The English Workbook - Teachers Resource Books: Book G - Ages 12+

RIC-6307 4.3/564/1619

Teachers resource book – Book G (12 years+)

Copyright Notice

Published by R.I.C. Publications® 2007 Copyright© Diane Henderson and Rosemary Morris 2007 ISBN 978-1-74126-564-4 RIC–6307

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.

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

This information is provided to clarify the limits of this licence and its interaction with the Copyright Act. For your added protection in the case of copyright inspection, please complete the form below. Retain this form, the complete original document and the invoice or receipt as proof of purchase.

Name of Purchaser:

Date of Purchase:

Supplier:

ew i ev Pr

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+)

Teac he r

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.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• School Order# (if applicable):

w ww

. te

m . u

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.

o c . che e r o t r s super

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

View all pages online PO Box 332 Greenwood Western Australia 6924

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

INTRODUCTION This teachers resource book provides information to support the implementation of The English workbook – Book G, 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 • student evaluation • vocabulary • language features • proofreading and editing • reading comprehension

•

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

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

CONTENTS

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 ........................................................................................23–27 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 nouns .................................25 Tautology ......................................................................................26 Eponyms .......................................................................................26 Acronyms .....................................................................................26 Anagrams .....................................................................................26 Jargon...........................................................................................27 Formal and informal or colloquial language ..........................27 Abbreviations ..............................................................................27 Spelling .............................................................................................27–31 Syllables .................................................................................27–28 Plurals .....................................................................................28–29 Adding suffixes (1-1-1 rule, dropping final ‘e’, adding ‘ly’) .........................29–30

• •

•

ew i ev Pr

Teac he r

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

Long vowel sounds .....................................................................30 Contractions (It’s and its).............................................................................30–31 Soft ‘G’ and ‘C’ .............................................................................31 Word origins ................................................................................31 ‘Ce’ or ‘Se’? ..................................................................................31 Passed and past .........................................................................31 Language features ...........................................................................32–41 Parts of speech (verbs, active and passive verbs, adverbs, adverbial phrases and clauses, nouns, noun phrases, pronouns, adjectives, adjectival phrases and clauses, prepositions, conjunctions) .................................................................................................32–34 Punctuation (capital letters, commas, colons, hyphens, parentheses, apostrophes for possession, grammatical contractions, quotation marks, paragraphs) ............................................35–36 Collective nouns ...................................................................37–38 Animal nouns .........................................................................39–40 Idioms ...........................................................................................41 Integrated activities ........................................................................42–51 Graphic organisers..........................................................................52–58 Mind maps ...................................................................................52 Flow chart ....................................................................................53 Problem-solving chart ...............................................................54 Senses chart ...............................................................................55 Tree chart .....................................................................................56 Semantic web .............................................................................57 Reading journal ...........................................................................58 Additional information....................................................................59–61 Cartoons .......................................................................................59 Advertisements ...........................................................................59 Journal/Diary writing .................................................................60 Note making ..........................................................................60–61 Plays..............................................................................................61 Scope and sequence chart ..................................................................62 Answers ............................................................................................63–84

w ww

. te

m . u

© R. I .

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

o c . che e r o t r s super

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

The English workbook – Teachers resource book – Book G

1

WRITING FORMAT DESCRIPTIONS

1. Procedure

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

ew i ev Pr

Teac he r

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.

w ww

. te

3. Exposition

m . u

© R. I .

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

o c . che e r o t r s super

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.

2

The English workbook – Teachers resource book – Book G

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

WRITING FORMAT DESCRIPTIONS

4. Narrative

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

ew i ev Pr

Teac he r

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.

w ww

. te

m . u

© R. I .

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

o c PLANNING OUTLINES . che e r o t r s super

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.

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

The English workbook – Teachers resource book – Book G

3

Planning a procedure Name:

Date:

Title: Goal (What you need to do):

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

Requirements (Things you’ll need):

2.

3.

4.

ew i ev Pr

1.

Teac he r

Steps:

© R. I .

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

7.

8.

w ww

6.

. te

m . u

5.

o c . che e r o t r s super

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

4

The English workbook – Teachers resource book – Book G

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

Planning a recount Name:

Date:

Title: Setting: Who?

Where?

Why?

ew i ev Pr

Teac he r

When?

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

Events: 1.

2.

© R. I .

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

5.

w ww

4.

. te

m . u

3.

o c . che e r o t r s super

Concluding statement/comment:

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

The English workbook – Teachers resource book – Book G

5

Planning an exposition Name:

Date:

Title:

Teac he r

Introductory statement (What you believe):

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

2.

3.

5.

w ww

4.

© R. I .

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

. te

m . u

1.

ew i ev Pr

Arguments (Thoughts and ideas which support your belief):

o c . che e r o t r s super

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

6

The English workbook – Teachers resource book – Book G

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

Planning a narrative Name:

Date:

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

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

Time:

Initiating event: What event starts the action?

ew i ev Pr

Teac he r

Setting/Location:

w ww

Complication: What problems do the characters have?

. te

m . u

© R. I .

C.Publ i cat i ons How did this involve the characters?

•f orr evi ew pur posesonl y•

o c . che e r o t r s super

What caused the problems?

Resolution (How are the problems solved?):

Conclusion (What happened in the end?):

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

The English workbook – Teachers resource book – Book G

7

Planning a report Name:

Date:

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

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

Description (special features):

3.

ew i ev Pr

2.

Teac he r

1.

© R. I .

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

6.

w ww

5.

. te

m . u

4.

o c . che e r o t r s super

Conclusion (summing up):

8

The English workbook – Teachers resource book – Book G

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

EDITING AND PROOFREADING CHECKLISTS

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

ew i ev Pr

Teac he r

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.

w ww

. te

m . u

© R. I .

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

o c . che e r o t r s super

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

The English workbook – Teachers resource book – Book G

9

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

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

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

Teac he r

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

ew i ev Pr

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

© R. I .

C.Publ i cat i ons 7. Did you use command verbs? .................................................................................................

•f orr evi ew pur posesonl y• Yes No

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

m . u

w ww

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)

. te

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

I think my procedure is short my procedure is clear

o c . che e r o t r s super

my procedure would work

10

The English workbook – Teachers resource book – Book G

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

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:

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

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

Teac he r

Setting: Does your recount include:

ew i ev Pr

• 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

© R. I .

C.Publ i cat i ons Did you conclude with av statement or comment? ...............................................................

• f o r r e i e w p u r posesonl y• Spelling:

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

m . u

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

w ww

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

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

. te

o c . che e r o t r s super

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

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

The English workbook – Teachers resource book – Book G

11

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:

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

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

ew i ev Pr

Teac he r

(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

© R. I .

C.Publ i cat i ons 4. Have you checked your punctuation? .............................................................................

•f orr evi ew pur posesonl y• 5. Have you used a separate paragraph for each argument? .........................................

Punctuation

Yes No Yes No

6. Ask a partner to read your exposition

w ww

m . u

Peer edit

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

. te

o c . che e r o t r s super

(c) Were you able to persuade your partner to agree with your point of view? ...... Yes No I think my exposition is persuasive

my spelling and punctuation are the presentation of my work is

12

The English workbook – Teachers resource book – Book G

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

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:

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

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

Teac he r

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

ew i ev Pr

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:

© R. I .

C.Publ i cat i ons Does• the f resolution fite thev complication? ............................................................................. orr i ew p ur posesonl y•

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

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

. te

m . u

w ww

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:

o c . che e r o t r s super

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

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

The English workbook – Teachers resource book – Book G

13

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

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

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

Teac he r

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

ew i ev Pr

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

© R. I .

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

my report gives facts

w ww

the presentation of my work is

. te

14

m . u

I think my report is interesting

o c . che e r o t r s super

The English workbook – Teachers resource book – Book G

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

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

The English workbook – Teachers resource book – Book G

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

m . u

. te

Understands the format

Procedure

w ww

Names

Teac he r

Class evaluation record

© R. I .

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

ew i ev Pr

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

o c . che e r o t r s super

15

The English workbook – Teachers resource book – Book G

Self-edits

Accurate information

Uses factual language

Understands the format

Report

Self-edits

Imaginative ideas

Appropriate paragraphing

Uses descriptive language

. te

Understands the format

Narrative

Names

o c . che e r o t r s super

m . u

Teac he r

Class evaluation record

© R. I .

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

ew i ev Pr

w ww

16

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

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

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.

Teac he r

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

ew i ev Pr

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.

© R. I .

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

SPEECHES

w ww

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.

. te

m . u

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

o c . che e r o t r s super

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.

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

The English workbook – Teachers resource book – Book G

17

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.

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

Teac he r

ew i ev Pr

Features 1. A debate is made up of: • an affirmative team of 3 members who argue for the topic • a negative team of 3 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.

© R. I .

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

Format A classroom plan could be as follows.

w ww

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

. te

Chairperson The chair:

18

1.

2.

3.

4.

CHAIR

AUDIENCE

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

m . u

TIMEKEEPER

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

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.

The English workbook – Teachers resource book – Book G

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

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.

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

Teac he r

ew i ev Pr

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

w ww

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

. te

m . u

© R. I .

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

o c . che e r o t r s super

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

The English workbook – Teachers resource book – Book G

19

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

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

ew i ev Pr

Teac he r

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.

© R. I .

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

w ww

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.).

. te

m . u

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

o c . che e r o t r s super

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

The English workbook – Teachers resource book – Book G

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

How effective are you as a speaker?

Effective speakers …

Select:

• interesting information • relevant facts

Teac he r

ew i ev Pr

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:

w ww

. te

• with the topic • audience interest

o c . che e r o t r s super

Maintain: • eye contact • posture Speak:

m . u

Present:

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

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

The English workbook – Teachers resource book – Book G

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

ew i ev Pr

Teac he r

Focus

w ww

Show

m . u

© R. I .

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

The English workbook – Teachers resource book – Book G

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

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

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

Teac he r

ew i ev Pr

‘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:

w ww

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

. te

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

m . u

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

o c . che e r o t r s super

SYNONYMS Synonyms are words with the same or similar meaning.

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

The English workbook – Teachers resource book – Book G

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

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

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.

Teac he r

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

ew i ev Pr

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.

© R. I .

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:

. te

m . u

w ww

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

o c . che e r o t r s super

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 given, found, possessed, collected, acquired, took, procured, inherited, fetched, retrieved, comprehended, understood 24

The English workbook – Teachers resource book – Book G

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

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

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

Teac he r

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

ew i ev Pr

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

© R. I .

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’.

w ww

ALLITERATION

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

m . u

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

. t e o MASCULINE, FEMININE AND NEUTRAL 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 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 39–40. Students can research to compile similar lists of people and occupations.

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

The English workbook – Teachers resource book – Book G

25

VOCABULARY TAUTOLOGY Tautology is unnecessary repetition of an idea.

For example: He returned home again.

The two twins have measles again.

Recognising tautologies in the written and spoken text of others encourages students to become more aware of their own language and to speak and write more carefully.

Some students find it difficult to recognise and understand that a statement is a tautology and will need continued practice to become proficient.

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

Some common tautologies are:

Teac he r

EPONYMS

Eponyms are words that come from peoples’ names or the names of places.

For example: sandwich (The Earl of Sandwich)

ew i ev Pr

unemployed people out of work, returned back, a free gift, four quarters, advance forward, mixed together, new novelty, returned there and back, briefly for a short time, reduced down, ascend up, tiny midget, circled around, sum total, separate apart, past history, right now at this moment, old antiques, another look again, repeat again, totally complete, completely finished, joined together

© R. I .

C.Publ i cat i ons banksia, biro™, braille, cardigan, diesel, dunce, levis™, teddy pavlova, •f or r e vi eleotard, wp ur po se sbear, on l y• mackintosh, Melba toast, morse code, maverick, boycott, Celsius, caesarean, Granny Smith,

Exploring eponyms is an interesting and useful way to improve vocabulary. Common examples include:

guillotine, Mae West, pasteurise, valentine

m . u

ACRONYMS

w ww

Acronyms are words usually made from the first letters of other words. Some acronyms are so familiar that many people would be unaware that they are in fact acronyms.

Common examples include:

. te

o c . che e r o t r s super

Qantas, laser, scuba, radar, sonar, ANZAC, NASA, TIFF, NATO, UNICEF, EFTPOS, AIDS

ANAGRAMS

An anagram is a word created by rearranging the letters of another word.

For example: seat – eats, teas

Finding anagrams of words is of considerable assistance in learning to spell.

Common examples include: act – cat, tab – bat, bare – bear, flow – wolf, looped – poodle, arm – ram, north – thorn, earth – heart, finger – fringe, lamp – palm, below – elbow, dimple – limped, cafe – face, tablet – battle, beak – bake, diary – dairy, votes – stove, introduce – reduction, break – baker, teacher – cheater, remain – airman, cause – sauce, agrees – grease, field – filed, garden – gander 26

The English workbook – Teachers resource book – Book G

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

VOCABULARY JARGON Jargon is specialised language used by people who work together or share a common interest. Jargon can be difficult for others to understand, but it often facilitates communication between those using it.

Jargon is common in sports, all occupations, fields of study and hobbies. People who use jargon are often unaware that others do not understand. Some terminology that initially was developed in a specific field often becomes part of everyday communication and is universally understood.

r o e t s Bo r e p ok u S For example: automatic transmission, italics

FORMAL AND INFORMAL OR COLLOQUIAL LANGUAGE

Teac he r

ew i ev Pr

Formal language has a serious purpose and is often directed to people who are not necessarily friends or acquaintances.

Informal or colloquial language is more relaxed and used in communication among friends.

It is essential that students learn the differences between these forms of communication and can use them appropriately.

They need to be able to translate from one to the other.

For example: It’s a rip-off—It’s too expensive.

He didn’t turn a hair—He wasn’t concerned.

ABBREVIATIONS

© R. I .

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

Abbreviations are shortened forms of words or phrases. The use of abbreviations has greatly increased because of the emphasis on and the need for speed in modern communication.

This is very evident in emails and in SMS communication, where a new language has developed.

For example: CUL8R – See you later

w ww

For example:

January Jan. Mount Mt

m . u

Full stops are used to indicate a word that has been abbreviated, unless the last letter of the abbreviation is also the last letter of the word.

. te SPELLING o c . che e r o t r s super

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

A syllable has one vowel sound.

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

The English workbook – Teachers resource book – Book G

27

SPELLING 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. swim/mer

con/test

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

mu/se/um

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

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

me/thod

dol/phin

me/tre

sad/dle

ew i ev Pr

Teac he r

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

5. Prefixes and suffixes are usually separated from the base word. joy/ful

sub/mit

dis/o/bey

6. Compound words divide between the small words. rain/coat

la/dy-/in-/wait/ing

PLURALS

© R. I .

C.Publ i cat i ons socks, shoes, shirts •f orr evi ew pur posesonl y• Words ending in ‘ch’, ‘sh’, ‘s’, ‘x’, and ‘z’ usually add ‘es’ to make the plural word easier to pronounce.

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

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.

m . u

•

w ww

• Many words ending in ‘o’ also add ‘es’ in the plural form.

. te

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.

o c . che e r o t r s super

‘oo’ words: bamboos, kangaroos, cockatoos, zoos, shampoos

music: banjos, solos, duos, trios, pianos, sopranos, radios, altos, cellos, videos others: ratios, zeros, merinos, silos

• 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

28

The English workbook – Teachers resource book – Book G

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

SPELLING • Nouns ending with a consonant and a ‘y’ change the ‘y’ to ‘i’ before adding ‘es’. babies, puppies, flies, spies, libraries • Some plurals are made by changing some letters of the base noun or by adding an unusual suffix. 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)

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

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

ew i ev Pr

Teac he r

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

fish, cod, salmon, trout, deer, sheep, reindeer, swine, elk, dozen, score, innings, gallows

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

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

© R. I .

C.Publ i cat i ons 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 suffi include: •xesf o rr evi ew pur posesonl y• ADDING SUFFIXES

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

w ww

work, worked, workable, working, worker

• Sometimes the spelling of the base word changes.

. te

m . u

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

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

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. refitting

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

babysitter

outrigger

The English workbook – Teachers resource book – Book G

29

SPELLING dropping the ‘e’ 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

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:

r o e t s Bo r e p ok u S ‘e’ goes away when ‘ing’ comes to stay

adding ‘ly’

Teac he r

‘Ly’ is usually just added to words.

quick – quickly

love – lovely

ew i ev Pr

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’.

LONG VOWEL SOUNDS

© R. I .

C.Publ i cat i ons These include: •f r e ew pu o s es onl y• o r –p o, oa, ow, o–e, oe, ough ao –r a, a–e, ai, v ay, i eigh, ei

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.

e i

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

u

– u, u–e, ue, iew, ew, ui

w ww

m . u

CONTRACTIONS

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.

. te

o c . che e r o t r s super

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

‘It’s’ and ‘its’ Students and some adults find it difficult to know when to use these correctly. Part of the confusion originates from the fact that ‘its’ refers to possession and normally we would use a possessive apostrophe.

For example: The cow’s ears But ‘its’, when it means something belonging to ‘it’, does not have an apostrophe.

For example: The cow lost its calf.

30

The English workbook – Teachers resource book – Book G

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

SPELLING The only time ‘it’s’ does have an apostrophe is when it is a contraction of ‘it’ and ‘is’.

For example: It’s raining. (It is raining.)

Students should understand that only when they can replace ‘its’ with the words ‘it is’ do they need to add an apostrophe for the contraction.

SOFT ‘G’ AND ‘C’

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

Understanding of this rule will help students to spell many words correctly. When the letters ‘g’ and ‘c’ are followed by the letters ‘e’, ‘i’ or ‘y’, they are softened. cage gypsy giant

nice bicycle circle

When these letters are followed by ‘a’, ‘o’ and ‘u’ they have a hard sound.

For example:

goat gate gutter

camp cunning consider

WORD ORIGINS

ew i ev Pr

Teac he r

For example:

© R. I .

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

Breaking words into parts and understanding their origins can be a useful spelling strategy. Many English words originated from Latin and Greek. Students need to be able to spell common prefixes and base words—e.g. -scope, cent-, tele- and bio- —and to understand their meanings.

In a multicultural society, there are many words in common use that are also easier to spell if their origins are understood.

m . u

For example: ravioli, spaghetti

w ww

‘Ce’ OR ‘Se’?

There are words in English that end in both ‘ce’ and ‘se’, depending on whether the word is a noun (ce) or a verb (se).

. te

Examples include:

practice, licence, advice, device, prophecy practise, license, advise, devise, prophesy

o c . che e r o ‘PAST’ AND ‘PASSED’ t r s super

Note: ‘Advice’ and ‘advise’ and ‘device’ and ‘devise’ are not homophones, they are pronounced differently.

These homophones are often confused.

‘Passed’ can only be used as a verb in the past tense.

The car passed us on the wrong side of the road.

‘Past’ can be used as a noun, adjective, adverb, preposition and, very rarely, as a verb.

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

The English workbook – Teachers resource book – Book G

31

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. 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.

ew i ev Pr

the present

Teac he r

regular

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

the past

Active and passive verbs

Active and passive verbs focus attention on either the subject or the object (the receiver of the action) respectively.

Understanding the differences between active and passive verbs assists comprehension. Some students and adults are confused by the passive form and need practice in determining the subject and object of verbs.

Active verbs draw attention to the person or thing doing something.

For example: Dad the car.a ©R .

I .

C. Pcleaned ubl i c t i ons Passive verbs focus on the receiver of the action.

•f orr evi ew pur posesonl y• For example: The car was cleaned by Dad.

w ww

For example:

. te

The film is being watched by the audience.

The toys had been broken by the children.

Note: The person(s) responsible for an action is not always named.

o c . che e r o t r s super

For example:

Adverbs

m . u

Note: Auxiliary verbs are used in the passive voice.

The trees were destroyed.

The project has been completed.

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

Adverbial phrases and clauses An adverbial phrase is a group of words used instead of an adverb.

An adverbial clause is a group of words, which include a verb, used instead of an adverb.

The use of adverbial phrases and clauses enhances language, allowing it to be more descriptive, interesting and precise.

32

The English workbook – Teachers resource book – Book G

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

LANGUAGE FEATURES Nouns Nouns are words used to name people, places, things, feelings or ideas.

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

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

r o e t s Bo r e p ok u S For example: clock, chair, tree

• 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

For example: gang, herd, collection

ew i ev Pr

Teac he r

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

An extensive list of common and less familiar collective nouns used to describe many of these groups is on pages 37–38.

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.

© R. I .

C.Publ i cat i ons A noun phrase is a group of words that functions as a noun in a sentence.

•f orr evi ew pur posesonl y• For example: anger, hunger, theft

Noun phrases

The children were playing with a box of toys.

Ben ate a round of sandwiches.

m . u

For example:

w ww

Note: A noun clause is a group of words with a verb that functions as a noun in a sentence.

Pronouns

For example: Whoever knocked at the door didn’t leave a message.

. te

o c . che e r o t r s super

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) 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.

He gave the book to me. (subject) (verb)

(object)

‘He’ is the subject of the verb.

‘Me’ is the object of the verb.

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

The English workbook – Teachers resource book – Book G

33

LANGUAGE FEATURES Students often find difficulty with sentences with a pronoun and a proper noun together; 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’.

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

Teac he r

• Mary and I/me went to the movies.

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’.

For example:

Tom can run faster than I. (can) He is taller than I. (am) She rides her bike faster than I. (do)

Adjectives

ew i ev Pr

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.

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

© R. I .

C.Publ i cat i ons Adjectival phrases and clauses • or r ev ewasp r po esonl y• An adjectival phrase is af group of words thati functions anu adjective in a s sentence.

w ww

For example:

Prepositions

m . u

An adjectival clause is a group of words which includes a verb and functions as an adjective in a sentence.

The use of adjectival phrases and clauses make writing more descriptive, allowing the writer to be more precise and provide more detailed information.

The dancer with the red top hat performed exceptionally well.

(Adjectival phrase) The rain, pouring down the window, made me feel cold and miserable.

(Adjectival clause)

. te

o c . che e r o t r s super

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.

He rode through the park.

Sally slept until dawn.

I would like one of those.

Conjunctions Conjunctions are joining words. They can join different language units. one word with another one phrase with another one clause with another one sentence with another 34

hot or cold on the land and in the air sitting on the beach while watching the birds There were dark clouds in the sky so I took my umbrella.

The English workbook – Teachers resource book – Book G

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

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

Capital letters 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, Note: R.I.C. Publications® employs minimal capitalisation for titles ‘Goldilocks and the three bears’. of books and other publications as recommended by the Style

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

Commas

ew i ev Pr

Teac he r

manual for authors, editors and printers, 6th edn, 2002.

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.

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.

© R. I .

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

Colons

m . u

The most common use of colons is to introduce a list or series of things or people.

w ww

For example: While I was overseas, I visited: Italy, Germany, Austria and Switzerland.

Other uses include: • to make statements stand in contrast to each other

. te

o c . che e r o t r s super

For example: In the summer, I enjoy the beach: in the winter, I prefer to stay indoors

• to follow expression, like: ‘the following’, ‘for example’, ‘including’

For example: The following people attended the meeting: Dr Smith, Mrs Green and Professor Jacobs.

• to introduce a quotation.

For example: Our scout motto: Be prepared.

Hyphens Hyphens can be used to join two or more words into one word, to show that they belong together.

For example: mother-in-law Note: Many words that were previously joined with hyphens are now written as one word. It is essential to consult a modern dictionary to check that the hyphen is still needed.

For example: audiovisual Hyphens can be used to divide a word at the end of a line. The hyphen must be placed between syllables.

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

The English workbook – Teachers resource book – Book G

35

LANGUAGE FEATURES Parentheses Parentheses (most often, brackets) are used to add extra, often less important information to a sentence.

The information may be a comment, an example, an explanation or may state the information in a different way.

For example:

Note:

parenthesis—singular parentheses—plural

My father (the world’s best dad) gave me a horse for my birthday.

Mammals (for example; whales) give birth to live young.

Acacias (wattles) are found throughout Australia.

I paid five hundred dollars (300 Euros) for my accommodation.

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

Teac he r

Note: Commas can often be used instead of brackets for parentheses.

ew i ev Pr

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)

Grammatical contractions

© R. I .

C.Publ i cat i ons should not shouldn’t hep willo – he’ll •f orr e vi e–w pur sesonl y• I had – I’d it has – it’s

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

Quotation marks

‘Please feed that noisy cat’, Mum shouted.

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

. te

m . u

w ww

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

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.

36

The English workbook – Teachers resource book – Book G

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

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

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

ew i ev Pr

Teac he r

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

w ww

. te

m . u

© R. I .

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

o c . che e r o t r s super

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

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 G

37

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

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

ew i ev Pr

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

w ww

Insects

. te

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

38

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

m . u

© R. I .

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

o c . che e r o t r s super

The English workbook – Teachers resource book – Book G

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

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

ew i ev Pr

queen, worker larva

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

I .

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

. te

drake

m . u

dog

w ww

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

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

elephantine

vulpine

hircine

The English workbook – Teachers resource book – Book G

39

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

ew i ev Pr

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

w ww

sheep

ceratorhine

buck, ram

male

. te

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

m . u

rabbit

40

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 G

vespine

lupine

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

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

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

ew i ev Pr

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

w ww

. te

m . u

© R. I .

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

o c . che e r o t r s super

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

The English workbook – Teachers resource book – Book G

41

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 Health

English

5.

Research to find information on allergic reactions to bee stings. Include: • symptoms • drugs used • natural remedies • latest treatments.

Use the Internet or library resources to collect information on other insects which sting. Include: • symptoms • drugs used • natural remedies • latest treatments.

Research to compile a list of the most common allergies. Include allergies to: • food • plants • bites/stings • medicines • materials.

Research other insects that are dangerous to humans because of the diseases they cause.

Include: • types of diseases • symptoms • where the diseases are prevalent • treatments • how these insects can be controlled.

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

ew i ev Pr

6.

Research information about mnemonics.

1.

List some commonly used mnemonics.

Make up some interesting ones of your own.

Find a poem about one of the following insects and illustrate it; bees, flies, beetles, grasshoppers, ants.

Locate some children’s books written about insects; for example, The very hungry caterpillar by 2.

Eric Carle.

Compare and contrast the books, including: • which you liked least • what ages they are suitable for • reactions of children to them • illustrations used.

3.

Teac he r

1.

2.

3.

4.

w ww

. te

Society and environment 1.

2.

42

Design and technology

m . u

© R. I .

C.Publ i cat i ons 4. u •f orr evi ew p r posesonl y•

o c . che e r o t r s super

Use the Internet or library resources to research bees. Include: • types of bees found in a hive • role of queen bee • classifications of bees • where bees are located • types of pollen collected by bees • types of honey produced • uses of honey • other products from bees • life cycle of bees.

Research compasses. Include: • how they are made • who invented them • when they are used • compasses used in transportation.

The English workbook – Teachers resource book – Book G

1.

2.

Design a home suitable for an insect of your choice.

Include: • feeding facilities • water source • airholes/vents • safety features • shelter.

Design a ‘treasure map’ for your classroom/school playground using compass directions; for example, Start at the swings, walk ten (10) paces south-west, turn right, take five (5) paces north.

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

INTEGRATED ACTIVITIES

Recount 1 Mathematics

Looking for employment 1. Locate the employment pages of your local newspaper.

2. Read through the vacancies and select a job that appeals to you. Cut out the advertisement.

3. Prepare a curriculum vitae (see teacher notes) for the job. Include the following in your application: • Personal details: date of birth, age, address, school • Experience: academic, social-leadership, sporting, musical, work experience.

• Covering letter: outlining why you would be suitable for this job

Graphing 1. Locate the employment section of your local newspaper.

2. Classify the various types of jobs which are advertised; for example, nurses, hairdressers, shop assistants, teachers, accountants (select approximately 10–15).

3. Count the number of advertisements for each type.

4. Represent this information on a graph of your choice.

5. Write half a page describing your findings; for example, Which job had the most vacancies, which had the least? What factors might account for this?

Society and environment

English

Child labour In the past, some countries exploited children as a source of cheap labour.

1. Using library resources and the Internet, research a country which allowed this practice.

2. Write a report which outlines the following information: • the role of the children • their working conditions • their salary • any education and recreation • the name of the company, the product • which world agencies tried to help and how they helped; are these agencies still operating?

Conclude with a paragraph outlining your ideas and thoughts.

3. Are there any countries which still allow children to work?

Interview Many companies are happy to employ young students, especially, for example, global fast food chains.

1. Why is this?

2. Prepare and conduct an interview with the manager of one of these organisations (or one familiar to you) to find out why they prefer young people. You may want to video or tape your interview.

3. You may want to work with a partner.

4. Some key questions could be: • What do young employees offer that mature employees don’t?

• Are they employed on a full or part-time basis?

• What benefits do they receive?

• What long-term support programs are available?

• What training is available?

• What promotional opportunities are available to them?

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

ew i ev Pr

Teac he r

Society and environment

w ww

. te

m . u

© R. I .

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

o c . che e r o t r s super

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

The English workbook – Teachers resource book – Book G

43

INTEGRATED ACTIVITIES

Exposition 1 Society and environment

The arts

1.

1.

5.

Mathematics 1.

44

3.

4.

5.

© R. I .

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

Research five (5) endangered species from around 1. the world. Include: • estimates of how many there are • where they are found • estimates of how many there were before and after they were declared endangered.

Graph the results.

Compare the results with the numbers and types of nocturnal animals in another area.

2.

w ww

2.

3.

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

ew i ev Pr

6.

2.

Design a poster about saving an endangered animal.

Make sure it is: • clear and concise • eye-catching • colourful.

Make up a short video clip about an environmental issue (e.g. water pollution, smog, regeneration of forests).

Write a short puppet play suited to young children to encourage them to look after animals. Create the puppets needed, as well.

Find some songs about pollution and care of the environment. Choose your favourite and learn it.

. te

Conduct a study of five (5) endangered animals regarding their: • habitat • size • body structure • food • protection devices.

Include reasons why they have become endangered.

From an area in your local environment, choose five (5) types of native flora. Compare: • size • shape of growth • leaves • flowers (if any) • soil in which each grows • how they adapt to their environment.

m . u

4.

Teac he r

2.

3.

Research to find out about the flora and fauna of the Flinders Ranges, now and in the past.

Compare the results.

Find out where, when and why the changes happened.

Use the Internet or library to research how the Flinders Ranges were formed and when.

Research the following geological features: • clay pans • salt lakes • underground springs Include: • how each is formed • largest/smallest of each • main locations of each.

Find out about local/statewide and nationwide organisations which help protect animals. Include: • when they were formed • their main aims • how they are funded • how any members they have • what they do.

o c . che e r o t r s super

The English workbook – Teachers resource book – Book G

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

INTEGRATED ACTIVITIES

Narrative 1 Mathematics

Debating Affirmative: ‘That all students should do homework every day’.

1. Plan a class debate about homework. (See teachers notes on how to organise and adjudicate a debate.)

2. Use library and Internet resources to locate information which will support your point of view.

3. Compile a list of suitable consequences for children not completing set homework.

4. Get ideas from: • parents • teachers • peers.

5. Plan a suitable homework program for three different year levels.

6. Explain how and why they differ and why you included some of the subjects in each year level.

7. Discuss and/or debate how much involvement parents should have with their child’s/children’s homework.

8. Locate and read a copy of Wolf by Gillian Cross.

9. Compare and contrast this book to Little Red Riding Hood, using: • characters • settings • times • complications • resolutions • conclusions.

Colloquialisms: 1. Use the library and Internet to research colloquialisms.

2. Choose some common colloquialisms and research their origins.

3. Write stories using many colloquialisms, then rewrite the stories changing the colloquialisms to more formal language.

1.

2.

3.

Keep a diary of your homework activities for a fortnight.

Tally the hours you spend doing homework.

Graph your homework according to the hours spent on each subject.

Work out the ratios of time spent on each subject compared to the total hours.

r o e t s Bo r e p ok u S 4.

1.

2.

3.

Plan a route for Dad to take James from home to school to the car wash.

Write in the appropriate distances. (Hint: The school was six minutes from home by car.)

Include some other features; for example, a park, a church, shops.

Values 1.

2.

ew i ev Pr

Teac he r

English

Discuss the positives and negatives of sharing books with a friend.

Discuss the advantages and disadvantages of parental help with homework.

© R. I .

C.Pub l i ca t i ons Society and environment 1. Research to compare and contrast the education •f orr evi ew pur p os s o nl y system ofe your own country with• that of another.

Use these headings: • uniforms • age of starting and finishing school • hours spent at school • holidays • subjects studied • types of schools.

Contact elderly citizens to compare and contrast olden-day education with modern education.

Include: • uniforms • school rules • equipment • forms of punishment • class sizes • homework • teaching standards • reporting systems.

m . u

w ww

. te

2.

o c . che e r o t r s super

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

3.

4.

The English workbook – Teachers resource book – Book G

45

INTEGRATED ACTIVITIES

Report 1 English

The arts

1.

1.

3.

r o e t s Bo r e p ok u S 4.

©showing R. I .

C .P bl i c t i oother ns Keep a timetable for a month the hours 1.u Choose twoa countries than your own and you spent on homework for each subject area. compare and contrast their educational systems.

Include: Graph the results.

• f o r r e v i e w p u r posesonl y• • length of school year Work out the ratio of hours per subject.

Mathematics 1.

2.

3.

4.

3.

Society and environment

w ww

Plan a weekly timetable of activities to include: • school • homework • jobs or home tasks • leisure activities • sport or exercise • family time • social events.

. te

• divisions of school year • curriculum • ages to start and finish • hours at school • teacher training • discipline forms • uniform • regulations • school fees • social events • sporting events • finances • use of computers • facilities.

Choose a public and a private school in your local area and list the similarities and differences, including the points above.

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

46

ew i ev Pr

Teac he r

4.

2.

Design a poster to encourage students to complete their homework.

Remember to make it: • colourful • eye-catching • to the point • well designed.

Design some interesting homework activities for junior primary children in maths and English.

Plan an appropriate area for a child to complete homework. You will need to draw a layout of the area and include: • a desk (size and shape) • a chair (type?)

• lighting (type?)

• materials and storage (e.g. bookshelves, cupboards) • other features.

m . u

2.

Compile a list of your five (5) favourite homework assignments. Give reasons why you chose them.

Compile a list of your five (5) least favourite homework assignments. Give reasons.

Organise a debate on ‘Parents should assist with homework’ and/or ‘Rewards should be given for completing homework’.

Use the teachers notes on debates to assist in planning and adjudicating.

The English workbook – Teachers resource book – Book G

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

INTEGRATED ACTIVITIES

Procedure 2 Society and environment

Advertisement 1. Make a poster advertising bike safety.

2. Your poster must: • be informative • have a clear, concise message • be appealing—bright, attractive • be suitable for the target audience.

Road rules 1. Research the legal age for riding bikes on the road without supervision.

2. Use the following resources to research your information: • local road safety and traffic authority • local police • local council • library, Internet.

3. Include the following: • Why has this age been chosen?

• Do you think it is important?

• Any relevant newspaper clippings or research findings.

4. Present your information in a report.

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

ew i ev Pr

Teac he r

English

Science

Design and technology

Investigation How does a bike work?

1. Write a science report clearly explaining how bicycles work.

2. Use detailed diagrams to support your information.

3. Include the following: • materials used to manufacture bikes and why these are used • explanation of each part (why it is important, what it does) • different types of bikes available and for whom they are suitable.

Design a family bike 1. In many poor countries, bicycles are often the only means of transport for some families.

2. Design a bike which has all the necessary safety features suitable to transport a family of four (2 adults and 2 children), including shopping.

3. Draw your bike on a large sheet of paper. Give detailed labels which explain the most important aspects.

4. Present your design to the class in a 2 to 3-minute talk.

w ww

. te

m . u

© R. I .

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

o c . che e r o t r s super

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

The English workbook – Teachers resource book – Book G

47

INTEGRATED ACTIVITIES

Exposition 2 Health

The arts

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

Design a website giving details of help available for people who wish to quit smoking.

Include: • support agencies • methods used to quit • effectiveness of various methods.

Design a program for young school students to warn of the dangers of smoking.

You could include: • posters • video clips • puppet plays • poems • songs • worksheets • activities • discussions.

ew i ev Pr

Teac he r

Research to find out about lung cancer.

Find some advertisements for smoking from the past, using magazines and TV. Include: Say which you consider to be the most effective and the • causes least effective.

• incidence now and in the past • symptoms Design a poster to encourage people to quit smoking.

• how it is diagnosed • treatments available Create a short video to inform people about the dangers • cure rates. of smoking.

© R. I .

C.Publ i cat i ons English Mathematics • f o r r e v i e w p ur posesonl y• Conduct a debate on the topic ‘Smoking should be Research to find statistics for the following in two

w ww

Conduct a class discussion on places that should be totally smoke-free.

. te

o c . che e r o t r s super

Discuss the effectiveness of advertising campaigns to encourage people to quit smoking/drinking and driving.

Include ideas on the use of positive/negative images and themes.

48

different countries and graph the results. Topics may include: • How young people begin to smoke.

• How long young people continue to smoke.

• What effects smoking has on young people’s health.

• The incidence of lung cancer.

• The effectiveness of government ‘Quit’ campaigns.

• The effectiveness of TV advertisements for ‘Quit’ campaigns.

m . u

banned in restaurants’.

(See teachers notes on how to conduct and adjudicate a debate.)

The English workbook – Teachers resource book – Book G

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

INTEGRATED ACTIVITIES

Recount 2 English

Science

Conduct a debate on the topic ‘Students should work part-time’.

1. Use the notes in the teachers guide to plan, prepare and adjudicate the debate.

2. Class comments and feedback should be encouraged to assist student performance.

1.

Teac he r

5.

6.

The arts

1.

2.

2.

Conduct a class survey to find how much water you and your classmates drink daily.

Research to discover how much water the average person needs.

Research dehydration—its causes, effects etc.

Research to compile a report on sunburn.

Include: • the most dangerous times for getting burnt • how the damage is caused • the number of people who develop skin cancer • treatments used • prevention methods • the most affected skin types • countries where most skin cancers occur.

© R. I .

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

w ww

1.

Students write a play using the information given in 1. the diary.

Include all characters, setting and props.

2.

Perform the play in groups 3.

Videotape the performance.

4.

Design and make a poster promoting the wise use of water.

The poster should: • be attractive • be eye-catching • convey a message.

Design a really beautiful garden. You can include: • garden beds • fountains • a waterfall • a hot-house • a pool • a tennis court • a playground • any other special features.

Compare your design with a classmate’s.

. te

m . u

2.

3.

4.

Health

ew i ev Pr

r o e t s Bo r e p ok u S 2.

3.

4.

1.

Gardens use a great deal of water, which is becoming a serious issue in many countries because of increasing population and changing weather patterns.

List ten ways you can conserve water at home.

Compile a list of ways of conserving water in public places and/or in businesses.

How can governments reward households for using water wisely?

Keep a record of your water usage at home for a month.

Compare it with a maximum temperature record and see how closely water usage relates to the daily weather.

o c . che e r o t r s super

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

The English workbook – Teachers resource book – Book G

49

INTEGRATED ACTIVITIES

Narrative 2 Design and technology

Journal writing Most authors keep a journal in which they write daily.

Journals are a record of a person’s thoughts and ideas. They can be lists of topics for writing, plans or outlines of possible stories, jottings of character traits, personalities, descriptions of locations and so on.

Some of these ideas are then referred to at a later date and may be used in a short story, novel or poem.

Keep a journal and write in it each day. You may include photographs and newspaper or magazine clippings.

Author study 1. Choose a favourite author.

2. Research the life and work of your author.

3. Include: • when and where the author was born • early studies and career • why and how the author started to write • a list of all genres and titles • what questions you would like to ask the author if you met him/her • why you think this person is a good author.

Descriptions 1. Describe in detail an old house you have visited.

2. Use your five senses to enable the reader to ‘feel’ the atmosphere. Include: • where it was located • who owned it • why you were there • when you visited it • what you saw and did.

3. Investigate stories/films about haunted houses.

1.

Design a house suitable for these areas: • hot and dry • hot and wet • cold and dry • cold and wet.

Include all the special features that would be needed to cope with these conditions.

r o e t s Bo r e p ok u S 2.

Society and environment 1.

2.

Research famous buildings around the world.

Include: • who designed them • why they were built • when they were built • basic materials used.

Research well-known architects. Include: • where they worked • when they worked • their most famous designs • why they became well-known.

Investigate building codes in different countries regarding: • materials able to be used • fire codes • earthquake protection • access for disabled people • evacuation procedures • height of buildings.

Research house designs from 100 years ago.

Include: • materials used • furnishings.

ew i ev Pr

Teac he r

English

w ww

. te

50

4.

m . u

© R. I .

C.Publ i cat i ons 3.

•f orr evi ew p ur posesonl y•

o c . che e r o t r s super

The English workbook – Teachers resource book – Book G

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

Report 2 Science

Health 1.

2.

3.

4.

Find out about each of the substances below.

Include what they are, where they originated, how they’re used and their effectiveness.

• glycolic acid • salicylic acid • benzoyl peroxide • cortico steroids Research to find out about some popular treatments for acne. Include: • ingredients • costs • results promised • availability (chemist, supermarkets, prescriptions only).

Find out all you can about the side effects of Accutane™.

Research to find other skin specialists.

Compile a list of other medical specialists—for example, ‘cardiologist’—and explain what each does.

TV or a magazine.

Compile a list of positives and negatives about the advertisement.

Design your own poster advertising an imaginary acne product.

Design an advertisement for television for an acne product.

6.

7.

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

ew i ev Pr

Teac he r

5.

Compile a list of other health problems which, 1. in particular, may affect teenagers; for example, smoking, drugs, obesity.

Choose one problem and research it fully to compile a report to present to the class.

Research using the Internet and library to find some natural treatments for acne.

Compile a list of foods known to contribute to acne 2. and a list of foods to improve your skin.

Plan a weekly menu using the healthy foods in interesting and appetising dishes.

Research to compare and contrast the occurrence of acne in eastern and western countries. Give reasons for the differences; for example, diet, lifestyle.

3.

Find out all you can about the Johns Hopkins University research into acne. Try to include: • how many people were involved • how long the study lasted • the results • which products were most effective.

2.

3.

w ww

. te

2.

3.

4.

m . u

© R. I .

C.Publ i cat i ons English The arts • f o r r e v i e w p u r posesonl y• 1. Find and give a definition of a dermatologist.

1. Choose an advertisement for acne treatment from

o c . che e r o t r s super

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

The English workbook – Teachers resource book – Book G

51

GRAPHIC ORGANISERS

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

ew i ev Pr

Teac he r

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 53) • problem-solving charts (page 54) • senses charts (page 55) • tree charts (page 56) • semantic webs (page 57).

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.

w ww

. te

52

m . u

© R. I .

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

o c . che e r o t r s super

The English workbook – Teachers resource book – Book G

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

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

ew i ev Pr

Teac he r

Flow chart

w ww

. te

m . u

© R. I .

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

o c . che e r o t r s super

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

The English workbook – Teachers resource book – Book G

53

Problem-solving chart

Problem

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

Negatives

ew i ev Pr

Teac he r

Possibilities

Goal

w ww

. te

o c . che e r o t r s super

Solution

54

m . u

© R. I .

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

The English workbook – Teachers resource book – Book G

Why

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

Senses chart Subject:

ew i ev Pr

Teac he r

Looks

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

Sounds

Feels

w ww

. te

Tastes

m . u

© R. I .

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

o c . che e r o t r s super

Smells

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

The English workbook – Teachers resource book – Book G

55

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

ew i ev Pr

Teac he r

Tree chart

w ww

. te

56

m . u

© R. I .

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

o c . che e r o t r s super

The English workbook – Teachers resource book – Book G

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

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

ew i ev Pr

Teac he r

Semantic web

w ww

. te

m . u

© R. I .

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

o c . che e r o t r s super

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

The English workbook – Teachers resource book – Book G

57

Reading journal Category

Rating

Comment

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

ew i ev Pr

Teac he r

Title

w ww Findings

. te

o c . che e r o t r s super

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

58

m . u

© R. I .

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

M = Moderate interest

The English workbook – Teachers resource book – Book G

L = Low interest

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

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.

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

ew i ev Pr

Teac he r

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.

© R. I .

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

w ww

ADVERTISEMENTS

. te

m . u

• 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.

o c . che e r o t r s super

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.

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

• 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.

The English workbook – Teachers resource book – Book G

59

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.

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

• Uses vocabulary which expresses personal feelings

ew i ev Pr

Teac he r

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?

© R. I .

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

NOTE MAKING

w ww

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

Note making requires practice.

. te

o c . che e r o t r s super

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

60

m . u

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

The English workbook – Teachers resource book – Book G

• 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.

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

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.

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

ew i ev Pr

Teac he r

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.

• Develop 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.

© R. I .

C.Publ i cat i ons Purpose • To share knowledge ofy other cultures and • To present ao visual aural the •f randr e vexperience i ewforp ur po s es onl • places. audience.

w ww

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.

. te

• To question the way we live.

m . u

• 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.

o c . che e r o t r s super

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

The English workbook – Teachers resource book – Book G

61

Activities

Genre

Procedure 1

Recount 1

Exposition 1

Narrative 2

Report 2

Activities

Collecting compounds, ‘Magic middles’, ‘Nifty nines’ Adding suffixes – silent ‘e’, 1-1-1 rule; Short vowels; Procedure 1 Consonants; Syllables Word roots – Latin (bi, centum), Greek (ph, ch, au); Confusing words – homophones Recount 1

Exposition 1 Plurals – seven rules, Contractions (its or it’s), Syllables ‘Homework’ words – Alpha list; Words to replace Narrative 1 phrases; Suffixes – ‘ly’, ‘able’, ‘ous’, ‘ing’; Soft ‘c’ and ‘g’ sounds Plurals – Compound words, Irregular, ‘s’ or ‘es’ (refer Report 1 dictionary); Confused words Plurals – ‘es’ and ‘ves’, changing vowels; Syllables; Confused words Procedure 2

Recount 2 Word origins (phone, scoped); Confusing words

Genre

Recount 1

Activities

Exposition 1 Punctuation – explaining use, colons

Narrative 1

Report 1

Procedure 2

Recount 2

Exposition 2

Narrative 2

Report 2

Colloquial/Formal; Adjectives – nouns to adjectives, in similes; Punctuation – direct speech/quotes Prepositions – opposite meaning, correct choice, in sentences, identification; Adjectives to nouns Command verbs; Suffixes – ‘ed’, ‘em’, ‘ful’, ‘like’, ‘y’, ‘ly’,‘less’, changing meaning; Adverbs; Adverbial phrases and clauses Conjunctions – joining sentences, changing meaning; Nouns – gender, phrases; Pronouns – ‘me’ or ‘I’ Punctuation; Quote marks – continued speech, number of speakers; Hyphens; Parentheses Adjectives; Adjectival – phrase, clause; Comparatives; Superlatives Prepositions – changing, identifying, use in sentence; Preposition or adverb? – identifying, sentences (different forms)

Procedure 1 Procedure – student choice

Recount 1 Recount – student choice

Facts and opinions, Key words, Report – student choice

Planning a story, Ideas, Situations; Narrative – student choice

Exposition 1 Emotive language, Titles, Exposition – student choice

Narrative 1

Report 1

Report 2

Narrative 2

Exposition 2

Descriptions, Facts/opinions, Mystery medical condition, Report – student choice

Using five senses, ‘Show, don’t tell’, Narrative – student choice

Formal and informal language, Exposition – student choice

Recount 2 Sequencing, Recount – student choice

Procedure 2 Procedure – Safe rollerblading

w ww

‘ce’ or ‘se’, ‘past’ or ‘passed’, Apostrophe for Exposition 2 possession, Possessive pronouns Prefixes to form antonyms – ‘un’, ‘anti’, ‘contra’, Narrative 2 ‘counter’, ‘il’, ‘im’, ‘in’, ‘ir’, ‘non’; Adding suffixes – rule ‘y’ to ‘i’, ‘our’ and ‘ous’, ‘ous’ and ‘ity’ Missing letters – ‘e’s’ and ‘o’s’; ‘ar’ words; Confused words Report 2

Verbs – imperative, verb ‘to be’/‘to have’, tense, active Procedure 1 and passive Nouns – matching, categories, collective, abstract, proper; Pronouns – 1st, 2nd, 3rd

m . u

Genre Bees – brainstorm, Semantic web, Companies – giving Procedure 1 directions Ideal school holidays, High school students’ lives, Persuasive arguments Recount 1

Exposition 1 Fauna and flora, Endangered animals Narrative 1

Report 1

Dictionary meanings, Words in words, Jumbled joining words, Search and solve

© R. I .

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

Acrostic (gardener), Acronyms, Mystery message, Recount 2 ‘Confusing careers’ Formal and informal language, Jargon, Tautology, Exposition 2 Anagrams Dictionary meaning, Changing words, Crossword, Abbreviations, Shortened forms, Eponyms

Procedure 2

Jumbled words, Synonyms, Antonyms, Collecting compounds, Solving similes Overworked words (said, went, saw), ‘e’ words, Heads and tails, Fancy foods Word origins, Shades of meaning, Overused words (very), Ambiguity, Follow and find Dictionary meaning; Prefixes – meaning, function; Compound words – alpha order, ‘colour’ combinations Jumbled joining words, Connection capers, Word meanings

ew i ev Pr

‘For and against’ arguments, Similarities and differences, Debate: ‘Homework is a waste of time’

Narrative 1 Homework – advantages/disadvantages Report 1

Discuss reactions to story and characters, Brainstorm ideas to improve setting

Vocabulary Spelling

Procedure 2 Helmets Recount 2 Supporting arguments, Role-play, Character traits

Narrative 2 K.W.L Chart, 2-minute talk – student choice

Exposition 2 Smoking – persuasive argument

Report 2

For information, For understanding; Procedure 1 Application – Insect bites (causes and protection) For information, For understanding, Recount 1 Application – Justifying conclusions For information, For understanding, Application – Introduced fauna

Exposition 1

For information, For understanding, Application – Justifying conclusions

For information, For understanding, Application – Explaining statements, Describing feelings

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

Narrative 1

For information, For understanding, Report 1 Application – Homework evaluation and justification For information, For understanding, Application – Visual Procedure 2 images (illustrations and diagrams) For information, For understanding, Recount 2 Application – Helping at home, Justifying conclusions For information, For understanding, Application – Justifying arguments Narrative 2

For information, For understanding, Application – Fact chart with ‘Do’s’ and ‘Don’ts’

Exposition 2

Report 2

Language features

. te

Speaking and listening Reading

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

The English workbook – Teachers resource book – Book G

62

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

SCOPE AND SEQUENCE CHART

ANSWERS Procedure 1 Treating burns and scalds: pages 1–36 Page 1 1. Teacher check

Page 2

r o e t s Bo r e p ok u S Page 6

2. (a) Teacher check (b) magnetic north (c) Teacher check

3. The queen is in square K. 4. Teacher check

Page 4

Goal: The purpose is to tell how to treat a bee sting.

Requirements: A cold compress or cold water, an antihistamine tablet, and for people with life threatening reactions, an Ana-Kit or EpiPen®.

Steps: Remove the stinger.

Apply a cold compress or immerse in cold water.

Observe the patient.

Seek medical attention if there is a severe reaction.

Test: The procedure is successful if the patient recovers.

Reading for information 1. (a) false (b) false (c) true (d) true (e) true

3. Teacher check 1. (a) sting (b) itchy (c) confusion (d) medication (e) immediate (f) swallowing 2. Teacher check 3. Teacher check 4. (b) Answer is sun. Other examples may include sunbeam, suntan, sunlight.

Page 7

ew i ev Pr

Teac he r

Page 3

4. If you suffer strong reactions to bee stings you should carry an Ana-Kit or EpiPen® and try to avoid bee stings.

5. To reduce the swelling you could use a cold compress or cold water.

Applying your knowledge 1–2. Teacher check

(c) Answer is house. Other examples may include houseless, housebound, houseproud. (d) Answer is back. Other examples may include backstop, backlog, backspace, backdate, backstroke, backfire, backpack, backwater, backseat, backyard. (e) Answer is under. Other examples may include underachieve, understand, underside, undergo, underarm, undercurrent. (f) Answer is hand. Other examples may include handpiece, handheld, handprint, handsome, handbook, handgun.

5. (a) Punch (b) Job (c) Methuselah (d) Larry (e) Solomon 6. Teacher check

w ww

. te

Page 6

m . u

© R. I .

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

o c . che e r o t r s super

2. (a) Apply a cold compress. (b) Remove the stinger. (c) Try to reduce the swelling.

Reading for understanding 1. It is important to remove the sting quickly because the sac attached to the stinger can continue to pump venom for 20 minutes.

2. Bee stings can be life threatening because some people have a severe reaction which can close their airway and cause them to lose consciousness.

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

Page 8

7. Answers may include (a) monkey (b) lark (c) horse (d) skunk (e) mule (f) lion (g) kitten (h) dog (i) snail (j) bee (k) owl (l) ox (m) mouse (n) eel (o) pig 1. (a) breather, breathing, breathable (b) submersing, submersible (c) closer, closing (d) proceeding

The English workbook – Teachers resource book – Book G

63

ANSWERS Page 13

remover, removing, removable observer, observing, observable continuing, continuable reducing, reducible

Page 9 2. sting, fell, swell, shut, think, crash, fill, up.

3. Teacher check

Page 10

Teac he r

Page 14 © R. I .

C.Pu b i c a t i o n s by the bees.

6.l (a) The pollen was gathered (b) The honey was eaten by the boy.

•f orr evi ew pur p s es nl y (c)o The child waso treated by the • doctor.

Word

One syllable

One short vowel

by one consonant

Word plus ‘ing’

visit

No

No

Yes

visiting

defeat

No

No

No

defeating

open

No

Yes

Yes

opening

edit

No

Yes

Yes

editing

step

Yes

Yes

Yes

stepping

Page 11

w ww

7. Teacher check 1. Remove, apply, administer, observe, seek

2. (a) were (d) will be (g) was 3.

Verb

64

ew i ev Pr

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

4. jumper (2), away (2), looking (2), return (2), compress (2), person (2), instruction (3), spring (1), letter (2), cartoon (2), grown (1), traffic (2), play (1), conversation (4), hillside (2) 5. (a) thinning, thinner, thinnest (b) clubbing, clubber, clubbable (c) shutting, shutter (d) cramming, crammer (e) slipping, slipper (f) plotting, plotter, plottable 6.

Followed

Page 12

4. (a) I look out the window and see a bee on the flowers. It leaves the flowers and flies towards the cold drink can which is on the outdoor table. I watch as it disappears into the can. I yell to warn my brother as he walks towards the table. He hears me and stops. (b) I looked out the window and saw a bee on the flowers. It left the flowers and flew towards the cold drink can which was on the outdoor table. I watched as it disappeared into the can. I yelled to warn my brother as he walked towards the table. He heard me and stopped.

5. (a) The queen bee laid her eggs in the hive. (b) The bee sting was painful. (c) Yesterday, I saw a bee hive. (d) The stinger can continue to pump venom for 20 minutes. (e) On her way to school, Jessica trod on a bee.

. te

(b) is (e) were

(d) The sting was removed by his friend. (e) The child was transferred to hospital by the ambulance.

7. (a) active (b) passive (c) active (d) passive (e) active 8. Answers may include (a) the police (b) the show judges (c) the curator or the gallery staff (d) the publishers (e) the builders

m . u

(e) (f) (g) (h)

o c . che e r o t r s super (c) are (f) will be

Page 16

Present tense

Past tense

Future tense

swallow

swallows

swallowed

will swallow

attach

attaches

attached

will attach

remove

removes

removed

will remove

carry

carries

carried

will carry

submerse

submerses

submersed

will submerse

treat

treats

treated

will treat

apply

applies

applied

will apply

continue

continues

continued

will continue

treat

treats

treated

will treat

The English workbook – Teachers resource book – Book G

Teacher check

Page 17

Teacher check

Page 18 – Evaluation 1. Teacher check 2. A procedure explains how to do something.

The main purpose is to direct, inform or explain.

Procedures use: • command verbs • clear statements • verbs in the present tense R.I.C. Publications® www.ricpublications.com.au

ANSWERS Page 21 2–3. Teacher check Title: (a) no

(b) Teacher check

Page 22 Setting: (a) Mum, Alex, Peta, Alex’s sister (b) They are at home. (c) They occurred during the Christmas holidays. (d) Mum didn’t want Alex to sit around all holidays.

Events: 2, 1, 4, 3, 6, 5 Ending/Comment: Mum achieved success.

Reading for information 1. (a) false (b) true (c) true (d) false (e) false

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

compress

6

2

confusion

5

4

patient

4

3

reaction

4

4

medical

4

3

medication

5

5

symptoms

7

1

ew i ev Pr

Teac he r

3. (a) end (b) past (c) suffixes (d) Answers may include (i) remover, removed, removing, removable (ii) swallower, swallowed, swallowing (iii) observer, observed, observing, observable (iv) spreader, spreading, spreadable (v) buzzer, buzzed, buzzing (vi) reduced, reducing, reducible 4. (a) double (b) shopped, kicked, milked, slammed 5.

Word Consonants Vowels

Page 23 © R .

I .

C .

P u b l i c at i ons Reading for understanding Page 19 – Evaluation 1–3. Teacher check 6. (a) vowel • f o r r e v i e w p u r p o sesonl y• Applying your knowledge (b) spring (1), cartoon (2), bike (1), person (2),

(b) 9. (a) (b) 10. (a) (d) (g)

4

letter (2), looking (2), swallow (2) runs, ran (c) looks, looked shops, shopped (e) sing/sings, sang write, wrote (g) see/sees, saw finds, found (i) searches, searched removes, removed Mnemonics are useful ways to remember things by using initial letters.

Teacher check A simile compares one thing with another, often using ‘as’ or ‘like’.

Teacher check passive (b) active (c) active passive (e) passive (f) active active

w ww

7. (b) (d) (f) (h) (j) 8. (a)

6

. te

1–4.

Teacher check

Page 24 1–2.

3. (a) (c) (e)

m . u

histamines

Teacher check heavenly tasteless television

(b) completed (d) eight (f) exasperation

o c . che e r o t r s super

Recounts 1 Looking for work: pages 20–36 Page 20 1. Teacher check

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

Page 25

4. (b) church (c) onion (d) termite (e) require (f) insulin 5. Answers may include decade, decode, emblem, legible, thirteenth, thirtieth, straightest, strongest, stormiest, stupidest, stretchiest, strictest, sheepish, shellfish, edited 6. (a) spaghetti (b) pineapple (c) aubergine (d) escargots (e) mushrooms (f) rockmelon (g) croissant (h) asparagus (i) bearnaise (j) chocolate

The English workbook – Teachers resource book – Book G

65

ANSWERS Page 26

Page 31

1. (a) bisect (b) biped (c) bicycle (d) bigamist (e) biannual (f) bilingual 2. (a) century (b) cent (c) centenary (d) centimetre (e) centipede (f) centigrade 3. Answers may include: (a) physician, physics, physiotherapy (b) choir, school, chlorine, cholesterol (c) autumn, automatic, automobile, thesaurus

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

Teac he r

(b) ate, eight, morning

Page 33

librarian – books gardener – rake driver – vehicle carrots, pumpkin tractor, truck dictionary, atlas surfing, netball

Page 34

Teacher check

Page 35 – Evaluation

Page 28

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

athlete – sports cleaner – broom teacher – blackboard ant, grasshopper refrigerator, blender jacket, shoes

1. Teacher check 2. (a) A recount is a retelling of past events in time order. (b) Answers may include: personal, factual, imaginative, diary, newspaper, article, letter.

3. Teacher check 4. (a) Latin and Greek (b) ‘bi’ means ‘two’ (c) Answers may include: Bilingual—able to speak two languages Bisect—cut into two parts Biannual—occurring twice in one year Bigamist—someone who is married to two people at the same time.

5. (a) centum—one hundred (b) Answers may include: century, centipede, centenary, centigrade, centimetre, cent

w ww

. te

m . u

© R. I .

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

3. Answers may include: (a) cows, cattle (b) lions (c) birds, sheep (d) geese (e) fish (f) wolves (g) bees, insects, locusts, flies (h) whales 4. Answers may include: (a) set, bunch (b) string (c) flotilla (d) constellation, galaxy (e) wad, roll (f) board (g) host, choir (h) gang 5. (a) ambition, vision (b) education (c) sweetness, weakness (d) fascination, forgetfulness, maturity (e) popularity, responsibility 6. Teacher check

o c . che e r o t r s super

Page 30 6. (cont.) Teacher check 1. (a) Where did you leave your basketball? (second) (b) We worked very hard to complete our homework. (first) (c) Mary can’t perform in the school play because she has chickenpox. (third) 66

1. (cont.) Teacher check 1. (b) They are sitting watching television. (c) You were busy working on your car(s) while they were working on theirs.

ew i ev Pr

4. (a) mourning (c) knew, new 5. Teacher check

Page 29

Page 32

Teacher check

Page 27

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

1. Teacher check

The English workbook – Teachers resource book – Book G

Page 36 – Evaluation

6. (a) mourning, morning (b) stationary, stationery (c) effect, affect.

7. Answers may include: (a) pack (b) pride (c) shoal, school (d) gaggle 8. pride, joy, greed, anger 9. Teacher check 10. (a) he (b) it (c) it (d) she 11. Answers may include: (a) I, me, mine, we, us, ours (b) you, yours (c) he, she, they, it, him, her, them, theirs R.I.C. Publications® www.ricpublications.com.au

ANSWERS 12. We think it is too hot to work in the garden today. Instead, we will spend the day at the beach with friends of ours. We don’t think they would expect us to work in this heat.

Exposition 1 Save the Flinders Ranges: pages 37–54 Page 37

Teac he r

2. Teacher check Title: The exposition is about saving the Flinders Ranges.

Overview: The speaker wants people to preserve the area.

Arguments: 1. They are spectacular and the flora and fauna are under threat.

2. Small animals have vanished and others could become extinct.

3. The damage was caused by foxes and cats.

4. Vast numbers of plant species have disappeared.

ew i ev Pr

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

1. (a) Fauna: animals native to a particular area.

Flora: plants native to a particular area. (b)–(c) Teacher check

Page 38

(c) salination – composure of salt in soil (Latin – salinus) (d) conserve – to preserve from loss or delay (Latin – conservãre) (e) rehabilitate – to restore to good condition (Latin – rehabilitatus) (f) contribute – to give with others (Latin – contributus) (g) aeons – a long period of time (Latin from Greek – aion) (h) biodiversity – life (Greek – bios) diversity – various kinds (Latin – diversi) (i) geologist – person who studies the earth (Latin – geologia) 2. (a) evade (b) astonished (c) requesting (d) suitable (e) microscopic (f) ancient 3. (a) gaunt (b) concerned (c) scalding (d) delicious (e) irate (f) ferocious (g) grotesque (h) terrified (i) potent (j) tranquil

© R. I .

C.Pub l i cat i ons Page 42 4. Answers mayo include •f orr evi ew pur po s e s nl y• (a) Wanted: Man to weed garden. References (c)

5. Overgrazing damaged the vegetation.

6. He wants people to accept responsibility for the problem.

Conclusion: He thinks that unless something is done soon it will be too late.

Reading for information 1. true 2. true 3. false 4. true 5. false Reading for meaning 1–3. Teacher check

. te

(d)

m . u

w ww

Page 39

(b)

required.

This school was constructed approximately fifty years ago.

While I attended preschool, my father took me to see the Sydney Harbour Bridge.

The boy watched the plane flying above the tree.

So the classrooms could be painted, the children were asked to leave.

We had lunch with our teacher.

I like vegetables more than my sister does.

o c . che e r o t r s super

Page 40 Applying your knowledge Teacher check

Page 41 1. (a) decade – period of 10 years (Latin – decas) (b) century – period of 100 years (Latin – centuria) R.I.C. Publications® www.ricpublications.com.au

(e) (f) (g)

Page 43

Follow and find 1. destructive 2. European 4. situation 5. nothing 7. native 8. establish 10. century 11. your 13. excessive 14. erosion 16. rehabilitation 17. north 19. fauna 20. aeon 22. welcome 23. evening The new word is narrative.

3. species 6. gentlemen 9. havoc 12. responsible 15. number 18. half 21. now 24. generation

The English workbook – Teachers resource book – Book G

67

ANSWERS Page 44

Page 49

Page 45

isn’t they’d haven’t that’d who’d

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

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

shouldn’t I’m it’ll he’d he’s

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

weren’t you’re she’d mustn’t they’re

(p) Ken’s

Page 46

Page 50

© (f)(c)Rits,it’s.

I .

C.Pu b51l i cat i ons Page its 1–2. Teacher check (c) It’s, its •f orr e vi ew pur posesonl y•

4. (a) its (b) (d) it’s (e) 5. (a) It’s, its (b) (d) it’s, it’s (e) 6. Teacher check

1. Teacher check

it’s its its, it’s It’s, its

Page 52

Teacher check

Page 47

Page 53

w ww

7. (a) pur/pose (2) (c) na/tive (2) (e) u/ni/ver/si/ty (5) (g) in/tro/duc/tion (4) (i) bi/o/di/ver/si/ty (6) 8. Teacher check

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

. te

Page 48

spec/ies (2) clay/pan (2) spec/tac/u/lar (4) re/ha/bil/i/ta/tion (6) gorge (1)

Page 54 – Evaluation

1. Teacher check 2. (a) Expositions are written to present a point of view. (b) Expositions use persuasive language.

3. Answers may include: (a) I like chewing on bones more than my dog does. (b) The lawn badly needs mowing. (c) Wanted: a handyman and a woman to clean a house.

4. (a) batteries (b) reindeer (c) halves (d) cliffs (e) teeth (f) potatoes 5. (a) they’ve (b) that’d (c) who’s (d) they’re (e) didn’t (f) you’ll 6. (a) It’s, its (b) it’s, its

o c . che e r o t r s super

1. (a) One capital letter begins the sentence and three are used for the name of the university (a proper noun). (b) The full stop marks the end of the sentence. (c) The comma marks a pause.

2. (a) One capital letter begins the sentence, one is used to name a nationality (proper noun) and two are used to name a place (proper noun). (b) The question mark marks the end of a sentence that is a question. (c) One comma is a pause after a phrase and the other separates two items in a list.

68

Teacher check

m . u

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

3. My mother, (b) a wonderful, (c) kind, (c) generous woman, (a) often cared for homeless people who wandered onto our isolated cattle station on the Fitzroy River.

4. (a) The long-necked turtle is one of the most endangered species found in Lake Monger. (b) Tom Cruise, the well-known actor, starred in the movie Top gun. (c) The Year 8 students from Wellington High School took canoes, bikes, tents and sleeping bags on their school camp. (d) Brian, get down here fast! (e) I can’t find Tara, do you know where she is?

5. (a) When I travel abroad, I would like to visit these places: London, Paris and Rome. (b) Bill, John and Jenny, I would like you all to complete the following homework: maths, spelling, English and Japanese.

ew i ev Pr

Teac he r

1. (a) peaks, gorges (b) foxes (c) centuries, ladies, universities, responsibilities (d) species (e) gentlemen (f) halves (g) flora 2. (a) calves (b) opportunities (c) yourselves (d) babies (e) women (f) boxes (g) biscuits (h) teeth (i) spectacles (j) sheep

The English workbook – Teachers resource book – Book G

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

ANSWERS 7. (a) 2 (b) 2 (c) 4 (d) 2 (e) 3 (f) 3 8. (a) My teacher, Mr Scott, has recently returned from an extended holiday in Asia, where he spent January and February visiting Singapore, Hong Kong and the Great Wall of China. (b) You will need the following: a sleeping bag, a pillow, a torch and a waterproof jacket.

1–2. Teacher check

Page 57

Title: 1. Answers may include: It is about Mum doing homework.

2. It gets attention because mums usually don’t do homework.

Orientation: 1. Mum, James, Dad and Nicky 2. James asks Mum to help him with homework.

3. The story takes place at home.

4. Sunday Complication: James needs to do his homework for the next day and he doesn’t have the book he needs.

Resolution: Mum promised to help him. She would type his work and take it to James at school.

Conclusion: James was happy as Mum had saved the day.

ew i ev Pr

Teac he r

1. Teacher check 2. (a) repetition, restoration (b) not, opposite of (c) out of, outside (d) against or opposing 3. (a) to view again (b) to happen or occur again (c) to bring to mind again (d) not happy (e) not fortunate (f) not likely 4. (a) Compound are words constructed by joining smaller words. (b) Answers may include: homework, bedroom, tomorrow, football, afternoon, nearby, away, herself, Sunday, upstairs, before, someone, upset, tonight, bookshops, schoolwork, along, because, maybe, again, lunchtime, no-one, around (c)–(d) Teacher check

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

Narrative 1 Mum’s homework: pages 55–75 Page 56

Page 60

© R. I .

C.Pub l i c at i ons Page 61 5. Teacher check •f orr evi ew pur po ses onl y• 1. Teacher Check

Page 58

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

principal library government business separate practice

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

practise February environment enough principal beginning

nearly busily nicely responsibly sloppily hysterically sleepily usually

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

charitably thoughtfully understandably noisily airily constructively feebly sensibly

m . u

w ww

. te

Page 62

o c . che e r o t r s super

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

3. false

Page 59

Page 63

3. (a) (c) (e) (g) (i) (k) (m) (o)

Applying your knowledge 1–5.Teacher check

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

The English workbook – Teachers resource book – Book G

69

ANSWERS 4. (a)

Soft ‘c’ or ‘g’

Hard ‘c’ or ‘g’

gypsy, gender, icy, centipede, ginger, germ, slice, giraffe, city, celebrate, cylinder, citizen

canopy, gap, girl, gobble, camp, cotton, cuddle, gutter

(b) Teacher check

Page 64

r o e t s Bo r e p ok u S (b) serviceable (d) noticeable (b) advantageous

Teac he r

replaceable changeable courageous outrageous enforcing servicing

9. (a) ‘Why do we have to do homework, Mr Palmer?’ Bill complained. ‘It really does make a mess of my social life.’

‘I really believe its necessary’, he replied, ‘because we just don’t have sufficient time to practice some aspects in class’.

‘But!’ interrupted Bill.

‘Perhaps, Bill, you need to sort out your priorities and long-term goals’, continued Mr Palmer. (b) Teacher check

(b) exchanging (d) noticing

Page 69 1–2.

Page 65

Teacher check

Page 70

1–3. Teacher check 1. Teacher check

3. Teacher check

Page 66

Page 71

2–4. Teacher check 5. Answers may include: (a) beautiful (b) successful (c) merciful, merciless (d) careless, careful, caring (e) poisonous (f) mischievous (g) muddy (h) juicy (i) exciting, excited (j) disappointed, disappointing (k) classified (l) abandoned (m) wooden (n) speechless (o) electrical (p) personable (q) memorable (r) comfortable (s) horrible (t) compatible

4. Teacher check

ew i ev Pr

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

Page 68

Page 72 © R. I .

C.Pu bl i ca t i ons Teacher check Page 73 •f orr evi ew p ur p osesonl y• Teacher check

6. Teacher check 7. (b) proud (c) (d) anxious (e) (f) fashionable (g) (h) volcanic (i) (j) introductory 8. (a) cool (b) slow (d) sly (e) flat (g) clear (h) sober (j) old 9. (a) Teacher check (b) (c) James 70

1. Teacher check 2. (a) The orientation of a narrative introduces the characters and tells where and when the story takes place. (b) The initiating event starts the action. (c) The complication is the problem involving the main character(s). (d) The resolution tells how the problem was solved. (e) The conclusion tells how the story ends.

3. (a) principal (b) enough (c) environment (d) principle (e) library 4. (a) openly (b) merrily (c) horribly (d) magically (e) carefully (f) unknowingly (g) capably (h) wholly 5. (a) exchangeable (b) knowledgeable (c) traceable (d) sliceable 6. (a) outrageous (b) advantageous 7. (a) forcing (b) changing (c) defacing (d) policing (e) charging (f) replacing

m . u

w ww

Page 67

. te

Page 74 – Evaluation

o c . che e r o t r s super

fortunate disastrous courageous victorious (c) dry (f) white (i) thin

3 (James, Mum, Dad)

The English workbook – Teachers resource book – Book G

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

ANSWERS Page 75 – Evaluation

Page 79 Reading for information: 1. true 2. false 4. true 5. true Reading for understanding: Teacher check

3. false 6. false

r o e t s Bo r e p ok u S Page 80

Applying your knowledge: Teacher check

ew i ev Pr

Teac he r

8. Teacher check 9. (a) We saw an educational documentary. (b) The aggressive driver caused an accident. (c) My puppy is adorable. (d) Why are you grumpy? (e) Those sneakers are expensive. (f) The magnificent mountains were covered in mist. (g) My grandfather is forgetful. (h) The results he achieved are remarkable.

10. (a) fighting (b) ridiculous (c) visionary (d) famous (e) wonderful (f) regular (g) marvellous (h) hopeless/hopeful 11. (a) slow (b) white (c) dry (d) quick/sly (e) thin (f) quiet 12. (a) ‘Watch out!’ yelled Bob. ‘Your shoelace is undone.’ (b) ‘Grab my towel‘, ordered Sarah, ‘and meet me at the pool’. (c) ‘What a great story!’ said Jess. ‘I can’t wait to read the next one.’ (d) ‘Not more homework!’ the class moaned.

‘When is it due?’

Conclusion: Homework should be carefully planned and assessed by the teacher.

Page 81

1. (b) zookeeper, housekeeper, beekeeper, bookkeeper, goalkeeper. (c) network, framework, housework, woodwork, bookwork, groundwork, needlework, handwork, schoolwork, homework, artwork. (d) bedroom, bathroom, playroom, courtroom. (e) piggyback, paperback, hardback, redback, cutback

© R. I .

C.Publ i cat i ons orr evi ew pur posesonl y• Report 1•f Homework: pages 76–94 Teacher check

w ww

Page 78

Title: (a) homework (b)–(c) Teacher check Classification: Answers may include: how homework helps students.

Description: (a) Homework is out-of-class tasks for students. (b) It provides practice, revision and extension of what is learnt at school. (c) It develops initiative and responsibility. (d) Research shows that to be helpful, homework needs to be carefully planned and relevant. (e) Years K–3: 10–20 minutes, Years 4–6: 20–40 minutes, Years 7–12: 40–120 minutes daily (f) Parents can assist by limiting afterschool activities, planning a timetable, helping younger children and providing encouragement.

. te

(e) (g) (i) (k) (m)

(b) feast, topic (d) funguses/fungi, index (f) strap, power (h) piano, onion (j) flora, after (l) ctuitpuonan

m . u

1 Teacher check 2. (a) panic, cocoa (c) tutu, under

Page 77 1–3.

Page 82

paint, table menu, until train, never union, niece punctuation

o c . che e r o t r s super

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

Page 83

3. (a)–(b) ballet, boxing, sewing, sports, squash, tennis l a s s

a n t i

s t o p

s i p s

4. (a) some c o m e

o v e r

(c) team

g o a t

o g r e

a r m s

t e s t

(b) game m e a n

e r n e

n ame a v ow mo v e e w e r

(d) very

The English workbook – Teachers resource book – Book G

71

ANSWERS Page 84

Page 89

5. (a) 1. insect 2.

4. knight 5.

7. rabbit 8.

10. inject 11. (b) I like writing.

loquat export intent nugget

3.

6.

9.

12.

import wombat threat gadget

1. (a) opinion (b) fact (d) fact (e) fact (g) fact 2. Teacher check

(c) opinion (f) opinion

Page 90

Page 85

r o e t s Bo r e p ok u S 3–4.

Teac he r

daughters-in-law (b) passers-by sisters-in law (d) comrades-in-arms maids-of-honour handfuls (b) spoonfuls pocketfuls (d) teaspoonfuls truckloads funguses, fungi (b) octopuses, octopi terminuses, termini (d) radii, radiuses formulas, formulae (f) dice oases (h) crises indexes, indices appendixes, appendices Teacher check

Teacher check

Page 91

Teacher check

Page 92

Teacher check

Page 93 – Evaluation

ew i ev Pr

1. (a) (c) (e) 2. (a) (c) (e) 3. (a) (c) (e) (g) (i) (j) 1.

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

3. (a) sisters-in-law (b) pocketfuls (c) ladies-in-waiting (d) basketfuls (e) dice (f) octopuses/octopi 4–5. Teacher check

© R. I .

C.Publ i cat i ons 1. (cont.) Teacher check Page 94 – Evaluation •f orr evi ew p ur posesonl y• 6. (a) ‘Leave your homework on my table’, the

Page 87

w ww

1. (a) The aircraft flew above the clouds. (b) I watched TV before dinner. (c) The train travelled over the bridge. (d) They ran through/among/between the trees. (e) The letter is to my penfriend. (f) The patient can walk with help.

2. (a) of (b) to (c) for (d) about (e) by 3. Teacher check

. te

Page 88

o c . che e r o t r s super

3. (cont.) Teacher check 4. (a) The boys were accused of stealing the car. (b) I’m not allowed to ride my bike without a helmet. (c) The highway is always busy during the day. (d) There was a long queue waiting to go through the turnstile. (e) The soldiers saluted as they marched past the general. (f) Peter and Sarah sit opposite each other. (g) You must refrain from smoking.

5. Teacher check 72

teacher told the class. (b) ‘I’m sorry that I came without my homework’, Pia explained. (c) ‘You’ll have to bring it to me tomorrow’, said the teacher. (d) ‘But tomorrow is Saturday and I’ll be at the swimming pool’, Pia replied. (e) ‘I think I can wait until Monday,’ her teacher answered, ‘but don’t forget it or I’ll be very angry’.

7. Teacher check 8. (a) fact (b) opinion (c) opinion (d) fact (e) opinion (f) opinion

m . u

Page 86

The English workbook – Teachers resource book – Book G

Procedure 2 Safe cycling: pages 95–112 Page 95 1. Teacher check

Page 96 1. (cont.) Teacher check

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

ANSWERS Page 97

noun (b) suffix (e) apostrophe (h) consonants (k) comma (n) pronoun (q) present (t)

verb (c) adjective (f) full stop (i) contraction (l) synonym (o) question mark future (u)

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

Page 98

Reading for understanding 1–7. Teacher check

prefix adverb vowels abbreviation antonym (r) past author

Page 102

1. (a) o, ch, x, sh, s, z (b) (i) lunches (iii) wishes (v) boxes (c) Teacher check 2. (a) ves (b) (i) halves (iii) lives (v) yourselves (c) Teacher check 3. Teacher check

(ii) crosses (iv) potatoes (vi) goes

ew i ev Pr

Teac he r

Goal: How to cycle safely.

Requirements: bright clothes, helmet, reflectors, lights, knowledge of road rules, a bike in good working order Steps: (i) Be noticed. (ii) Stay alert. (iii) Wear a helmet. (iv) Know your road rules. (v) Care for bicycles.

Test: You have stayed safe.

Reading for information 1. true 2. false 3. false 4. true 5. true 6. true

5. (a) (d) (g) (j) (m) (p) (s)

(ii) wolves (iv) wives (vi) thieves

© R. I .

C.Publ i c i o 4. a (a) t The boyn hurts his feet.

Applying your knowledge (b) They gave the books to the men.

Teacher check •f orr evi ew pur po(c)se nl y Alexs waso chased by the• geese.

Page 103

Page 100

w ww

1–2. Teacher check 1. (b) penthouse, doghouse, playhouse, cubbyhouse, courthouse, bathhouse (c) cupboard, blackboard, whiteboard, chalkboard (d) suitcase, briefcase, bookcase, school case (e) courtyard, backyard, barnyard, farmyard

Page 101

a p o s t r o p h e c t t s t n l i v e

g k w r b r p r o n o u n y n t d e t r

. te

n r f p r e s e n t h n o n u i r s a e

o a u s e i e a m a a o a o o b o s b s

i m l u v p l x i f f u s n c o u a b e

t n l s d t i g p t t n t y e n d y r v

c o s e a f a e a o a e t m r j r m e i

(d) The dentist needed to work on my teeth. (e) I watched the women on television. (f) We went to see the cactuses/cacti in the desert. (g) The camel driver told us where to find the oases in the desert.

5. (a) 2 (b) 2 (c) 1 (d) 4 (e) 4 (f) 3 (g) 3 (h) 6

m . u

Page 99

o c . che e r o t r s super

a i t d e r u t u f s r r t e a r y v t

r t o r o h t u a i c i y c a n e n i a

t s p r o c e d u r e r t o t d p o a r

n e r e e i n a g v t i a i t h o t t r

o u i t s a p n i e v m a u o o r n i a

c q t t s v g d o e m s c r e n t a o n

4. (a) letter (b) recount (d) procedure (e) essay (g) report (h) narrative R.I.C. Publications® www.ricpublications.com.au

o s l e w o v p n o a r t i c l e n n t

o d e l c e u i c e s t n a n o s n o c

(c) exposition (f) article (i) poetry

Page 104

6. (b) in/flu/ence (c) judg/ment (d) mu/sic (e) cas/u/al/ty (f) lit/re (g) vi/o/lin (h) re/fer (i) gad/get (j) threat/en/ing (k) ex/port/ing (l) con/scious 7. The correct words are: (a) accept (b) tire (c) waive (d) storey (e) roll (f) revue (g) quiet (h) personal (i) miner (j) hangar (k) fouls (l) idol (m) pair (n) stationery

The English workbook – Teachers resource book – Book G

73

ANSWERS Page 105

Page 106

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

5. (a) countess, wormlike, cheerful, southern, childless, mountaineer, organism, supportive (b) (i) ful (ii) ern (iii) ess (iv) like (v) less (vi) eer (vii) ism (viii) ive 6. (a) The aircraft flew above. (b) He rode his bike outside. (c) Put your helmet inside. (d) My school is close.

7. (a) Yesterday was my birthday. (b) You can play with your friends later. (c) We rode our bikes to school today. (d) We will repair your bike tomorrow.

8. (a) She swam strongly against the current. (b) My father works hard. (c) The family argued loudly. (d) Bill cleverly avoided doing the dishes.

ew i ev Pr

Teac he r

1. Answers may include: blend, wear, use, avoid, watch, know, learn, ride, take, care, make, check 2. Teacher check 3. (a) lifeless, lifelike (b) dirty (c) friendly, friendless (d) slowed, slowly (e) healthy (f) talked (g) northern (h) wondered, wonderful 4. (a) appear (b) employ (c) dark (d) lion (e) duck (f) regular (g) east (h) full

11. (a) Take off your shoes and socks when you come inside. (b) I like to watch television while I do my homework. (c) Dad has worked in the bank since he left school. (d) Clean your teeth before you go to bed.

12. (a) We sat close to the fire because it was so cold. (b) He will have to wait his turn as there are many others waiting to use the computer. (c) Take an umbrella in case it rains. (d) Don’t surf here because it’s a swimming only area.

13. (a) Always wear a hat and sunscreen so you won’t get sunburnt. (b) We went to the cinema early so that we could get a good seat. (c) Put the water bottle back in the fridge so it will stay cold. (d) The footballers are running onto the field in order to get into their positions.

© R. I .

C.Pu b109 l i cat i ons Page Teacher check •f orr evi ew p u r p osesonl y• Page 110

. te

1. Teacher check 2. (a) Goal: tells what is to be done. (b) Requirements: tell what items are needed to complete the task. (c) Steps: give a list of what must be done, usually written in order. (d) Test: shows if the task has been completed successfully.

3. (a) wives (b) houses (c) thieves (d) boxes (e) rules (f) tomatoes (g) helmets (h) cuffs (i) shelves 4. (a) women (b) geese (c) feet (d) oases (e) teeth (f) axes 5. (a) in/clud/ing (b) stud/y (c) wel/come (d) re/flec/tion (e) for/ma/tion (f) se/par/ate (g) reg/u/lar/ly (h) cy/cling (i) pro/ce/dure

o c . che e r o t r s super

9. (a) sadly (b) gracefully (c) constantly (d) angrily (e) regularly (f) badly 10. (a) We went to a surfing carnival during the school holidays. (b) Once upon a time there lived a very wicked witch. (c) The elephant swung his trunk backwards and forwards. (d) You should be able to catch a train without fear. (e) We bought our vegetables from the supermarket. (f) In my opinion, soccer is the most enjoyable sport.

74

Page 111 – Evaluation

m . u

w ww

Page 107

Teacher check

The English workbook – Teachers resource book – Book G

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

ANSWERS 6. The correct words are (a) role (b) review (d) idle (e) accept (g) story (h) quite 7. Teacher check

(c) hanger (f) tyre

Page 112 – Evaluation

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

Recount 2 Diary: pages 113–130 Page 114 1–4.

Page 115

Teacher check

ew i ev Pr

8. A suffix is a group of letters added to the end of a word to change its meaning.

9. Answers may include: (a) firmed, firmness (b) regularly (c) speedy, speedily, speediness (d) worked, working, workless, worker (e) cared, careful, careless, carefully, caring (f) walked, walking, walker 10. (a) He rode strongly against the wind. (manner) (b) Yesterday, we rode our bikes to the park. (time) (c) Put your helmet inside. (place) (d) We can go for a ride after you’ve tidied your room. (time) (e) The cycling team rode their bikes along the riverbank. (place) (f) He rode his bike aimlessly, thinking more about his overseas holiday than where he was riding. (manner) 11. (a) They walked across the park with confidence. (b) My dogs howls during electrical storms. (c) This book was a present from my sister. (d) After the movies, we had a cup of coffee. (e) For our graduation, we will need to wear our school uniform.

12. (a) As he walked into the room, he tripped over his shoelace. (b) I read a book while I was waiting for the bus. (c) He has been an excellent swimmer since he was four years old. (d) Mia learned to scuba dive during the summer holidays.

13. (a) There is an evacuation plan at school in case we have a fire. (b) We don’t have to do any homework because we have our school sports day tomorrow. (c) As I was absent last week, I will have to sit my exam today.

Teac he r

14. (a) Wear a sunscreen so you won’t get sunburnt. (b) We went to the football game early so we could sit in the stands. (c) My father always catches the bus to work so he can avoid the heavy traffic on the freeway. (d) Wear your raincoat so you won’t get wet.

Title: Teacher check Setting: Who: Alex, Peta and Luke When: 17–21 December Where: Alex’s home, a school, the gardens belonging to a TV newsreader, another beautiful home, the bank Events: 1. Peta collected Alex; Peta and Alex worked in a school’s gardens in the morning; Alex met Luke; they discussed cricket; they swam in the pool.

2. Peta and Alex went to garden for a TV newsreader; Alex raked leaves; Luke redid the raking; Alex pretended not to notice; Alex wished he was at the cricket.

3. Alex was feeling bad because his muscles were sore and he was suffering from sunburn.

4. Luke’s friend, Ben, was the Australian cricket team’s physiotherapist and he was going to collect their autographs for Ben. Ending: Alex didn’t think gardening was so bad after all.

w ww

. te

m . u

© R. I .

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

o c . che e r o t r s super

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

Page 116 Reading for information 1. false 2. true 4. true 5. false Reading for understanding 1–3. Teacher check Applying your knowledge 1. Teacher check

3. false

The English workbook – Teachers resource book – Book G

75

ANSWERS Page 117

(i) where, wear (k) bee, be

1. (cont.) Teacher check 1. Teacher check

Page 122

Page 118

r o e t s Bo r e p ok u S Page 123

Page 119

noun (b) suffix (c) singular (e) adverb (f) comma (h) simile (i) apostrophe (k) writing (l) alliteration (n) plural Use grammar well. chauffeur (b) architect (c) carpenter (e) barrister (f) cricketer (h) announcer (i) professor

verb dictionary phrase adjective

. te

o c . che e r o t r s super

entire

cardio

Greek

heart

Teacher check

geo

Greek

the earth

Teacher check

Page 121 4. (a) (c) (e) (g) 76

feat, feet which, witch not, knot time, thyme

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

m . u

secretary

1. (a) homophones (b) microphone (c) phonics (d) symphony (e) telephone 2. Teacher check 3.

Element Language of origin Meaning Examples Greek new Teacher check (a) neo stomach Teacher check (b) gastro Greek of five Teacher check (c) penta Greek light Teacher check (d) photo Greek first Teacher check (e) prima Latin holo Greek whole/ Teacher check (f) (g) (h)

2. (c) Although conservationists are endeavouring to save China’s panda population, there are very few pandas remaining.

3. (a) Following the storm, rain and very strong winds, there was great damage to property. (b) Many people immigrated to Australia after they were persecuted in their own countries. (c) The teachers suggested that the Year 8 camp should be held in first term when the students could form new friendship groups.

Teacher check rewritten sentences.

4. (a) firefighter (b) flight attendant (c) principal (d) postal worker (e) author (f) camera operator (g) chairperson (h) crew member (i) poet (j) competitor, player

© R. I .

C.Publ i cat i ons astronaut •f orr ev i ew pur posesonl y• principal

w ww

Page 120

1. (a) white (b) later (c) sound (d) die (e) low (f) less (g) bone (h) furious (i) earth (j) key 2. Answers may include: (a) The Prime Minister’s speech could not be heard because the protesters yelled and waved their banners angrily. (b) Some islands of the Pacific will be seriously threatened when global warming causes polar ice to melt and sea levels to rise.

ew i ev Pr

Teac he r

2. (a) Acquired Immune Deficiency Syndrome (b) Asia-Pacific Economic Cooperation group (c) Queensland and Northern Territory Aerial Service (d) Australian and New Zealand Army Corps 3. Teacher check 4. (a) tutu – upset, onion – nurse, panic – cease, paint – train, beau – under, media – after, craft – toast, alibi – index, piano – occur, union – nappy (b) The word is ‘punctuation’.

4. (a) (d) (g) (j) (m) (o) 5. (a) (d) (g) (j)

(j) there, they’re, their (l) by, buy, bye

caught, court check, cheque sum, some know, no

The English workbook – Teachers resource book – Book G

Page 124 5. (a) (c) (e) (f) (g) (h) 6. (a) (c) (e) 7. (a)

grandmother (b) brother, sibling daughter, child (d) boy, girl actor, actress waitress, waitperson king, monarch salesman, saleswoman stallion, mare (b) gander, goose fox, vixen (d) bull, cow ram, ewe (f) boar, sow A swarm of bees frightened the postal officer. (b) The world’s population has increased dramatically.

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

ANSWERS (c) After playing football, the boy enjoyed a bowl of soup. (d) There was a competition to solve the difficult maths problem.

8. Teacher check

Page 125 I I I I am do

1–2.

actor, actor headmistress, head principal bull, cow (d) sister, sibling ram, sheep (f) king, queen The crowd of people cheered loudly.

We climbed up the Sydney Harbour Bridge.

The teacher said that Tom’s pencils needed sharpening.

We watched the Indian cricket team play yesterday.

My poor, old grandfather fell and broke his leg. me (b) me (c) I me (e) I (f) me I am (b) am (c) do do (e) was

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

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

Page 126

6. (a) (b) (c) (e) 7. (a) (b) (c)

me me I me did can

(c) I

(c) me

(d)

(c) have (f) do

Answers may vary. Teacher check

Page 127

Teacher check

Page 128

(e)

8. (a) (d) (g) 9. (a) (d)

ew i ev Pr

Teac he r

9. (a) (d) 10. (a) (d) 11. (a) (d)

Page 130 – Evaluation

Expositions 2 Smoke damage: pages 131–147

Teacher check

Page 131 © R. I .

C.Pub l i c at i ons Teacher check •f orr evi ew pur posesonl y• Page 132

w ww

1. Teacher check 2. (a) An acronym is a word formed by initial letters and pronounced as a word. (b) Teacher check 3. (a) Sound. Answers may include telephone, homophone, microphone, phonics, symphony, gramophone. (b) I see. Answers may include periscope, stethoscope, telescope, microscope, kaleidoscope, stereoscope.

4. (a) time, to, morning (b) for, which (c) sore, feet (d) great, stairs (e) buy 5. (a) Conjunctions are joining words. (b) Answers may include: (i) I didn’t want to go because I wasn’t ready. (ii) I want to lie on the sofa and watch TV or, better still, I want to sit in the swimming pool and cool off. (iii) My mother made me get a job as she thinks I need to learn to be independent. (iv) I was watching television while she was in the garden. (v) Peta took Alex to the bank so he could cash his cheque and get some money.

. te

Title: The exposition is about the dangers of smoking.

Overview: The writer wants people to stop smoking.

Reasons: 1. The writer didn’t listen when he was younger because he thought nothing would happen to him.

2. Answers may include: his wife and children, he is only 46, he has recently bought a Mazda RX-8, he has work and travel opportunities.

3. His friends struggled to give up smoking and were bad-tempered and no fun, so he didn’t join them.

4. He has no quality of life and can’t do much at all.

Conclusion: The writer means for people to never, ever, start smoking.

m . u

Page 129 – Evaluation

o c . che e r o t r s super

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

The English workbook – Teachers resource book – Book G

77

ANSWERS Page 133

Page 137

Reading for information: 1. true 2. false 4. false 5. false Reading for understanding: 1–4. Teacher check Applying your knowledge: (a)–(b) Teacher check

Page 134

8. p e r t

(a) west h o m e

o p e n

m e n d

e n d s

(c) tram

h i r e

i r i s

p e s t

o x y g e n d s t e m p e r e d p c

b g n i y r t b d i h o p e f u l e

c o u g h i n g w f h c h a b i t s

t a l e

a w a y

l a k e

e y e s

e t v p d b m y o y i b t r a v e l

r s a e h t r e c g g s k a e r b i

t o a g r e y a a r a f h e p l n f

a d a i g s o r f e w s t r a n g e

i z e i m b e y r a a e p e r s o n

d r o p

r a v e

o v e r

p e r m

(f) open

Page 138 d o n t g a m u s e m e n t j q v r

t r o d

(d) take

(e) stop (g) Teacher check

9.

r e d o

ew i ev Pr

s h i p

e v e r

(b) rods

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

Applying your knowledge: (c)–(e) Teacher check 1. Answers may include: (a) folks, oldies (b) wheels, wagon (c) place, pad (d) gear, duds (e) feet, flip flops (f) score, kick it out of the park (g) crash, burn (h) starving, empty (i) flat chat, flat out (j) drop in, call on (k) lose your cool, lose it (l) like a dog

Teac he r

s w a n w i n e a n e w n e w s

3. true

n s b o m t m a l t t e s i k x n i

l n k u t r i m s k c m y v n e l o

y e r e a s o n s j h s t p w g y a

Page 136

artist (h) diving (k) law three (b) completely (e) again (h) recently

restaurant (i) teacher building (l) swimming behind two total

w ww

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

. te

(c) again (f) back (i) around

Page 139 1. (a) (d) (g) 2. (a) (d) 3. (a) (b) (c) (d) (e) (f) (g) (h) 4. (a) (d)

m . u

© R. I .

C.Publ i cat i ons 2. (a) surfing (b) tennis (c) photography • f o r r e vi ew pur posesonl y• (d) cricket (e) taxi (f) medicine

Page 135

practise (b) practice (c) advice advise (e) devise (f) device licence (h) license past (b) passed (c) past past (e) passed (f) past the lawyer’s briefcase the children’s playground the teacher’s book the sun’s rays Mike’s homework Mr Smith’s guitar the dogs’ leashes/the dog’s leashes the trees’ trunks p (b) s (c) p s (e) p (f) s

o c . che e r o t r s super

4. (a) cars (b) lump (c) plane (d) groan (e) tablet (f) disease 5. Answers may include (a) snap, pans, span (b) wasp, swap (c) tales, slate, steal, least (d) buries, rubies (e) asleep, please 6. Teacher check 7. (a) (b) Smoking is a health hazard.

Page 140 5. (b) the children’s teacher 78

The English workbook – Teachers resource book – Book G

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

ANSWERS (c) (d) (e) (f) (g) (h) (i) (j) 6. (a) (c)

the soldiers’ uniforms the principal’s office the churches’ bells the cars’ spoilers the puppies’ tails Sarah’s hat the gentlemen’s ties Mr Jones’s boot Who’s (b) It’s, you’re your, it’s (d) their, they’re, their

Page 141

4. Answers may include: (a) even-tempered, even-handed (b) self-inflicted, self-control, self-opinionated (c) two-handed, two-legged, two-wheeler (d) well-known, well-mannered, well-behaved 5. (a) As he looked in the pool, a reflection (which he thought was a face) caught his attention. (b) The night I was lost in the bush (I remember it well) I had to overcome my fear. (c) John (a friend of my sister) was elected captain.

1. Teacher check

Page 144 Teacher check

Page 145 Teacher check

ew i ev Pr

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

1. (a) ‘People under 18 years of age are not permitted to buy cigarettes’, stated the politician. (b) ‘We are fully informed about the dangers of smoking’, the students replied. (c) The teenagers yelled, ‘Leave us alone, we know what we’re doing’. (d) The boy’s parents cried, ‘We had no idea that he was stealing money to buy cigarettes’. (e) ‘Smoking is not permitted at this school by anyone at any time’, announced the principal.

2. (a) ‘Our old growth forests,’ argued the conservationist, ‘must be preserved’. (b) ‘If your car breaks down on an outback road,’ advised the police officer, ‘you should stay by the car’. (c) ‘There will be a concert here next Saturday’, said the radio announcer. ‘You can buy your tickets at the door.’ (d) ‘Why do I have to wear a helmet?’ asked the young rider. ‘I’ll ride very carefully.’ (e) ‘No way!’ exclaimed the boy’s mother. ‘You can’t stay out that late.’ (f) ‘Please help me!’ the boy shouted. ‘The track has disappeared and I really don’t know where I am.’

Teac he r

Page 143

Page 146 – Evaluation

1. Teacher check 2. (a) four (b) back (c) soon (d) again (e) forward (f) duplicate (g) back 3. (a) pram (b) step (c) tied, edit (d) pore (e) lamp (f) tops, pots 4. (a) practice, practise (b) advise, advice (c) passed, past (d) license, licence 5. (a) p (b) s (c) s (d) p (e) s (f) s (g) p (h) s (i) p (j) s

w ww

. te

m . u

© R. I .

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

o c . che e r o t r s super

Page 142 3. ‘The east coast of Australia was discovered by Captain Cook’, explained the teacher.

‘Was he impressed by the country?’ asked one of the class.

‘Yes’, replied the teacher.

Another student asked, ‘What was the name of the botanist who travelled with him?’

‘Joseph Banks’, the teacher told him.

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

Page 147 – Evaluation 6. (a) (b) (d) 7. (a) (d) 8. (a)

the carpenters’ tools the team’s practice (c) Mr Jones’s secret the week’s disaster(e) the cats’ tails it’s, its, its (b) whose (c) they’re it’s, its (e) who’s (f) their, they’re The worried mother said, ‘I’ve looked everywhere, but I just can’t find Emma’. (b) ‘Have you looked in the Woodbridge Library?’ her friend suggested. ‘I know she loves to look at the picture books there.’ (c) ‘Of course I have’, answered the distraught mother. ‘What can I do now?’ (d) ‘Perhaps we should ask Jill Smith to help us? She knows lots of people living in the area’, Jane replied.

The English workbook – Teachers resource book – Book G

79

ANSWERS

Page 149

3. Teacher check 4. (a) (i) as soon as possible (ii) date of birth (iii) estimated time (of) arrival (iv) general post office (v) goods (and) services tax (vi) International Standard Book Number (vii) World Health Organisation (viii) Member of Parliament (ix) please reply (réspondez s’il vous plaît) (x) On His/Her Majesty’s Service (b) Teacher check

Teacher check

Page 154

5. (a) Modern 2-year-old house featuring 4 bedrooms (2 double), large kitchen/meals area overlooking pleasant courtyard with water feature. Secure double garage off right of way. One and a half bathrooms.

Reverse cycle airconditioning/security/ outdoor barbecue. Large block, good location. $345 thousand or near offer. (b) Teacher check 6. (a) Named by Sir Joseph Banks, an English botanist who travelled to Australia with Captain Cook. (b) Named after the Hungarian inventor, Laszlo Biró. (c) Named after Jules Léotard, a nineteenth century acrobat. (d) Named after the Russian ballerina, Anna Pavlova.

© R. I .

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

w ww

Title: Answers may include: The story is set in the country and involves an old house.

Orientation: Who: The writer and her sister Where: In an old house in a hot, dry, dusty area.

When: In the morning.

Initiating event: The writer wakes up in an unfamiliar environment.

Complication: The state of the house and yard Resolution: The sister suggests they clean the farmhouse.

Conclusion: The girls decide to work to improve their environment.

. te

o c . che e r o t r s super

Page 151 Reading for information 1. false 2. false 3. false 4. false 5. true Reading for understanding Teacher check Applying your knowledge 1. Answers may include: (a) I looked at/examined the room.

80

Page 153

m . u

Page 150

(b) I had to walk around many boxes.

2–3. Teacher check 1–2. Teacher check

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

Narrative 2 The old farmhouse: pages 148–166 1–4.

Page 152

ew i ev Pr

Teac he r

9. (a) The charity group estimated it had raised over a thousand dollars ($1000) with its annual appeal. (b) Ian Thorpe (an Australian swimmer) has won many gold medals. (c) Uncle Jack (my mother’s relative) became interested in cricket at a very young age. (d) My grandfather (a very wise man) advised me to study engineering at university. (e) My grandmother’s roses (her pride and joy) won a prize in the local flower show. (f) Please leave your writing implements (pencils and pens) on the desk when you go outside.

The English workbook – Teachers resource book – Book G

Page 155

(e) Named after Samuel Morse, a US inventor. (f) Named after the Earl of Sandwich. (g) Said to be named after the US President, Theodore Roosevelt (1858–1919).

7. Teacher check 1. (a) unpacked (b) unwrapped (c) undisturbed (d) unclear (e) untrampled (f) unexplored 2. Teacher check R.I.C. Publications® www.ricpublications.com.au

ANSWERS Page 156

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

Page 157

(b) Answers may include: pour, throw, peel, remember, take, contain, wait, come, suffocate, squint, try, creak, blow, feed, travel, look 6. (a) Teacher check (b) The ‘one-one-one’ rule. When adding a suffix beginning with a vowel to words of one syllable with one short vowel sound and ending with one consonant, double the consonant.

7. (a) heavier/heaviest (b) pitied/pitiful (c) busied/busier/busiest (d) silkier/silkiest (e) replied (f) plentiful

Page 160 4. (a) (c) (d) (f) (g) (h) (i) (j) (l) (m) 5. (a) (c) (e) (g) (i) (k)

ew i ev Pr

Teac he r

3. Teacher check 4. (a) antitoxic/non-toxic (b) anticlimax (c) nonstop (d) antifreeze (e) nonfiction (f) antisocial (g) nonsense (h) anticlockwise (i) countersign (j) counteract (k) counterattack (l) antiseptic (b) Teacher check 5. (a) Answers may include: pouring, throwing, peeling, remembering, taking, containing, waiting, coming, suffocating, squinting, trying, creaking, blowing, feeding, travelling, looking.

(b) The plums I bought from the orchard were delicious. (c) My mother, who hates spiders, screamed loudly. (d) The restaurant where we intended to meet was closed. (e) The old door which needs oiling made a squeaking noise. (f) The farm where I grew up is quite close to town. (g) The lady whose bag was stolen complained to the police.

loud, loudest (b) pretty, prettier more capable, most capable happier, happiest (e) ugly, uglier slimmer, slimmest more irritable, most irritable doubtful, more doubtful more intelligent, most intelligent least (k) busy, busiest more wonderful, most wonderful beautiful, most beautiful tallest (b) lazier stormier (d) best more frightened (f) worst smellier (h) hungrier cooler (j) better/best most popular (l) more impatient

w ww

Page 158

. te

Page 161

8. (a) hurrying (b) copying (c) babying/babyish (d) lobbying (e) boyish (f) shying/shyish 9. (a) monstrosity (b) odorous (c) vigorous (d) vaporous (e) generosity (f) humorous 1. Teacher check 2. (a) Which is the road to Sydney? (b) The man with the grey beard teaches science. (c) I bought a pair of shoes with coloured laces. (d) The chef in the kitchen is cooking a souffle. (e) The car without headlights was difficult to see.

1. Teacher check

m . u

© R. I .

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

o c . che e r o t r s super

Page 159 3. (a) The boy who lost his boots was unable to play.

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

Page 162

2. Teacher check

Page 163

Teacher check

Page 164

Teacher check

Page 165 – Evaluation 1. Teacher check 2. (a) title (b) orientation (c) complication (d) resolution (e) conclusion 3. (a) Justice of the Peace (b) As soon as possible The English workbook – Teachers resource book – Book G

81

ANSWERS

4.

5.

6.

7.

8.

Date of birth eponym unclear unwrapped irregular trapped traded write notice plentiful dutiful partying copying

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

Post office Teacher check anticlockwise illegal invisible outfitted developed communicate please beautiful merciful boyish greying/greyish

Classification: Description of acne and the differing treatments available.

Description: What: Sebum trapped in sebaceous hair follicles, often due to hormone level changes, environmental or genetic factors and stress.

Is there a cure?: No Why: People have different types of skin and react individually to the treatments available

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

Page 166 – Evaluation

10. (a) odorous (b) rigorous (c) glamorous (d) humorous 11. (a) curiosity (b) generosity (c) luminosity (d) monstrosity 12. Teacher check 13. (a) My mother, a fantastic cook, baked some delicious cakes. (b) The boy with a broken leg struggled to climb the stairs. (c) Where is the book about trains?

14. (a) The teacher I like best has gone on long service leave. (b) The horse standing in that paddock has a very quiet nature. (c) The car I would like to buy is very expensive.

15. (a) busier, busiest (b) fussy, fussiest (c) wealthy, wealthier (d) more understanding, most understanding (e) bad, worst (f) more powerful, most powerful (g) careful, more careful (h) more delicious, most delicious (i) frightening, most frightening

Page 170

ew i ev Pr

Teac he r

9.

(c) (a) (a) (c) (e) (a) (c) (a) (c) (a) (c) (a) (c)

Who: Pharmacists, doctors and dermatologists offer advice.

What: Glycolic or salicylic acid cleansers, benzoyl peroxide products with glycolic acid, topical creams including Retin A, Differin, Azelez and Tazorae antibacterial creams, oral antibiotics, anti-inflammatory medication and Accutane™.

Conclusion: People should try over-the-counter treatments, then consult a doctor and, if needed, a dermatologist.

Reading for information: 1. true 2. false 3. true 4. false 5. false 6. false Reading for understanding: 1–3. Teacher check

w ww

. te

4–5. Teacher check Applying your knowledge: 1. Teacher check

o c . che e r o t r s super

Report 2 Acne treatment: pages 167–185 Page 168 1. Teacher check

Page 169 2–3. Teacher check Title: Acne treatment, yes, Teacher check 82

Page 171

m . u

© R. I .

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

The English workbook – Teachers resource book – Book G

Page 172

1. (b) sea. Answers may include: seaslug, seafront, sea breeze, seagull, seagrass (c) air. Answers may include: aircraft, airport, airlift (d) any. Answers may include: anytime, anyway (e) black. Answers may include: blackbird, black magic, black stump, blackberry (f) foot. Answers may include: footprint, footnote, footman, footloose

Page 173 2. (b) courtship, shipwreck R.I.C. Publications® www.ricpublications.com.au

ANSWERS

Teac he r Page 174

Page 175

(f) reverse (3) (h) vegetable (3)

Page 176 2. (a) bookworm (b) (d) spoon (e) 3. (a) sanctuary (b) (d) parallel (e) (g) harass (h) 4. Teacher check

cocoon (c) cookbook floor (f) doorknob estuary (c) sanitary mortar (f) necessary complimentary

r o e t s Bo r e p ok u S Page 177

4. (cont.) Teacher check 5–6. Teacher check

Page 178

6. (cont.) Teacher check 7. (a) authority (b) burglar (c) scissors (d) separate (e) dangerous (f) character (g) government (h) receive (i) autumn (j) proceed 1. Answers may include: (a) through, around, to, at, near, towards (b) for, near, beside, by (c) after, during

© R. I .

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

hairclips bracelets breakfast petroleum waterfall newspaper

w ww

3. 1.

3.

5.

7.

9.

11.

(e) messenger (3) (g) referee (4)

ew i ev Pr

(k) (l) (m) (n) (o) (p) (q) (s) (u) (v) (w) (x) (y) (z)

timetable, tablemat airspace, spacesuit armchair, chairlift sunflower, flowerpot overland, landscape sticky tape, tape measure handcuff, cufflinks homesick, sickroom OR homework, workroom lighthouse, housewife windscreen, screensaver piggyback, backyard bathroom, room service notebook, bookshelf trademark, markdown football, ballgown (r) lamppost, postbox haywire, wireless (t) fingernail, nailfile bluebird, birdcage bedspread, spread-eagled somebody, bodyguard doorframe, framework full stop, stoplight carthorse, horseshoe

. te

2.

4.

6.

8.

10.

greyhound affection fairyland computers crossword

Page 179 1. (cont.) (d) near, by, in, beside (e) between, near, around (f) with, through 2. Teacher check 3. (a) a (b) p (d) a (e) p (g) a (h) p (j) p

m . u

(c) (d) (e) (f) (g) (h) (i) (j)

o c . che e r o t r s super

12. passenger 14. envelopes 16. triangles 18. pineapple 20. deciduous 22. favourite 24. postcards 26. fortunate 28. beautiful 30. chocolate The mystery phrase is: punctuation.

1. (a) exercise (3) (c) fleece (3)

13. ambulance 15. duplicate 17. autograph 19. cylinders 21. passports 23. seventeen 25. timetable 27. kangaroos 29. hurricane 31. legendary Check your spelling and (b) degree (3) (d) between (3)

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

(c) p (f) a (i) a

Page 180

4. Teacher check 5. (a) Take that medicine after you’ve eaten your dinner. (b) I’m trying to do my homework between my two favourite TV shows. (c) Please put your rubbish in the bin. (d) You’ll find your shirt under that pile of clothes. (e) I would really like to play with the top team.

1. Teacher check

The English workbook – Teachers resource book – Book G

83

ANSWERS Page 181

(b) Why don’t you leave your muddy boots outside? (c) I’ve read this book before. (d) Please don’t leave me behind just because I’m not ready. (e) You must take your hat off.

9. (a) a (b) p (c) a (d) p (e) a (f) p (g) p 10. Teacher check

1. (cont.) Teacher check 2. Teacher check

Page 182 Teacher check

Page 183 Teacher check

Page 184 – Evaluation

Teac he r

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

3. (a) library (b) February (c) burglar (d) peculiar (e) separate (f) secretary (g) vinegar 4. (a) illegible (b) desert (c) weather (d) arc (e) loose (f) chose (g) dependent (h) confident (i) ensure (j) canvass 5. (a) separate (b) receive (c) government (d) burglar (e) dangerous (f) authority (g) scissors (h) character (i) autumn (j) proceed 6. Teacher check

ew i ev Pr

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

w ww

Page 185 – Evaluation

. te

7. (a) He walked along the road. (b) There were many cars travelling on the highway. (c) The sun shone through the trees. (d) He should have swum between the flags. (e) The child sat quietly during the performance. (f) Do some stretching exercises before the game. (g) I got up, had a shower and cooked breakfast while you were still asleep. (h) The band played until midnight. (i) Please put your dirty clothes in the washing machine. (j) Why don’t you watch the performance from the front of the theatre?

8. (a) The most interesting exploration took place in the past.

84

m . u

© R. I .

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

o c . che e r o t r s super

The English workbook – Teachers resource book – Book G

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