the class saw the performance of Swan Lake at the theatre.

(b) All the students used to watch Play school when they were young.

Teac he r

ew i ev Pr

2. Write and punctuate two sentences, each containing a title. •

•

If a title is written within direct speech, the title is enclosed in double quotation marks. Example: ‘I think “Harry Potter and the philosopher’s stone” by JK Rowling is an exciting adventure story’, said Robredo.

© R. I . C.Publ i cat i ons 3. In each quotation, underline the title and enclose it in double speech marks. •f orr evi ew pur posesonl y• (a) ‘My mum won’t let me watch The Simpsons anymore’, complained Jaslyn. (b) ‘Tonight’s movie is Mary Poppins , the old favourite’, said the TV presenter.

w ww

m . u

4. Write and punctuate two examples of direct speech, each containing a title.

•

. te

o c . che e r o t r s super

5. Underline the titles and add all quotation marks to each sentence or quotation.

(a) I couldn’t sleep last night after watching The haunted island on TV , said Jim.

(b) The school survey found The Gallipoli story to be the most inspiring book.

(d) For 56 years, the crime mystery, The mousetrap by Agatha Christie, has been performed on stage.

(e) My favourite song is Grammar blues by the group, Lost cause , said Mike.

(f) Ben Hur is a classic example of an epic movie.

(g) The article Giving in to bullying in the Stockton Herald was widely read by community members. R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Punctuation Colons and semicolons

Focus Colons and semicolons

Definition

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

Note: Each sentence part could stand alone as a sentence. The word as could have been used to join the sentences. A semicolon is used instead of a full stop for effect and variety. 3. To separate items in a sentence that contain commas. I bought apples, pears and plums from the market; sausages, chops and diced beef from the butcher; and rolls, sliced bread and cakes from the bakery.

Teac he r

ew i ev Pr

• A colon is a punctuation mark used to let readers know that information will follow. • A semicolon is a punctuation mark used to let readers know they need to make a longer pause than for a comma.

Worksheet information

Explanation

• Show students examples of colons and semicolons in familiar books and discuss how they are used. The worksheet concentrates on a common way students would use them in their writing.

• The use of standardised marks in writing such as colons and semicolons clarifies meaning for a reader. • Examples of when a colon is used include: 1. Introducing a list of a series of items. This term we will study the following types of environments: desert, wetland and rainforest. Note: When the list flows naturally as part of the sentence, a colon is not used. This term we will study desert, wetland and rainforest environments. 2. Introducing an explanation or example. There were 12 spare seats on the bus: not enough for all of us to sit. 3. Introducing offset lists. Method: 1. Break two eggs into a bowl. 2. Whisk until frothy. 4. Introducing each characters’ dialogue in a playscript. Dillon: Wow! That’s great! 5. Introducing the subtitle of a book. Camels: Ships of the desert • Examples of when a semicolon is used include: 1. Before words and expressions such as ‘however’, ‘for example’ and ‘therefore’. Shannon thought she’d remembered everything; however, she had forgotten her toothbrush. 2. To join two ideas in a sentence instead of using a conjunction (joining word). She looked cautiously over her shoulder; she thought she heard footsteps behind her.

Primary grammar and word study

• Students identify colons in book titles with sub titles, procedures and science experiments where they are used in offset lists and in also playscripts to introduce a new character dialogue. • Find examples of sentences using semicolons in books and create a display of sentence excerpts to discuss and refer to.

Answers

m . u

w ww

. te

Ideas for further practice

1. (a) Be sure to buy the following: erasers, pens, filing paper and glue. (b) We were given the choice of three planets to study: Mars, Venus or Saturn.

o c . che e r o t r s super

(c) These will be added to the canteen menu: salad plates and fruit trays. 2. (a) The school garden contains a variety of flowers; for example, roses, lilies, daisies and gerberas. (b) We usually have music on Thursday; however, the music teacher was ill. (c) Cooper was late for school again; therefore, he had to see the principal. (d) Natalie submitted her homework on time; however, it was completed incorrectly.

www.ricpublications.com.au

R.I.C. Publications®

Colons and semicolons A colon is a punctuation mark used to let readers know that information will follow. Example: Our class had a choice of three sports: hockey, volleyball or basketball. 1. Rewrite each sentence, adding a colon in the correct place.

(a) Be sure to buy the following erasers, pens, filing paper and glue.

ew i ev Pr

Teac he r

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

(b) We were given the choice of three planets to study Mars, Venus or Saturn.

A semicolon is a punctuation mark used to let readers know they need to take a longer pause than for a comma.

A semicolon can be used before words such as ‘however’, ‘for example’ and ‘therefore’. For example: We woke to find the weather was appalling; therefore, the sports carnival was cancelled.

(a) The school garden contains a variety of flowers for example, roses, lilies, daisies and gerberas.

w ww

m . u

2. Rewrite each sentence, adding a semicolon in the correct place.

. te

o c . che e r o t r s super

(b) We usually have music on Thursday however, the music teacher was ill.

(d) Natalie submitted her homework on time however it was completed incorrectly.

R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Punctuation Hyphens, dashes and ellipses

Focus

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

• Ellipses are used in writing to show: – that a part of a quotation has been omitted. (Care must be taken that the omission does not alter the meaning of the quotation.) Example: ‘... so much owed ... to so few ...’ from Winston Churchill’s wartime speech, ‘Never was so much owed by so many to so few’. – indecision or incompleteness of speech or thought: Example 1. ‘Which flowers shall I choose?’ thought Robert. ‘The roses ... no, the tulips ... or maybe the daffodils.’ Example 2. ‘I’m reading a book about ...’ Anna started to reply before becoming lost in her latest library book again. • Question marks, exclamation marks and quotation marks may precede or follow ellipses but other punctuation marks may not.

Hyphens, dashes and ellipses

Teac he r

Definitions

ew i ev Pr

• Hyphens are short strokes used to join words. • Dashes are longer strokes used to indicate a break in text. • Ellipses are punctuation marks, usually three full stops in a row, used to show that words have been omitted.

Explanation

• Punctuation facilitates the processes of writing and reading. • Ellipses, hyphens and dashes have specific roles to play in punctuation. • A hyphen is used to: – join words; for example, grand-daughter, full-time – create compound numbers between twenty-one and ninety-nine – join a prefix to: a base word; for example, ex-colleague; a capitalised word; for example, post-European; a number; for example, mid1930s. • Different sources provide slightly different rules for the use of hyphens. For consistency, it is advisable to choose one dictionary for reference and follow its rules. • A dash is used to indicate a break in the text. It can be used: – to separate a word or groups of words within a sentence; Example: Winter is a wonderful season—if you don’t mind the cooler weather. – before a specific list; Example: The following students have been chosen—Alice, Bethan, Clare. – in place of parentheses (round brackets); Example: The band—Blaze—agreed to return for another show.

Primary grammar and word study

• Discuss the use of ellipses, hyphens and dashes before students complete the worksheet.

m . u

w ww

. te

Worksheet information

Ideas for further practice

• Students write examples of correctly punctuated sentences using hyphens, dashes and ellipses and display them around the classroom. • Students create lists of frequently-used compound words that do and do not require hyphens. Display around the classroom.

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

1. (a) twenty-seven (c) fifty-ninth (e) eighty-one

2. Teacher check

3. (a) Joe fell asleep while counting sheep. ‘One, two, three …’ (b) Jack could not decide where to go. ‘The park … the beach … or the movies?’

(b) thirty-fourth (d) sixty-eight (f) ninety-fifth

www.ricpublications.com.au

R.I.C. Publications®

Hyphens, dashes and ellipses Hyphens are short strokes used when writing: • cardinal numbers between twenty-one and ninety-nine • ordinal numbers between twenty-first and ninety-ninth. 1. Write each number in words with the hyphen in the correct place.

(b) 34th

(a) 27

r o e t s Bo r e p ok u S (d) 68

(e) 81

(f) 95th

Teac he r

ew i ev Pr

Dashes are longer strokes used: • before writing a specific list • between numbers or words to mean ‘to’ or ‘until’.

2. (a) Write three lists each containing three items and a dash: e.g. fruit—apples, oranges, pears

•

(ii) Miss Maud’s house the creepy one is up for sale.

(iii) Summer is a wonderful season if you enjoy hot weather.

(iv) The new mystery novel Seven bones for Sven is selling well for the author.

(v) Strawberries are healthy treat even young children enjoy eating them.

. te

m . u

(b) Add the dashes in each sentence.

w ww

o c . che e r o t r s super

Ellipses are used to indicate: • indecision • incompleteness

3. Write each sentence, adding the ellipses to each.

(a) Joe fell asleep while counting sheep. ‘One, two, three.’

(b) Jack could not decide where to go. ‘The park, the beach or the movies?’

R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Figures of speech Colloquialisms and jargon

Focus

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

Ideas for further practice

Colloquialisms and jargon

• Colloquialisms are correct but informal language. Example: I felt ‘down in the dumps’ is a colloquialism for feeling depressed or miserable. • Jargon is words or phrases used by people in a particular job or group that can be difficult for others to understand. Example: Words such as ‘backup’, ‘chatroom’ and ‘browser’ are computer jargon.

ew i ev Pr

Teac he r

Definitions

• Students identify colloquialisms used by the teacher and other students in a typical school day. Compile a list to display and discuss. • Brainstorm to list other words and phrases used in computer jargon.

Answers

1. The paragraph students rewrite should indicate the following:

This afternoon, my brother had a temper tantrum. My sister, who’s very bossy, came into the room and told him to stop using the remote control to flick from one channel to another all the time. She wanted to watch a movie suitable for females. He got really cross and abused her. The noise woke up Mum, who was having a nap. The result—no-one watched the television!

. te

2. (a) email: electronic mail (b) mouse: a device used by hand to move the cursor around a computer screen

m . u

w ww

• Investigating figures of speech such as colloquialisms and jargon develops and enriches students’ vocabulary and fosters an interest in language. • Colloquialisms are also known as ‘slang’. Some colloquialisms are recognised worldwide, while others are specific to a country. If colloquialisms are used in formal writing, quotation marks should be used to indicate the colloquial word or phrase. • Jargon is often referred to as ‘technical language’. It makes communication quicker and easier among members of a group who understand it. However, it can be difficult for others not familiar with the jargon to understand, so the needs of the wider audience should be considered.

(d) laptop: a portable computer small enough to be used on your lap

(e) surfing the net: browsing various items or websites on the Internet

(f) virus: a program made to deliberately ‘infect’ a computer and cause problems for the user

o c . che e r o t r s super

Worksheet information

(g) spam: unwanted emails

• The activities on page 77 could be completed in pairs or as a small group so students’ general knowledge could be ‘pooled’ and they could work together to identify the meanings of the colloquialisms and jargon. Some students will be more familiar than others with the use of specific words and phrases.

Primary grammar and word study

www.ricpublications.com.au

R.I.C. Publications®

Colloquialisms and jargon A colloquialism is an expression used in everyday language but not in formal language. For example: I love to help Dad put snags on the barbie. (The formal words would be ‘sausages’ and ‘barbecue’.) 1. Read the text below and discuss the meaning of the colloquialisms in bold print. Then rewrite the text using formal language. This arvo, my bro threw a wobbly. My sis, who’s a bossyboots, came into the room and told him to stop using the remote control to channel-surf. She wanted to watch a chick flick. He got really cross and told her off. The noise woke up Mum, who was having forty winks. The result—no-one watched the tele!

ew i ev Pr

Teac he r

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

Jargon is language used by people in a particular job or group. For example: a myocardial infarction is medical jargon for a heart attack.

w ww

m . u

2. The words and phrases below are computer jargon. Discuss them with your classmates or use a dictionary or the Internet to explain what each word or phrase means. (a) email

(b) mouse

. te

o c . che e r o t r s super

(d) laptop

(e) surfing the net

(f) virus

(g) spam R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study

Figures of speech Hyperbole

Focus Hyperbole

Teac he r

Definition

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

• For Question 2, brainstorm ideas with the class and write examples on the board. • The picture of the stranger should reflect his exaggerated features.

Ideas for further practice

Explanation

• Create an illustrated class book of hyperbole to show to other classes. Use examples related to the school so that everyone will appreciate their relevance. • Students write a hyperbole for each child in the class, reflecting a positive attribute. Students take turns to read their examples as they do a roll call.

• Hyperbole is pronounced hy-per-bol-e with the emphasis on the second syllable and ending with a long e sound. • Hyperbole is an example of figurative speech that uses exaggeration to emphasise the magnitude of things such as size, feeling, effort or reaction. Example: I nearly died laughing. I could write better than that with both hands tied behind my back. Such statements are not meant to be taken literally but they demonstrate the intensity of meaning. • Hyperbole differs from simile and metaphor in that it is used primarily for emphasis and persuasion rather than for description. • Hyperbole is an integral part of the spoken English language and an understanding of it is important for the comprehension of some humorous, informal writing.

Answers

ew i ev Pr

Hyperbole is an exaggeration or overstatement.

m . u

w ww

. te

1. (b) imprisoned in the kitchen for a lifetime, to feed the whole neighbourhood for the next five years, it (the oven) hadn’t cooled down for months, the freezer was groaning (c) (i) long (ii) Many (iii) long (iv) full 2. Teacher check

o c . che e r o t r s super

Worksheet information

• There are many Internet sites on which examples of hyperbole can be found. Give students the opportunity to compile lists and then discuss their use and meaning. • Explain that hyperbole is generally regarded as using exaggeration to make a point. It is often humorous and, in some cases, the more ‘over the top’ the better. • Give starter phrases for the students to add an example of hyperbole: e.g. She was so untidy ... They were so lazy ... The garden was so untidy ... The dog was so disobedient ... • Read through the text and discuss the examples of hyperbole and their meaning.

Primary grammar and word study

www.ricpublications.com.au

R.I.C. Publications®

Hyperbole Hyperbole is a figure of speech often using exaggeration and humour to emphasise meaning. It is not meant to be taken literally. Example: He annoyed me so much he made my blood boil. I was so cold, the blood was freezing in my veins. 1. (a) Read the text.

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

(b) Underline the examples of hyperbole in the text.

(i) Mum had worked in the kitchen for a short / long time.

(ii)

(iii) The oven had been on for a short / long time.

(iv) The freezer was very full / empty .

Few / Many cakes and pies had been baked.

ew i ev Pr

Teac he r

Mum had been imprisoned in the kitchen for a lifetime, preparing food for the party. She had baked enough pies and cakes to feed the whole neighbourhood for the next five years. The oven had been on for so long it hadn’t cooled down for months and the freezer was groaning with the weight of the extra food.

His hair was so wild

His fingers were so bony

His ears stuck out

His smile was so wide

w ww

. te

m . u

2. (a) Use examples of hyperbole to complete these sentences about ‘A stranger’.

(b) Include your examples of hyperbole in a descriptive poem entitled, ‘A stranger’.

R.I.C. Publications®

o c . che e r o t r s super

www.ricpublications.com.au

Primary grammar and word study

. .

Figures of speech Idioms

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

Focus

Idioms

An idiom is a saying peculiar to a language in which real and literal meanings are different.

Explanation

• Idioms are metaphorical phrases that are not meant to be taken literally. The true meaning of an idiom cannot be found from the meaning of its individual words but is learned through its use in context. • Idioms are an integral part of the English language and an understanding of them is essential for the comprehension of a wide range of texts and for producing interesting writing.

ew i ev Pr

Teac he r

Definition

1. (a) put off the evil hour – to postpone an unpleasant task (b) quaking in their boots – very nervous (c) sealed their fate – guaranteed an unfortunate consequence (d) looking rosy – positive and optimistic (e) in the doghouse – in serious trouble (f) like a bat out of hell – very fast

2. (i) spit the dummy – to give up (ii) upset the applecart – to cause trouble and disturb the peace (iii) weather the storm – to survive difficult situations (iv) bury the hatchet – agree to forget differences and carry on in harmony

. te

m . u

w ww

• Before completing the worksheet, discuss idioms and their role in adding to the richness of the English language. What idioms are the students familiar with? Do they know the origins of any idioms? Why do they think idioms have survived over generations? Do they think idioms are a valuable part of the language? Why? Why not? • Ask students to close their eyes as you read a sentence containing an idiom. Ask them how they visualised the idiom. What do they think it means? How well do they think it conveys its meaning? • In pairs, students read through the text and discuss the meaning of the highlighted idioms in context. • In Question 2, students discuss the illustrations and researching if necessary, write the idiom and its meaning.

o c . che e r o t r s super

Ideas for further practice • Create an idiom brick wall on which students print idioms they come across in reading and conversation. • Create a class book of idioms, their meanings and origins.

Primary grammar and word study

www.ricpublications.com.au

R.I.C. Publications®

Idioms An idiom is a phrase whose meaning is not related to its individual words: Example: foaming at the mouth is to be very angry, to have a brainwave is to have a good idea and to get the green light is to receive permission. The idioms in the text have been highlighted. Isaac and Albert couldn’t put off the evil hour any longer. They were quaking in their boots as they approached the principal’s office. They knew that their last practical joke had probably sealed their fate and their futures

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

were not looking rosy. But although they were in the doghouse, the boys had to smile. The memory of Mrs Cooper running out of the canteen like a bat out of hell would make them laugh for a long time. Now all they

1. Discuss the text with a partner and write the meaning of each idiom used.

(a) put off the evil hour (b) quaking in their boots

ew i ev Pr

Teac he r

had to do was to find Isaac’s pet rats.

(i)

(ii)

w ww (iii)

. te

o c . che e r o t r s super

(iv)

R.I.C. Publications®

m . u

www.ricpublications.com.au

Primary grammar and word study

Figures of speech Similes and metaphors

Focus Similes and metaphors

Definitions

• Read the text with the class. Students can work in pairs to identify the metaphors and similes in the text. • Work through Question 2 with the class. Students categorise the statements as metaphors or similes in Question 3. In Question 4, students change similes to metaphors. For Question 5, students explain the metaphor stated. Ask the class to consider the function of glue (to hold things in place or together). Students write their own similes in Question 6. When complete, ask for volunteers to share their writing with the class.

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

Teac he r

ew i ev Pr

• A simile compares one thing with another. Similes are usually introduced by the words ‘as’ or ‘like’. Example: ‘He was as cunning as a fox.’ ‘She slept like a log.’ • A metaphor is a comparison between two things without the use of ‘as’ or ‘like’. Metaphors say something is something else. Example: ‘The sunset was a rainbow of colours.’ ‘A blanket of snow covered the street.’

Ideas for further practice

• Students paint a picture of a particular biome (rainforest, desert etc.) and write similes to describe it. • Browse through a selection of fiction novels to find five metaphors. Copy them and change them into similes by adding ‘like’ or ‘as’. • Write a simile/metaphor poem where each person in your family is compared to an animal.

Explanation

. te

The wind was a sharp blade cutting through her thin jumper. Although her feet were blocks of ice, she ran like lightning to escape the angry bear. Suddenly, the bear rushed at her like a winged bird, landing just a few metres away. She stopped and stood as still as a stone. Like a giant mouth, the ground before her opened up, swallowing the bear before it had a chance to attack.

o c . che e r o t r s super

2. (a) her feet, blocks of ice (b) Her feet were extremely cold. (c) It is a metaphor because it does not contain ‘as’ or ‘like’. It states that her feet are blocks of ice.

3. (a) Simile (c) Metaphor (e) Simile

4. (a) The kitten’s paws are cotton wool. (b) The lake is/was a mirror in the moonlight.

5. Answers will vary. Suggested answer: Mum ‘holds’ us all together like glue, meaning she keeps the family members together (ensuring they stay in contact with each other and communicate together etc.).

6. Teacher check

Worksheet information • Read the definitions of metaphors and similes at the top of the page with the class. Ask the students for examples of each.

Primary grammar and word study

1. Note: Underlined text = simile Bold text = metaphor

m . u

w ww

• Similes and metaphors are figures of speech. They are examples of figurative language, as opposed to literal language (stating a fact). In figurative language, words are used to create mental images by comparing ideas. These comparisons help the reader to more clearly imagine the person, place or thing being described. • Writers use similes to emphasise a certain characteristic. They make writing more interesting, entertaining and colourful, as they often find a link between two unlike subjects. Example: The children ran around the playground like a pack of wild animals. • Like similes, metaphors compare and link two subjects that are not usually linked. However, while a simile is a simple comparison, a metaphor states that two subjects are the same. Metaphors give one object the attributes of the other. Example: In the playground, the children were a pack of wild animals. The children have been given the attributes of a ‘pack of wild animals’, being ‘loud’ and ‘untamed’. • Metaphors are considered stronger than similes.

(b) Metaphor (d) Simile (f) Metaphor

www.ricpublications.com.au

R.I.C. Publications®

Similes and metaphors A simile compares one thing with another using the words as or like. Example: as white as snow, like peas in a pod A metaphor is also a comparison. It says one thing is something else. Example: her eyes were diamonds 1. Read the text. Underline the four similes in red and the four metaphors in blue. The wind was a sharp blade cutting through her thin jumper. Although her feet were blocks of ice, she ran like lightning to escape the angry bear. Suddenly, the bear rushed at her like a winged bird, landing just a few metres away. She stopped and stood as still as stone. Like a giant mouth, the ground before her opened up, swallowing the bear before it had a chance to attack.

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

(a) Which two things are being compared in this metaphor?

and

(b) Explain what the metaphor really means. (This is called the literal meaning.)

3. Read the statements and write S for ‘simile’ or M for ‘metaphor’ in the box. (a)

ew i ev Pr

Teac he r

2. ‘Although her feet were blocks of ice ...’

(d) The frog’s tongue moved like lightning. ................

(e) The story was as old as the hills. ..................

(f)

w ww

4. Change these similes into metaphors. Example: • Dad’s hands were as rough as sandpaper. (Simile) • Dad’s hands were sandpaper. (Metaphor)

o c . che e r o t r s super

(a) The kitten’s paws are as soft as cotton wool. (Simile)

. te

(Metaphor)

m . u

Anna was a walking encyclopedia. .......................

(b) The lake shone like a mirror in the moonlight. (Simile)

(Metaphor)

5. Explain this metaphor.

‘Mum is the glue in our family.’

6. On the back of this sheet …

(a) Write at least three similes about a wild storm.

R.I.C. Publications®

www.ricpublications.com.au

(b) Rewrite each simile as a metaphor.

Primary grammar and word study

Figures of speech Proverbs

Focus

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

Ideas for further practice

Proverbs

• A proverb is a wise, usually short saying that has been used for a long time. For example, He who laughs last, laughs longest.

Explanation

ew i ev Pr

Teac he r

Definition

• Research other well-known proverbs and discuss their meanings or what they are trying to teach. • List unusual or ‘peculiar’ sayings used by grandparents which students may have heard. Discuss their meanings and the way they are used. • Read proverbs from different cultures, in particular, Chinese proverbs. Discuss their meanings. Use them as an inspiration for an artwork.

Answers

• Proverbs are short memorable sayings that express a truth, warning, practical idea or useful thought. Most proverbs aim to teach something. Not as many proverbs are used today as previously. The literal meaning of many proverbs may differ from their accepted meaning. The origins and meanings of many proverbs are often hard to track. Many have changed from their original forms. • An apt definition for a proverb is ‘a short sentence based on long experience’.

1. Answers will vary but will be similar to those given.

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• (a) Appearances can deceive you. (b) Stupid people (empty-headed people) make more noise than wise, thoughtful people. (c) It is acceptable to eat using your fingers instead of a fork because fingers were used before forks were invented. (d) To test something (or try something out), you need to experience it first. (e) You can provide opportunities, but you can’t make people accept them. (f) Whenever something bad happens, there is always something good that comes from it.

Worksheet information

w ww

• Students should read and discuss the definition of a proverb before completing Question 1. Read the examples given before allowing them to complete their answers about the meanings of the proverbs in Question 1. • Students may collaborate to complete Question 2 or they may work individually and then compare answers with a classmate. Students should use the clues in the beginnings and endings of the proverbs to match them. An Internet resource may also be used.

. te

m . u

o c . che e r o t r s super

2. (a) A chain is only as strong as its weakest link.

(b) A leopard cannot change its spots.

(d) A picture paints a thousand words.

(e) Birds of a feather flock together.

(f) When the cat’s away, the mice will play.

(g) You can’t teach an old dog new tricks.

(h) A friend in need is a friend indeed. (i) Mighty oaks from little acorns grow.

Primary grammar and word study

www.ricpublications.com.au

R.I.C. Publications®

Proverbs A proverb is a wise, usually short, saying that has been used for a long time. Proverbs usually express a basic truth, an idea or try to teach something. 1. Read each proverb below and write its meaning or what it is trying to teach. (a) All that glitters is not gold.

Teac he r

ew i ev Pr

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

(b) Empty vessels make the most noise.

(d) The proof of the pudding is in the eating.

(f) Every cloud has a silver lining.

m . u

w ww

. te

2. Choose the correct ending that completes each proverb. (a) A chain is only

(b) A leopard cannot

(d) A picture paints

o c . che e r o t r s super

a thousand words.

the mice will play.

as strong as its weakest link.

only skin deep.

(e) Birds of a feather

new tricks.

(f) When the cat’s away,

change its spots.

(g) You can’t teach an old dog

flock together.

(h) A friend in need

from little acorns grow.

(i) Mighty oaks

is a friend indeed.

R.I.C. Publications®

www.ricpublications.com.au

Primary grammar and word study