Read and Succeed - Book 1, For Ages: 11-14 years

Read and Succeed Book 1

Read and Succeed Book 1 is written specifically for lower secondary students who are not reading at their expected level of competency. It focuses on reteaching basic reading skills and concepts through high interest texts and activities which abandon time limits and break down tasks into manageable parts.

As your students’ reading skills improve, their confidence and their overall feeling of success will also grow. This book is part of a three part series.

Ready-Ed Publications

Read and Succeed Book 1 Ages 11 - 14 years

Solo Sailor Curse Or Coincidence? Go SK8 Bigfoot Or Big Fake? Gondwanaland UFO Sightings Freerunning Go Casey Tsunami Survivor

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yed.net

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Read and Succeed Book 1 ISBN 978 186 397 842 2

RI

CUL U

M

CU R

  

By Margaret Warner

This is a Ready-Ed Publications' book preview.

Title: Read and Succeed Book 1 © 2012 Ready-Ed Publications Printed in Australia Author: Margaret Warner Illustrator: Alison Mutton

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. ii. Front cover: Photographer: Kaye Howard Student model: Tian Howard

Copyright Notice The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that: 1.

The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

2.

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

3.

Copies are not sold or lent;

4.

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

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

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educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au Reproduction and Communication by others Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

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ISBN: 978 186 397 842 2 2

Contents

This is a Ready-Ed Publications' book preview.

Teachers’ Notes Australian Curriculum Links

4 4

Language Features 2 Scanning For Meaning A Cloze Activity

34 35 36

Solo Sailor

Comprehending Texts Language Features Scanning For Meaning Apostrophes And Making Meaning A Cloze Activity Your Point Of View

6 7 8 9 10 11

Curse Or Coincidence?

Comprehending Texts Language Features Scanning For Meaning Making Meaning A Cloze Activity Your Point Of View

13 14 15 16 17 18

Go SK8 Comprehending Texts Language Features Scanning For Meaning Matching For Meaning A Cloze Activity

20 21 22 23 24

Bigfoot or Big Fake?

Comprehending Texts Language Features Scanning For Meaning A Cloze Activity Exploring Bigfoot Further

26 27 28 29 30

UFO Sightings Comprehending Texts Language Features Scanning For Meaning A Cloze Activity Are UFOs Real?

38 39 40 41 42

Freerunning Comprehending Texts Language Features 1 Language Features 2 Scanning For Meaning Matching For Meaning A Cloze Activity

44 45 46 47 48 49

Go Casey Comprehending Texts 1 Comprehending Texts 2 Scanning For Meaning A Cloze Activity Autobiography

51 52 53 54 55

Tsunami Survivor Comprehending Texts Language Features 1 Language Features 2 Scanning For Meaning A Cloze Activity

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57 58 59 60 61 62-64

Gondwanaland

Comprehending Texts Language Features 1

32 33

3

Teachers’ Notes

This is a Ready-Ed Publications' book preview.

Read and Succeed Book 1 is written for lower secondary students who are struggling to keep up with their peers, and is therefore linked to the Year 5 English Curriculum. Researchers and teachers know that a student’s fluency in reading increases as the student reads more often, and experiences success and enjoyment as their skills develop.

It is important to remember that secondary students experiencing difficulty with reading must be retaught basic literacy skills and concepts that they may have had difficultly processing in earlier years for whatever reason. When they acquire these skills, they will begin to gain confidence putting them into practice.

Students at lower secondary level who are not reading at their expected level of competency are more likely to engage with texts about fascinating subjects. In Read and Succeed Book 1, students will read a range of texts that are likely to be of interest to them and complete language activities that focus on the student succeeding with reading. The book uses short paragraphs to develop key ideas.

Ideas on how to use the book: •

Model effective reading strategies by reading to the student or group. Ask questions before, during and after reading.

•

Discuss the topic of each unit and encourage students to contribute their prior knowledge of the topic. Prior knowledge helps with understanding.

•

Actively teach comprehension skills. Discuss how to work out the meanings of unfamiliar words, make predictions, summarise main ideas, identify literal information and make inferences.

•

Encourage students to work in cooperative groups so that they experience success.

•

Develop students’ confidence in reading so that when they read they will succeed. When they succeed they will read more and develop their skills and enjoyment of reading.

Australian Curriculum Links Year 5

Language ACELA1797 ACELA1500 ACELA1502 ACELA1504 ACELA1505 ACELA1506 ACELA1508 ACELA1512 ACELA1513

Literacy ACELY1701 ACELY1702 Literature ACELT 1608 ACELT1609

Go to www.readyed.net 4

This is a Ready-Ed Publications' book preview.

• Solo Sailor •

This section covers the following Australian Curriculum Links: Year 5 Language ACELA1504 ACELA 1505 ACELA1506 ACELA1797 Literacy ACELY1701 ACELY1702 Literature ACELT 1608 ACELT1609

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• Solo Sailor •

 Comprehending Texts

This is a Ready-Ed Publications' book preview.  Before reading Solo Sailor below, answer the questions.

Have you ever been sailing? _____________________________________________________ What do you know about boats? __________________________________________________

_____________________________________________________________________________  Read Solo Sailor. If you come across an unfamiliar word when you are reading, try to work out its meaning from the rest of the sentence.

• Solo Sailor • In May 2009, 16 year old Jessica Watson set out from Sydney Harbour in a sailing boat. Her aim was to sail solo and unassisted around the world. Jessica Watson grew up learning about boats and the art of sailing. She and her brother and sisters all had sailing lessons as children. When she was 11 years old, her family was living on a 16 metre cabin cruiser so she knew about life on board a boat from a young age.

At the age of 12, Watson decided that she wanted to sail solo around the world and a few years later she began to plan her solo circumnavigation of the globe.

Watson’s plan to sail solo, non-stop and unassisted around the world was announced in May 2009. She expected the voyage to take around eight months and she aimed to cover around 23,000 nautical miles. During the trip no other person would be allowed to give her anything. She would not be allowed at any time to moor to any other boat or in any port. However, she would be allowed to get advice over her radio.

A month before the planned leaving date, Watson was sailing from Brisbane to Sydney when her boat collided with a large bulk tanker and lost its mast. Many people then said publicly that she was too young to go on such a dangerous voyage alone.

However, she went ahead as planned.

On 18th October 2009, Watson left Sydney in her 10.23 metre boat - Ella’s Pink Lady - and headed eastward into the Pacific Ocean. During her voyage she experienced both good and bad weather which brought both calm and rough seas as she crossed the Pacific, Atlantic and Indian Oceans. She had to do everything by herself including repairs.

Watson arrived back in Sydney Harbour on 15th May 2010 after being at sea alone for 210 days.

A crowd of 75,000 people, including the Prime Minister, welcomed her. Three days after her arrival she had her 17th birthday. Jessica Watson was named Young Australian of the Year on Australia Day 2011.

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6

• Solo Sailor •

 Language Features

This is a Ready-Ed Publications' book preview.  Solo Sailor is a non-fiction text. It is an information report about an important event. An information report often contains statistics and dates.

1. Identify and write down five dates or statistics in the text.

____________________________________________________________________________ ____________________________________________________________________________

 The report is divided into paragraphs. The first sentence in each paragraph tells you what the paragraph will be about.

2. Write a short summary in your own words of paragraph three. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 3. Write a short summary in your own words of paragraph five. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________  Read the information report again and look at the topic sentence of each paragraph. Then find and explain what happened on these important dates.

In 2005 at age 12 ________________________________________________________ _______________________________________________________________________ In May 2009 ____________________________________________________________ _______________________________________________________________________ On 18th October 2009 ____________________________________________________ _______________________________________________________________________ On 15th May 2010 _______________________________________________________

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_______________________________________________________________________ On 26th January 2011 ____________________________________________________ _______________________________________________________________________ 7

• Solo Sailor •

 Scanning For Meaning

This is a Ready-Ed Publications' book preview.  Read Solo Sailor on page 6 again, then answer the questions below. Scan the text to locate the information.

1. What was Jessica Watson’s dream when she was 12 years old?

________________________________________________________________________

2. What does ‘circumnavigate the globe’ mean? ________________________________________________________________________ 3. When did Jessica Watson tell everyone about her plan? ________________________________________________________________________ 4. How long did she expect her voyage to take? ________________________________________________________________________ 5. What does ‘non-stop and unassisted’ mean? ________________________________________________________________________ ________________________________________________________________________ 6. What happened to Jessica’s boat when she was sailing from Brisbane to Sydney? ________________________________________________________________________ 7. What kind of conditions did Jessica face at sea? ________________________________________________________________________ ________________________________________________________________________ 8. What do you think would have been the most difficult task for Jessica at sea? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 9. Do you think that Jessica was too young to sail solo round the world at 16? Give reasons for your answer. ________________________________________________________________________

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________________________________________________________________________ 10. Why do you think that Jessica Watson decided to do the solo voyage?

________________________________________________________________________ ________________________________________________________________________ 8

• Solo Sailor •

 Apostrophes And Making Meaning

This is a Ready-Ed Publications' book preview.

An apostrophe is used with common nouns and proper nouns to show possession.

Examples:

Jessica Watson’s plan. (The plan belongs to Jessica.)

Ella’s Pink Lady. (The Pink Lady belongs to Ella.)

 Add apostrophes to show possession. a. The boats mast.

f. The sailors plans.

b. Jessica Watsons boat.

g. Australias oceans.

c. The boats owner.

h. The cabin cruisers deck.

d. Brisbanes streets.

i. The Prime Ministers cheer.

e. Jessicas sisters.

j. The boats cabin.

 Work out the meaning of each underlined word by reading the whole sentence.

1. She sailed solo round the world. solo: ______________________________________________________________ 2. She circumnavigated the globe. globe: ____________________________________________________________ 3. She was not allowed to moor in any port. moor: _____________________________________________________________ 4. She sailed more than 20,000 nautical miles. nautical: __________________________________________________________ 5. She completed the dangerous voyage.

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voyage: ___________________________________________________________

9

• Solo Sailor •

 A Cloze Activity

This is a Ready-Ed Publications' • Solo Sailor preview. arrives home • book  Read this short summary about Jessica Watson entitled Solo Sailor Arrives Home.

As you read the summary, think about the words that you would use to fill in the spaces.

On 15th May, Jessica Watson arrived in Sydney (1)__________________. She had been at (2)__________________ for 210 days on her amazing round the world solo (3)__________________. At 16 she was the youngest person to sail non-stop and unassisted around the (4)__________________.

Jessica’s (5)__________________ at age 12 was to do this trip. She took sailing (6)__________________ with her brother and sisters. At the time her family was living on a 16 metre (7)__________________.

Many (8)__________________ said that Jessica was too young to sail alone. They said she didn’t understand the (9)__________________. That didn’t stop her.

A crowd of 75,000 people welcomed her home and called her a hero.

Three days after her arrival she had her 17th (10)__________________ party.

 Read the summary again and use the words in the speech bubble to fill in the gaps.

sea

lessons

people

voyage

world

birthday

Harbour

boat

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dream

 After you have finished adding the words, read the summary again and check that the words that you have added make sense in each sentence.

10

• Solo Sailor •

 Your Point Of View

This is a Ready-Ed Publications' book preview.  After reading about Jessica Watson’s solo voyage, which words would you use to describe her? Circle them.

young

old

quiet

silly

famous

skilled

brave

friendly

popular

rich

independent

confident

clever

sensible

afraid

shy

lonely

stubborn

calm

scared

ambitious

 Write the words that you have circled and any other words that you can think of to tell your friend about Jessica Watson.

Your opinion  Do you think that Jessica Watson was too young to attempt to sail around the world solo at 16? Give reasons for your answer.

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_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 11

This is a Ready-Ed Publications' book preview.

• Curse or Coincidence? •

This section covers the following Australian Curriculum Links: Year 5 Language ACELA 1502 ACELA1504 ACELA1506 ACELA 1513 ACELA1797 Literacy ACELY1701 ACELY1702 Literature ACELT 1608 ACELT1609

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• curse or coincidence? •

 Comprehending Texts

This is a Ready-Ed Publications' book preview.  Before reading Curse Or Coincidence? answer the questions.

List three facts that you know about Egypt. _________________________________________

_____________________________________________________________________________ _____________________________________________________________________________ Have you heard of King Tutankhamun? If you have, what do you know about him? _____________________________________________________________________________

 Read Curse Or Coincidence? below. If you come across an unfamilar word, try to work out its meaning by reading the rest of the sentence.

• Curse or Coincidence? • For 3,000 years no-one had entered the burial chamber of the Egyptian boy king, Tutankhamun in Luxor, Egypt. That changed in 1922 when a team of archaeologists led by Howard Carter entered the chamber. Of the team that entered that day, only one lived to old age. Was this a coincidence or was it because of the curse of Tutankhamun?

When archaeologist Howard Carter, Lord Carnarvon and others entered the burial chamber they ignored an important warning.

Written in hieroglyphics above the entrance was the message: Death will come to those who disturb the sleep of the Pharaoh.

Only 47 days later, Carnarvon died in Cairo. It was thought that he had died from an infected mosquito bite. The night that he died all the lights in the city of Cairo went out without warning. Thousands of kilometres away in England his dog started howling and then died.

For several years after Carnarvon’s death, more people who had been on the expedition also died, often unexpectedly. People started to believe that they had died because of the curse of Tutankhamun.

Other people argued that there was no curse. They felt that the message in the tomb was there only to scare away anyone who wanted to steal the treasures in the Pharaoh’s burial chamber. If that was the case then the message worked for 3,000 years.

Scientist, Louis Bulgarini had another theory about the curse. In 1949 he said that perhaps the ancient Egyptians had used radioactive rock in the burial chamber. He thought that the radiation could still kill a person thousands of years later.

After nearly 90 years, the legend of the curse of the boy king continues. Was there really a curse or was it just a coincidence that so many people died? In 1972 the director of antiquities in Cairo said he didn’t believe in the curse and that all the deaths were just a coincidence. However, the night after he supervised the packing of relics for an exhibition in England he died. Was it the curse or simply a coincidence?

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13

• curse or coincidence? •

 Language Features

This is a Ready-Ed Publications' book preview.

Curse Or Coincidence? is a non-fiction text. It is a discussion about an important event. This type of text introduces a topic then presents arguments for and against a point of view and then provides a summary.

A discursive text contains some facts and uses words to persuade a reader to adopt a particular point of view.

1. Find five facts in the text. a. _____________________________________________________________________ b. _____________________________________________________________________ c. _____________________________________________________________________ d. _____________________________________________________________________ e. _____________________________________________________________________ 2. Find five words or phrases that are trying to persuade the reader. a. _____________________________________________________________________ b. _____________________________________________________________________ c. _____________________________________________________________________ d. _____________________________________________________________________ e. _____________________________________________________________________ 3. List two main points that support the point of view that the curse exists. a. _____________________________________________________________________ b. _____________________________________________________________________

4. List two main points that support the point of view that the curse doesn’t exist.

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a. _____________________________________________________________________ b. _____________________________________________________________________ 14

• curse or coincidence? •

 Scanning For Meaning

This is a Ready-Ed Publications' book preview.  Read the text again then answer the questions. Scan the text to locate the information.

1. How long ago did King Tutankhamun die and where was he buried?

________________________________________________________________________

2. What does an archaeologist do? ________________________________________________________________________ 3. What was Howard Carter’s famous discovery in 1922? ________________________________________________________________________ 4. What are hieroglyphics? ________________________________________________________________________ 5. What is another word for Egyptian king? ________________________________________________________________________ 6. How did the story of the curse of Tutankhamun start? ________________________________________________________________________ ________________________________________________________________________ 7. What do you think was the purpose of the message at the entry to the burial chamber? ________________________________________________________________________ 8. Why do you think that some people believed in the curse? ________________________________________________________________________ 9. What reasons did other people give for not believing in the curse? ________________________________________________________________________ ________________________________________________________________________ 10. Do you think that there is evidence that the curse of Tutankhamun is true? Give reasons for your answer.

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________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 15

• curse or coincidence?•

 Making Meaning

This is a Ready-Ed Publications' book preview.

Ology is a suffix referring to the study of something, usually in the area of science, e.g. biology, technology, radiology.

The suffix ‘ologist’ refers to the person working in a particular area of science, e.g. a radiologist is a medical person who is trained to read x-rays and other images such as scans and ultrasounds.

 What do you think an Egyptologist studies? __________________________________ 1. Use your dictionary to find out what these people do. a. archaeologist

_____________________________________________________

b. palaeontologist

_____________________________________________________

c. biologist

_____________________________________________________

d. meteorologist

_____________________________________________________

e. geologist

_____________________________________________________

f. ecologist

_____________________________________________________

g. psychologist

_____________________________________________________

h. pathologist

_____________________________________________________

i. zoologist

_____________________________________________________

2. Explain what the words in bold mean in the sentences below. Use a dictionary if necessary. a. No one had entered the burial chamber. ____________________________________________________________________ b. Was this a coincidence? ____________________________________________________________________ c. Written in hieroglyphics. ____________________________________________________________________ d. He thought that radiation could still kill a person.

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____________________________________________________________________ e. The director of antiquities in Cairo.

____________________________________________________________________ 16

• curse or coincidence?•

 A Cloze Activity

This is a Ready-Ed Publications' book preview.

• curse or coincidence? •  Read the short summary about Tutankhamun. As you read the summary, think about the words that you would use to fill in the spaces.

The archaeologist Howard Carter had worked in (1)______________ for many years. In 1922 he made a remarkable (2)______________ in the Valley of the Kings. After much searching he had found the burial (3)______________ of the young king Tutankhamun.

The discovery of King Tut’s burial place created instant (4)______________ across the world. Hundreds of (5)______________ waited each day at the site for the latest news of what he had found.

When Lord Carnarvon became ill and died from an infected (6)______________ bite, rumours started about the (7)‘______________ of King Tut’. Soon other (8)______________ followed and the story of the curse became even stronger.

Not everyone believed in the curse. Some said that the deaths were just a (9)______________ or that there was a reasonable explanation for what happened.

To this day, many people are still not sure if the curse of (10)___________________ really does exist.  Read the summary again and use the words in the speech bubble to fill in the spaces.

Egypt

news

place

mosquito

curse

coincidence

Tutankhamun

tourists

discovery

deaths

Go to www.readyed.net  After you have finished adding the words, read the summary again and check that the words that you have added make sense in each sentence.

17

• curse or coincidence? •

 Your Point Of View

This Your is opinion a Ready-Ed Publications' book preview.  Write a statement making it clear whether you think that the curse of Tutankhamun really exists or is not true.

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________  Explain your reasons for taking this point of view. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

 Write a closing summary statement. _____________________________________________________________________ _____________________________________________________________________

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_____________________________________________________________________ _____________________________________________________________________

18

This is a Ready-Ed Publications' book preview.

• go sk8 •

This section covers the following Australian Curriculum Links: Year 5 Language ACELA 1500 ACELA1504 ACELA1506 ACELA 1512 ACELA1797 Literacy ACELY1701 ACELY1702 Literature ACELT1609

Go to www.readyed.net 19

• go sk8 •

 Comprehending Texts

This is a Ready-Ed Publications' book preview.  Before reading GO SK8 answer the questions.

Are you a skater? ______________________________________________________________ List three things that you know about skateboarding.

_____________________________________________________________________________ _____________________________________________________________________________  Read Go SK8 below. If you come across an unfamiliar word when you are reading, try to work out its meaning from the rest of the sentence.

• GO SK8 • Skateboarding is a sport that has influenced fashion and music and has its own language.

How and where did this sport start? In the 1950s, surfers in California took surfing to the streets. Skateboarding became a fun activity enjoyed after surfing.

The first basic skateboards were made from boxes or boards with roller wheels attached.

Injuries happened often when skaters crashed and hit the road. No one really knows for sure who invented the first skateboard, but gradually basic boards were improved.

Sometime later companies started producing skateboard decks made of pressed layers of wood.

By the early 1960s, skateboarding had become a popular sport with skaters demonstrating their skills in competitions. However, by the mid-1960s skating had become less popular and people thought of it as just another fad like the hula hoop which would soon disappear. Companies that were building skateboards began to close which forced keen skaters to make their own boards.

Sourcing parts for skateboards became difficult for skaters and clay wheels made the boards hard to steer. In 1972 Frank Nasworthy invented urethane (a type of plastic) wheels, which created new interest in the sport and attracted non-surfers who wanted to try to skate. By 1975 skaters were showing off different skills. They rode their boards low to the ground, amazing spectators.

A few years later, skater Alan ‘Ollie’ Gelfand, invented a jump now called the ollie. By slamming his back foot down on the tail of the board he was able to propel himself and his board into the air. The ollie quickly became a popular move. By the 1990s skateboarding grew in popularity and skaters began to invent many amazing tricks.

Professional skaters now share their skills on YouTube and there are international competitions and skills exhibitions.

Companies now produce skateboards for young beginners as well as professionals. Skateboarding is even being considered as an Olympic sport, but many skaters feel that if this happens, skateboarding will lose its appeal as a sport where skaters show individual style, and will be in danger of becoming mainstream.

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20

• go sk8 •

 Language Features

This is a Ready-Ed Publications' book preview.  Organising information in chronological order can help the reader to predict what will happen next and also locate information easily.

1. Find these dates in the text and complete each sentence.

a. In the 1950s ___________________________________________________________

________________________________________________________________________ b. By the early 1960s ______________________________________________________ ________________________________________________________________________ c. By the mid-1960s ______________________________________________________ ________________________________________________________________________ d. In 1972 _______________________________________________________________ ________________________________________________________________________ e. By 1975 ______________________________________________________________ ________________________________________________________________________ f. By the 1990s __________________________________________________________ ________________________________________________________________________ g. At the present time _____________________________________________________ ________________________________________________________________________ h. Maybe in the Olympics __________________________________________________ ________________________________________________________________________ i. The future of skateboarding is ____________________________________________ ________________________________________________________________________  Language and spelling changes over time.

2. Translate the text messages below. a. M8 _____________________________

f. BCNU ___________________________

b. EZ ______________________________

g. GOSK8 __________________________

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c. SK8 _____________________________

h. CUL8R __________________________

d. OIC _____________________________

i. SK8RBOI _________________________

e. SK8R____________________________

j. UR 1DRFL ________________________ 21

• go sk8 •

 Scanning For Meaning

This is a Ready-Ed Publications' book preview.  Read GO SK8 on page 20 again then answer the questions below. Scan the text to locate the information.

1. How did the sport of skateboarding start?

________________________________________________________________________

________________________________________________________________________ 2. Which country did it start in? ________________________________________________________________________ 3. What materials were used to make the first skateboards? ________________________________________________________________________ 4. Who invented the skateboard? ________________________________________________________________________ 5. Why did skateboarding become less popular in the 1960s? ________________________________________________________________________ ________________________________________________________________________ 6. What was invented in 1972 that made skateboarding more popular? ________________________________________________________________________ 7. Explain what an ‘ollie’ is and where the name came from. ________________________________________________________________________ ________________________________________________________________________ 8. Which age group mostly uses skateboards? ________________________________________________________________________ 9. Do you think that skateboarding is a mainstream sport? Give reasons for your answer. ________________________________________________________________________

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10. Do you think that skateboarding will ever be an Olympic sport? Give reasons for your answer. ________________________________________________________________________

22

• go sk8 •

 Matching For Meaning

This is a Ready-Ed Publications' book preview.  Study the diagram of the skateboard below, then match each word with its meaning.

Front of the skateboard.

KICKTAIL

Back of the skateboard - slightly upturned.

BOARD (or DECK)

Main part of the skateboard for standing on.

WHEELS NOSE

For traction, usually made of polyurethane.

TRUCK

Front and rear axle assemblies that connect the wheels to the deck.

DECK skaters stand on this part of the skateboard

NOSE front of the board - slightly upturned

WHEELS usually made from polyurethane

TRUCK connects the wheels to the deck

KICKTAIL upturned for leverage

 Match the tricks with the descriptions. ___ = air

___ = regular foot

___ = nollie

___ = ollie

___ = goofy foot

___ = pop

___ = 360 flip

a. Striking the tail of the board against the ground to propel it upwards. b. Riding with all wheels in the air. c. A skater who rides with the left foot forward. d. Turning the board a full 360 degrees.

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e. A jump named after Alan ‘Ollie’ Gelfand. f. An ollie performed with the front foot.

g. A skater who rides with the right foot forward.

23

• go sk8 •

 A Cloze Activity

This is a Ready-Ed Publications' • skateboarding • book preview.  Read this short summary about skateboarding. As you read, think about the words that you would use to fill in the spaces.

Skateboarding started in the 1950s in California, when surfers began to use their

surfing (1) _____________________ on land. They thought that it would be fun to take surfing to the streets.

No one knows who invented the first (2) _____________________. The early skateboards were made from (3) _____________________. Skaters often fell off and (4) _____________________ themselves. It didn’t take long before companies were making skateboard (5) _____________________ and skateboarding became a popular (6) _____________________.

After a few years skateboarding became less popular and people thought it would soon (7) _____________________. Companies closed down and skaters had to make their own boards and find parts. In 1972 Frank Nasworthy invented a new type of (8) _____________________. Skateboarding took off again and skaters started doing amazing (9) _____________________.

Skateboarding is still a very popular sport. Companies now produce skateboards for young children as well as professional (10) _____________________.

Skateboarding is even being considered as a future Olympic event.  Read the summary again and use the words in the speech bubble to fill in the gaps.

skills

boxes

decks

skaters

injured

wheel

disappear

activity

tricks

skateboard

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This is a Ready-Ed Publications' book preview.

• bigfoot or big fake?•

This section covers the following Australian Curriculum Links: Year 5 Language ACELA1504 ACELA1506 ACELA 1508 ACELA 1513 ACELA1797 Literacy ACELY1701 ACELY1702 Literature ACELT1609

Go to www.readyed.net 25

• Solo bigfoot Sailor or big • fake? •

 Comprehending Texts

This is a Ready-Ed Publications' book preview.  Before reading Bigfoot Or Big Fake? answer the question.

What do you know about the stories of Bigfoot? _____________________________________ _____________________________________________________________________________

 Read Bigfoot Or Big Fake? If you come across a difficult word when you are reading, try to work out its meaning from the rest of the sentence.

• Bigfoot or Big Fake? • The name of the large, hairy creature known as Bigfoot in North America changes from one country to another. It’s called Sasquatch in Canada, the Yeti or Abominable Snowman in the Himalayan Mountains and the Yowie in Australia. For hundreds of years there have been alleged sightings of this giant, hairy creature that lives in forests.

In all countries, the stories and sightings by people who have claimed to have seen the creature, have common features. Bigfoot is reported as being nocturnal, as it has rarely been seen in the daytime. Reports claim that it is two to three metres when standing, much taller than the average human, and weighs around 230 kilograms. It is believed to be covered in long dark brown or dark red hair, have large eyes and a large low-set forehead with a distinct solid brow ridge. Witnesses have described the top of its head as rounded, similar to a big male gorilla. Bigfoot has also been described as having a strong, unpleasant odour.

The name ‘Bigfoot’ comes from the giant footprints that have been described as belonging to it. Footsteps that have been photographed measure as large as 60 centimetres long and 20 centimetres wide. That’s a very big foot! Most footprints have five toes but some have two toes and some others have six toes. Some prints show long claw marks, some have none.

Is Bigfoot real or fake? Scientists say that reported Bigfoot sightings are often sightings of other animals that are not identified correctly such as bears or apes or are simply hoaxes. There have been some very clever and very believable reports of Bigfoot which include photographs and footprints, which have later been proven to be clever fakes.

In 1958 Ray Wallace reported huge footprints in an area where he was using a bulldozer. He also recorded sounds and showed photographs of a large hairy creature.

However, more than forty years later Wallace’s family revealed how the Bigfoot footprints were created using large wooden foot shapes and the photographs were people in costume.

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Biologists, anthropologists and palaeontologists agree that there is no real evidence that Bigfoot exists as no remains have ever been found. However, as long as the legend of Bigfoot survives, there will always be people who believe in it and others who are sceptical.

26

• Solo bigfoot Sailor or big • fake? •

 Language Features

This is a Ready-Ed Publications' book preview.  Bigfoot Or Big Fake? includes detailed descriptions. In the text there are a number of noun and adjective groups that describe Bigfoot, e.g. huge footprints.

1. Find five examples of noun and adjective groups in the text.

a. _____________________________________________________________________ b. _____________________________________________________________________ c. _____________________________________________________________________ d. _____________________________________________________________________ e. _____________________________________________________________________

2. Work out the meaning of these words by checking the text or using a dictionary.

a. alleged _______________________________________________________________ b. distinct_______________________________________________________________ c. evidence _____________________________________________________________ d. remains ______________________________________________________________ e. sceptical _____________________________________________________________

 Read this sentence from the text and explain why it is necessary to use the word ‘alleged’.

‘For hundreds of years there have been alleged sightings of this giant, hairy creature that lives in the forest.’

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________________________________________________________________________ ________________________________________________________________________

27

bigfoot or big • Solo Sailor • fake? •

 Scanning For Meaning

This is a Ready-Ed Publications' book preview.  Read the text again then answer the questions. Scan the text to locate the information.

1. Bigfoot is also known by other names such as ___________ and ______________ and ______________ and __________________.

2. In what habitat has Bigfoot usually been sighted? ________________________________________________________________________ 3. At which time of the day have most sightings been recorded? ________________________________________________________________________ 4. How does the fact that Bigfoot has only been seen at night and in forest areas help to keep up the mystery? ________________________________________________________________________ 5. Describe what witnesses say Bigfoot looks like. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 6. What animals does Bigfoot resemble? ________________________________________________________________________ 7. Why do you think Bigfoot’s footprints have been found but there is no other evidence to support the claims of its existence? ________________________________________________________________________ 8. How have people faked Bigfoot sightings? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 9. What do most scientists think about the existence of Bigfoot? ________________________________________________________________________

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10. Do you think that Bigfoot is fact or fiction? Give reasons for your response.

________________________________________________________________________ ________________________________________________________________________ 28

bigfoot or big • Solo Sailor • fake? •

 A Cloze Activity

This is a Ready-Ed Publications' book • preview.

Bigfoot •  Read the story below entitled Bigfoot. Use your own descriptive words to fill in the blanks so that the story makes sense.

No one has reported seeing Bigfoot in the daytime so people think that Bigfoot is a (1) ________________ creature. People who say that they have seen Bigfoot describe it as a (2) ________________ creature, taller than a human and weighing around (3) ___________________kilograms. Its body is covered in (4) _____________, (5)__________________ hair. It has a large (6) _____________________ forehead with a distinct (7) ______________ brow ridge and (8) _________________ eyes. The top of its head is (9) _____________________ like that of a large male gorilla.

The name Bigfoot comes from the footprints that people claim belong to it, measuring (10) ______________ centimetres long and (11) ______________ centimetres wide. It is also said to have an (12) ________________ odour.

 How do you think that someone would fake Bigfoot footprints, photographs and videos to convince someone else that Bigfoot is real?

Go to www.readyed.net

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 29

• Solo bigfoot Sailor or big • fake? •

 Exploring Bigfoot Further

This is a Ready-Ed Publications' book preview.

1. Use a dictionary to find out what work these people do and why they would be interested in Bigfoot sightings.

anthropologist: ___________________________________________________________

________________________________________________________________________

biologist: ________________________________________________________________ ________________________________________________________________________ palaeontologist: __________________________________________________________ ________________________________________________________________________ 2. Do you know any other words that end in ‘ologist’? _________________________________________________________________________ 3. Do you think that Bigfoot really exists?

Write a statement making it clear whether you think that Bigfoot really exists or is a fake. ________________________________________________________________________ Explain your reasons for taking this point of view. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Write a closing summary statement. ________________________________________________________________________

Go to www.readyed.net

________________________________________________________________________ ________________________________________________________________________

30

This is a Ready-Ed Publications' book preview.

• Gondwanaland •

This section covers the following Australian Curriculum Links: Year 5 Language ACELA1504 ACELA1506 ACELA 1512 ACELA1797 Literacy ACELY1701 ACELY1702 Literature ACELT1609

Go to www.readyed.net 31

•• Solo Gondwanaland Sailor • •

 Comprehending Texts

This is a Ready-Ed Publications' book preview.  Before reading Gondwanaland below, answer the question.

Have you ever heard of Gondwanaland? If you have, what do you know about it?

_____________________________________________________________________________ _____________________________________________________________________________  Read Gondwanaland. If you come across an unfamiliar word, try to work out its meaning from the rest of the sentence.

• Gondwanaland • For many millions of years all the lands on Earth were joined together forming one large super-continent. This continent was called Pangaea, a Greek word meaning ‘all lands’.

How do scientists know that the continents were once joined together so long ago?

Since the 1600s, cartographers have noticed that the outlines of continents look like jigsaw pieces that could fit together.

In the 1800s palaeontologists discovered that some fossil plants and animals were similar in different continents. Some rock formations in different continents were also similar.

During the late 1800s an Austrian geologist, Edward Suess, put forward the theory that millions of years ago there had been a land bridge connecting the continents now called Antarctica, Australia, India, Africa and South America. He discovered that a fossil plant Glossopteris - was found in each of these continents. This was proof that these lands must once have been joined together. Suess named this super-continent Gondwanaland.

In 1915 the German geologist and meteorologist, Alfred Wegener put forward the theory of continental drift. His theory was that the Earth’s crust was slowly moving. He said that 200 million years ago there was a gigantic super-continent, which he named Pangaea.

Scientists now agree that many millions of years ago the super-continent Pangaea gradually separated into two main continents. The continent in the north was called Laurasia. The continent in the south was called Gondwanaland. Gondwanaland consisted of what is now called Australia, Antarctica, India, Africa, parts of South America and the island of Madagascar.

Eventually Gondwanaland changed, as the continents that we know today very slowly moved apart. Scientists say that this happened because the top layer of the Earth’s crust is made up of sections called tectonic plates. Some of these plates are called oceanic plates. Others are continental plates located under continents. These plates move slowly and sometimes move in different directions.

Gondwanaland

The plates are still moving and changing. When two oceanic plates move together a volcano may be formed. When two continental plates come together mountain ranges can be formed. The Earth does not change rapidly. Scientists say that the plates move extremely slowly at a rate of 10 centimetres each year, so there won’t be any major changes any time soon.

200 million years ago...

Laurasia

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32

•• Solo Gondwanaland Sailor • •

 Language Features 1

This is a Ready-Ed Publications' book preview.  Gondwanaland provides an explanation about the Earth and the formation of continents. Many words and phrases that are used in the text indicate time, e.g. ‘for millions of years’.

1. Find examples of words or phrases that indicate time in each paragraph.

•

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•

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•

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•

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•

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•

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•

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•

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 The explanation about Gondwanaland contains a number of scientific words or phrases.

2. Locate five examples in the text.

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 The text refers to a number of different place names such as the super-continent Gondwanaland.

3. List ten locations.

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•

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•

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•

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•

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•

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•

________________________________

Go to www.readyed.net

33

•• Solo Gondwanaland Sailor • •

 Language Features 2

This is a Ready-Ed Publications' book preview.  Read the words on the left and match them with their correct meanings on the right.

___ SCIENTIST

a. A map maker.

___ ROCK

b. The remains of an ancient plant or animal preserved as rock.

___ CONTINENT

c. A person who studies natural or physical science.

___ THEORY

d. A mountain that erupts with molten rock, and ash.

___ PROOF

e. Something that shows a thing is true. ___ EARTH

f. The two plates that move across the Earth’s surface.

___ VOLCANO

g. A large mass of stone. ___ TECTONIC PLATE

h. One of the seven large land masses.

___ FOSSIL

i. The planet that we live on.

___ CARTOGRAPHER

j. An explanation based on observation or reason.

 A suffix is added to the end of a word to create a new word.

The suffix ‘graph’ is Greek in origin and means ‘to scratch or write’.

Find a word in the text that has ‘graph’ in it. _______________________________________________________________________

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Write three more words that include the word graph.

_______________________________________________________________________ _______________________________________________________________________ 34

•• Solo Gondwanaland Sailor • •

 Scanning For Meaning

This is a Ready-Ed Publications' book preview.  Read the text Gondwanaland on page 32 again, then answer the questions.

Scan the text to locate the information.

1. Which areas on the Earth were called Pangaea?

________________________________________________________________________

2. What feature had cartographers in the 1600s noticed about the outlines of the continents? ________________________________________________________________________ 3. What discovery did palaeontologists make in the 1800s? ________________________________________________________________________ ________________________________________________________________________ 4. Who put forward the theory that a land bridge existed between the continents? ________________________________________________________________________ 5. Explain Alfred Wegener’s theory of continental drift. ________________________________________________________________________ ________________________________________________________________________ 6. How long ago did the super-continent Pangaea split into two continents? ________________________________________________________________________ 7. What were the two continents called? ________________________________________________________________________ 8. Explain what ‘tectonic plates’ means. ________________________________________________________________________ ________________________________________________________________________ 9. What can happen when tectonic plates move? ________________________________________________________________________ ________________________________________________________________________ 10. Do you think that in the future the continents will stay the same as they are now?

Give reasons for your answer.

Go to www.readyed.net

________________________________________________________________________ ________________________________________________________________________ 35

Gondwanaland • •• Solo Sailor •

 A Cloze Activity

This is a Ready-Ed Publications' • Gondwanaland • book preview.  Read the short summary entitled Gondwanaland below. As you read the summary, use your own words to fill in the spaces.

Millions of years ago all the lands on Earth were (1) _______________________ in one large super-continent called Pangaea. How do scientists (2) _______________________ this? Edward Suess (3) _______________________ that once there had been a land bridge between the continents. He (4) _______________________ the same fossil plant in Australia, Antarctica, India, South America and Africa. He said that (5) _______________________ the continents were once joined.

Over time the super-continent gradually (6) _______________________ into two main continents: Laurasia and Gondwanaland. Eventually Gondwanaland (7) _______________________ as the continents that we know today slowly moved apart. Scientists say this (8) _______________________ because of the movement of the tectonic plates. These plates are still (9)_______________________ very slowly. It can take thousands of years for changes to (10)_______________________ so there won’t be any change in the near future.

 Use a map of the world on the computer or in an atlas to identify the names of each of the continents that were once joined together.

Laurasia

Gondwanaland

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200 million years ago...

This is a Ready-Ed Publications' book preview.

• ufo Sightings •

This section covers the following Australian Curriculum Links: Year 5 Language ACELA1504 ACELA1506 ACELA 1508 ACELA 1512 ACELA1797 Literacy ACELY1701 ACELY1702 Literature ACELT1609

Go to www.readyed.net 37

••Solo ufo Sailor sightings • •

 Comprehending Texts

This is a Ready-Ed Publications' book preview.  Before reading UFO Sightings below, answer the questions.

What do you know about UFOs? __________________________________________________ _____________________________________________________________________________ Have you ever seen a UFO? ______________________________________________________  Read UFO Sightings. If you come across an unfamiliar word, try to work out its meaning from the rest of the sentence.

• UFO Sightings • What is a UFO? It’s a visible object flying in the sky that cannot be identified by the observer or an investigator. People often think that UFOs are alien spaceships.

Observations of unidentified flying objects have been reported for centuries. One of the first sightings was written on Egyptian papyrus in 1450 BC. In 329 BC Alexander the Great recorded an unusual sighting before a battle. Over the years there have been many recorded reports in different countries of unusual objects in the sky.

Some sightings were probably astronomical such as Halley’s Comet, or meteors or even one of the planets orbiting closer to the Earth. Some sightings could have been strange cloud formations.

Since World War II, sightings of UFOs have been investigated more closely. This is mainly because the military observe activities in the sky for safety reasons.

One of the first reports that gained wide publicity was the sighting of UFOs by pilot Kenneth Arnold at just before 3pm on 24th June 1947. He claimed that he had observed nine flying objects moving at very high speeds in and out of the peaks of the Cascade Mountains that he was flying over. The crafts flipping on their sides reflecting the sunlight caught his attention. Arnold described the lead objects as crescent shaped but the others were flat-shaped like discs. Soon people were referring to UFOs as ‘flying saucers’.

Over the years there have been many reported sightings of UFOs in many countries.

In Australia in June 2007 a UFO was allegedly seen moving through the sky just before sunrise in NSW, the ACT and Queensland. Emails, photographs and videos that described and captured a huge white light that spiralled in the sky, became big news. An astronomer said that it was probably a satellite, space junk or a rocket.

Many of the UFO sightings in the past 50 years have been elaborate hoaxes, clever enough to trick newspaper and TV reporters. Many of the sightings can be explained. However, there are still many sightings that remain a mystery.

Go to www.readyed.net

38

••Solo ufo Sailor sightings • •

 Language Features

This is a Ready-Ed Publications' book preview.  UFO Sightings is an information report. It includes some technical language about UFOs. 1. Find five examples of technical language in the report, e.g. investigator.

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 In the text there are a number of descriptions and explanations (containing adjectives and nouns) of UFO sightings.

2. Find ten examples of adjective and noun descriptions.

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 An abbreviation is the shortened form of a word or several words, e.g. SA, NSW. 3. Find four examples of abbreviations in the text.

•

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•

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•

________________________________

4. Skim the text and find the information about the UFO sighted over eastern Australia in 2007. Write a short description of what was seen.

Go to www.readyed.net

_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 39

ufo Sailor sightings ••Solo • •

 Scanning For Meaning

This is a Ready-Ed Publications' book preview.  Read the text UFO Sightings on page 38 again, then answer the questions.

Scan the text to locate the information.

1. What do the initials UFO mean?

________________________________________________________________________

2. When and where were the first UFO sightings recorded? ________________________________________________________________________ ________________________________________________________________________ 3. What could the early sightings of UFOs have been? ________________________________________________________________________ 4. Why were reported sightings of UFOs investigated and taken more seriously after the 1940s? ________________________________________________________________________ 5. What did Kenneth Arnold report in 1947? ________________________________________________________________________ ________________________________________________________________________ 6. Where does the term ‘flying saucers’ come from? ________________________________________________________________________ 7. Why do some people fake UFO sightings? ________________________________________________________________________ ________________________________________________________________________ 8. What important UFO sighting in Australia was reported by a lot of people in several states? ________________________________________________________________________ 9. What do you think about the explanation for this sighting? ________________________________________________________________________

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10. What sort of things could be mistaken for a UFO?

________________________________________________________________________ ________________________________________________________________________ 40

ufo Sailor sightings ••Solo • •

 A Cloze Activity

This is a Ready-Ed Publications' Sightings • book• UFOpreview.  Read the short summary about UFOs below. As you read the summary, think about the words that you would use to fill in the spaces.

A UFO is an unidentified flying (1) ____________________ that cannot be explained.

For centuries there have been reports of UFOs in many countries around the (2) ____________________. The earliest (3) ____________________ were recorded over 3,000 years ago. Some of the sightings were probably astronomical, such as comets or (4) ____________________, or perhaps they were just strange cloud formations.

In the 1940s UFO sightings were investigated more closely because of concerns about national (5)____________________. Kenneth Arnold reported unusual sightings while flying over the Cascade Mountains. When he described some of the craft as ‘flat-shaped like (6) ____________________’ people started to call UFOs ‘flying saucers’. After Arnold’s report, many other people claimed that they had seen flying (7) ____________________. Although most reported UFO sightings are genuine, many are just very clever (8) ____________________.

In Australia in 2007 many people in the east reported a huge, white (9) ____________________ that spiralled in the sky. Astronomers said it was probably a satellite, space (10) ____________________ or a rocket.  Read the summary again and use the words in the speech bubble to fill in the gaps.

meteors

junk

discs

sightings

security

world

light

saucers

hoaxes

object

Go to www.readyed.net 41

••Solo ufo Sailor sightings • •

 Are UFOs Real?

This is a Ready-Ed Publications' book preview.  Imagine that you are out camping under the stars on a clear, dark night and suddenly you look up and see something in the sky that you’ve never seen before.

1. Describe the unidentified flying object.

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

2. Now draw the UFO. Your drawing should match your description.

Your opinion  Do you think that UFOs are real? Give reasons for your answer. _____________________________________________________________________

Go to www.readyed.net

_____________________________________________________________________ _____________________________________________________________________

42

This is a Ready-Ed Publications' book preview.

• freerunning •

This section covers the following Australian Curriculum Links: Year 5 Language ACELA1504 ACELA1506 ACELA 1508 ACELA 1512 ACELA1797 Literacy ACELY1701 ACELY1702 Literature ACELT1609

Go to www.readyed.net 43

freerunning •• Solo Sailor • •

 Comprehending Texts

This is a Ready-Ed Publications' book preview.  Before reading Freerunning below, answer the questions.

Do you enjoy running? __________________________________________________________ Have you seen freerunners in a movie or on a video game? ____________________________  Read Freerunning below. If you come across an unfamiliar word, try to work out its meaning from the rest of the sentence.

• Freerunning • Have you seen someone in a movie, (especially Jackie Chan movies) music video, TV advertisement or computer game climb up walls, jump across buildings or move very athletically from one point to another? They are people who enjoy freerunning.

What is freerunning? It’s a combination of running and acrobatic moves used by very fit runners to move from one place to another. It’s usually practised in a city environment but can also be done in rural areas or anywhere that gives the runner an opportunity to use their amazing skills.

The term ‘freerunning’ was first used in the documentary Jump London in 2003 about the sport of parkour. The runners ran around many of London’s famous landmarks using amazing skills. The French word parkour was translated into freerunning for English speakers.

Parkour as a sport focuses on efficient movement. However, freerunning focuses on total freedom of movement including many acrobatic moves. Freerunners say that it is important to do the moves your own way, to be creative and move in the way that you enjoy.

When freerunning, the runners move around locations in their environment that would normally be difficult to cross. They scale walls, jump over barriers, roll and spring from one point to another and even jump from one building to another many metres above the ground.

Freerunning tests a person mentally and physically. It’s a very athletic sport and suitable only for a person who is very fit. Some runners train outside with obstacles before they attempt any freerunning. Others train in a large indoor area that has a gigantic obstacle course set up where runners can practise so they don’t hurt themselves.

When a runner feels confident, they move from place to place choosing moves that get the best results.

Some runners would like to see freerunning competitions set up. Other runners say that it’s all about doing what you enjoy rather than having to compete and do the same moves.

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Freerunning is still a minority sport but it’s becoming more popular in movies, TV shows, books, music videos, advertisements and computer games so more people will definitely start doing it.

44

freerunning •• Solo Sailor • •

 Language Features 1

This is a Ready-Ed Publications' book preview.  Freerunning is an explanatory text. It explains information about the sport, what it is, its history, how to train and how and where you can do it.

In the text there are a number of prepositional phrases. These phrases contain ‘position’ words such as: in, under, across, over, around.

1. Find five prepositional phrases in the text.

•

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•

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 In the text there are a number of verb groups that describe what the runners do, e.g. climb up walls.

2. Find five verb groups in the text.

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 In the text there are a number of noun groups that describe the sport and what the runners do, e.g. new sport, city environment.

3. Find five noun groups in the text.

•

_____________________________________________________________________

•

_____________________________________________________________________

•

Go to www.readyed.net

•

_____________________________________________________________________

•

_____________________________________________________________________ _____________________________________________________________________

45

•• Solo freerunning Sailor • •

 Language Features 2

This is a Ready-Ed Publications' book preview.  Write the meaning of the word that is underlined. Use a dictionary if needed.

1. Freerunning is running combined with acrobatic moves.

acrobatic: __________________________________________________________

2. It’s a very athletic sport. athletic: ___________________________________________________________ 3. Parkour is about efficient movement. efficient: ___________________________________________________________ 4. The runners ran around London’s famous landmarks. landmarks: ________________________________________________________ 5. Freerunning is still a minority sport. minority: __________________________________________________________ 6. They train using a giant obstacle course. obstacle: __________________________________________________________ 7. You can run in city or rural areas. rural: _____________________________________________________________ 8. A freerunner can scale walls and jump over barriers. scale:______________________________________________________________  Circle the words that you think best describe freerunning. amazing

solo

dangerous

risky

mad

incredible

Go to www.readyed.net 46

athletic

smart

tough

silly

safe

team-sport

acrobatic

challenging

slow

•• Solo freerunning Sailor • •

 Scanning For Meaning

This is a Ready-Ed Publications' book preview.  Read the text Freerunning on page 44 again, then answer the questions.

Scan the text to locate the information.

1. What is freerunning?

________________________________________________________________________ ________________________________________________________________________

2. Have you ever seen a person doing freerunning in a movie or in an advertisement or a computer game? Where did you see it? ________________________________________________________________________ 3. When was the term ‘freerunning’ first used? ________________________________________________________________________ 4. What is the difference between parkour and freerunning? ________________________________________________________________________ 5. Do you think that someone would have to train to do freerunning or could a person just try it? Give a reason for your answer. ________________________________________________________________________ ________________________________________________________________________ 6. Where could you train to do this sport? ________________________________________________________________________ 7. What kind of skills does a freerunner use? ________________________________________________________________________ 8. Where can a freerunner show their skills? ________________________________________________________________________ 9. Would you like to try freerunning? Give a reason for your answer. ________________________________________________________________________ ________________________________________________________________________

Go to www.readyed.net

10. Do you think that freerunning could be dangerous? Why?

________________________________________________________________________ ________________________________________________________________________ 47

•• Solo freerunning Sailor • •

 Matching For Meaning

This is a Ready-Ed Publications' book preview.  To be able to do freerunning, fitness and strength training are important.

Match the move with the illustrations.

Jump:

jumping from one object to another landing on both feet.

Drop: drop from a height and land on your feet.

Dive roll: land and roll.

Vault: jumping over an obstacle.

Flip: backflip off a wall.

Your opinion  Do you think that in the future more people will take up freerunning? Give reasons for your answer.

Go to www.readyed.net

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 48

•• Solo freerunning Sailor • •

 A Cloze Activity

This is a Ready-Ed Publications' • book• Freerunning preview.  Read the short summary below about freerunning. As you read the summary, think about the words that you would use to fill in the spaces.

Freerunning is a great activity for people who are very fit. What exactly is freerunning? It’s a combination of running plus (1) ____________________ moves that a runner uses to get from one place to (2) ____________________ place.

Freerunning is mostly done in (3) ____________________ areas but can be done anywhere. Freerunning first gained popularity in the (4) ____________________ Jump London.

Freerunning encourages runners to use total (5)____________________ of movement, to be creative and to move in any way the person wants to move.

To do freerunning, the runner has to be fit (6) ____________________ and physically. Moving quickly by running, (7) ____________________, climbing and landing makes it interesting. The (8) ____________________ chooses the moves that get the best (9)____________________.

Freerunning is getting popular now in movies, computer (10) _________________ , advertisements and books.

 Read the summary again and use the words in the speech bubble to fill in the gaps.

games

runner

another

acrobatic

documentary results mentally

freedom

city

jumping

Go to www.readyed.net 49

This is a Ready-Ed Publications' book preview.

• go casey •

Covers the following Australian Curriculum Links: Language ACELA1504 ACELA1506 ACELA 1512 ACELA 1797 Literacy ACELY1701 ACELY1702 Literature ACELT1609

Go to www.readyed.net 50

• go casey •

 Comprehending Texts 1

This is a Ready-Ed Publications' • Go Casey • book preview.  Read Casey Stoner’s biography below. If you come across an unfamiliar word when you are reading, try to work out its meaning from the rest of the sentence.

1985

Born on 16th October 1985 at Kurri Kurri, New South Wales, Australia.

1988

By age three, he was taking his first ride on a Peewee 50cc.

1989

At age four, Casey competed in his first race in the under nines category on a dirt racing track.

1991

By age six, he had won his first Australian title.

1997

At age 12, Casey raced in the Australian long track titles in five different categories. He won 32 out of 35 races and won five Australian titles at the meet.

1999

Between ages six and fourteen, Casey had raced all over Australia. During this time, he won 41 Australian dirt and long track titles and over 70 state titles, riding different motorbikes in different categories.

1999

Just after his 14th birthday Casey and his family moved to England where he could legally road race. In Australia, he couldn’t road race until he was 16 years.

2000

At age 15 in his first year of road racing he won the 125cc GP Aprilia Championship.

2001

At age 16, Casey raced in both the English and Spanish championships and came second in both. He also started racing on a 250cc bike.

2003

He achieved four podium finishes and his first race win in the 125cc GP series at Valencia.

2004

At age 18, Casey made it to the podium six times.

2005

Casey won five races in the 250cc World Championship Series and was on the podium for top finishes ten times.

2006

At age 20, Casey achieved his ambition of racing in the fast 250cc MotoGP class.

He was the youngest rider and finished eighth overall against experienced riders.

2007

Casey won his first ever 800cc Grand Prix in the MotoGP class. On 23rd September in Japan he won the World Championship and became the second youngest rider to win the world title.

2008

He was named Young Australian of the Year.

2008

He finished the series runner-up to the champion.

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2009

Casey ended the championship season in fourth position overall after winning the Australian Grand Prix.

2010

A few crashes with mixed results in the races.

2011

Casey is on track for another world championship.

51

• go casey •

 Comprehending Texts 2

This is a Ready-Ed Publications' book preview.  A biography is the story of a person’s life written by another person. It usually contains important information such as places, dates, names, events and technical language.

1. List four dates and achievements that you consider to be important in Casey Stoner’s life.

•

_____________________________________________________________________ _____________________________________________________________________

•

_____________________________________________________________________ _____________________________________________________________________

•

_____________________________________________________________________ _____________________________________________________________________

•

_____________________________________________________________________ _____________________________________________________________________

 In the biography there are some words that are specific to the sport of motorbike racing. This is known as technical language.

2. Read the sentences below then explain what the underlined words mean.

1. He competed in his first race in the under nines category. category: __________________________________________________________ 2. He finished the series runner-up to the champion. champion: _________________________________________________________ 3. Casey won his first ever 800cc Grand Prix in the MotoGP class.

Grand Prix:_________________________________________________________ 4. He won five Australian titles at the meet. meet: _____________________________________________________________ 5. He was on the podium for top finishers ten times.

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podium: ___________________________________________________________ 6. What do the letters cc tell you about these motorbikes: 50cc, 125cc, 250cc, 800cc? cc tells me the size of the motorbike’s ___________________________________ 52

• go casey •

 Scanning For Meaning

This is a Ready-Ed Publications' book preview.  Casey Stoner’s biography refers to a number of dates, ages, motorbike races and achievements. Scan the text Go Casey on page 51 to find the information that you need to answer the questions below.

1. At what age did Casey Stoner first show an interest in a motorbike?

________________________________________________________________________ 2. When did he compete in his first race? ________________________________________________________________________ 3. How old was he when he won his first title? ________________________________________________________________________ 4. At age 12 what did he achieve that was important? ________________________________________________________________________ ________________________________________________________________________ 5. Which championship did Stoner win at age 15? ________________________________________________________________________ 6. What do the letters cc refer to on a motorbike? ________________________________________________________________________ 7. When did Stoner win his first 800cc Grand Prix? How old was he? ________________________________________________________________________ 8. How did Stoner rate in the series in 2010? ________________________________________________________________________ 9. What was Casey Stoner doing when he was the same age as you? ________________________________________________________________________ ________________________________________________________________________ 10. What do you think that Casey Stoner’s future will be on the motorbike racing circuit?

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________________________________________________________________________ ________________________________________________________________________

53

• go casey •

 A Cloze Activity

This is a Ready-Ed Publications' book• Gopreview.

Casey •  Read the short summary below about Casey Stoner. As you read the summary, think about the words that you would use to fill in the spaces.

Casey Stoner was riding his first junior motorbike when he was (1)____________________ years old. By age (2)____________________ he was competing in his first race. Two (3)____________________ later he won his first Australian title. When he was 12 he won 32 out of 35 races and won (4)____________________ Australian titles at one meet. Just after his 14th birthday, Casey’s family moved to England. Casey was allowed to road race there legally but in Australia he couldn’t road race until he was (5)____________________.

At age (6)____________________ in his first year of road racing he won the 125cc GP Aprilia Championship. At 18 he successfully made it to the podium (7) ____________________ times. He continued with more successes. Then at age (8)____________________ he won his first 800cc Grand Prix in the MotoGP class.

He was the (9) ____________________ youngest rider to win the title.

Since then, Stoner has continued his successful career. In 2008 he was named Young Australian of the (10) ____________________. In 2009 he won the Australian Grand Prix.  Now read the summary again and use the words in the speech bubble below to fill in the gaps.

four

five

sixteen

years

twenty-one

three

Year

second

six

fifteen

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• go casey •

 Autobiography

This is a Ready-Ed Publications' book preview.  Write your autobiography. The dates below will help you to write about important steps in your life. Add other dates or events that are important to you.

Birth date:

____________________________________________________

Birth place:

____________________________________________________

Age two:

____________________________________________________ ____________________________________________________ ____________________________________________________

Age five:

____________________________________________________ ____________________________________________________ ____________________________________________________

Age twelve:

____________________________________________________ ____________________________________________________ ____________________________________________________

Age thirteen:

____________________________________________________ ____________________________________________________ ____________________________________________________

Now:

____________________________________________________ ____________________________________________________ ____________________________________________________

Other dates:

____________________________________________________

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____________________________________________________ ____________________________________________________ ____________________________________________________

55

This is a Ready-Ed Publications' book preview.

•• tsunami • Solo Sailorsurvivor •

This section covers the following Australian Curriculum Links: Year 5 Language ACELA 1500 ACELA1504 ACELA1506 ACELA1797 Literacy ACELY1701 ACELY1702 Literature ACELT1609

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•• Solo tsunami Sailor •survivor •

 Comprehending Texts

This is a Ready-Ed Publications' book preview.  Before reading Tsunami Survivor below, answer the questions.

What do you know about a tsunami? ______________________________________________ _____________________________________________________________________________

What do you think causes a tsunami? ______________________________________________ _____________________________________________________________________________  Read Tsunami Survivor below. If you come across an unfamiliar word, try to work out its meaning from the rest of the sentence.

• Tsunami Survivor • On 11th March 2011 northern Japan was hit by a deadly tsunami caused by a major offshore earthquake. Its huge eight metre waves covered everything in its path – people, animals, cars, boats, homes and buildings.

For many days rescue crews worked hard to find survivors in the wreckage. Over 20,000 were found dead or pronounced missing. Three weeks after the tsunami on 1st April, another news item spread across the world. A medium-sized brown dog was spotted during an aerial search for survivors off the coast. It was observed walking around on what was left of a roof. The roof was floating a kilometre and a half off Japan’s north coast, with other debris.

The crew of the search helicopter who spotted the dog soon reported that they were running low on fuel so they called in the coast guard rescue boat. As the rescue boat approached the floating wreckage, the frightened dog hid. It took some time before a rescuer was able to encourage the dog closer so that he could catch it.

Later, people all over the world watched as the exhausted dog was safely moved to the coast guard boat. The footage of the dog quickly captured the hearts of viewers as the rescuers hugged the dog and it licked its rescuers’ hands. The dog was wearing a collar but rescuers were not able to identify where the dog had come from or trace its owner as it had no identification tag.

Later that day, a Japanese woman watching the news recognised her dog, Ban. “I recognised her immediately after seeing her face,” she said. The reunion of Ban with her owner was emotional. Ban wagged her tail and jumped quickly into her owner’s arms. “I am happy that she seems healthy. I want to cherish her always when I take her back.”

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A happy reunion marked the end of a wonderful story of survival.

57

•• Solo tsunami Sailor •survivor •

 Language Features 1

This is a Ready-Ed Publications' book preview.  The text Tsunami Survivor on page 57 is a report. It relates events in the order that they happened in the past.

1. List ten verbs in the text that are in the past tense, e.g. reported.

•

________________________________

•

________________________________

•

________________________________

•

________________________________

•

________________________________

•

________________________________

•

________________________________

•

________________________________

•

________________________________

•

________________________________

 There are a number of words and phrases in the report that indicate time, e.g. ‘later’ and ‘It took some time’.

2. Circle the words that indicate time: after

above

meanwhile

earlier quickly

before

soon

noisily

during certainly eventually later

3. List the main events that happened in this report by completing the sentences below.

Underline the words or phrases that indicate time.

1. In March 2011 _________________________________________________________ ________________________________________________________________________ 2. For many days _________________________________________________________ ________________________________________________________________________ 3. On 1st April ___________________________________________________________ ________________________________________________________________________ 4. It took some time ______________________________________________________

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________________________________________________________________________ 5. Later_________________________________________________________________ ________________________________________________________________________ 58

•• Solo tsunami Sailor •survivor •

 Language Features 2

This is a Ready-Ed Publications' book preview.  The word tsunami is a Japanese word that comes from two words: ‘tsu’ meaning harbour and ‘nami’ meaning wave. The word tsunami means a very large ocean wave caused by an underwater earthquake or volcanic eruption. The word tsunami has a silent ‘t’ at the beginning of the word.

Silent Letters

 Can you find another word in the second paragraph of the text on page 57 that has a silent letter at the beginning of the word? _____________________________________________________________________  The words below all have a silent letter at the beginning of the word. This happens because the way that we say words changes over time.

Circle the silent letter in each word then match each word with its meaning below.

___ gnat ___ gnome

a. a small insect b. a tangle in rope or a chain

___ honest

c. to struggle with someone

___ knight

d. a small creature in fairy stories

___ knot

e. to form letters or words

___ knowledge

f. a nobleman who fought for the king or queen

___ knuckle

g. an extinct flying reptile

___ pneumonia

h. a finger joint

___ pterodactyl

i. an illness caused by an infection in the lungs

___ wrestle

j. not correct

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___ write

___ wrong

k. truthful or fair

l. information that is known 59

•• Solo tsunami Sailor •survivor •

 Scanning For Meaning

This is a Ready-Ed Publications' book preview.  Read the text Tsunami Survivor again on page 57, then answer the questions below.

Scan the text to locate the information.

1. When did the earthquake hit Japan?

________________________________________________________________________

2. What is a tsunami and how is it caused? ________________________________________________________________________ ________________________________________________________________________ 3. How long after the tsunami hit was the dog spotted? ________________________________________________________________________ 4. Where was the dog when it was found? ________________________________________________________________________ 5. Describe the rescue of the dog. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 6. How was the dog’s owner found? ________________________________________________________________________ 7. What emotions do you think the dog’s owner experienced when she first saw her dog? ________________________________________________________________________ 8. How do you think the dog managed to survive for three weeks after the tsunami? ________________________________________________________________________

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9. Why do you think that people all over the world were so interested in this story of survival? ________________________________________________________________________ ________________________________________________________________________ 60

•• Solo tsunami Sailor •survivor •

 A Cloze Activity

This is a Ready-Ed Publications' • Tsunami Survivor • book preview.  Read the short summary about Ban, the tsunami survivor. As you read the summary, think about the words that you would use to fill in the spaces.

In March 2011, Japan was hit by a tsunami caused by a major

(1) ____________________. For weeks rescuers worked day and night to find any (2)____________________. On 1st April, (3) ____________________ raced around the world that a brown (4)____________________ had been spotted on the wreckage of a house floating in the sea. The crew of the helicopter reported the sighting but because they were running low in (5) ____________________ they couldn’t rescue the dog. The coast guard came to its (6)____________________. The dog was taken on board a boat where it gratefully accepted (7)____________________ from its rescuers.

People all over the (8)____________________ were excited by this story of survival.

The rescuers weren’t able to identify the (9) ____________________ of the dog.

However, the owner recognised her dog, Ban, when she saw the news coverage of the rescue. Soon after, Ban and her owner were reunited. Ban wagged her tail and jumped into the (10)____________________ of her owner. This is a happy tale of survival.

 Now read the summary again and use the words below to fill in the gaps.

dog

owner

world

arms

hugs

survivors

fuel

news

rescue

earthquake

extras On the back of this sheet or on some lined paper:  Make a word bank of words that describe a tsunami.  Make a list of the problems that people in Japan faced in the weeks after the tsunami struck.  Say whether you think people should be able to take their pets to emergency evacuation shelters, e.g. after a cyclone or a flood. Give reasons for your response.

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61

 Answers P7 1. Possible answers: May 2009, 18th October 2009, 15th May 2010, Australia Day 2011, 16 metre cabin cruiser, 23,000 nautical miles, 10.23 metre boat, 210 days, crowd of 75,000.

2. Paragraph three (possible answer): In May 2009 Jessica Watson announced her plan to sail solo and unassisted round the world, a distance of around 23,000 nautical miles.

Paragraph five (possible answer): Jessica Watson left Sydney on 18th October in her 10.23 metre boat and started her solo adventure, which included sailing in all conditions.

3. In 2005, at age 12 Jessica decided that she wanted to sail solo round the world.

In May 2009 she announced her plans to sail solo round the world.

On 18th October 2009 she left Sydney Harbour in her 10.23 metre boat – Ella’s Pink Lady – and headed eastward into the Pacific Ocean.

On 15th May 2010 she arrived back in Sydney Harbour after being at sea alone for 210 days.

On 26th January 2011 she was named Young Australian of the Year.

P8 1. To sail solo round the world.

2. To sail around the world.

3. May 2009.

4. Eight months.

5. No person was allowed to give her anything and she would not be allowed to moor to any boat or in any port.

6. Her boat collided with a bulk tanker.

7. All kinds of conditions: good and bad weather, calm and rough seas.

P9 a. The boat’s mast b. Jessica Watson’s boat c. The boat’s owner d. Brisbane’s streets e. Jessica’s sisters f. The sailor’s plans g. Australia’s oceans h. The cabin cruiser’s deck i.

The Prime Minister’s cheer j.The boat’s cabin 1. solo: alone 2. globe: the world 3. moor: to stay in the same position with an anchor or ropes 4. nautical: about ships or sailing 5. voyage: a trip by sea or air P10 1. Harbour 2. sea 3. voyage 4. world 5. dream 6. lessons 7. boat 8. people 9. risks 10. birthday P14 1. a. No one had entered the burial chamber for 3,000 years. b. The team of archaeologists entered the chamber in 1922. c. Only one of the team lived to old age. d. They ignored the warning. e. Howard Carter died 47 days later.

2. a. It was thought b. People started to believe c. Other people argued d. They felt that e. If that was the case 3. a. They ignored the warning. b. Only one of the team lived to old age.

4. a. Carnarvon died from a mosquito bite, not the curse. b. The theory that the Egyptians might have used radioactive rock.

P15 1. He died 3,000 years ago and was buried in Luxor, Egypt.

2. An archaeologist studies the people and customs of ancient times.

3. He discovered the burial chamber of King Tutankhamun.

4. Hieroglyphics is an Egyptian form of writing which uses pictures to represent sounds and words.

5. Pharaoh.

6. The story of the curse started when Lord Carnarvon died 47 days after he entered the burial chamber.

7. The purpose of the message was to scare away anyone who tried to steal the treasures in the burial chamber.

8. They believed in it because gradually nearly all the people who went into the burial chamber died.

9. They said that the deaths were just a coincidence and that the theory that radioactive rocks could have killed people was probably true.

P16 1. Definitions will vary depending on the dictionaries used.

2. chamber: a private room; coincidence: events that are accidental but seeem to be planned; hieroglyphics: writing which uses pictures to represent sounds and words; radiation: the spreading of rays, particles or waves by a radioactive substance; antiquities: objects belonging to ancient times P17 1. Egypt 2. discovery 3. chamber 4. news 5. tourists 6. mosquito 7. curse 8. deaths 9. coincidence 10. Tutankhamun P21 1. a. Surfers in California took surfing to the streets. b. Skateboarding had become a popular sport. c. Skating had become less popular. d. Frank Nasworthy invented urethane wheels and the sport attracted non- surfers. e. Skaters were showing off different skills. f. Skateboarding grew in popularity and skaters invented new tricks. g. Skateboarding is popular and companies make skateboards for beginners as well as professionals. h. skateboarding may soon be an event. i. … is promising.

It has grown in popularity, although some fear that it will become too mainstream.

2. a. mate b. easy c. skate d. Oh I see e. skater f. be seeing you g. go skate h. see you later i. skater boy j. you are wonderful P22 1. Surfers in California took surfing to the streets.

2. USA. 3. Boxes or boards with wheels attached.

4. No one really knows for sure. 5. People thought it was just a fad and would die out and companies making skateboards closed. 6. In 1972 Frank Nasworthy invented the urethane wheel. 7. An ‘ollie’ was invented by Alan ‘Ollie’ Gelfand and is done by slamming the back foot down on the tail board propelling the board and skater into the air.

8. Teenagers.

P23 kicktail = the back of the skateboard – slightly upturned board (or deck) = main part of the skateboard for standing on wheels = for traction, usually made from polyurethane nose = front of skateboard truck = front and rear axle assemblies that connect the wheels to the deck b =air, e=ollie, c=regular foot, g=goofy foot, f= nollie, a=pop, d=360 flip

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62

P24 1. skills 2. skateboard 3. boxes 4. injured 5. decks 6. activity 7. disappear 8. wheel 9. tricks 10. skaters P27 1. Possible answers: large, hairy creature; long dark brown or dark red hair; large eyes; low-set forehead; big male gorilla; strong, unpleasant odour.

2. a. alleged: stated without proof b. distinct: clear or definite c. evidence: something that proves information to be true d. remains: dead body e. sceptical: not believing what others believe to be true The word ‘alleged’ is used because the sightings have never been proven.

P28 1. Sasquatch, Yeti, Abominable Snowman, Yowie.

2. In forest areas.

3. Night-time.

4. If it is only seen at night-time then fewer people are less likely to see it in the dark or be able to take photographs.

5. It is two to three metres tall, weighing around 230 kg.

It is covered in long dark brown or dark red hair and has large eyes, a large low-set forehead with a distinct brow ridge, and the top of its head is rounded.

6. It resembles a bear or an ape.

7. Perhaps because the footprints are fake.

8. They have faked the footprints by making wooden shapes and then dressed people in costumes and photographed them.

9. Scientists say there is no real evidence that Bigfoot exists.

P29 Own answers similar to: 1. nocturnal 2. tall 3. 230 4. long 5. dark 6. low-set 7. solid 8. large 9. rounded 10. 60 11. 20 12. unpleasant P30 anthropologist: a scientist who studies humans and their cultures biologist: a scientist who studies living things paleontologist: a scientist who studies fossils of forms of life existing in former geologic periods of time P33 1. Possible answers: so long ago; since the 1600s; in the 1800s; during the late 1800s; now called; must once have been; in 1915; slowly moving; many millions of years ago; eventually; very slowly moved apart; move slowly; still moving; rapidly; slowly; soon.

2. Possible answers: supercontinent, cartographers, paleontologists, fossil, Glossopteris, geologist, meteorologist, Earth’s crust, tectonic plates, continental plates.

3. Possible answers: Pangaea, Gondwanaland, Laurasia, Austria, Germany, Australia, Antarctica, India, Africa, South America, Madagascar.

P34 1. a. cartographer b. fossil c. scientist d. volcano e. proof f. tectonic g. rock h. continent i. Earth j. theory 2. cartographer Possible answers: graph, photograph, autograph, paragraph, telegraph P35 1. All the lands on Earth were joined and called Pangaea.

2. They had noticed that the outlines of the continents looked like jigsaw pieces that could fit together.

3. In the 1800s palaeontologists discovered that some fossil plants and animals were similar in different continents.

4. Austrian geologist, Edward Suess.

5. Alfred Wegener’s theory of continental drift stated that the Earth’s crust was slowly moving so continents were slowly moving. He said that 200 million years ago there had been one super-continent that he called Pangaea.

6. Pangaea split into two continents many millions of years ago.

7. Gondwanaland and Laurasia.

8. Tectonic plates are large sections of the top layer of the Earth’s crust that move slowly. Some are located under continents and some are under oceans.

9. When tectonic plates move then a volcano can form or a mountain.

P36 1. joined 2. know 3. said/stated/proved 4. discovered 5. proved 6. separated 7. changed 8. happened 9. moving 10. happen

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South Africa Madagascar South America

India Australia Antarctica

P39 1. Possible answers: alien, spaceship, astronomical, comet, meteor, planets orbiting, astronomer, satellite.

2. Possible answers: visible object, alien spaceships, unidentified flying objects, unusual sighting, recorded reports, unusual objects, strange cloud formations, safety reasons, flying objects, high speed, lead objects, flying saucers, huge white light, elaborate hoaxes.

3. UFO, BC, NSW, ACT, TV 4. It was described as a huge white light that spiralled across the sky just before sunrise.

P40 1. Unidentified Flying Object.

2. In 1450 BC in Egypt.

3. Comets, meteors or a planet orbiting closer to the Earth.

4. Because the military observe activities in the sky for safety reasons.

5. He reported seeing nine objects flying at high speed.

The lead object was crescent shaped but the others were shaped like flat discs.

6. From Arnold’s description of the objects being ‘flatshaped like discs’.

7. For publicity; to get attention or for fun to trick people.

8. In 2007 people in several states reported a huge white light that spiralled across the sky just before sunrise.

10. Satellite, space junk or a rocket.

P41 1. object 2. world 3. sightings 4. meteors 5. safety 6. discs 7. saucers 8. hoaxes 9. light 10. junk P45 1. Possible answers: up walls, across buildings, from one place to another, around many landmarks, around

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63

locations, from one point to another, over barriers 2. Possible answers: climb up walls, jump across buildings, move very athletically, do the moves your own way, move around locations, scale walls, jump over barriers, roll and spring from one point to another, jump from one building to another 3. Possible answers: music video, computer game, acrobatic moves, city environment, rural areas, amazing skills, famous landmarks, athletic sport, large indoor area, giant obstacle course, freerunning competitions, minority sport P46 acrobatic: moves performed by a gymnast athletic: someone who trains for sports efficient: able to do something quickly and easily landmarks: something on the land that is easily seen and well known minority: a smaller group of people obstacle: something that is in the way rural: country (not city) areas scale: climb P47 1. It’s a combination of running and acrobatic moves that runners use to get from one place to another place.

3. The term ‘freerunning’ was first used in the documentary Jump London. It is a translation of the French word parkour.

4. Parkour focuses on efficient movement and freerunning focuses on total freedom of movement.

5. They would have to train because the runner has to be fit. If they didn’t train they would injure themselves.

6. A runner can train outside, e.g. in a park or in a special indoor area that is set up with obstacles.

7. Running, jumping, vaulting, landing, climbing, rolling.

8. Anywhere that runners can show their skills as long as they don’t crash into other people.

P48

their prize cc: tells me the size of the motorbike’s engine P53 1. Age three.

2. Age four.

3. Six years old.

4. He raced in the Australian long track titles, winning 32 out of 35 races and won five Australian titles.

5. He won the 125cc GP Aprilia Championship.

6. The engine capacity.

7. He won his first 800cc title in 2007 at age 21.

8. He had mixed results.

P54 1. three 2. four 3. years 4. five 5. sixteen 6. fifteen 7. six 8. twenty-one 9. second 10. Year P58 1. Possible answers: caused, covered, worked, spread, observed, took, watched, captured, hugged, recognised, wagged, jumped, marked (students might also identify past continuous verbs, e.g. was hit, were found, was approached, was spotted etc.)

2. often, meanwhile, earlier, before, soon, during, eventually, later 3. 1. In March 2011 northern Japan was hit by a deadly tsunami.

2. For many days rescue crews worked hard to find survivors in the wreckage.

3. On 1st April another news item spread across the world.

4. It took some time before a rescuer was able to encourage the dog closer so that he could catch it.

5. Later, people all over the world watched as the exhausted dog was safely moved to the coast guard boat.

P59 1. wreckage 2. a. gnat b. knot c. wrestle d. gnome e. write f. knight g. pterodactyl h. knuckle i. pneumonia j. wrong k. honest l. knowledge P60 1. On 11th March 2011.

2. A tsunami is a very large ocean wave caused by an underwater earthquake or volcanic eruption.

3. The dog was spotted three weeks after the tsunami, on the 1st of April.

4. It was walking around on the roof of a house that was floating about one and a half kilometres off Japan’s northern coast.

5. The helicopter crew that spotted the dog alerted the coast guard. They went out in their boat and encouraged the dog towards them so that they could catch it and rescue it. The dog gratefully licked the rescuers’ hands when they took it on board their boat.

6. The dog’s owner was watching the news on TV and recognised her dog.

7. Possible answers: surprised, happy, relieved, grateful.

P61 1. earthquake 2. survivors 3. news 4. dog 5. fuel 6. rescue 7. hugs 8. world 9. owner 10. arms

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Dive roll

Jump:

Drop

Vault

Flip

P49 1. acrobatic 2. another 3. city 4. documentary 5. freedom 6. mentally 7. jumping 8. runner 9. results 10. games P52 2. category: special group champion: a person who comes first in a sport Grand Prix: is a French term, meaning ‘great prize’; races held for World Championships meet: competition podium: a platform where the winner stands to receive

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64