The English Workbook - Teachers Resource Books: Book F - Ages 11+

RIC-6306 3.8/563/1618

Teachers resource book – Book F (11 years+)

Copyright Notice

Published by R.I.C. Publications® 2007 Copyright© Diane Henderson and Rosemary Morris 2007 ISBN 978-1-74126-563-7 RIC–6306

Titles available in this series: Teachers resource book – Book A (6 years+) Teachers resource book – Book B (7 years+) Teachers resource book – Book C (8 years+) Teachers resource book – Book D (9 years+) Teachers resource book – Book E (10 years+) Teachers resource book – Book F (11 years+) Teachers resource book – Book G (12 years+)

Also available in this series:

Except as allowed under the Copyright Act 1968, any other use (including digital and online uses and the creation of overhead transparencies or posters) or any use by or for other people (including by or for other teachers, students or institutions) is prohibited. If you want a licence to do anything outside the scope of the BLM licence above, please contact the Publisher.

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The English workbook – Book A (6 years+) The English workbook – Book B (7 years+) The English workbook – Book C (8 years+) The English workbook – Book D (9 years+) The English workbook – Book E (10 years+) The English workbook – Book F (11 years+) The English workbook – Book G (12 years+)

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A number of pages in this book are worksheets.

The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes.

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Signature of Purchaser:

R.I.C. Publications® follows the guidelines for punctuation and grammar as recommended by the Style manual for authors, editors and printers, 2002, 6th edn.

Note, however, that teachers should use their own guide if there is a conflict.

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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

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INTRODUCTION This teachers resource book provides information to support the implementation of The English workbook – Book F, designed to develop and improve students’ literacy skills, focusing on procedures, recounts, expositions, narratives and reports. The following sections are included within each format.

• spelling • writing activities • speaking and listening • vocabulary • language features • student evaluation • proofreading and editing • reading comprehension

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CONTENTS

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Features of The English workbook – Teachers resource book • Descriptions of the five different writing formats • Photocopiable planning outlines for the five writing formats • Speaking and listening notes and photocopiable charts • Additional information about vocabulary, useful reference lists and spelling rules • Clear and concise explanations of the included language features • Photocopiable student editing and proofreading checklists specific to each writing format • Comprehensive integrated activity sheets provide cross-curricular extension to stimulate student interest • Analytical notes on activities such as advertisements and cartoons • Class evaluation sheets to record information about student understanding and performance • Answers for student activities

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Long vowel sounds .................................................................28 Contractions.............................................................................28 Language features .......................................................................29–37 Parts of speech (verbs, adverbs, nouns, pronouns, adjectives, comparatives and superlatives, prepositions, conjunctions) ...............29–31 Idioms........................................................................................31 Punctuation (capital letters, commas, apostrophes for possession, grammatical contractions, quotation marks, paragraphs)........................................................................31–32 Collective nouns ................................................................33–34 Animal nouns .....................................................................35–36 Idiom list ...................................................................................37 Integrated activities ....................................................................38–46 Graphic organisers......................................................................47–53 Mind maps................................................................................47 Flow chart.................................................................................48 Problem-solving chart ............................................................49 Senses chart ............................................................................50 Tree chart .................................................................................51 Semantic web ..........................................................................52 Reading journal .......................................................................53 Additional information ...............................................................54–56 Cartoons ...................................................................................54 Advertisements .......................................................................54 Journal/Diary writing..............................................................55 Note making .......................................................................55–56 Plays ..........................................................................................56 Scope and sequence chart ..............................................................57 Answers ........................................................................................58–75

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Introduction ..........................................................................................1 Writing format descriptions ..........................................................2–3 Planning outlines.............................................................................3–8 Editing and proofreading checklists .........................................9–14 Class evaluation record sheet ..................................................15–16 Speaking and listening ..............................................................17–22 Speaking skills .........................................................................17 Listening skills .........................................................................17 Speeches..................................................................................17 Debating .............................................................................18–19 Oral presentations ..................................................................20 Interviews.................................................................................20 Speaking chart ........................................................................21 Listening chart .........................................................................22 Vocabulary ....................................................................................23–25 Compound words ....................................................................23 Homographs.............................................................................23 Homophones ............................................................................23 Synonyms .................................................................................23 Antonyms..................................................................................24 Using a thesaurus ...................................................................24 Overused words ................................................................24–25 Acrostics ..................................................................................25 Similes.......................................................................................25 Alliteration ................................................................................25 Masculine, feminine and neutral..........................................25 Spelling .........................................................................................26–28 Syllables ...................................................................................26 Plurals .................................................................................26–27 Adding suffixes (1-1-1 rule, dropping final ‘e’, adding ‘ly’) ......................27–28

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The English workbook – Teachers resource book – Book F

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WRITING FORMAT DESCRIPTIONS

1. Procedure

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The main purpose of a procedure is to direct, inform or explain how something is done.

It usually includes: • a goal – to tell what is to be done • a list of requirements • steps – a list of instructions in a particular order • a test – to see if the task was completed successfully.

A procedure uses: • command verbs • present tense • short, clear statements.

A procedure may be written in the form of instructions for a task such as playing a game, constructing something, operating an appliance, using a reference book, dealing with a problem, or as a recipe or an experiment.

2. Recount

The purpose of a recount is to retell past events in time order. It usually includes: • a title – tells what the recount is about • a setting – who was involved and where and when the events happened • the events – what happened in chronological order • an ending or comments – how the events ended and what the writer thinks about it.

A recount uses: • the past tense • paragraphs to separate significant events.

A recount may be written in the form of a diary, a letter, a newspaper or magazine article, an eyewitness account, a biography or autobiography.

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3. Exposition

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An exposition is written or spoken to persuade others to think or do something. It usually includes: • a title – tells what the exposition is about • an overview – a brief summary of what the writer thinks about the topic • reasons – the arguments to persuade people • a conclusion – a final comment or summing up.

An exposition uses: • persuasive language • facts to support the arguments • a new paragraph for each new argument.

An exposition may be written in the form of an essay, a letter, an advertisement, a review, a speech or an editorial.

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WRITING FORMAT DESCRIPTIONS

4. Narrative

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The main purpose of a narrative is to describe a series of events and circumstances often involving fictitious characters.

It usually includes: • a title – gets the attention of the reader and indicates what the story is about • an orientation – introduces the main characters, the setting or location, the time of the story and the initiating event • a complication – a problem which involves the main character(s) • a resolution – how the problem is solved.

A narrative uses: • descriptive vocabulary • interesting characters • suitable paragraphing.

A narrative may be written in the form of a story, a play, a fairytale, a myth, a legend, a science fiction work, a ballad or a poem.

5. Report

The main purpose of a report is to give facts clearly without unnecessary information or opinions. It usually includes: • a title – tells what the report is about • a classification – provides information about the focus of the report • a description – expands on the focus • a conclusion – a summary or comment.

A report uses: • facts, not opinions • no unnecessary information • the third person • the timeless present tense.

A report may be written in the form of a review, a newspaper or magazine article, an eyewitness account or a scientific report.

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The following pages (4–8) are photocopiable planning outlines for each of the five writing formats, designed for students to use when planning their writing. They provide a structure for writing and include elements unique to each format.

The planning outlines can be used in conjunction with the ‘Editing and proofreading checklists’ (pages 9–14) to encourage students to review and correct their writing.

Teachers can assess and then record their students’ understanding of the elements of each writing format on the ‘Class evaluation record’ on pages 15–16.

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The English workbook – Teachers resource book – Book F

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Planning a procedure Name:

Date:

Title: Goal (What you need to do):

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Requirements (Things you’ll need):

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4.

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Steps:

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Test (How you’ll know if your procedure was successful):

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Planning a recount Name:

Date:

Title: Setting: Who?

Where?

Why?

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When?

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Events: 1.

2.

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5.

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Concluding statement/comment:

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Planning an exposition Name:

Date:

Title:

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Introductory statement (What you believe):

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1.

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Arguments (Thoughts and ideas which support your belief):

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Conclusion (Link your ideas to form a final comment which summarises your position):

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Planning a narrative Name:

Date:

Title: Orientation: Characters (appearance, personality, likely actions):

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Time:

Initiating event: What event starts the action?

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Setting/Location:

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Complication: What problems do the characters have?

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What caused the problems?

Resolution (How are the problems solved?):

Conclusion (What happened in the end?):

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Planning a report Name:

Date:

Title: Classification (gives information about the focus of the report):

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Description (special features):

3.

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2.

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1.

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Conclusion (summing up):

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EDITING AND PROOFREADING CHECKLISTS

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The primary purpose of writing and the use of language is communication—to get one’s message or ideas across to another person in an effective manner. It is important that the message is clear so that there are no misunderstandings.

Ensuring that there are no barriers to effective communication, due to poor spelling and grammar or incorrect structure, is vital. Provided on the following pages is a series of checklists for each of the five writing formats: procedures, recounts, expositions, narratives and reports.

Each of the writing formats has its own particular structure or elements which help the students communicate their ideas within the given format. The checklists allow students to ensure that these elements are included and that they have thoroughly checked and edited their work for any errors.

The checklists, which list specific points, provide an opportunity for students and their peers to evaluate their writing and develop their writing and editing skills.

Ideally, providing this opportunity for self-evaluation will allow students to develop a habit of always editing and proofing their work.

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Editing and proofreading a procedure Name:

Date:

Title of procedure: Editing and proofreading are very important parts of writing.

Use the checklist below to edit and proofread your work.

Checklist

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1. Does your procedure make sense to you? ........................................................................... Yes No 2. Did you include a goal? ............................................................................................................ Yes No 3. Did you list the things you needed? ....................................................................................... Yes No

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4. Have you included all the steps in the correct order? ........................................................ Yes No

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5. Did you add a test to check that your procedure works? .................................................. Yes No 6. Spelling: (a)

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

(b)

Did you check that your works look right? .................................................................. Yes No

(c)

Did you use a dictionary? ............................................................................................... Yes No

(d)

Did you ask someone to help you with spelling? ....................................................... Yes No

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8. Are your statements short and clear? ................................................................................... Yes No 9. Did each statement make sense when you read it on its own? ........................................ Yes No

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10. Do your statements all start with a capital letter and end with a full stop? .................... Yes No 11. Ask a partner to read your procedure. .................................................................................. Yes No (a)

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Did he/she find it easy to understand? ........................................................................ Yes No

I think my procedure is short my procedure is clear

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my procedure would work

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Editing and proofreading a recount Name:

Date:

Title of recount: Editing and proofreading are very important parts of writing.

Use the checklist below to edit and proofread your work.

Checklist Title:

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Does your title reflect the topic? ............................................................................................ Yes No Does it generate interest? ....................................................................................................... Yes No

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Setting: Does your recount include:

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• specific characters? ........................................................................................................... Yes No • location?................................................................................................................................ Yes No • time of the events? .............................................................................................................. Yes No

• the reason for the events? ................................................................................................. Yes No Events: Were the events sequenced correctly? ................................................................................ Yes No

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Were all relevant events included? ....................................................................................... Yes No Concluding statement: Yes No

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

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Have you checked your punctuation? ................................................................................... Yes No

Is each event recorded in a separate paragraph? .............................................................. Yes No Language features:

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Have you used the past tense? ............................................................................................... Yes No

Is the vocabulary you used interesting and varied? ........................................................... Yes No Peer editor: Did you use a peer editor? ....................................................................................................... Yes No Did she/he make any constructive comments? ................................................................... Yes No I think my recount is interesting my spelling and punctuation are the presentation of my work is

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Editing and proofreading an exposition Name:

Date:

Title of exposition: Editing and proofreading are very important parts of writing.

Use the checklist below to edit and proofread your work.

Checklist Do you understand the purpose of an exposition?

1. Does your exposition:

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(a) clearly state a problem in the introduction? ............................................................. Yes No (b) provide background information?............................................................................... Yes No

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(c) list facts to support your arguments? (diagrams, photos, facts and figures)...... Yes No (d) sequence arguments from strongest to weakest? .................................................. Yes No (e) include a final paragraph which reinforces and summarises the main points? Yes No

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

Spelling

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

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Punctuation

Yes No Yes No

Peer edit 6. Ask a partner to read your exposition

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

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(c) Were you able to persuade your partner to agree with your point of view? ...... Yes No

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I think my exposition is persuasive

my spelling and punctuation are the presentation of my work is

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Editing and proofreading a narrative Name:

Date:

Title of narrative: Editing and proofreading are very important parts of writing.

Use the checklist below to edit and proofread your work.

Checklist Title:

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Does your title indicate what the story is about? ................................................................ Yes No Does it get the attention of the reader? ................................................................................ Yes No Orientation:

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Does the beginning draw the reader into the characters’ world? ................................... Yes No

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Are the characters believable? .............................................................................................. Yes No Do their actions fit their personalities? ................................................................................. Yes No

Is the setting realistic? ............................................................................................................. Yes No Initiating event: Is the problem known at the beginning of the story? .......................................................... Yes No Complication:

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Is the problem believable? ...................................................................................................... Yes No Resolution: Yes No

Have the problems been solved? ........................................................................................... Yes No Conclusion:

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Is the ending satisfying to the reader? .................................................................................. Yes No Punctuation and spelling: Check the following: Spelling – use a dictionary or ask someone.

Punctuation – including capital letters, full stops, question marks, commas and direct speech.

Paragraphs for new ideas.

Vocabulary:

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Have you used some interesting adjectives? ....................................................................... Yes No Have you used any compound words? ................................................................................. Yes No Have you used more interesting verbs instead of ‘said’? .................................................. Yes No I think my narrative is interesting my spelling and punctuation are the presentation of my work is

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Editing and proofreading a report Name:

Date:

Title of report: Editing and proofreading are very important parts of writing.

Use the checklist below to edit and proofread your work.

Checklist

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1. Does your report include a classification? ........................................................................... Yes No 2. Does it include an accurate and detailed description of the topic? ................................ Yes No 3. Have you ended with a conclusion? ...................................................................................... Yes No

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4. Have you written facts not opinions? .................................................................................... Yes No

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5. Have you used action verbs? .................................................................................................. Yes No 6. Have you corrected any spelling errors? .............................................................................. Yes No 7. Have you used capital letters and full stops correctly? ..................................................... Yes No 8. Did your peer editor: (a)

understand your report? ................................................................................................ Yes No

(b)

believe your facts to be true? ........................................................................................ Yes No

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my report gives facts

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the presentation of my work is

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I think my report is interesting

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The English workbook – Teachers resource book – Book F

Self-edits

Supports arguments

Presents persuasive arguments

Understands the format

Exposition

Self-edits

Uses past tense

Sequences events

Understands the format

Recount

Self-edits

Sequences steps logically

Uses clear concise language

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Understands the format

Procedure

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Class evaluation record

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The English workbook – Teachers resource book – Book F

Self-edits

Accurate information

Uses factual language

Understands the format

Report

Self-edits

Imaginative ideas

Appropriate paragraphing

Uses descriptive language

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Narrative

Names

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Class evaluation record

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SPEAKING AND LISTENING

SPEAKING SKILLS Students need to have a sense of audience and to learn how to engage and communicate effectively.

The chart, ‘How effective are you as a speaker?’ on page 21, can be photocopied and enlarged for classroom use. It focuses attention on the preparation and presentation of information as well as oral communication skills.

Opportunities are provided for students to organise and communicate their ideas to a partner, a small group or the class. Students should be encouraged to set individual speaking goals on which to focus and to evaluate their performance.

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Providing opportunities for students to engage in active listening is essential, but some students may need to have explicit instruction to understand the requirements of effective listening.

The ‘How well do you listen?’ chart on page 22 can be photocopied and enlarged for classroom use.

It is suggested that teacher and students decide on a particular goal as a focus for a lesson and then evaluate how well this goal was achieved.

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SPEECHES

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Purpose 1. To inform the audience of the views, facts and news of the speaker.

2. To influence the audience to support the speaker’s perspective or cause.

3. To justify an action or proposed action.

4. To entertain a specific audience.

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A speech is a talk or address delivered to an audience.

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Features 1. Ideas and facts must have a logical sequence.

2. Format includes: • introduction • statement of case • argument or explanation of position • conclusion 3. May include some visual presentation (video, slides, photographs, diagrams).

4. Personal experience and humour may be used to maintain interest and to emphasise point of view.

5. May include some informal language or idioms.

6. Short sentences may be used to enable members of the audience to remain focused and attentive.

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SPEAKING AND LISTENING DEBATING A debate is a formal, organised argument on a particular matter or topic, between two opposing teams.

Purpose • To win by presenting a convincing argument and by out-scoring the opposing team.

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Features 1. A debate is made up of: • an affirmative team of three members who argue for the topic • a negative team of three members who argue against the topic • a chair • a timekeeper • an adjudicator.

2. A debate is about a topic, also known as the moot. (A moot is a claim that something is true.)

3. Team members work together to prepare their argument by researching the topic.

4. Use palm cards to summarise discussion points.

5. Speakers must consider audience intelligence and experience.

6. Humour may be used.

7. Each team member has a different task.

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Format A classroom plan could be as follows.

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M A 2, E r E T ake V I e AT , sp r 1 M e IR er 3 eak F F k A ea sp sp

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Chairperson The chair:

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CHAIR

AUDIENCE

sp NE ea G ke AT I sp r 1, VE ea sp TE ke ea AM r 3 ke r2 ,

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TIMEKEEPER

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states the topic introduces each speaker for both teams deals firmly with interjections or comments from the audience announces the winner at the conclusion of the debate after consulting with the adjudicator.

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SPEAKING AND LISTENING Timekeeper • The timekeeper allocates each speaker a set time to speak.

• The timekeeper rings three sets of bells.

1. A single bell – warns the speaker the time is almost up.

2. A double bell – the speaker’s time is up.

3. A continuous bell – the time is up and the adjudicator will disregard any further argument.

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Speakers Each speaker has a different role: Affirmative 1 • defines the subject of the debate • outlines the argument • allocates responsibility to each member Negative 1 • must accept affirmative definition or show why it is unacceptable and amend it Affirmative 2 • restates affirmative case • deals with each argument presented by Negative 1 • may add new aspects to the affirmative argument Negative 2 • attacks the arguments put forward by the two affirmative speakers • develops his or her argument Affirmative 3 • persuades audience that Negative team’s argument is worthless • ends on a positive note that affirms the topic Negative 3 • role is similar to that of Affirmative 3 • stresses negative aspect

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Judges the performance of both teams based on: Matter: • subject knowledge • definition of topic • the outline and explanation of the argument • examples that support the argument Manner: the way in which the speech is presented.

• language • gestures • stance • voice quality • verbal skills Method: how the matter is planned • introduction • technique • strategy

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SPEAKING AND LISTENING ORAL PRESENTATIONS Planning and presentation are the two key components of successful oral presentations.

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Planning 1. Information should be relevant and logically organised—introduction, information and conclusion—to enable it to be clearly understood.

2. Appropriate quotes may be selected to expand on the topic.

3. An overview of what will be presented provides a framework to interest and engage listeners.

4. Interesting language and humour will help to maintain audience attention.

5. Time allocation must be taken into consideration.

6. Equipment and any other support materials required should be selected, prepared and organised.

7. Seating arrangement, room layout and audience comfort need to be considered.

Presentation Engage and maintain audience interest by: • speaking confidently • adjusting volume, tone and pace • standing well and appearing interested • presenting interesting facts in a lively manner • facilitating audience understanding with clear, logical explanations • using diagrams and other appropriate visual supporting information effectively • concluding the presentation in allocated time and allowing time for discussion and questions, if required.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• INTERVIEWS

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Preparation 1. Research background information.

2. Be familiar with subject specific vocabulary.

3. Formulate relevant and interesting open-ended questions.

4. Organise appropriate equipment (for recording etc.).

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Interviews are used by researchers and media personnel to gather detailed information from people for different purposes.

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Technique • Maintain eye contact • Show interest • Concentrate and listen carefully • Be flexible and prepare for unexpected answers • Encourage participation and some discussion • Respond positively • Be pleasant • Practise questioning techniques • Respect differing opinions • Consider time constraints • Avoid unnecessary pauses and delays • If necessary, record information accurately 20

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How effective are you as a speaker?

Effective speakers …

Select:

• interesting information • relevant facts

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r o e t s Bo r e p ok u S • information logically Organise: • time efficiently • equipment if required

• their facts and opinions © R. .

C .P ubl i cat i ons •I confi dently •i themselves well •f orr ev e w pur po sesonl y•

Engage:

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• with the topic • audience interest

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Maintain: • eye contact • posture Speak:

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Present:

• clearly • at an appropriate volume and pace • in a lively, enthusiastic manner

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The English workbook – Teachers resource book – Book F

21

How well do you listen?

Effective listeners:

r o e t s Bo r e p ok u S on the speaker

Avoid

unnecessary movements

Listen

carefully

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Focus

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Show

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Concentrate courtesy

. te o c Process the information . che e r o t r s super Analyse and make connections

Think 22

of appropriate questions

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VOCABULARY

To enrich the communication skills of students, it is important that they understand all of the concepts of English vocabulary. An increased vocabulary develops the students’ ability to communicate their ideas, making their writing and speaking more descriptive and interesting to read or listen to.

COMPOUND WORDS

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‘Compound’ comes from the Latin meaning ‘putting together’. Each part of a compound word must be a word that can stand alone.

For example: toothbrush mother-in-law Note: As language changes, many words that were previously hyphenated no longer need a hyphen. Students should be encouraged to consult a recent dictionary.

HOMOGRAPHS

Homo – same graph – write Homographs are words that are written in the same way, but have different meanings, origins and sometimes are pronounced differently. Homographs that sound the same include: sack, ruler, pupil, spring, squash, stole, swallow, bear, saw, felt, train, fast, hold, park, club, court, duck, cape, chop, coach, grave, cricket, march, prune, right, ring, table, wake, dear, watch, last, kind, cross, blind, bored, down, iron

© R. I .

C.Publ i cat i ons •row,f o rr evi ew ur po es on l y • subject, present, object, wind,p wound, bow, tear,s record, desert, close, number

Homographs that are pronounced differently include:

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Homo – same phone – sound Homophones are words that sound the same but are spelled differently. paws, pause, pores load, lode horse, hoarse to, two, too main, mane prey, pray court, caught hole, whole foul, fowl fare, fair idle, idol vane, vain, vein steel, steal right, write

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scent, sent, cent I’ll, aisle, isle so, sew, sow they’re, their, there pain, pane lead, led knew, new bored, board threw, through ate, eight key, quay weather, whether, wether break, brake

male, mail alter, altar bare, bear weak, week road, rode peace, piece no, know, meat, meet queue, cue stationery, stationary waist, waste where, wear, ware hale, hail

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HOMOPHONES

berry, bury choose, chews hare, hair sauce, source sale, sail course, coarse serial, cereal sea, see blew, blue practice, practise throne, thrown stairs, stares plain, plane

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SYNONYMS Synonyms are words with the same or similar meaning.

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23

VOCABULARY ANTONYMS Antonyms are words with the opposite meaning.

Finding synonyms and antonyms helps students to develop a wider vocabulary and allows them to write more precisely and interestingly.

Some antonyms are formed by adding a prefix; for example: un, dis, in, im, mis.

USING A THESAURUS

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The word ‘thesaurus’ comes from ‘thesauros’, a Greek word meaning ‘treasure’. It is considered a treasure trove of words that can be useful when seeking synonyms and antonyms for writing or solving word puzzles.

It is divided into two parts: • a list of entries • an index.

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For example (refer to Roget’s thesaurus): fade shade off 27 vb to transparent 114 vb be dim 419 vb lost colour 426 vb deteriorate 655 vb

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Students should look for words in the index (the second section), where they will find most words with general synonym(s) and a page reference number, followed by an abbreviant. (The index is arranged alphabetically and the headwords are in bold type.)

The abbreviation indicates the part of speech; e.g. n. noun, adj. adjective.

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C.Publ i cat i ons rr vi e wwayp r p e sturnoton l y Choose the keyword• thatf iso closest ine meaning to the theu word is too be s used then that page• in the list of

entries (first section). Refer to the abbreviation of the part of speech from the index to find synonyms and antonyms.

OVERUSED WORDS

Words that can be used instead of ‘asked’ include:

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Students should be encouraged to communicate more exact meaning by avoiding the overuse of some words; e.g. ‘asked’, ‘said’, ‘nice’, ‘got’ and ‘then’.

enquired, requested, queried, questioned, begged, quizzed, appealed, demanded, beseeched, required, implored

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Words that can be used instead of ‘said’ include:

spoke, uttered, yelled, shouted, whispered, cried, sobbed, commented, replied, stated, talked, voiced, announced, remarked, repeated, breathed, declared, recited, expressed, protested Words that can be used instead of ‘nice’ include:

agreeable, exquisite, favourite, attractive, delightful, colourful, fine, mild, neat, rare, wise, exact, fussy, right, interesting, dainty, decent, proper, friendly, careful, correct, entertaining, fitting, precise, refined, welcome, accurate, becoming, kind, delicate, pretty, pleasant, pleasing, precious, suitable, beautiful, delicious, sweet, cute, gratifying, wonderful Words that can be used instead of ‘got’ include: received, caught, attracted, obtained, earned, had, became, achieved, bought, purchased, grew, was, was given, found, possessed, collected, acquired, took, procured, inherited, fetched, retrieved, comprehended, understood 24

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VOCABULARY Words that can be used instead of ‘then’ include: after, following, eventually, finally, later, also, so, when, again, besides, further, therefore, in addition, consequently, while, afterwards, subsequently, on arrival, later on, during Words that can be used instead of ‘went’ include: walked, ran, skipped, hopped, jumped, cycled, travelled, drove, rowed, strode, struggled, visited, explored, returned, became, grew, attended, hurried, moved, passed, limped, progressed, entered, staggered, raced, stepped, ambled, marched, strutted, tramped, paraded, rambled, strolled, toddled, trudged, sauntered, traipsed, traversed, plodded, paced, meandered

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Words that can be used instead of ‘saw’ include:

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noticed, spied, observed, watched, overlooked, examined, viewed, gazed, stared, espied, looked, scanned, peered, peeked, glared at, sighted, understood, inspected, envisioned, recognised, visualised, comprehended, learnt

ACROSTICS

An acrostic is a series of lines or verses in which the first letters form a word or phrase.

Completing acrostics improves students’ vocabulary and spelling and allows them to concisely describe a concept by their choice of appropriate words and phrases.

SIMILES

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C.Publ i cat i ons Forw example: As dead aso a doornail.

•f orr evi e pShe u r p sesonl y• ate like a horse.

A simile compares one thing with another and is introduced by the words ‘as’ or ‘like’.

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ALLITERATION

Alliteration is the repetition of consonants at the beginning of words.

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Similes are used to convey ideas and images and to enrich language.

. t e o MASCULINE AND FEMININE NOUNS c . che e r o t r s super For example: Peter Piper picked a peck of pickled peppers.

Alliteration can create rhythmical or musical effects and can focus attention on qualities or attributes.

Although some nouns refer to the masculine and feminine genders, others are gender neutral.

For example: mother, father, parent

Students need to be aware of gender bias and understand the fact that some long-established vocabulary has been changed. Because many of the the former occupational restrictions no longer apply, more neutral terminology is needed.

For example: police officer, actor, waitperson To increase students’ vocabulary, it is recommended that they be encouraged to identify and correctly use a variety of these gender terms for people, occupations and animals.

Lists of these nouns are provided on pages 35–36. Students can research to compile similar lists of people and occupations.

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The English workbook – Teachers resource book – Book F

25

SPELLING

Because of the complexity of the English language, there are a number of exceptions to most of the spelling rules.

After students have learned a rule, they should be encouraged to consolidate this learning by seeking exceptions to the rule.

SYLLABLES

r o e t s Bo r e p ok u S swim/mer

con/test

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Breaking words into syllables is very useful for pronouncing and spelling words.

A syllable has one vowel sound.

The following is a list of rules to determine how words are divided into syllables.

1. When two consonants (same or different) come between two vowels, divide between the consonants.

2. When there is only one consonant between two vowels, divide before the consonant. fa/mous

mu/se/um

3. When consonants make one speech sound, they are kept together. pro/phet

me/thod

dol/phin

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C .Publ i cat i ons me/tre sad/dle 5. Prefixes and suffi xes separated fromp the u base word.

• f oarerusually r ev i ew r posesonl y•

4. The letters ‘re’ and ‘le’ cannot stand alone at the end of a word and must take the preceding consonant.

joy/ful

sub/mit

dis/o/bey

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PLURALS

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rain/coat

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6. Compound words divide between the small words. la/dy-/in-/wait/ing

• Most nouns form their plural by just adding ‘s’.

o c . che e r o t r s super socks, shoes, shirts

• Words ending in ‘ch’, ‘sh’, ‘s’, ‘x’, and ‘z’ usually add ‘es’ to make the plural word easier to pronounce. churches, wishes, buses, boxes, quizzes exception include: stomachs, monarchs, matriarchs, patriarchs

Note: The ‘ch’ is pronounced like ‘ck’ in these words, so the ‘es’ is not needed for ease of pronunciation.

• Many words ending in ‘o’ also add ‘es’ in the plural form. tomatoes, potatoes, heroes, echoes But there are numerous exceptions, including words ending with ‘oo’ and some words associated with music.

In many recent dictionaries, both endings are included. ‘oo’ words: bamboos, kangaroos, cockatoos, zoos, shampoos music: banjos, solos, duos, trios, pianos, sopranos, radios, altos, cellos, videos others: ratios, zeros, merinos, silos 26

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SPELLING • Nouns ending in ‘f’ or ‘fe’ change the ‘f’ or ‘fe’ to ‘v’ and add ‘es’. knives, wolves, halves, selves Exceptions include: words ending with ‘ff’: stuffs, puffs, skiffs, cliffs, staffs, sheriffs

Note: Both forms of some words are accepted: dwarves or dwarfs, wharves or wharfs, hooves or hoofs.

others: reefs, gulfs, chiefs, roofs, waifs

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• Nouns ending with a consonant and a ‘y change the ‘y’ to ‘i’ before adding ‘es’. babies, puppies, flies, spies, libraries

tooth – teeth oasis – oases person – people goose – geese parenthesis – parentheses criterion – criteria ox – oxen cherub – cherubim, cherubs

woman – women foot – feet die – dice cactus – cacti, cactuses radius – radii, radiuses fungus – fungi, funguses axis – axes crisis – crises emphasis – emphases louse – lice medium – media, mediums phenomenon – phenomena sphinx – sphinges, sphinxes child – children mouse – mice, mouses (computer)

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• Some plurals are made by changing some letters of the base noun or by adding an unusual suffix.

© R. I .

C.Publ i cat i ons fish,f cod, trout, deer, sheep,p reindeer, swine, elk, dozen, innings, • osalmon, rr e vi ew ur po s esscore, on l ygallows •

• Some words may have the same singular and plural forms.

• Some nouns have no singular form; many of them are thought of as ‘a pair of’.

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trousers, bathers, spectacles, glasses, pants, tweezers, pliers, clippers, scissors, secateurs, bellows, tongs, measles, billiards

ADDING SUFFIXES

A suffix can be described as a group of letters added to the end of a word. Suffixes changes the meaning of words.

Examples of suffixes include:

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able, age, al, an, ance, ary, ate, en, ence, er, ery, ese, est, ful, fy, hood, ible, ic, ion, ish, ist, ive, less, ling, ly, ment, most, ness, or, ous, ship

• Suffixes are usually just added to the end of the word.

work, worked, workable, working, worker

• Sometimes the spelling of the base word changes.

shut–shutting, happy–happily, shape–shaping The one-one-one rule for adding suffixes beginning with a vowel requires understanding of: • consonants and vowels • short and long vowels • syllables.

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The English workbook – Teachers resource book – Book F

27

SPELLING one-one-one rule When adding a suffix beginning with a vowel to words of one syllable, with one short vowel sound followed by one consonant, double that consonant. shop – shopper

cut – cutting

Note: Words of more than one syllable with a prefix or which are compound words also double the final consonant.

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

dropping the ‘e’

babysitter

outrigger

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Another rule for adding a suffix beginning with a vowel to a word, usually with a long vowel sound and ending with a silent ‘e’, is that the ‘e’ is dropped before adding the suffix. shape – shaping

close – closing

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Note: An interesting exception is ‘likable’. Macquarie dictionary prefers ‘likeable’, but also acknowledges ‘likable’.

A simple way for students to remember part of this rule is: ‘e’ goes away when ‘ing’ comes to stay

adding ‘ly’

‘Ly’ is usually just added to words. quick – quickly

love – lovely

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

LONG VOWEL SOUNDS

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There are some exceptions.

1. Whole – wholly. The ‘e’ is dropped before adding ‘ly’.

2. True – truly, due – duly. There are already two vowels at the end of these words so one is dropped before adding ‘ly’.

3. Horrible – horribly, simple – simply. These are two examples of words ending in ‘le’ after a consonant. The ‘e’ is changed to ‘y’.

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Students need to be aware of some of the different ways the common long vowel sounds are represented in English.

Compiling a class list is recommended.

These include:

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CONTRACTIONS

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– a, a–e, ai, ay, eigh, ei – e, ee, ea, y, ey, e–e – i, ie, igh, y, i–e, uy, ei, eigh

o u

– o, oa, ow, o–e, oe, ough – u, u–e, ue, iew, ew, ui

Contractions are more common in speech and dialogue. Contractions are used to make communication quicker and easier.

Students need to be aware of the purpose and conventions of contracting words and understand that the apostrophe indicates that letters have been omitted.

Contractions are often: • pronouns plus auxiliary verbs (e.g. am, is, are was, were, has, have, had, will, shall, would, should) Note: Proper nouns and auxiliary verbs can also be contracted; e.g. January is the hottest month, January’s the hottest month.

• auxiliary verbs plus not • other words often contracted include: who, where, there, that, how, why, let, must, might, ought, need, dare 28

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LANGUAGE FEATURES PARTS OF SPEECH Understanding the different parts of speech will help students construct effective sentences.

Verbs Verbs are words used to show actions or states of being or having; e.g. eat, was, has.

Command verbs are imperatives and are often used in procedures at the beginning of a sentence; e.g. ‘Roast the meat’.

Verb tense: There are three basic tenses. However, because there are so many irregular verbs in English, these can be complex.

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

the future

walked

walk

will walk

has walked

walks

should walk

see

will see

sees

should see

irregular saw

has seen

Note: The future and past tenses often use auxiliary or ‘helping’ verbs to form a compound verb; e.g. have written, can open, may visit, were asleep.

Adverbs

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regular

the past

Adverbs are words that can modify or enhance the meaning of verbs; e.g. He swam slowly, I sang yesterday. There are adverbs of time, place and manner. time; e.g. tomorrow place; e.g. outside manner; e.g. quickly

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C.Publ i cat i ons Nouns •f orr evi ew pur posesonl y• Nouns are words used to name people, places, things, feelings or ideas.

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Nouns can be can be categorised as: • Common nouns name general rather than particular things.

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For example: clock, chair, tree

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For example: boy, school, book, joy, courtesy.

• Proper nouns are used to name particular people, places or things. Proper nouns are written with capital letters.

For example: Tom Smith, Sydney, Yarra River

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• Collective nouns name groups of people, animals and things.

For example: gang, herd, collection

An extensive list of common and less familiar collective nouns used to describe many of these groups is on pages 33–34.

Note: Some groups have more than one collective noun and some collective nouns are used for a number of different groups.

• Abstract nouns name feelings, states and actions.

For example: anger, hunger, theft

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The English workbook – Teachers resource book – Book F

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LANGUAGE FEATURES Pronouns Pronouns are words substituted for nouns; e.g. We asked them to help us.

Students should be able to use personal pronouns in the: First person (used when talking about ourselves; e.g. I, we, me, us) Second person (used when talking to someone; e.g. you) Third person (used when talking about someone; e.g. he, she, it, they, him, her, their)

r o e t s Bo r e p ok u S He gave the book to me.

(subject) (verb)

(object)

‘He’ is the subject of the verb.

‘Me’ is the object of the verb.

Students often find difficulty with sentences with a pronoun and a proper noun together.

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I or me These pronouns can cause difficulty.

‘I’ is used for the subject of a verb.

‘Me’ is used for the object of a verb.

For example: • He gave the book to Mary and me/I. A simple way to work out which pronoun to use is to omit the proper noun.

He gave the book to me.

He gave the book to I. ‘He gave the book to me’ is usually identified by students as sounding ‘better’ and is correct because ‘me’ is the object of ‘gave’.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• • Mary and I/me went to the movies.

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I went to the movies. Me went to the movies.

With the proper noun omitted, students can usually identify that ‘I’ (the subject) is correct and sounds ‘better’.

An added complication occurs when the pronoun at the end of the sentence refers to a verb that is understood but not written or spoken.

For example:

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Adjectives

o c . che e r o t r s super Tom can run faster than I. (can) He is taller than I. (am) She rides her bike faster than I. (do)

Adjectives modify or enhance the meaning of nouns and, less commonly, pronouns; e.g. deserted playground, lucky me.

Comparatives and superlatives Comparatives are adjectives used to compare two things and usually use the suffix ‘er’.

For example: bigger braver Superlatives are adjectives used to compare more than two things and usually use the suffix ‘est’.

For example: biggest bravest If the adjective is a long word (more than two syllables), ‘more’ or ‘most’ is used. more satisfactory most satisfactory 30

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LANGUAGE FEATURES Sometimes different words are needed for comparatives and superlatives.

For example: good little far bad

Prepositions

better less farther worse

best least farthest worst

r o e t s Bo r e p ok u S He rode through the park.

Sally slept until dawn.

I would like one of those.

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Prepositions are words that show the relationship between nouns and/or pronouns in the same sentence. Common prepositions include: during, for, between, in, up, on.

Prepositions of time: after, in, about, before, during, while, between, for, since, until, from, on, till, at, around place: beside, against, outside, inside, beyond, along, through, over, under, above, below, between, near, towards, behind, within, around, by across, beneath, down, up, on, in, upon, to, into, from

Conjunctions

Conjunctions are joining words. They can join different language units.

or cold © R. I .

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Publ i cat i ons on the land and in the air sitting on the beach while watching the birds •f orr evi ew pur posesonl y• There were dark clouds in the sky so I took my umbrella. one word with another one phrase with another one clause with another one sentence with another

IDIOMS

PUNCTUATION

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Punctuation is used to clarify meaning and assist with reading and comprehension.

Capital letters

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Idioms are sayings used in speech where the real and the literal meanings are different: to be caught red-handed See page 37 for a list of better-known idioms.

Capital letters are needed for: • sentence beginnings; e.g. I like my teacher. She is kind to me.

• proper nouns; e.g. people’s names (Bob Brown), names of places (Pacific Ocean), days of the week (Tuesday), months (May), countries (New Zealand), nationalities (French), languages (Russian), religious faiths (Christian), holidays and festivals (Passover) • titles; e.g. Red Cross, The sound of music, ‘Goldilocks and the three bears’ Note: R.I.C. Publications® employs minimal capitalisation for titles of books and other publications as recommended by the Style manual for authors, editors and printers, 6th edn, 2002.

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The English workbook – Teachers resource book – Book F

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LANGUAGE FEATURES Commas Students need to understand the purpose of commas in text and particularly how commas can change meaning.

I enjoy watching horses, eating hay and galloping around a paddock.

I enjoy watching horses eating hay and galloping around a paddock.

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Commas can be used: • to mark a pause in text. Sometimes these may be a matter of personal choice. The trend seems to be to use commas less frequently • to separate a series of names (nouns), descriptions (adjectives) and actions (verbs—including adverbs) • to separate direct speech from the rest of the sentence • at the beginning and end of a letter • to separate parts of a sentence, including the name of the person being addressed, additional information and so the reader will not connect words that do not belong together.

Apostrophes for possession

Apostrophes are used to show that something belongs to someone or something.

The placement of the apostrophe can be challenging but the simple rule is that it is placed after the owner or owners. (The ‘tail’ of the apostrophe ‘points’ to the owner(s).) the girl’s dresses (one girl) the baby’s shoes (one baby)

the girls’ dresses (more than one girl) the babies’ shoes (more than one baby)

© R. I .

C.Publ i cat i ons •f orr e vi ew pur posesonl y• should not – shouldn’t he will – he’ll

Grammatical contractions

Grammatical contractions are words that have been made by joining and shortening two words. An apostrophe is used in place of the missing letters.

I had – I’d

it has – it’s

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Quotation marks

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Quotation marks (inverted commas) are used to enclose quoted speech or thoughts. Single or double quotation marks are acceptable but must be used consistently.

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‘Please feed that noisy cat’, Mum shouted.

‘I fed him yesterday, it’s Ben’s turn’, Adam replied.

Note: R.I.C. Publications® punctuates speech as recommended by the Style manual for authors, editors and printers, 6th edn, 2002.

o c . che e r o t r s super

Quoted text must start on a new line unless the same speaker is continuing.

‘Look out, Ben! There’s a train coming’, Brad yelled.

‘I can see it‘, Ben replied.

‘Well get off the track’, yelled Brad. ‘You’ll need to hurry.’

Paragraphs Paragraphs separate text into meaningful sections to facilitate reading and understanding.

Paragraphs start on a new line.

A space is often left between paragraphs.

The first sentence of a paragraph should indicate and introduce the content of the paragraph. Students are able to make use of this writing convention when ‘skimming’ text to quickly gain an understanding of the content.

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The English workbook – Teachers resource book – Book F

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LANGUAGE FEATURES COLLECTIVE NOUNS Birds

A herd of buffalo A caravan of camels A train of camels A clowder of cats A clutter of cats A herd of cattle A mob of cattle A coalition of cheetahs A litter of cubs A herd of deer A parcel of deer A pack of dogs A flock of dolphins A pod of dolphins A school of dolphins A herd of donkeys A drove of donkeys A herd of elephants A parade of elephants A skulk of foxes A leash of foxes A tower of giraffes A group of giraffes A trip of goats A flock of goats A tribe of goats A band of gorillas A bloat of hippopotamuses A herd of hippopotamuses A pod of hippopotamuses A stable of horses A stud of horses A team of horses A mob of kangaroos A litter of kittens A leap of leopards A pride of lions A nest of mice A troop of monkeys A herd of moose A family of otters

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A flock of birds A flight of birds A brood of chickens A clutch of chickens A flight of cormorants A murder of crows A head of curlews A dole of doves A flight of doves A flush of ducks A flock of ducks A team of ducks A skein of ducks A convocation of eagles A cast of falcons A charm of finches A trembling of finches A stand of flamingos A gaggle of geese A flock of geese A skein of geese A colony of gulls A kettle of hawks A mews of hawks A brood of hens A charm of hummingbirds A colony of ibises A band of jays A congregation of magpies A flock of magpies A littering of magpies A sord of mallards A flush of mallards A pride of ostriches A parliament of owls A company of parrots A pandemonium of parrots A muster of peacocks A pod of pelicans A colony of penguins

A flight of pigeons A flock of pigeons A run of poultry A bevy of quail An unkindness of ravens A conspiracy of ravens A parliament of rooks A squabble of seagulls A host of sparrows A quarrel of sparrows A chattering of starlings A cloud of starlings A congregation of starlings A mustering of storks A flight of storks A flight of swallows A gulp of swallows A herd of swans A bevy of swans A bank of swans A team of swans A flock of turkeys A raft of turkeys A pitying of turtledoves A wake of vultures A bunch of waterfowl A descent of woodpeckers A herd of wrens A flock of wrens

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Mammals

A cluster of antelope A herd of antelope A tribe of antelope A troop of apes A congress of baboons A colony of badgers A cloud of bats A colony of bats A family of beavers A gang of buffalo

The English workbook – Teachers resource book – Book F

33

LANGUAGE FEATURES COLLECTIVE NOUNS

Teac he r

Fish A host of angelfish A fleet of bass A school of butterfly fish A swarm of eels A glide of flying fish A shoal of mackerel A flotilla of swordfish A hover of trout A float of tuna A shoal of minnows A pack of perch A shoal of pilchards A bind of salmon A leap of salmon A family of sardines A herd of seahorses A shiver of sharks A school of sharks A pod of whiting

A troupe of performers A crew of sailors A squad of soldiers An army of soldiers A company of soldiers A platoon of soldiers A class of students A flock of tourists A congregation of worshippers

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A team of oxen A drove of pigs A herd of pigs A string of ponies A school of porpoises A pod of porpoises A colony of rabbits A colony of seals A rookery of seals A herd of seals A flock of sheep A mob of sheep A parcel of sheep A dray of squirrels An ambush of tigers A huddle of walruses A mob of wallaby A sneak of weasels A gang of weasels A school of whales A run of whales A pod of whales A pack of wolves A herd of yaks A cohort of zebras A herd of zebras

A wing of aircraft A quiver of arrows A belt of asteroids A bunch of bananas A hand of bananas A library of books A batch of bread A fleet of cars A pack of cards A deck of cards A network of computers A clutch of eggs A bed of flowers A bouquet of flowers A patch of flowers A ring of keys A range of mountains An anthology of poems A fleet of ships A flotilla of ships A pair of shoes A choir of singers A galaxy of stars A constellation of stars A stand of trees A grove of trees A clump of trees

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A colony of ants A flight of butterflies An army of caterpillars An intrusion of cockroaches A swarm of flies A colony of wasps A cloud of grasshoppers A swarm of grasshoppers A flock of lice A plague of locusts A swarm of mosquitos A colony of termites A cloud of gnats

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People A troupe of acrobats A cast of actors A company of actors A chorus of angels A troupe of artists A bevy of beauties A board of directors A staff of employees A panel of experts A gang of hoodlums An audience of listeners A den of thieves A coven of witches A faculty of academics A band of men A cortege of mourners An orchestra of musicians A crowd of onlookers A crowd of people

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The English workbook – Teachers resource book – Book F

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LANGUAGE FEATURES ANIMAL NOUNS

Animal

Male

antelope

buck

ape

male

bear

boar

bee

drone

bird

cock

boar

camel

Female doe

Baby

Group of animals

calf

Family

cluster, herd

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

baby, infant

shrewdness, troop

simian

sow

cub

sleuth, sloth

ursine

hen

hatchling, chick

dissimulation (small birds only), fleet, flight, flock, parcel, pod, volery

boar

sow

piglet, shoat, farrow

herd, singular, sounder

porcine

bull

cow

calf

flock

cameline

tomcat

queen

kitten

clutter, clowder, litter (young born to one female), kindle (kittens)

feline

cattle

bull

cow

calf

drift, drove, herd, mob

bovine

cheetah

male

female

cub

coalition

feline

Teac he r

hive, swarm (in flight), bike, drift, grist

cat

chicken deer

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queen, worker larva

chick, pullet (young flock, (of n hens), clutch (of chicks), © R .

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C .Publ i c abrood t i o s rooster hen hen), cockerel (young peep (of chicks) rooster) • f o r r e v i e w pur po sesonl y• buck, stag doe fawn herd, mob

cervine

bitch

pup

litter (pups from one mother), pack (wild), canine kennel

dolphin

bull

cow

pup, calf

herd, pod, school

jennet, jenny

colt, foal

drove, herd

duck

duckling

badelynge, brace, bunch, flock, paddling, raft, team

donkey duck

jack, jackass

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drake

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dog

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dog

delphine asinine

buck, billy

o c . che e r o t r s super doe, nanny

kid, billy

herd, tribe, trip

goose

gander

goose

gosling

flock, gaggle, skein (only while in flight), wedge (flying in a V formation)

gorilla

male

female

infant

band

guinea pig

boar

sow

pup

group

hamster

buck

doe

pup

horde

hare

buck, jack

doe

leveret

down, husk, warren

lapine

hawk

tiercel

hen

eyas

aerie, cast, kettle

falconine

elephant fox giraffe goat

bull

reynard bull

cow

calf

herd, parade

vixen

kit, cub, pup

skulk, leash

doe

calf

herd, corps, tower, group

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elephantine

vulpine

hircine

The English workbook – Teachers resource book – Book F

35

LANGUAGE FEATURES ANIMAL NOUNS

Animal

Male

Female

doe, flyer, jill, roo

joey

troop, herd, mob

leopard

leopardess

cub

leap, prowl

feline

lion

lioness

cub

pride

feline simian

mare, dam

kangaroo

buck, boomer, jack

Teac he r male

female

infant

barrel, cartload, troop

mule

jack

hinney

foal

barren, pack, span

ostrich

cock

hen

chick

flock

otter

male

female

whelp, pup

bevy, family, raft

panda

boar

sow

cub

penguin

male

female

chick

pig

boar

sow

colony, rookery

equine

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

monkey

musteline

spheniscine

rhino

piglet, farrow drove, herd, litter (of pups), sounder porcine © R. I .

Cshoat, .P ub l i c a t i o ns buck doe kitten, bunny, kit colony, drove, leash, nest, trace, warren lapine •f ocowrr evi ew pur posesonl y• bull calf crash, herd

seal

bull

cow

pup

herd, pod, rookery, harem

shark

bull

female

pup

school, shiver, slew

ewe, dam

lamb, lambkin, cosset drift, drove, flock, herd, mob, trip

ovine

neonate, snakelet (a newly-born snake) hatchling (newlyhatched)

bed, nest, pit

anguine

spiderling

cluster, clutter

arachnine

cygnet, flapper

bevy, game, herd, team, wedge (flying in a V formation)

anatine

cub, whelp

ambush, streak

feline

cub, pup

herd, pod

snake

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sheep

ceratorhine

buck, ram

male

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female

o c . che e r o t r s super

spider

male

swan

cob

pen

tiger

tiger

tigress

walrus

bull

cow

wasp

drone

queen, worker larva

colony

whale

bull

cow

calf

gam, grind, herd, pod, school

wolf

dog

bitch

pup, whelp

pack, rout

wombat

jack

jill

joey

mob, warren

stallion

mare

colt, foal

herd, zeal

zebra

female

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rabbit

36

Family

stable, harras, herd, team (working horses), string or field (racehorses)

stallion, stud

lion

Group of animals

foal, colt (male), filly (female)

horse

leopard

Baby

The English workbook – Teachers resource book – Book F

vespine

lupine

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LANGUAGE FEATURES IDIOMS To be a wet blanket To take it with a grain of salt A snake in the grass To let the cat out of the bag To mind your p’s and q’s To paint the town red To sleep like a log To be a sight for sore eyes To take under your wing To be on tenterhooks A storm in a teacup

A square peg in a round hole By the skin of your teeth To read between the lines To blow one’s own trumpet Sound as a bell To sit on the fence To break the ice To paddle one’s own canoe To pour oil on troubled water To rain cats and dogs Burn the candle at both ends

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Teac he r

To have a finger in every pie To hit below the belt To be taken aback Like peas in a pod As game as Ned Kelly To pay through the nose To face the music To go to rack and ruin To take the cake Next to nothing To know the ropes

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The English workbook – Teachers resource book – Book F

37

INTEGRATED ACTIVITIES These are a series of activities designed for each specific writing format as they appear in the student workbook. They will hopefully provide ideas as to how the formats can be used in relation to a variety of subjects apart from English.

Procedure 1 Design and technology

Film clip/video 1. Plan and create a two–minute video clip advertising hamburgers.

2. Consider: • The product—what will you promote; e.g. healthy food, taste, cost?

• Who is your target audience?

• Where will the video be filmed?

• Who will you use; e.g. a family, young children, teenagers, peers?

• How will you make it appealing, eye-catching?

• Will there be dialogue, a jingle?

Design and make a burger.

1. Design and make a burger which does not contain meat.

2. The burger must: • be low–fat • be nutritious • be tasty • be filling • not fall apart.

3. Think about: • how the burger will be cooked • the variety and type of ingredients • the size of the burger.

4. Make the burger and give it to a partner to taste.

5. Give your burger a name.

6. Write the recipe.

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

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Teac he r

The arts (art: a video camera)

Mathematics © R. I .

C.P ubl i cat i ons Research and report Cost of living 1. Choose one of• the large hamburger retailers; e.g.

Choose one of thes large hamburger retailers; e.g. Hungry f o r r e v i e w p u r p o e s o n l y • Hungry Jacks /Burger King , MacDonalds .

Jacks /Burger King , MacDonalds .

Society and environment

2.

4.

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™

Research the influence they have on our society.

Consider some of the following: • health issues • employment opportunities • sponsorship • recycling and waste • advertising.

Choose one of the above and write a detailed report.

Present your findings to the class in a three–minute talk.

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1.

2.

3.

4.

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™

Carefully examine the menu and price list.

Plan three meals; that is, breakfast, lunch and dinner.

How much will it cost to feed a family of four (2 adults and 2 children) for one week if they only eat takeaway from these shops?

Present your findings in a folder, clearly outlining all information.

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The English workbook – Teachers resource book – Book F

R.I.C. Publications® www.ricpublications.com.au

INTEGRATED ACTIVITIES

Recount 1 Health

Using the Internet, library and other resources, research the lobster fishing industry in Australia.

Include the following in your report: • where the industry is located • types of lobster involved • approximate dates for the fishing season • who benefits from the industry • where lobster are exported • local versus overseas sales • problems associated with the industry.

Research the exploration of Australia by the Dutch before European settlement.

Present a report on one of the main Dutch explorers, including: • who he was • the ship(s) involved • when they came • the routes they used • what they were looking for • what happened • any following voyages.

Research to collect health information on travel to overseas destinations.

Include: • inoculations required • recommended medications • best times to travel • suitable clothing.

Compile a list of countries where you require inoculations/medications for: • smallpox • typhoid • yellow fever • hepatitis • malaria.

Design your own holiday island and make a model of it.

Include: • accommodation (luxury, resorts, bungalows, caravan parks etc.)

• arrival points (jetties, airports, heliports, bridges, causeways etc.)

• important buildings (hotels, shops, huts, schools, hospitals etc.)

• sporting facilities (diving, water skiing, bushwalks, paragliding, horse riding etc.)

• special natural features (mountains, reefs, harbours, beaches, lakes, waterfalls etc.)

• built attractions (aquariums, bridges, theme parks, zoos, bird parks etc.).

Using a computer, make a pamphlet advertising your island.

Remember to: • make it attractive • make it inviting • make it eye-catching • make it informative • include price lists for accommodation • include entrance fees to facilities.

Choose a local tourist resort and an overseas tourist resort.

Compare the cost involved for a week’s stay at each.

Include: • travel • accommodation • meals • entrance fees • activity fees.

Compile a list of islands your classmates have visited.

Graph the results.

Compare the ratio of overseas versus local travel.

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

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Teac he r

Society and environment

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C.Publ i cat i ons • f orr evi ew pur posesonl y• Design and technology Mathematics

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The English workbook – Teachers resource book – Book F

39

INTEGRATED ACTIVITIES

Exposition 1 Health

Compile a list of local sporting facilities; for example, a football oval, a park.

Research to find information about each.

Include: • size • location • who owns it • who uses it and for what • any costs involved • how often it is used.

Compile a list of the safety equipment needed for skateboarding.

Choose some other sports or activities and compile a list of safety equipment needed for them.

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

Research signs in your local shopping centre telling people what they are permitted/not permitted to do.

Include: • types of signs • number of signs • where they are placed • clarity of messages • whether people obey the signs.

Choose one sport and compile a list of the rules to protect a participant’s safety.

English

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Teac he r

Society and environment

Plan a debate on the topic ‘Sport should be compulsory in schools’.

Remember to use facts to support your persuasive arguments. (See teachers notes on how to plan and judge a debate.)

© R. I .

C.Publ i cat i ons Discuss whose responsibility the issue of people Discuss the ‘rights’ and issues involved in skateboarding. skateboarding in public places should be.

• f o r r e v i e w p ur posesonl y• Include: Include:

Narrative 1

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• rights of skateboarders • rights of pedestrians • rights of shopping centres.

parents skateboarders local council police rangers.

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• • • • •

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

Design a plan of Farmer Leake’s neighbourhood. Use the details that you know (e.g. corner shop) and add other features of your own.

Draw a plan of your local neighbourhood. Include as many details as you can.

List some ways in which you could help an elderly neighbour.

Talk to your grandparents or elderly neighbours about things they find difficult to do.

Research the facilities available to elderly people in your local area.

List some health problems elderly people may have.

Research ways in which dogs help humans.

Find and list stories about famous dogs.

Research several types of dogs, including a description, their temperament, where they originated, where they are found, their uses etc.

Using the details given in the story and adding your own, sketch Farmer Leake’s house.

Draw Farmer Leake as you imagine him.

Dramatise the story.

List any songs you knows about dogs.

40

The English workbook – Teachers resource book – Book F

The arts

R.I.C. Publications® www.ricpublications.com.au

INTEGRATED ACTIVITIES

Report 1 Society and environment

English

Below are some different types of boats. Give a definition of each, say where it originated and draw a picture of it.

• carrack • trireme • caravel • galleon • sampan • junk Compile a list of boats/ships from different countries; • clipper for example, kayaks, outriggers, junks.

• gondola On a map of the world locate the country for each type.

• cog • U-boat In some countries, families spend their lives living on boats.

• dreadnought Compile a list of some of these countries and discuss some advantages/disadvantages of living on a boat.

Research to find out why ships were traditionally referred to as female.

Compile a list of other shipping disasters and fully research one of them.

Find out why it was thought to be unlucky for ships to have women as crew.

Research to find out about some famous sea voyages.

Show their routes on a world map.

Choose one of these famous watercraft and write a report on it.

Find information to suggest why it took so long to locate Include: the wreck of Titanic.

• where it was built • why it was built Health • where it sailed ‘Scurvy’ was a common disease among early seafarers.

• who was on board Find out: • what happened to it.

• what it was Choose from: • what caused it • Niña • how it was prevented • Golden Hind • how sailors were affected.

• Mayflower • Endeavour Research to find out what equipment is carried on a • Bounty lifeboat. Include: • Victory • safety features • Bismarck • rescue equipment.

• Nautilus Mathematics • Kon-Tiki.

Compare, using graphs, the size of some early sailing ships with some modern liners or cargo ships.

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Teac he r

Research to find out about the earliest boats.

Include: • where they were made • what they were made from • who made them • their uses.

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Research to find the time taken for sailing ships to reach America from England.

Compare this to the time taken by modern ships.

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The English workbook – Teachers resource book – Book F

41

INTEGRATED ACTIVITIES

Procedure 2 The arts

Experiment to find the advantages/disadvantages of metal, plastic and wooden spoons.

Include features such as: • flexibility • heat retention • cost • mixing strength • durability • health issues.

Design and make a puppet theatre to use with your wooden spoon puppet.

Include: • backdrops • curtains • props.

Teac he r

Science

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

In small groups, make up some short plays using your puppets.

Using the library or Internet, compile a list of songs, poems or book titles which include ‘puppet’ in their titles; for example, ‘Puppet on a string’.

Health

Mathematics

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Test different paints when applied to wooden surfaces.

Use: • poster paint • acrylics • oil paints • enamels • watercolours.

Include: • ease of application • endurance • brightness of colour • texture.

Read one book, one poem and learn one of the songs.

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Using your wooden spoon puppet, prepare a five-minute Estimate the cost of each child in the class making a talk for the class on one of the following topics wooden spoon puppet.

• drug use You will need to include the cost of the • smoking • wooden spoons • peer pressure • fabric • bullying • paint • bike safety • glue.

• road safety.

Calculate the time involved in making a wooden spoon Research to find the best methods of keeping a ‘healthy’ puppet. Compare this with another puppet-making activity; for example: kitchen.

• a sock puppet Include: • a paper plate puppet.

• storage of food • preparation of food • cleaning utensils • cooking appliances • use of chemicals, detergents etc.

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The English workbook – Teachers resource book – Book F

R.I.C. Publications® www.ricpublications.com.au

INTEGRATED ACTIVITIES

Recount 2 Health

English

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

Jargon The game of cricket uses many unusual phrases and words. For example, ‘bowled a maiden over’.

Research these phrases.

Write a brief description of the origins and meanings.

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Teac he r

Famous cricketer History of cricket Research the life of a well-known cricketer.

Research the history of cricket.

Use the library and Internet to locate your information.

• Where did the game originate?

Present your project in a file.

• How did it start?

Include the following: • How has it changed?

• Where and when he (or she) was born.

• Which countries have adopted the game?

• Education and early childhood.

• Where and when did women become involved?

• Sporting achievements.

• How did cricket uniforms evolve and how have they been modified over the years?

• National and International games.

• What equipment do cricketers need and why?

• How his (or her) career ended.

Include a page of writing at the conclusion of your topic discussing your opinion on the role of cricket in our society.

Using the Internet and library resources, research some of those stories.

Choose one and retell it in your own words.

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© R. I .

C.Publ i cat i ons Cricket stories Cricket is a game full of r stories, characters and p •f o r e vi ew ur posesonl y• anecdotes.

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The English workbook – Teachers resource book – Book F

43

INTEGRATED ACTIVITIES

Exposition 2 Society and environment

Health

Find out where your nearest skateboard ramp/park is.

Research to find information such as: • how long it has been there • why it was put there • what facilities it has • how often it is used • who uses it.

Research, using the library or internet resources, to find the benefits of people playing sport. Compile a list.

Research to find out the health risks to people who do not exercise.

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

Teac he r

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Compile a list of the indoor and outdoor sporting activities available in your local area.

Compile a list of good deeds people can do in their local Hint: You may need to contact your local council.

Include: neighbourhood.

• where they’re played • how often they are played Research to find volunteer organisations in your local • how many people are involved. area.

Include: Design a poster promoting exercise.

• what they do • who can help • how many volunteers are involved • how long they have been going • why they were started.

© R. I .

C.P ubl i cat i ons English Choose a variety of sports and find out the costs Conduct a debate on ‘Skateboards should be banned in • f o r r e v i e w p ur posesonl y• involved in playing each of them. public places’.

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Include: • cost of equipment (including uniforms or sports clothes) • cost of training or lessons • entrance fees to venues • club or team fees.

Graph the results.

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Conduct a class/group discussion on the rights of skateboarders to access certain local areas for their use.

Conduct a class/group discussion on suitable forms of punishment for skateboarders who ignore signs banning them from shopping centres or carparks.

o c . che e r o t r s super

Survey your class/school to research which sports the students participate in.

Graph the results.

44

Remember to be clear and positive in your arguments.

(See teachers notes on how to plan and judge a debate.)

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The English workbook – Teachers resource book – Book F

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INTEGRATED ACTIVITIES Narrative 2 Science

The arts

Pirate weapons Pirates threatened and attacked their victims using weapons made from a variety of materials.

Using the library or Internet, research the types of weapons and how they were constructed.

Include: • type of materials • when they were used • where they were used • who used them.

Design and construct pirate costumes.

Write and perform a pirate play. Include some pirate songs.

Design and make a: • pirate flag • treasure chest.

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

Teac he r

Society and environment

The Pirates of Penzance is a well-known musical.

Research the: • story • characters • complication • resolution • music • composers.

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Pirates in history There have been many famous pirates throughout history.

Using library resources and the Internet, compile a list of well-known pirates. Plot their time in history on a time line.

Choose one Pirates of Penzance song to learn.

Write a paragraph for each, outlining where and when Find some other pirate songs to enjoy. they were pirates and any special points of interest.

For example, what happened to them? how? when did they die?

Research the origin of the ‘Jolly Roger’.

Draw a map to find the pirate treasure.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Recount 2 Research to find out how glass was made in ancient times.

Compare this with how glass is made today.

Research to find out all you can about the inventor Salvino degli Armati.

Include: • where and when he was born • what he invented • when he died.

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Experiment with concave lenses, convex lenses and straight lenses to see the effects they produce.

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Find out about the properties of beryl and what it is used Find out about the inventor Louis Braille. for.

Include: • where and when he was born Draw a detailed diagram of a microscope and label its • what he was famous for parts.

• when he died.

Compile a class list of where a microscope may be used.

Research to find out about local facilities for visually impaired people.

Draw a detailed diagram of a telescope and label its Include: parts.

• training facilities Compile a class list of where a telescope may be used.

• work opportunities • sporting opportunities • help available • equipment available.

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The English workbook – Teachers resource book – Book F

45

INTEGRATED ACTIVITIES

Report 2 Health

Design and technology

Research to find out about eye diseases.

Include: • how they are caused • how they are treated • the most common • prevention.

Design a carry case for glasses.

Remember it should: • be light • be easy to carry • protect the glasses • be compact • be attractive.

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

Teac he r

Compile a list of ways to care for our eyes.

Design a poster to promote safety for our eyes.

Design a toy for a visually impaired child. You could include: • different textures • different sounds • different smells.

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Find out the reasons why some people need glasses.

Include: • long-sightedness • short-sightedness • other problems • injuries.

Compile a survey to find out how many children in your school: • wear glasses • why they wear them • how long they have worn them • how they feel about wearing them.

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Compile a list of positives and negatives for glasses versus contact lenses.

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GRAPHIC ORGANISERS

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Graphic organisers are visual frameworks that are used to represent ideas and to organise them in a way that promotes learning and facilitates understanding. They are particularly useful for planning the content, sequence and organisation of a writing task.

Graphic organisers allow students to: • make connections and understand how things are related • develop their more complex thinking skills; e.g. analysing, categorising and evaluating • use visual representations to assist memory and facilitate recall • apply multiple intelligences simultaneously.

Graphic organisers include: • mind maps • flow charts (page 48) • problem-solving charts (page 49) • senses charts (page 50) • tree charts (page 51) • semantic webs (page 52).

MIND MAPS

Mind maps can be used for note taking and as visual prompts for oral presentations. They usually use keywords, colour, drawings and symbols linked with arrows and branches. They are intended to be understood only by their creators. Space should be left so further ideas can be added.

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Flow chart

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Problem-solving chart

Problem

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Possibilities

Positives

Negatives

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Goal

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Solution

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Why

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Senses chart Subject:

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Looks

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Sounds

Feels

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Tastes

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Smells

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Tree chart

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The English workbook – Teachers resource book – Book F

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Semantic web

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The English workbook – Teachers resource book – Book F

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Reading journal Category

Rating

Comment

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Title

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Which titles caught your interest? What did you notice about the length of these titles?

How much information was given in the title. Write your comments.

H = High interest

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M = Moderate interest

L = Low interest

The English workbook – Teachers resource book – Book F

53

ADDITIONAL INFORMATION CARTOONS Cartoons use a picture or a series of pictures to communicate a story or message.

Cartoons are often found in newspapers and comment on current political events, politicians and prominent people; for example, Michael Jackson’s nose. Usually the cartoonist aims to make his audience laugh. There are four types of cartoons.

1. A comic strip Generally found in newspapers, they can vary from two to several panels. Often the comic strip will be a complete story; however, it can be written as a serial and continued in the next issue of the newspaper.

Examples of a comic strip include Garfield, Snake, Wizard of Id.

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2. A single cartoon Also found in newspapers, the single cartoon has only one picture. Even though they are funny, often a serious message is portrayed.

3. A comic book This is a collection of cartoons in one book or magazine. The cartoons may be presented as one long story or a series of short stories. Some well-known examples include Calvin and Hobbs, Mad Magazine, The Phantom and Archie.

4. TV and film cartoons Cartoons may be used as a series or a complete work to create a feature-length film. The detail in the drawing and the story line is more complex and may require thousands of pictures to create movement.

Voice-overs, music and sound effects are also required. Some well-known animated cartoons include Beauty and the beast and The Simpsons.

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C.Publ i cat i ons Conventions of cartoons •f orr evi ew pur posesonl y• Cartoons use the following conventions.

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• Thought bubble • Unusual facial features • Larger than life situations • Description of actions • Exaggerated characteristics or action • Speech balloon containing exclamation, caption or dialogue • Cartoonist’s signature

An aural (radio) or visual message in the form of billboards, fliers, circulars, notice, pamphlets or posters promoting a product, cause, event or person.

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Purpose • To tantalise, persuade and invite purchase of a service or product.

• To disseminate information.

• To encourage loyalty to a cause, person or product.

Features • Uses concise language • May include sponsorship • Uses abbreviated language and abbreviations • Uses graphics, colour, font, size • Emphasises price, quality and reliability • Designed for a specific audience or to create a new audience 54

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• To endorse a product over that of a competitor.

• To correct actual or perceived misinformation.

• May create sense of emergency (limited availability, sale, special offer) • Includes contact information • Radio and television may include jingle or song • Excellence often claimed rather than proven or backed by research • Asterisk often refers to fine print outlining conditions, limitations or warnings R.I.C. Publications® www.ricpublications.com.au

ADDITIONAL INFORMATION JOURNAL/DIARY WRITING A journal (or a diary) is a record of a person’s thoughts, feelings and experiences. Journals may be written as a summary of the day’s activities and encounters. Journals are often kept by writers, artists, politicians, travellers, students and businesspeople.

• May be written for an audience; e.g. teachers, superiors, siblings, other family members.

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• Uses vocabulary which expresses personal feelings

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Purpose • To provide a non-threatening medium for exploring, recording and evaluating ideas.

• To record personal thoughts and feelings.

Features • Each entry is dated • Detailed and descriptive entries • Can be written in first person (I, me etc.)

• Can include cartoons, photographs, poems, conversations

Journal writing to reflect on a unit of work Students write a passage to express their thoughts, feelings, ideas and opinions about a unit of work they have completed.

They are directed to ask themselves these questions and to give reasons for their responses: • • • •

What did I learn in this unit?

What did I enjoy or not enjoy?

Do I need to improve my writing?

Has this work helped?

• Am I aware of the format required for this type of work?

• Do I need any help with this format?

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NOTE MAKING

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In order for notes to be useful, students need to understand the information.

Note making requires practice.

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Note making is a very important skill for students who need to be able to record what they read, see or hear.

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Making notes from books Students need to: • concentrate to gain understanding • focus on main idea • identify keywords and facts Preparation • Work out what students already know and want to know about the topic.

• Locate appropriate resources • Use table of contents or index

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• sequence information for easy retrieval • present notes neatly.

• Skim read by: looking at the title, reading first sentence of a paragraph, glancing at visual information, subheading etc. and reading final paragraph.

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ADDITIONAL INFORMATION Making notes • Be aware of the purpose for recording information.

• Read through each paragraph for the main idea, supporting ideas and examples.

• Record information so it is organised and easily understood. A graphic organiser can be very useful to link ideas.

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Making notes from oral presentations Writing notes can be useful because it helps to focus the listener’s attention and aids concentration.

• Look at the speaker.

• Look for clues to what is important; e.g. emphasis, repetition and pauses.

• Concentrate on the main points.

• Jot down headings and subheadings.

• Note any concluding comments.

• Develops useful personal abbreviations.

Revision of notes It is advisable to review notes the following day to check that they make sense while the information is retained.

Students may benefit by comparing notes on a common subject.

PLAYS

A play is a dramatic work written in dialogue and usually presented by more than one player to an audience.

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C.Publ i cat i ons Purpose • p To o share knowledge ofn other cultures • To present a• visual andr aural experience f o r e vi eforwthe pur s eso l y •and places. audience.

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Features • Characters are listed at the beginning, usually in order of appearance.

• Character listings may include a brief description of age, appearance, role in story or relationship to others.

• Longer scenes are divided into acts, which include scenes.

• Setting is given in italics at the beginning of the text.

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• To question the way we live.

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• To entertain or provoke thought and emotion.

• To provide a forum for the players to express their actions.

• Stage directions are given in italics within square brackets.

• Lines and numbers may be used as a reference and are found on the left side of the page.

• Characters’ names are written in bold type.

• Structure of the play includes orientation, complication and resolution.

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The English workbook – Teachers resource book – Book F

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Safety features, Natural disasters

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Plurals – adding s/es, ‘ves’

For information, For understanding, Application – Magnification grids

Report 2

Plurals – revision, ‘s’ or ‘es’, ‘y’ to ‘i’; Changed vowels – no change, no singular confusing words

Narrative 2 Plurals – ‘y’ to ‘i’ rules, irregular syllables

For information; For understanding; Application – Junks (fishing), Justifying conclusions

Narrative 2

Report 2

Exposition 2 ‘Tricky bits’, Contractions

For information, For understanding, Application – Skateboarding (justifying conclusions)

Exposition 2

Suffixes ‘ly’ – add, words ending in ‘le’, words ending in ‘y’, rules Confusing words; Homophones; Short and long vowel Recount 2 sounds – adding ‘e’; Adding suffixes – doubling consonants, dropping ‘e’

Procedure 2

Report 1

Narrative 1 Word clues, Dictionary – finding words, Confused words

Exposition 1

Recount 1 Long and short vowels, Newspaper search

For information, For understanding, Application – Research (cricket)

For information, For understanding, Application – Diagrams to support hamburger text For information, For understanding, Application – Crayfishing and island names For information; For understanding;Application – Skateboarders in shopping centres, Old people For information; For understanding; Application – Dogs, neighbours, heroes For information, For understanding, Application – Sequencing and illustrating events For information, For understanding, Application – Labelled diagrams

Wearing spectacles

Narrative 2

Dictionary skills, Base words, Synonyms, Definitions, Word search Alliteration – adverbs, Word pairs, Report 2 Words replacing phrases Syllables; Adding suffixes – words ending in ‘e’, Procedure 1 1-1-1 rule

Exposition 2 Acrostic (skateboard), Crack the code, Similes

Narrative 1

Wordsnakes, Nouns, Verbs, Synonyms for ‘very’, Alliteration Hexagon puzzle, Word puzzle, Alpha theme list, Report 1 Acrostic (Titanic) Word meaning – true/false, Acrostic (puppet), Procedure 2 Homographs, Word puzzle, Word snake Dictionary meanings; Shades of meaning; ‘Best word’; Recount 2 Overused words – said, went, then, got, asked, saw

Synonyms, Compound words, Letter groups – occupations, Alphabetical order, Gender

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Recount 2

Procedure 2

Report 1

Narrative 1

Exposition 1

Recount 1

Procedure 1

Report 2

Narrative 2 Pirates

Exposition 1

Procedure 1

Activities

Emotive/neutral language; Exposition 1 Punctuation – capitals, full stop, question mark, exclamation mark, commas, apostrophe Adjectives – advertisement, adding; Narrative 1 Punctuation – commas

Recount 1 Nouns – proper nouns, Conjunctions

Procedure 1 Verbs – doing, being, having; Verb tense – adding ‘ed’

Genre

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Activities

Dictionary meanings, Synonyms, Antonyms, Word association, Find the names Synonyms, Antonyms, Anagrams, Crosswords, Recount 1 Word wheel

Genre

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Arguments to support two points of view, Brainstorm, Predicting outcomes

Exposition 2 Skateboarding – positive, venues

Recount 2

Procedure 2 Different puppets, Semantic webs

Report 1

Narrative 1 Reacting to text, Descriptions

Exposition 1 Reasons for anger, Fact and opinion

Recount 1 Activities for long journeys

Procedure 1 Recipes, Well-known chefs

Vocabulary

Spelling

Activities

Prepositions – time and place, identifying, sentences

Report 1

Narrative 1

Facts and opinions; Introductory statements; Arguments – persuasive, sequencing; Exposition – student choice

Report 2

Descriptions, Report – student choice

Narrative 2 Characters – profiles, Narrative – student choice

Exposition 2

Recount 2 Sequencing, Recount – student choice

Procedure 2 Clear, concise language; Procedure – student choice

Titles, Characters, Resolutions, Completing narrative plan, Narrative – student choice Facts and opinions, Key words, Important facts, Report – student choice

Exposition 1 Emotive language – titles, Exposition – student choice

Recount 1 Introductory sentences, Recount – student choice

Recount 2

Pronouns – singular/plural; 1st, 2nd, 3rd person; Nouns – common/proper/abstract/collective Emotive language, Punctuation – commas, Exposition 2 Using punctuation Adjectives – comparative/superlative, Narrative 2 Punctuation – commas, Direct speech Prepositions – followed by noun, noun phrase or Report 2 pronoun; Confused – prepositions, verbs Procedure – Making cup of tea or coffee, Procedure 1 Procedure – student choice

Procedure 2 Adverbs – time, place, manner; Adjectives to adverbs

Report 1

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Language features

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Speaking and listening

Reading

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SCOPE AND SEQUENCE CHART

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ANSWERS Procedure 1 Hamburgers: pages 1–38 Page 2 Teacher check

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par/sley (2) ab/sor/bent (3) flat/ten (2) ta/ble/spoon (3) cu/cum/ber in/gre/di/ents let/tuce ex/tra

(ii) (iv) (ii) (iv) (ii) (iv)

quickly southern mincing announcing shutting funny

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3. (a) (i) (iii) (b) (i) (iii) (c) (i) (iii)

Page 10 4. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) 5. (a) (d)

melting delightful managing believing chopper flipped

flavouring, flavoured inhaler, inhaling preparing, prepared careful, careless entertainment, entertainer slapping, slapped wonderful, wonderment brighter, brightest drumming, drummer piggy, piglet dropping (b) facing (c) scrubbed saving (e) slippery (f) caring

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1. Teacher check 2. Teacher check. Answers may include: (a) roll (b) big (c) dish (d) let, permit (e) more (f) blend 3. Teacher check. Answers may include: (a) none (b) out (c) unequal (d) off (e) remove (f) freeze

Page 7 4. Teacher check 5. Boys: Robert, Philip, Steven Girls: Angela, Janice, Dianne

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(b) (d) (f) (h) (b) (d) (f) (h)

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Applying your knowledge Teacher check

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po/ta/to (3) cu/cum/ber (3) sal/ad (2) in/gre/di/ents (4) car/rot ab/sor/bent min/ced beet/root

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Reading for understanding 1–5.Teacher check

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1. (a) (c) (e) (g) 2. (a) (c) (e) (g)

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Answers may include: 1. Goal: To make a hamburger 2. Requirements: hamburger buns, minced beef, egg, carrot, potato, breadcrumbs, tomato sauce, soy sauce, salad 3. Steps: (a) Place ingredients in a bowl. (b) Make 10 balls of equal size. (c) Cook for 5 minutes. (d) Add a salad.

4. Test: It tastes good and is enjoyed Reading for information 1. false 2. false 3. false 4. true 5. false

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1. (a) Teacher check (b) flatten, cook, allow, cut, add

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2. Teacher check 3. (a) am (b) were (d) will be (e) are (g) was (h) will be

(c) are (f) will be

Page 13 4. (a) has (b) am going (c) had (d) will have (e) had (f) will have

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ANSWERS Page 14 5. (a) turned (b) watched (c) cooked (d) added (e) filled (f) needed 6. Teacher check 7. (a) I watched television during the holidays. (b) My father enjoyed fishing when he was on holidays. (c) They often told us about travelling to Australia.

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7. (a) Cut the hamburger in half. (b) The cook will mix the ingredients. (c) Mum bought hamburgers from the supermarket. (d) He is busy in the kitchen. (e) She has a sharp knife.

8. (a) She will eat hamburgers for lunch. (future) (b) Cut the onion in half. (present) (c) The cook shredded the carrot. (past) (d) Wash the dishes. (present) (e) Drain the lettuce. (present) (f) Mum is at home. (present) (g) I stopped at the supermarket. (past) (h) I will cook dinner. (future) (i) He will have the salad. (future) (j) The chef added the salt. (past)

Recount 1 Big Rat Island: pages 21–38

Page 19 – Evaluation 1. Teacher check 2. A procedure has a goal, a list of requirements, steps to follow and a test at the end.

A procedure uses short, clear statements, command verbs and the present tense.

3. (a) The goal describes the purpose or what is to be done. (b) They tell you what you need in order to follow the procedure. (c) If you don’t follow the steps in the correct order you may have difficulty achieving the goal. (d) The goal is achieved.

4. (a) Synonyms are words which have the same or similar meaning. Teacher check (b) Antonyms are words which have the opposite meaning. Teacher check 5. (a) 3 (b) 3 (c) 1 (d) 3 (e) 2 (f) 2 (g) 2 (h) 1 (i) 1

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It is about a holiday at Big Rat Island.

Setting: Who – Shane and Mum Who – Mum’s friends, Julia and Geoff When – school holiday (April 2008) Where – Big Rat Island Why – To have a holiday with Mum’s friends Events: 1. They drove to Geraldton.

2. They went to Julia’s cousin Val’s house.

3. Val drove them.

4. He thought it was amazing 5. They landed beside the schoolhouse.

6. They stayed in the schoolhouse where Julia and Geoff live.

7. They did interesting things. They went on a crayboat and they travelled on a dinghy to a beach where they swam and snorkelled.

Comment: Shane thought it was the best holiday.

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Page 20 6. (a) A suffix is added to the end of a word. (b) (i) quickly, quicker (ii) delighted, delightful (iii) flipped, flipper (iv) believing, believer (v) shaker, shaking (vi) shutting, shutter R.I.C. Publications® www.ricpublications.com.au

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ANSWERS Page 24

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(e) 2. (a) (c) (e) (g)

scary – frightening (f) many – few (b) take – bring (d) early – late (f) noisy – quiet (h)

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Teacher check informed – told (b) find – locate do up – fasten (given) permitted – allowed

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beside – next to boring – interesting best – worst forward – backward new – old

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1. (a) sand (b) bent (c) fin (d) top (e) cut 2. gentle, head, spend, belts, wreck 3. (a) a–e, ay, ai, eigh, a, ei, eig, ey (b) Teacher check 4. Teacher check

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5. Teacher check. Answers may include: (a) bow (b) grow (c) toe (d) go (e) boat (f) bone (g) throat 6. (a) The cute new girl will have to make room to glue these pages into her book. (b) u–e, ew, ue, oo 7. (a) cheat (b) sheep (c) funny (d) key (e) me (f) waterski 8. Teacher check

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1. (a) no (b) yes (d) no (e) no 2. Teacher check

(c) yes (f) yes

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3. (a) wreck (b) dinghy (c) snorkel (d) pilot 4. (a) return, insult, earned, nailed, diaper (b) friend 5. Across Down 3. fasten 1. injure 6. helicopter 2. school 7. friend 3. fantastic 11. cousin 4. snorkel 12. noisy 5. island 13. scary 6. holiday 14. pilot 8. early 9. hover 10. giant 60

insect rabbit talent sprout abduct defeat

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2–3.

1. (a) (c) (d)

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2.

4.

6.

8.

10.

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6. (a) 1. bandit 3. gadget 5. arrest 7. invest 9. locust 11. numbat (b) Big Rat Island

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Reading for information 1. true 2. true 3. false 4. false 5. true Reading for understanding 1. Yes. Teacher check. Answer may include: The helicopter may have carried other cargo and may not have had room for more luggage.

2. (a) Geraldton (b) Answer may include: The islands are too small for conventional aircraft landings.

3. (a) Before dawn. (b) Answer may include: It’s cooler. The crayfish are more active. The crayfish haven’t been trapped too long in the pots.

4. When snorkelling, the fish and other creatures were easy to see.

Applying your knowledge 1 Teacher check. Answer may include: Ensuring that there isn’t over-fishing.

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1. (a) (c) (e) (g) (i) 2. (a)

Japan, Germany (b) Nile, Ganges February, April (d) Saturday, Tuesday Mercedes, Volvo (f) Africa, Europe Mars, Earth (h) Rome, Tokyo Hitler, Cleopatra (j) Atlantic, Pacific My grandparents will be flying to Canada next Thursday. (b) They will be staying in Singapore until Saturday at the Highlight Hotel in Orchard Road. (c) My Aunty Sue and her daughter, Sarah, are going to meet them and they’ll fly to Vancouver together.

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ANSWERS (d) They will fly across the Pacific Ocean to Los Angeles in America, where they’ll visit Disneyland.

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(c) (d)

5. (a)

(b) (c) (d)

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L (b) L (c) L S (e) S (f) L S (h) S (i) S S (k) L (l) L L (n) L (o) L Nouns are naming words for people, places and things. (b) Verbs are doing words. (c)–(d) Teacher check 7. (a) noun (b) verb (c) noun (d) verb (e) noun (f) verb 8. Saturday, April, Jill, Sydney, Mercedes, France, Qantas, Timothy, New York, Thames, Monday, Alfa Romeo, India, Pluto, Napoleon, Churchill, Singapore, Michael Caine, Nicole Kidman, Spain, Japan, November

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Teacher check

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Page 37 – Evaluation

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(b)

later (b) only (c) dried go (e) less (f) bone don’t (h) sound (i) good out Crayfish are expensive because their numbers are limited.

Shane saw many interesting creatures while he was snorkelling.

Shane had a really great time although he hadn’t expected to enjoy his holiday.

He felt a bit scared when the helicopter came in and landed.

Because their numbers are limited, crayfish are expensive.

While he was snorkelling, Shane saw many interesting creatures.

Although he hadn’t expected to enjoy his holiday, Shane had a really great time.

When the helicopter came in and landed, he felt a bit scared.

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9. Teacher check 10. (a) My sister, Emily, enjoyed reading the book, Black Beauty. (b) The Rocky Mountains stretch down the west coast of Canada and the United States of America.

11. (a) Jack lost his wallet while he was on holidays. (b) You won’t do well in your exams if you don’t do some study. (c) I’ll take my raincoat because it’s raining. (d) When it’s cold and wet, Dad drives his car to work.

12. (a) While he was on holidays, Jack lost his wallet. (b) If you don’t do some study, you won’t do well in your exams. (c) Because it’s raining, I’ll take my raincoat. (d) When it’s cold and wet, Dad drives his car to work. (Conjunction already starts sentence.)

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3. (a) (d) (g) (j) 4. (a)

4. Antonyms are words which have opposite meanings. (a) right (b) empty (c) question (d) scared (e) back (f) small (g) dry (h) rough (i) remember (j) nasty

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1. Teacher check 2. The TITLE tells what the recount is about.

The setting tells who, what, where, when and why.

The events tell what happens and are told in order.

Recounts finish with what the writer thinks about the events.

3. Synonyms are words which have similar/same meanings. (a) foe (b) weary (c) afraid (d) stop (e) thin (f) cease (g) empty (h) grown-up (i) obese (j) ask R.I.C. Publications® www.ricpublications.com.au

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ANSWERS Exposition 1 Skateboard menace: pages 39–57 Page 40 Teacher check. Answers may include Title: The exposition is about the menace of skateboards.

2. skateboarder, whereabouts, upon, footpath, eyesight, became, 3. Teacher check 4. (a) The occupations are lawyer, doctor, dentist, teacher, artist, author and nurse. (b) artist, author, dentist, doctor, lawyer, nurse, teacher

r o e t s Bo r e p ok u S Page 44

Page 41

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5. (a) (e) (i) (m) 6. (a) (c)

MF (b) MF (c) MF (d) M F (f) F (g) M (h) MF MF (j) MF (k) MF (l) F MF (n) F king (b) boy, girl grandmother, grandfather (answers may differ) (d) parent (e) sister (f) son (g) wife, spouse (h) stallion (i) sow

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Teacher check. Answers may include Overview: The writer thinks that skateboards should be banned on paths, in parks and in shopping centres.

Reasons or arguments: 1. because his eyesight, hearing and reactions are no longer good 2. because he is unaware of the danger until it is upon him 3. The skateboarders seem to enjoy his discomfort and find it amusing when they see they have frightened the writer.

4. because they are not enforced by the centre staff 5. that parents need to take more responsibility for the whereabouts of their children Conclusion: The writer wants people to make their opinions know to local council and have skateboards banned.

Reading for information 1. true 2. true 3. false 4. true 5. false

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2. (c)–(i) Teacher check 3. Teacher check

Page 47

4. (a) also (b) altogether (c) almost (d) almighty (e) always (f) although 5. Teacher check

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Reading for understanding 1–2.Teacher check 3. Answer may include: The writer wants parents to be more responsible for their children’s whereabouts.

Applying your knowledge (a)–(c) Teacher check

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

(c) donkey (f) caffeine

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1. (a) ceiling (b) receipt (d) receive (e) fierce 2. (a)–(b) Teacher check

prohibit – ban (b) enforce – compel evade – avoid (d) urge – encourage available – accessible vigorously – strongly

The English workbook – Teachers resource book – Book F

Page 48

1. Emotive—ugly, murder, rich, neglectful, disgusting, monster, sensational Neutral—large, small, quiet, careful 2. Teacher check

Page 49

3. Teacher check 1. Teacher check 2. (a) Teacher check (b) Weston Park, Port Smith (c) Is this fair?

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ANSWERS Page 50 (d) They must be banned! OR Surely there are better and safer things for the young people to be doing! (e) 4 (f) 2 (g) 2 3. (a) the officers (b) some puppies (c) a girl (d) my friend (e) the class (f) many children (g) the ladies (h) the bird

Page 51

p (b) s (c) s p (e) p (f) s p (h) p (i) s p (k) p (l) s the pirates’ treasure the nation’s people my grandmother’s photographs the water’s edge some police officers’ badges Count Dracula’s castle the gentlemen’s ties the swimmers’ towels the girls’ make-up

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7. Emotive – glared, neglected, roared, grabbed, snatched Neutral – ran, walked, looked, took, saw 8. (a) My skateboard was stolen last Friday, but I think I know who took it. (b) During the July holidays, I hope to go horse riding, canoeing, skating and to sleep over at Ben Wilson’s house.

9. (a) s (b) p (c) p (d) s (e) p (f) s 10. (a) the boats’ sails (b) the farm’s cows (c) the baker’s bread (d) the fishermen’s nets (e) the teacher’s book

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1. Teacher check

Page 53

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2–3.

Teacher check

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Page 55

Page 57 – Evaluation

Teacher check

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4. (a) (d) (g) (j) 5. (a) (b) (c) (d) (e) (f) (g) (h) (i)

4. Synonyms are words with the same/similar meaning.

5. Teacher check. Answers may include: himself, herself, itself, self-addressed, selfaware, self-centred, self-control, inside, into, inwards, in-built, inborn, inboard, inbred, inarm toothpaste, toothbrush, toothache, toothless, toothcomb, toothpick, toothsome ice-cream, cream-coloured 6. Teacher check. Answers may include: ‘a’ sound – a, ai, ay, a–e, ei, ey, eigh ‘e’ sound – ee, e, ea, ey, y, ie, e–e, i, oe ‘i’ sound – i, i–e, ie, igh, y, eigh, ei ‘o’ sound – o, ow, oe, ough, oa, au ‘u’ sound – ue, ew, u–e, u

Narrative 1 Man’s best friend: pages 58–75

o c . che e r o t r s super Page 59 1–5.

Page 56 – Evaluation

1. Teacher check 2. Expositions are written to persuade others to think or do something.

An exposition has: a title, an overview, reasons, conclusion.

3. (a) The title tells what the exposition is about. (b) The overview tells what the writer thinks about the subject. (c) The reasons are the arguments which try to persuade the audience. (d) The conclusion is the final comment and summing up.

R.I.C. Publications® www.ricpublications.com.au

Teacher check

Page 60

Title: Teacher check Orientation: Who – (a) Mr Leake, Rupert, Ben (b) Mum, Dad When – In late autumn What – Walked to the shop, bought a paper and a treat and sat on the porch Where – In the street where Ben and Mr Leake lived

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63

ANSWERS Complication: (a) Mr Leake didn’t follow his usual pattern of behaviour. (b) Farmer Leake had fallen on his bedroom floor.

Resolution: Answers may include: Rupert stayed by him and attracted Ben’s attention.

Conclusion: Rupert had helped save Farmer Leake’s life.

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3–4.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Teacher check Teacher check

Page 64 cardigan (b) continuously (d) tentatively (f) patient (b) pedals charter (e) palette fatal (h) foreign fluent, fourth (b) patient, fatal (d) chartered, popular (f)

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1. (a) (c) (e) 2. (a) (d) (g) 3. (a) (c) (e)

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occasionally responded momentum (c) popular (f) fluent (i) route formally, accepted palette, effective pedalled, route

Page 68 1. Teacher check

Page 69 2–4.

Teacher check

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1–2.

6. (a) Some excited, energetic, hot, noisy children dived into the cool, clear, refreshing, blue water. (b) The worried young girl looked sadly at her faded, torn, blue jeans. (c) The puppy chewed the beautiful, white, expensive, new sports shoe he had found under Jessica’s bed. (d) The shiny, black, stylish, extremely fast motorbike thundered down the quiet street.

7. (a) The dog jumped, twisted, turned, stretched and caught the ball. (b) Fortunately, the footballer regained his feet after tripping, falling, rolling and grabbing his ankle. (c) The dancers were twisting, turning, swirling and gliding gracefully across the floor. (d) The wild cat arched its back, hissed, spat and retreated into the bush.

8. (a) Snatching the old lady’s bag, the robber raced off down the street. (b) Hoping to find her lost dog, Wendy searched in all the neighbours’ gardens. (c) Waiting patiently, the dog sat near the gate. (d) Trying to avoid a collision, the driver slammed on his brakes and swerved to the left.

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Reading for information 1. wheat 2. three 3. daily, treat 4. brown, missing 5. low 6. hospital Reading for understanding Teacher check Applying your knowledge Teacher check

Page 62

Page 67

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5. Teacher check

Page 72

1. Teacher check

Page 65 1–3.

Teacher check

Page 66 4. Teacher check 5. (a) He picked up his hat, shoes, socks, cricket bat and ball and raced out the door. (b) The farmer’s wife fed the chickens, ducks, pigs, goats and the geese down by the pond. (c) Zac grabbed his surfboard, hat, flippers and shirt and raced towards the waves.

64

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Page 73

Teacher check

Page 74 Teacher check

Page 75 – Evaluation 1. Teacher check 2. (a) A narrative has four parts which are a title, an orientation, a complication, a resolution and a conclusion.

R.I.C. Publications® www.ricpublications.com.au

ANSWERS (b) The orientation tells who, what, where and when. (c) The resolution tells how the problem is solved.

3–5. Teacher check 6. (a) patient (b) fourth 7. Teacher check 8. (a) Mum made the pizzas using cheese, ham, tomatoes, pineapple and olives. (b) The old, rusted, dilapidated, timber shed collapsed during the storm.

Page 80 Applying your knowledge Teacher check

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Page 77

Teacher check

Page 78

Title: (a) The Titanic mystery (b) Teacher check Description: (a) It was a large ship with four funnels. (b) It had four restaurants, a theatre, a Turkish bath, tennis and squash courts, a mini-golf course and a kennel for the passengers’ dogs. (c) It hit an iceberg and sank. (d) 650 kilometres south-east of Newfoundland (e) 14 April 1912 (f) The ship started sinking and there weren’t enough lifeboats.

Conclusion: (a) The owners were found to be negligent and safety rules for ships were changed. (b) In 1985, Ballard photographed the wreck and established that the ship’s metal plates had buckled and the rivets had become loose.

Page 81

1. Clues 1. friend 2. rivers 3. recoil 4. trains 5. resign 6. grated The mystery word is island.

2. Clues 1. honeymoon 2. jewellery 3. paperback 4. education 5. autograph 6. pineapple 7. kidnapped The leftover word is turquoise.

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Report 1 The Titanic mystery: pages 76–95

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3. The hull’s plates buckled and the rivets came loose.

4. Teacher check

Page 82

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C.Pub l i cat i ons Page 83 5. Teacher check •f orr evi ew pur po sesonl y• 6. (a) wombat (b) monkey (c) badger Teacher check

(d) walrus (g) jaguar

Page 84

(e) rabbit

(f) ferret

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3–4.

Across 2. radio 4. voyage 5. speed 6. ignore 9. captain 10. engine 12. iceberg 13. emergency 14. passengers 17. disaster 21. hull 22. mystery

Down 1. camera 3. lookout 5. survivor 7. lifeboat 9. court 11. immediately 15. crew 16. funnels 18. guilty 20. full

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Page 79 Reading for information 1. false 2. false 3. false 4. true 5. false Reading for understanding 1. It had a double bottomed hull with sixteen water-tight compartments.

2. He wanted to set a new Atlantic crossing record.

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Page 85 1. (a) (c) (e) (g)

restaurants funnels lifeboats icebergs

(b) (d) (f) (h)

afternoons voyages disasters minutes

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65

ANSWERS 2. (a) (d) (g) (j)

watches tomatoes lunches potatoes

(b) (e) (h) (k)

foxes glasses boxes classes

(c) (f) (i) (l)

dishes waltzes wishes fizzes

Page 91 Teacher check

Page 92 Teacher check

Page 86

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Page 87

place place without while of for

(b) (e) (b) (e) (b) (e)

time time before through for of

(c) time

1. Teacher check 2. Reports should give facts not opinions and should not provide unnecessary information.

3. (a) dishes (b) churches (c) houses (d) boxes (e) friends (f) tomatoes (g) radios (h) knives (i) glasses (j) loaves 4. The following words should be crossed out. (a) potatos (b) leafs (c) sandwichs (d) pianoes (e) watchs 5. (a) about (b) of (c) at (d) with, of (e) for 6. Teacher check 7. (a) The ship sailed to the Pacific islands. (b) The crew had to board the ship 24 hours before sailing. (c) I enjoy reading books about science fiction. (d) Please sit at the table until everyone has finished eating. (e) He dived into the cool, clear water. (f) May I watch television until 9 o’clock?

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4. Teacher check 5. (a) The dog doesn’t eat until his owner tells him to start. (b) Our school football team is playing at home this week. (c) I went windsurfing during the holidays. (d) My alarm clock didn’t work at five o’clock this morning. (e) My laptop computer is in my bedroom. (f) Why is that girl sitting under my desk? (g) Wash your hands before you eat. (h) We loaded the program onto my computer. (i) I’ve been playing soccer since I was six years old. (j) You can’t wear that top with those jeans.

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1. (a) (d) 2. (a) (d) 3. (a) (d)

Page 93 – Evaluation

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3. (a) loaves (b) elves (c) halves (d) knives (e) shelves (f) wives 4. (a) engines (b) matches (c) wolves (d) chiefs (e) radios (f) passengers (g) lives (h) classes 5. (a) stomach (b) hive (c) tomato (d) waltz (e) bus (f) boss (g) knife (h) echo 6. The following words should be crossed out (a) photoes (b) kangarooes (c) lifes (d) thiefs (e) sandwichs

Procedure 2 Wooden spoon puppet: pages 94–110

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Page 89 1. (a) fact (b) fact (c) fact (d) opinion (e) opinion (f) opinion 2. Teacher check

Page 90

Page 95

Teacher check

Page 96

1. Goal: It is about making a puppet using a wooden spoon.

2. Requirements: wooden spoon, paints, paintbrush, pencil, ruler, fabric, scissors, needle and thread, glue, scraps of ribbon and wool 3. Steps: (a) Sew two lines of stitches. (b) Paint spoon. (c) Draw eyes, nose and mouth. (d) Cut the fabric.

3. Teacher check 66

The English workbook – Teachers resource book – Book F

R.I.C. Publications® www.ricpublications.com.au

ANSWERS Page 104

4. Test: You have made a good puppet.

Page 98 Reading for information 1. false 2. true 4. false 5. false Reading for understanding 1–5.Teacher check

Page 99

3.

6.

true true

He walked cautiously around the corner.

The plane just landed at the airport.

They play football outdoors.

There are flowers everywhere.

Mary studies abroad.

The teacher explained the work clearly.

The driver stopped suddenly.

He fought courageously.

Desperately, he clung to the sinking boat.

Gracefully, the dancer leapt across the stage. (d) Contentedly, the cow grazed in the lush, green field. (e) Valiantly, the soldiers fought against the enemy. (f) Faithfully, the dog followed his master.

Page 100

1. (a) true (b) false (c) true (d) true (e) false 2. (a)–(e) Teacher check (f) poodle, pool, power, present, puddle, purse

Page 101

Page 105 3–5.

6. (a) (c) (e)

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Applying your knowledge Teacher check

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

Teacher check beautifully extremely occasionally

(b) absolutely (d) temporarily (f) accurately

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Page 102 1. (a) (c) (e) (g) 2–3.

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Page 103 3. Teacher check 4. (a) angrily (b) (d) busily (e) (g) thirstily 5. (a) hungrily (b) (d) speedily (e) (g) dryly/drily (h)

(b) (d) (f) (h)

probably comfortably juvenilely terribly

2. Yes, because it wouldn’t be successful if you didn’t follow the sequence.

3. Answers may include: painting, cutting fabric, following instructions, drawing, gluing, sewing, tying knots, pulling and gathering threads.

4. Clear, concise instructions are easier to understand and follow.

5. Present tense 1. Teacher check

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3. Teacher check 4. Clues: 1. ballerina 2. snow slide 3. microwave 4. amphibian 5. gardening 6. excellent 7. suffocate The leftover word is expensive.

5. (a) marionette (b) Teacher check

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Teacher check

Page 108

wearily (c) clumsily noisily (f) happily

Teacher check

Page 109 – Evaluation funnily happily sillily

(c) shyly (f) slyly

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1. Teacher check 2. (a) Procedures are usually written in the present tense. (b) Procedures usually use command verbs. (c) Teacher check 3. Homographs look the same; their meanings are different.

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67

ANSWERS 4. Teacher check 5. These are called suffixes and they are attached to the end of words.

6. (a) miserably (b) terribly (c) futilely (d) palely (e) probably (f) comfortably

Page 110 – Evaluation

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Reading for information 1. false 2. false 4. false 5. true Reading for understanding Teacher check

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3.

true

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7. (a) shyly (b) crazily (c) hungrily (d) speedily (e) noisily (f) slyly 8. Adverbs usually add meaning to verbs.

9. (a) He stared anxiously at his maths test. (b) Enthusiastically, the hikers approached the walking trail. (c) Mr Jones warily watched the ferocious animal. (d) The bus stopped abruptly. (e) Yesterday, she walked to school. (f) The children ran upstairs.

10. (a) time (b) manner (c) place (d) time (e) place (f) manner (g) manner 11. (a) courteously (b) busily (c) beautifully (d) funnily (e) wonderfully (f) timidly

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4. He is now in the Bs. 5. He has been playing badly.

6. His Dad gave him extra practice.

7. He wanted him to have his eyes tested.

Ending or comment: He thinks he might give up and try a different sport.

Applying your knowledge 1. Teacher check 2. (a) 11 (b) 2 (c) Teacher check (d) Hit the ball out of the playing field. (e) leg before wicket (f) 6 (g) (i) London, Great Britain (ii) Melbourne, Australia (iii) Johannesburg, South Africa (iv) St George’s, Grenada (h) A batsman scores a duck if he is bowled out, stumped or caught without making a run.

Recount 2 Just not cricket: pages 111–127 Page 112 Page 113

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Title: It is about a boy who is not performing very well in cricket.

Setting: (a) Who – An unnamed boy (b) Where – He plays on Fridays and Saturdays. (c) When – He plays at school and at the local club. (d) Why – He has dropped catches and failed to score runs. His dream is slipping away.

Events: 1. He became interested when he was a little boy.

2. She took him to the Melbourne Cricket Ground.

3. Last year he played with the As. 68

Page 116 1–2. Teacher check 3. (a) dawdled (c) slammed

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(b) stared (d) smashed

Page 117

4. Teacher check

Page 118 1. (a) (c) 2. (a) (c) 3. (a) (c) 4. (a) (c)

quite quiet waste waist stationary stationery prey prey

(b) (d) (b) (d) (b) (d) (b) (d)

quiet quite waist waste stationary stationery pray pray

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ANSWERS Page 119

Page 126 – Evaluation

5. (a) pane, note, use, rode, slide, fade (b) Teacher check 6. slipping, kicked, drinking, skipping

Page 120 7. (a) (c) 8. (a) (c) (e)

swimming (short) shopping (short) shaving/shaved biting shaping/shaped

sinking (short) handing (short) sloping/sloped using/used facing/faced

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1. (a) Since Peter was a little boy, he has wanted to play cricket for Australia. He loves the game. He admires these famous players.

His dad tries to help him by giving him extra practice but his game has not improved.

Peter thinks that he might try golf or soccer because they could suit him better. (b) The exception is they (golf or soccer).

2. (a) s (b) p (c) p (d) s (e) p (f) s/p (g) p (h) s (i) s (j) s (k) s/p (l) s (m) p (n) s (o) s

Page 127 – Evaluation

5. When adding a suffix to a word, two consonants keep the vowel short.

6. (a) swimmer/swimming (b) shopper/shopped/shopping (c) sliding (d) hoped/hoping (e) rider/riding (f) handed/handing (g) shaver/shaved/shaving (h) user/used/using (i) faced/facing (j) sloped, sloping 7. (a) Mandy enjoys the basketball she plays every weekend. Some friends are also members of the basketball association and they all play at Matthews Basketball Stadium. Mandy lost a good towel and thought that Jill might have it.

‘I think that towel is mine, not yours’, she said, but it wasn’t hers.

‘Mum won’t be happy with me’, she moaned.

‘I’ll be in trouble for losing it.’ (b) they (c) she (d) hers 8. Answers may include: (a) fish (b) flamingos, trees (c) hippos (d) owls (e) galaxy (f) grapes, flowers (g) flock (h) herd (i) fleet (j) pack

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(b) (d) (b) (d) (f)

1. Teacher check 2. A recount is a retelling of past events in time order.

3. A recount has a title; a setting which tells who, where, when and why; events; and an ending/ comment.

4. (a) stationery (b) waste (c) waist (d) prey (e) stationary (f) pray (g) quite (h) quiet

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3. (a) First person: I, we Second person: you Third person: they, she, he (b) First person: me, us, mine, ours Second person: yours Third person: his, hers, theirs, it 4. Answers may include: (a) fish (b) geese (c) hippos (d) eagles (e) ships (f) witches (g) trees/flamingos (h) owls (i) stars (j) squirrels

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Page 123 1. Teacher check

Page 124 Teacher check

Page 125 Teacher check R.I.C. Publications® www.ricpublications.com.au

Exposition 2 Fair go for skateboarders: pages 128–146 Page 129 Teacher check

Page 130 Title: Being fair to skateboarders The English workbook – Teachers resource book – Book F

69

ANSWERS

Reading for information (a) true (b) false (d) true (e) true Reading for understanding Teacher check

(c) false

Page 136

9. Across 6. everyone 7. parents 10. complain 11. fair 12. beach 13. answer 19. environment 20. provide 21. obvious 23. facilities 25. place 26. stadium

Down 1. inexpensive 2. venue 3. healthy 4. banning 5. sport 8. safe 9. challenging 14. activities 15. frightened 16. trouble 17. right 18. letter 22. oval 24. angry

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she’ll

she

will

wi

(b)

I’d

I

would/ had

woul/ha

(c)

won’t

will

not

ill

(d)

they’d

they

would/ had

woul/ha

not

o

not

o

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(b) AMBCQ YPC DSL 3. (a) As quick as a wink (b) As cold as ice (c) As clear as mud 4–5. Teacher check 6. Answers may include: (a) as smooth as silk (b) as fast as greased lightning (c) as skinny as a rake

Page 135 7. (a) newspaper (c) ambulance (e) spaghetti

(a)

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asparagus petroleum duplicate Wednesday beautiful

2.

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2. (a)

(b) (d) (f) (h) (j)

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Applying your knowledge Teacher check

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breakfast triangles ballerina housework passenger

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8. (a) (c) (e) (g) (i)

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Overview: The writer wants facilities for skateboarders.

Reasons: Answers may include: 1. The writer wants to show how other activities are catered for.

2. It’s inexpensive, healthy and environmentally friendly.

3. Parents would know what their children were doing, where they were and that they were safe.

4. Everyone would be happy because skateboarders were not on the roads, footpaths or shopping centres.

Conclusion: The writer wants support in seeking the council’s approval of skateboarding facilities.

(b) autograph (d) pineapple (f) hurricane

The English workbook – Teachers resource book – Book F

(e)

weren’t

were

(f)

don’t

do

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3. Teacher check 4.

I

I’ll

I’ve

I’m

I’d

you

you’ll

you’ve

you’re

you’d

he

he’ll

he’s

he’s

he’d

she

she’ll

she’s

she’s

she’d

it

it’ll

it’s

it’s

it’d

we

we’ll

we’ve

we’re

we’d

they’ve

they’re

they’d

haven’t/ hasn’t

isn’t/ aren’t

wouldn’t

they they’ll not

won’t

R.I.C. Publications® www.ricpublications.com.au

ANSWERS 5. (a) won’t – will + not (b) mustn’t – must + not (c) it’ll – it + will

Page 139 1. (a) Probably Passenger A (b) Probably Accident A (c) Probably ‘yes’ (d) spun, out of control, destroyed, ploughing 2. Teacher check

Page 142 4. (b)–(c) Teacher check 5–6. Teacher check

Page 143 Teacher check

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Teacher check

Page 140

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Page 145 – Evaluation

1. Teacher check 2. Expositions are written to persuade others.

Expositions use emotive language.

3. Teacher check 4. Answers may include: (a) environment (b) council (c) physically

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3. (a) Tyrannosaurus rex, the largest dinosaur, was carnivorous. (b) I had a bad day on Saturday because our football team lost, my shorts were ripped, I played very badly and it poured with rain. (c) My father was late picking me up from training, but he couldn’t help it because there was a traffic jam. (d) As we were walking to school, a rainbow appeared in the sky. (e) For dinner he ate two hamburgers, a big box of chips, a large strawberry ice-cream and drank a bottle of chocolate milk.

4. The Flinders Ranges are spectacular.

Geologists have speculated that they may have once been comparable in size to the Himalayas, but they have been worn down to their present size over eons. There are many jagged peaks and deep gorges. Clay pans and salt lakes can be found in the north, while in other areas, permanent underground springs produce surprising lushness. Over the last century the region’s biodiversity has been damaged. Prior to the arrival of Europeans, the Flinders Ranges were alive with nocturnal animals, such as bilbies, bettongs, woylies and mulgaras.

Page 146 – Evaluation

5. (a) We went to the stadium to watch our team play soccer. (b) He had to tell me the answer to the question. (c) The boy was in trouble for throwing sand.

6. (a) A simile compares two things. (b) Teacher check 7. (a) should’ve (b) won’t (c) we’re (d) they’ve (e) weren’t (f) they’re (g) wasn’t (h) don’t 8. The aggressive man destroyed the happy event by yelling belligerently.

The timber workers would very soon begin their destruction of the magnificent trees in the beautiful, tranquil forest.

9. (a) The skateboarder jumped, twisted, turned and landed gracefully. (b) On his way home, the skateboarder bought an ice-cream. (c) Brian, the school’s best skateboarder, won the competition. (d) Mr Wells, the principal, rides a motorbike. (e) Fearing the worst, the farmer went to inspect his stock.

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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1. Answers may include: (a) It’s a healthy, outdoor activity. (b) Skateboarding is inexpensive. (c) [Skateboarding] is a spectacular sport to watch. (d) [Skateboarding] is physically demanding and challenging. (e) … appropriate facilities … should keep everyone happy.

2. Teacher check 3. The author believes students should wear uniforms.

4. (a) Teacher check R.I.C. Publications® www.ricpublications.com.au

Narrative 2 Daring escape: pages 147–166 Page 148 1–5.

Teacher check

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ANSWERS Page 149

5.

Reading for information 1. true 2. false 4. false 5. true Reading for understanding 1–4.Teacher check

3.

6.

true false

t e r r i f i e d a p

e f a l c t d f u p y

a t c o l l a p s e d

n u u b a m b o o v a

g s l g t u f s g w r

r h o r i z o n w o i

y a u d a c i t y x n

t b s t m o r n i n g

Page 154 1. (a) (d) (g) (j) (k) 2. (a) (c)

cormorant (b) bird (c) pole friend (e) meal (f) quarter parent (h) water (i) pirate treasure The plurals were formed by adding ‘s’. family (b) story Teacher check

Page 155 3. (a) (d) (g) (j) 4. (a) (d) (g) 5. (a) (c) (e) (g) (i) (k)

women (b) policemen (c) sheep teeth (e) geese (f) feet children (h) deer (i) salmon cacti/cactuses 2 (b) 2 (c) 3 3 (e) 3 (f) 1 3 (h) 1 af/ter/noon (b) ap/pear/ed tooth/less (d) re/tort/ed morn/ing (f) caught se/cond (h) patrol/ling on/ly (j) dai/ly mi/ra/cul/ous

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1. Teacher check 2. (a) love (b) announce (c) hero (d) wild (e) admire (f) terrify (g) curious (h) patient (i) shape (j) miracle 3. Answers may include (a) heroic, courageous, bold (b) seemed, came, arrived (c) skyline (d) boss, main, leader, captain (e) riches, bonanza, wealth (f) copying (g) scared, frightened, alarmed (h) lifted, erected, built, elevated

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Page 153 4. (a) horizon (b) toothless (c) collapsed (d) distant (e) relief (f) canopy (g) meanness (h) audacity (i) celebrate 72

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Applying your knowledge Teacher check

Page 152

r h m a d b s l w s n

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

Page 150

Page 151

i c f f a t h e r e a

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Title: Teacher check Orientation: Main characters – Ping, Madame Cheng Minor characters – Ping’s parents, pirates What – A pirate ship appeared Where – Outside Hong Kong harbour When – Once upon a time Complication: The pirates’ attack on her family.

Resolution: Madame Cheng let them go because of Ping’s audacity.

Conclusion: They celebrated with a special meal.

p h a r b o u r t e c

The English workbook – Teachers resource book – Book F

1. Teacher check 2. (a) smaller, smallest (c) neater, neatest

(b) bigger, biggest (d) thinner, thinnest

Page 157 3.

fussy

fussier

fussiest

happy

happier

happiest

noisy

noisier

noisiest

funny

funnier

funniest

sandy

sandier

sandiest

quiet

quieter

quietest

silly

sillier

silliest

fussy

fussier

fussiest

wealthy

wealthier

wealthiest

sunny

sunnier

sunniest

R.I.C. Publications® www.ricpublications.com.au

ANSWERS 4. (a) (d) (g) (j)

tallest (b) prettiest earlier (e) tastier colder (h) cloudier roughest

(c) cleverer (f) fastest (i) heavier

Page 161 1. Teacher check

Page 162 2. Teacher check

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more cheerful, most cheerful more famous, most famous more careless, most careless more foolish, most foolish more active, most active more delicious, most delicious more poisonous, most poisonous more comfortable, most comfortable more interesting, most interesting Berlin had its worst snowstorm in years.

Berlin had more/worse snow than Moscow.

My new car is really good and much better than yours. (d) Perth is the farthest/furthest capital city from Canberra. (e) My air ticket was cheap and cost less than Bill’s.

Page 163

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

Page 164

Teacher check

Page 165 – Evaluation

1. Teacher check 2. (a) The title indicates what the story is about. (b) The orientation describes who, what, where and when. (c) The complication describes the problem facing the main character(s). (d) The resolution describes how the problem is solved. (e) The conclusion tells what happens at the end.

3. (a) adventure (b) follow (c) happy (d) celebrate 4. Teacher check 5. (a) cormorant (b) junk (c) reward (d) bamboo 6. (a) puppies (b) firemen (c) potatoes (d) dingos/dingoes (e) octopuses/octopi (f) islands (g) canopies (h) daisies (i) avocados (j) afternoons

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5. (a) (b) (c) (d) (e) (f) (g) (h) (i) 6. (a) (b) (c)

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eggs, sugar and cream to make the cake. (b) The children walked to the park, climbed on the monkey bars, tried out the swings, then played in the grass. (c) No, I won’t be able to attend the party. (d) Thomas, you haven’t completed your work. (e) The tallest man, a well-known footballer, was signing autographs in the mall. (f) ‘Hurry up and get ready’, said Mum impatiently. (g) Yes, I did my homework. (h) Zac, where did you leave your glasses? (i) The band, Tomorrow’s Guys, will be playing here tomorrow. (j) ‘Please let me go to the beach’, Sarah begged.

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C.Publ i cat i ons Page 159 •f orr evi ew pur posesonl y• 7. (a) We need to buy butter, milk, sultanas, flour,

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Page 160 8. ‘Why can’t we go to the beach?’ demanded Monique.

‘I told you before’, replied Dad, ‘it is just too windy. We’d be blown away’.

‘It’s not fair’, Monique yelled as she stomped away.

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Page 166 – Evaluation 7. (a) trea/sure (c) har/bour 8. white

(b) watch (d) pi/rate

whiter

whitest

scary

scarier

scariest

good

better

best

clever

cleverer

cleverest

some

more

most

noisy

noisier

noisiest

precious

more precious

most precious

expensive more expensive most expensive

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ANSWERS Page 170 3. Scientists could see beyond the Earth and resulted in improved knowledge, space programs and communication technology.

4. Plastic glasses are lighter, easier/cheaper to produce and less breakable.

Applying your knowledge Teacher check

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

Report 2 Magnifying lenses: pages 167–186 Page 168

Teacher check Title: (a) Magnifying lenses (b) Teacher check Classification: A curved lens that changes the way things appear, usually increasing the things’ size.

Page 171 1–2.

Teacher check

Page 172

3. Answers may include: (a) pepper (b) fork (d) butter (e) craft (g) needles (h) thread (j) pieces (k) chips 4. (a) repeat (b) temporary (d) carnivore (e) extinct (g) released (h) inferior (j) village (k) speaker (m) locate (n) enrol

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9. As I was walking to school, I saw my friend, Anna, the captain of the netball team. She was holding her satchel containing her books, pencil case, lunch, gym shoes and a school blazer.

‘Are you coming to practice tonight?’ Anna enquired.

‘Yes, I will be there’, I answered.

10. ‘Have you cleaned up your room yet?’ called Mum. ‘No, I have been helping Dad in the garden’, Jane answered.

‘Where is he now?’ asked Mum. ‘He’s just cleaning up, then he’ll be in for lunch’, Jane replied.

(c) (f) (i) (l) (c) (f) (i) (l)

chairs socks daughters tie tranquil sermon obscure refuse

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C.Publ i cat i ons Page 173 •f orr evi ew p ur posesonl y•

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Description: (a) Lens is a Latin word for lentil. (b) It was not very clear. (c) They were first sold in Italy in 1451. (d) Microscopes and telescopes Conclusion: They are made of plastic.

Reading for information 1. true 2. false 3. false 4. true 5. true Reading for understanding Answers may include: 1. Frames were made of wood or bone. Beryl was not particularly clear. Unsure how to keep them on the face. Didn’t realise what curved lenses did. Were expensive and hand produced.

2. They facilitated scientific knowledge and improved medical treatment.

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A + maze = amaze C + heat = cheat E + state = estate G + ram = gram I + rate = irate K + nee = knee M + eat = meat

(b) (d) (f) (h) (j) (l)

B + right = bright D + ash = dash F + ire = fire H + and = hand J + aunt = jaunt L + ice = lice

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5. (a) (c) (e) (g) (i) (k) (m)

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The English workbook – Teachers resource book – Book F

Page 174 (n) (p) (r) (t) (v) (x) (z)

N + acre = nacre P + ear = pear R + ace = race T + able = table V + ouch = vouch X + ray = X-ray Z + one = zone

(o) (q) (s) (u) (w) (y)

O + pen = open Q(u) + easy = queasy S + hear = shear U + sage = usage W + heel = wheel Y + ear = year

Page 175 1. (a) (d) (g) (j)

beaches (b) foxes (c) footballers yourselves (e) shelves (f) potatoes watches (h) stadiums (i) outdoors halves

R.I.C. Publications® www.ricpublications.com.au

ANSWERS 2. (a) (c) (e) (g)

activities puppies responsibilities donkeys

(b) (d) (f) (h)

libraries hobbies keys displays

Page 176 (c) feet (f) crises

(b) done (e) done (h) done

(c) did (f) did

Page 182 1–2.

3. (a) teeth (b) geese (d) gentlemen (e) women 4. Teacher check

Teacher check

r o e t s Bo r e p ok u S Page 183

Teacher check

Page 184

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glasses (b) pyjamas (c) binoculars tongs (e) trousers except (b) accept accept (d) except effect (b) affect affected (d) effect

Page 178

8. Teacher check 9. (a) practise (b) practice (c) practice (d) practice 10. (a) licence (b) licence (c) license

Teacher check

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5. (a) (d) 6. (a) (c) 7. (a) (c)

6. (a) did (d) done (g) done

1. Teacher check 2. Reports should provide facts not opinions and should not have unnecessary detail.

3. Teacher check 4. (a) halves (b) boxes (c) churches (d) wishes (e) tomatoes (f) athletes (g) duties (h) monkeys (i) women (j) mice (k) deer (l) cameras 5. (a) except (b) accept (c) effect (d) affect (e) advise (f) advice (g) practice (h) practise (i) licence

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C.Publ i cat i ons Page 179 •f orr evi ew pur posesonl y• 1. (a) Emma had to visit the dentist after school.

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6. Last Thursday we went on the bus to Kangaroo Island. We stayed until Sunday in small cottages near the beach. One group was taken fishing in a beautiful boat; one abseiled down a cliff and another snorkelled under the jetty.

7. (a) yes (b) yes (c) no (d) no (e) no (f) yes (g) no (h) yes 8. (a) among (b) brought, bought (c) saw (d) done (e) seen (f) between (g) done (h) accept (i) practice (j) advice

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Page 180 3. (a) (d) 4. (a) (c)

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(b) She went with her mother. (c) Sitting waiting outside the surgery was very boring. (d) At last the dentist told her to sit in the chair. (e) While she had her mouth open, the dentist asked lots of questions. (f) Her mother dropped her back at school before lunch.

2. (a) yes (b) yes (c) no (d) no (e) yes (f) yes (g) yes (h) yes (i) no (j) no

among (b) between (c) among between (e) among brought, bought (b) bought, brought bought, brought

Page 181 5. (a) saw (d) seen (g) seen

(b) seen (e) saw (h) saw

(c) saw (f) seen

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