A class and homework course

Rex Sadler Sandra Sadler

THIRD EDITION

3

TEACHER BOOK

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ContentsPreface vii

Acknowledgements viii

1 It’s my life 1Comprehension Lone sailor 1

Head honcho school captain 3Spelling and vocabulary Being human 5Language Texts 6

Texts and their purposes 7The craft of writing Personal experiences 8

2 Intertextuality 9Comprehension Novel 9

Cartoon 11Movie still 12

Spelling and vocabulary Confusing pairs 13Language Active and passive voice 14The craft of writing Creating imaginary characters 16

3 Future shock 17Comprehension Holocaust 17Spelling and vocabulary The world at war 19Language Tone 20

Purpose and tone 21The craft of writing Making the beginning interesting 22

4 Aboriginal voices 23Comprehension Trails 23

Son of mine 24Spelling and vocabulary Culture and country 25Language Relative pronouns 27

Adjectival clauses 27The craft of writing Writing persuasive arguments 30

5 Journeys in time 31Comprehension The last days of Pompeii 31Spelling and vocabulary Through the ages 34Language Nouns 36

Common and proper nouns 36The craft of writing Writing a biography of an interesting person 38

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6 Dear Diary 39Comprehension The diary of a young girl 39Spelling and vocabulary The eye of the beholder 41Language Collective nouns 43The craft of writing Writing fictional diaries 44

7 Passport to adventure 45Comprehension Encounter with a python 45Spelling and vocabulary Survival 47Language Abstract nouns 48The craft of writing Characters in conflict 49

8 Interesting people 51Comprehension Atticus Finch 51

The Murdstones 52Miss Honey vs. Miss Trunchbull 53My da’s hands 54

Spelling and vocabulary Human nature 55Language Adjectives 56The craft of writing Being a good observer 57

9 Oh! Horror! 59Comprehension A meeting with Count Dracula 59Spelling and vocabulary Creature features 61Language Using adjectives 62The craft of writing Using the setting to build suspense 64

10 Survival 65Comprehension Alone in the wilderness 65Spelling and vocabulary Keeping fit 67Language Verbs 68The craft of writing Using verbs to create action 70

11 Relationships 71Comprehension A surfing encounter 71Spelling and vocabulary Views of life 73Language Jargon 74

Clichés 75The craft of writing Dialogue 76

12 On the job 77Comprehension Dangerous work 77Spelling and vocabulary Getting a job 79Language Adverbs 80The craft of writing Variety in sentence length 82SAMPLE

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13 Poetry in action 83Comprehension The last tiger 83

The shark 85The eagle 86

Spelling and vocabulary Appreciating poetry 87Language Poetic techniques 88The craft of writing Personas and monologues 90

14 Science fiction 91Comprehension The war of the worlds 91Spelling and vocabulary In a galaxy far away 93Language Personal pronouns 95The craft of writing First person narrative 96

15 Making a living 97Comprehension The great pearl 97Spelling and vocabulary If I were a millionaire 99Language Prepositions 100The craft of writing Setting 102

16 Media 103Comprehension Advertising 103Spelling and vocabulary Media matters 105Language Persuasive advertising 107

Imperatives in advertising 108Adjectives in advertising 108

The craft of writing Creating your own advertisement 110

17 Saving the planet 111Comprehension Endangered species 111Spelling and vocabulary The environment 113Language Words and meanings 115The craft of writing Features of an exposition 117

18 In the laboratory 119Comprehension The discovery of penicillin 119Spelling and vocabulary Scientifically speaking 121Language Synonyms 122The craft of writing Writing an information report 124

19 I spy 125Comprehension James Bond 007 125Spelling and vocabulary All about spies 127Language Antonyms 128The craft of writing Naming characters 129SAMPLE

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20 Speaking out 131Comprehension The power of speech 131Spelling and vocabulary Speakers and listeners 133Language Word choice 134

Euphemism 135The craft of writing Writing and presenting a speech 135

21 This land 137Comprehension Water skier 137Spelling and vocabulary My country 139Language Communication breakdown 140

Ambiguity 140Circumlocution and verbosity 141

The craft of writing Stream of consciousness 142

22 The five senses 143Comprehension The great tide pool 143Spelling and vocabulary Sight Sound Taste Smell Touch 145Language Revision 147The craft of writing Using the senses 148

Back-of-the-book dictionary 149

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1It’s my lifeComprehensionRead the following passage and answer the questions.

Lone sailorTHE marine life seemed to be a lot more active in this part of the world. I soon found my first flying fish lying on deck. I was familiar with these strange creatures from the trip with Dave and there I was, on my own, with the small flying fish. It marked the beginning of the tropics for me. From then on they got bigger and bigger and the schools would sense the presence of Lionheart and take to the air in great numbers. At night I’d hear a thud followed by a few flickers to indicate one of the fish had landed on board and was stranded.

They were cute little fish but I soon came to hate the noise of one landing on board, for they played heavily on my conscience. I’d be woken by the thud of one ramming head-first into the boat then I’d try to get back to sleep. It just wasn’t possible. The noise of them flipping about the deck screamed out to me to get up and throw them back overboard. It would have been easier if they died quickly but they flip-flopped away until the flips became less and less frequent, like the last gasps of a dying person. I’d fall asleep for a minute to be woken by another flicker of life. I couldn’t bear lying there while I knew a fish was suffering. I usually couldn’t get back to sleep until I’d got out of bed and thrown it overboard. It got pretty annoying when it happened three or four times a night.

Not only could I hear them land, but I could also smell them. The fresh smell of broken scales wafted down into the cabin where I could tell if there was one on board even if it made no noise.

They could be a real problem. One morning I came out on deck and counted fifteen dead fish lying about the place: in the reefs of the sails, jammed beside the life raft and the wall, and even mixed in with the ropes in the rope bags. Some were quite large, up to 30 centimetres long. I tried to cook one once but there were too many bones and scales. At least I knew it was possible to eat them in an emergency.

from Lionheart by Jesse MartinSAMPLE

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Reading for understanding

1 What indication did the narrator have that the marine life was a lot more active in the part of the world where he was now sailing his yacht Lionheart ?He found his first flying fish on the deck of his yacht.

2 ‘they got bigger and bigger …’ What evidence does the narrator give in the final paragraph to show this to be true?‘Some were quite large, up to 30 centimetres long.’

3 How did the schools of flying fish react to the presence of Lionheart ? The schools sensed its presence by taking to the air in great numbers.

4 At night, how did the narrator know that a flying fish had landed on his yacht?The narrator was woken by the thud of flying fish landing on the deck.

5 In the second paragraph, the writer uses sound words (onomatopoeia) to convey the sound of the movements of the fish. Write down three examples.thud flipping flip-flopped

(flicker) (screamed) (gasps)

6 ‘I’d try to get back to sleep.’ Why was this not possible?He felt guilty that the fish would die if he didn’t throw it back.

7 Identify a simile in the second paragraph and explain what comparison is being made.‘like the last gasps of a dying person’. The flips of the struggling flying fish were like the final

gasps of a dying person.

8 How did the narrator become aware of the presence of a flying fish on the deck even when it made no noise?The fresh smell of broken scales wafted down to his cabin.

9 ‘They could be a real problem.’ Why was this so?The number of stranded fish caused a problem when they got caught up in the sailing

equipment.

10 Why was the narrator not keen to eat the flying fish?The fish had too many bones and scales.

11 What did you learn about the character of the narrator from this passage?The narrator was kind-hearted and felt guilty when he heard the fish dying.

11 marks

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Head honcho school captainALL through my primary school years I had a thick Vietnamese accent: ‘Fipteen minat twell equal tree’. Even though my English was getting better year by year, it was still definitely not as good as an Aussie kid’s. It didn’t seem to matter too much as I did well enough academically and socially, becoming a candidate for school captain at the end of Year 5.

There were four class captains in the running to become the big head honcho school captain. It was a very big deal, and the four of us were to make a speech in front of the whole school at the next assembly, to tell everyone why we were the best candidate for the job. The teacher pulled us aside and told us that it was okay to get help from our parents to write this speech, as it was such a big deal. I went home and said to Mum and Dad, ‘You have to help me write a speech to become school captain’.

‘Six! Anh needs your help to write his speech.’Uncle Six had done a couple of years of school

in Australia, and at the time he was the best at English in our whole household, but this didn’t mean he was any good. Together we wrote my speech and on the day of the assembly I was ready to wow the school armed with a migrant’s second-year English speech.

That morning I was first to speak.‘Hello School Peoples. I am Anh.’I could hear a few sniggers from the other

classes, but I was determined to go on.‘I will try for my hardest to be very friendly boy,

and I will always saysing hello to all you school peoples ...’

Everyone started laughing. The worst thing was when I looked down, I even saw teachers laughing. I looked across at my own teacher and she wasn’t laughing, but I could see her trying not to laugh!

I was so mad at her. I froze. I didn’t know what to do. It was almost like time stood still. In that moment I just totally blanked out and forgot what to say next.

The only people who weren’t laughing were my little classmates. They were on my side. Just then I heard a tiny girl’s voice:

‘C’mon, Anh.’I looked down and there was Karen, an

11-year-old face full of support. A few of her friends joined in.

‘Keep going, Anh.’‘I ... I ... should be school captains because I

want to helping the students ...’I stood as still as I could, just blanking out

everyone, every noise, every snigger and laugh, and saying everything that I had to say like a monotone robot. Soon it was over. Thank God. My first ever public speaking experience.

I look back on it now and I can’t even blame people for laughing. Bloody Uncle Six must’ve skipped the classes where they taught plurals and adjectives.

from The Happiest Refugee by Anh Do

Reading for understanding

1 What problem did the narrator have because he was a refugee?He had a heavy Vietnamese accent and didn’t speak English as well as other Australian kids.

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2 ‘Fipteen minat twell equal tree.’ What was Anh trying to say in English?Fifteen minus twelve equals three.

3 Why did Anh feel he could become a candidate for school captain?Anh felt he had done well enough academically and socially to be a candidate.

4 What did Anh have to do before he could be chosen for school captain?He had to make a speech at the next assembly, explaining why he was the best candidate for

school captain.

5 What help was each candidate allowed to have in preparing their speech?Each candidate was allowed to get help from their parents.

6 Why was Anh’s uncle given the job of helping him prepare his speech?Anh’s uncle was the best at English in Anh’s household.

7 How did Anh feel before he was to give his speech?He felt very confident and ready to impress the school.

8 ‘Hello School Peoples.’ Why did Anh’s first three words cause sniggers from the other classes?These words showed that Anh couldn’t speak English correctly.

9 Why was Anh mad at his teacher?He could see that his teacher was trying to suppress a laugh.

10 How did Anh’s classmates encourage him to continue his speech?They called out, ‘C’mon, Anh’ and ‘Keep going, Anh’.

11 What caused Anh to speak ‘like a monotone robot?’ People were laughing at him and this was the only way he could complete his speech.

12 What explanation does Anh give for his use of incorrect English in his speech?He blames his Uncle Six, his speech coach, because he did not understand plurals and

adjectives.

13 What does this incident reveal about Anh’s personality?It shows that he has a happy, lively personality and had the courage to complete his speech

despite the laughter. He doesn’t blame the audience for laughing. He is also able to see the

humorous aspect of his misfortune.

13 marks

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Spelling and vocabulary

Being humanoptimistic energetic embarrass agreeable loyaltycautious responsible violent criticise consideratedependable fortunate friendly sympathetic tolerantconscious mischievous anxious conceited prejudicepatient impetuous impulse ignorant deceitful satisfied vitality personal stubborn claustrophobia

Finding opposites

Find words in the spelling list that are opposite in meaning to the following. The first letters are given to help you.

1 reckless c cautious 6 lazy e energetic

2 pessimistic o optimistic 7 betrayal l loyalty

3 humble c conceited 8 unreliable d dependable

4 praise c criticise 9 educated i ignorant

5 trustworthy d deceitful 10 hostile f friendly

10 marks

Word forms

Complete the sentences by using the correct form of the words in brackets. 1 The demonstrators acted impetuously  (impetuous), but fortunately  

(fortunate) they took responsibility  (responsible) for their actions. 2 When the child had regained consciousness  (conscious), the doctor advised the

parents to treat the injury cautiously  (cautious). 3 The evidence was prejudicial  (prejudice) to the case and the

defendant stated that his impulsive  (impulse) behaviour had been an embarrassment  (embarrass) to his family.

4 All were in agreement  (agreeable) that our grandmother had a wonderful  personality  (personal) and always patiently  (patient) listened to the problems of others.

5 The principal would not tolerate  (tolerant) any violence   (violent) or deceit  (deceitful) from the students.

14 marks

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LanguageTexts A text is a spoken, written or visual communication used to convey meaning. Five main categories of texts can be identified: factual texts, literary texts, visual texts, media texts and everyday texts. Well-known texts include novels, poems, newspaper articles, films, reviews, jokes, cartoons, comic strips, advertisements, scripts, diaries, letters, paintings, posters, photographs, brochures and autobiographies.

Identifying the text

Below are definitions of texts that we come across in our daily lives. Use the list to find the name that goes with each definition.

autobiography biography atlas newspaper dictionarythesaurus menu recipe novel film scriptemail portrait photograph cartoon encyclopaediaprescription fairytale magazine obituary limerick epitaph journal review legend street directory

Text Definition

1 atlas a book of maps 2 email electronic mail 3 dictionary an alphabetical list of words and their meanings 4 limerick a five-line, amusing poem 5 newspaper a paper printed daily or weekly containing news, etc. 6 novel a long prose narrative about imaginary people and events

Back-of-the-book dictionaryClaustrophobia is defined as ‘the fear of enclosed spaces’. It is derived from the Latin word claustrum (enclosed space) and the Greek word phobos (fear). There are many phobias that humans may suffer from. Use the back-of-the-book dictionary to write the meanings of these common phobias.

claustrophobia: a fear of small or enclosed spaces

hydrophobia: a fear of water

noctiphobia: a fear of the night

arachnophobia: a fear of spiders

xenophobia: a fear of foreigners or strangers

acrophobia: a fear of high places

6 marks

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7 photograph a picture taken by a camera 8 fairytale a story about fairies or magical events 9 portrait a painting, drawing or photograph of a person10 menu a list of dishes served at a restaurant11 epitaph the words written on a gravestone12 autobiography a story written by someone about his or her life13 encyclopaedia a book of information arranged alphabetically14 review an article giving an opinion about a film, book, etc.

14 marks

Texts and their purposesCreators of a text use language for a purpose. This purpose is the reason why they write. There are many purposes for writing that you will need to be able to identify. Here are some of the important ones.

inform persuade entertain record reportclarify evaluate describe criticise changeinvite compare reflect respond complain recount explain thank request enthuseadvertise argue review instruct command

Identifying the purpose

Read the following texts. In one sentence, write each writer’s purpose. 1 Come away to sunny Queensland and enjoy the wonders of the Great Barrier Reef.

(advertisement)

Purpose: The advertisement’s aim is to encourage readers to take a Queensland holiday.

2 September 25Dear Diary,I haven’t written for about a week because nothing of interest has happened.

The same old dumb teachers teaching the same old dumb subjects in the same old dumb school. At first I thought high school would be fun, but it’s just dull.

(student diary; from Go Ask Alice, anonymous)

Purpose: The writer is showing her dissatisfaction with high school.

3 She was unbelievably old and so thin that she was more like a skeleton than a living being: her wrinkled skin hanging from her bones; her face a gleaming skull.

(novel; from The Red King, Victor Kelleher)

Purpose: The purpose is to describe a very old woman.

3 marks

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The craft of writingPersonal experiencesWriting is a special craft and it takes hard work—very few gifted writers claim that writing is easy. Frank McCourt, famous best-selling author of Angela’s Ashes, ’Tis and Teacher Man, gives the following advice to budding authors who are trying to improve their writing techniques.

Write about what you know with conviction from the heart. Dig deep. Find your own voice and dance your own dance.

In the following extract, famous author and journalist Phillip Adams takes this advice as he gives us a moving description of his grandfather from his childhood memories.

WHEN I think of my grandfather, I see his hands. In my memory they’re as gnarled as the mallee roots he’d carry from the wood-heap to the open fire where he’d have me make toast with a long fork of plaited wire. Big hands, capable of acts of extraordinary sensitivity, as when he’d use his

huge forefingers to make holes in his seed beds, deftly planting the most fragile green filaments.

I can also remember the kindness in those hands when they’d tousle my hair, or hand me a crudely made sandwich.

from ‘Grandpa: the gentle giant of my childhood’ by Phillip Adams

Write a one-paragraph description of one of the following people in your life. • mother • father • brother • sister • enemy • grandfather • grandmother • friend • bully • dentist

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