RIC-20807_Teaching_Strategies_for_Writing_BkF_sentence_structure

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BOOK F
TEACHING
STRATEGIES
FOR WRITING
Sentence structure
Australian Primary Publisher
of the Year 2015 and 2016

Teaching strategies for writing (Book F)
Published by R.I.C. Publications ® 2018
Copyright © Diane Henderson and Bruce Tuffin 2018
RIC–20807
Titles in this series:
Teaching strategies for writing (Book A)
Teaching strategies for writing (Book B)
Teaching strategies for writing (Book C)
Teaching strategies for writing (Book D)
Teaching strategies for writing (Book E)
Teaching strategies for writing (Book F)
Copyright Notice
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The publisher licenses the individual teacher
who purchased this book to photocopy these
pages to hand out to students in their own
classes.
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any other use (including digital and online uses
and the creation of overhead transparencies
or posters) or any use by or for other people
(including by or for other teachers, students or
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In some instances, websites or specific URLs may be recommended. While these are checked and rechecked at the time of
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FOREWORD
Teaching strategies for writing is series of six books using modelling, guided and independent practice to teach
students strategies they can use to improve the clarity, correctness and richness of their writing. The focus is on
sentences, their structure, punctuation and word choices and on developing editing and proofreading skills and their
habitual use.
Titles in this series:
• Teaching strategies for writing (Book A) • Teaching strategies for writing (Book D)
• Teaching strategies for writing (Book B) • Teaching strategies for writing (Book E)
• Teaching strategies for writing (Book C) • Teaching strategies for writing (Book F)
TABLE OF CONTENTS
Teacher notes ........................................................................................................................ iv–v
Class recording sheets
Assessment activities ..................................................................................................... vi–ix
Assessment writing tasks ................................................................................................ x–xi
Student writing checklist ........................................................................................................ xii
Student writing task – self-evaluation .................................................................................. xiii
WORD CHOICES
Unit 1 Nouns, noun groups and adjectives ............................................................ 2–7
Unit 2 Pronouns, confusing pronouns (me/I), which pronoun? ........................... 8–13
Unit 3 Verbs, descriptive and overused verbs, adverbials ................................. 14–19
Unit 4 Choosing correct verbs: tense, consistency,
subject, regular, irregular ......................................................................... 20–25
Assessment................................................................................................................... 26–29
SENTENCE STRUCTURE
Unit 5 Sentences, word order, statements, questions ....................................... 30–35
Unit 6 Sentence beginnings ............................................................................... 36–41
Unit 7 Conjunctions ............................................................................................ 42–47
Unit 8 Paragraphs ............................................................................................... 48–53
Assessment................................................................................................................... 54–57
PUNCTUATION
Unit 9 Using punctuation in sentences .............................................................. 58–63
Unit 10 Full stops, capital letters, commas, direct speech ................................. 64–69
Unit 11 Apostrophes in contractions ................................................................... 70–75
Unit 12 Apostrophes for possession .................................................................... 76–81
Assessment................................................................................................................... 82–85
EDITING AND PROOFREADING
Unit 13
Unit 14
Unit 15
Unit 16
Spelling (vowel sounds), sentence structure,
punctuation, word choices, editing ........................................................ 86–91
Spelling (dictionary), sentence structure,
punctuation, word choices, editing ......................................................... 92–97
Spelling (suffixes, root words), sentence structure,
punctuation, word choices, editing ....................................................... 98–103
Spelling (homophones), sentence structure,
punctuation, word choices, editing ..................................................... 104–109
Assessment............................................................................................................... 110–113
TEACHING STRATEGIES FOR WRITING (Book F)
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iii

TEACHER NOTES
ABOUT WRITING
A good writer is not simply one who knows about and can
use text types. A good writer is one with the capacity to
produce interesting, informative, grammatically correct
text, for a specific purpose, that achieves any writer’s
intent – clear, precise communication.
TEACHING WRITING
Students can and should be taught strategies that will
help them to write better. These include improvements
in word choices, sentence structure, punctuation and
editing and proofreading. Writing strategies taught
should be modelled, discussed and then applied, firstly
with teacher support and then independently. However,
the emphasis should always be on the writing process,
which requires forethought, planning and a rational,
measured approach in order to produce the desired
outcome. Editing and proofreading are essential
components of any writing. It is important that students
edit and proofread habitually, with a specific purpose,
and concentrate on the careful consideration of each
sentence, one at a time. Activities provided in this series
encourage students to think about appropriate aspects
of their writing before, during and after the process.
LESSON PROCEDURE
Introduction
Discuss the text title with students. Ask for their
interpretations of what the title could mean.
Discuss the text type. Why does it fit into this category?
What are the specific features of this type of text?
Guide the discussion to introduce the teaching points/
strategies to be covered during the course of the unit.
For example, check they understand terms such as noun
group, adverbial, sentence, paragraph and comma.
Development
Read and discuss the text, either in groups or as a
class. Assist students with any unfamiliar vocabulary or
expressions.
Differentiation
Work through the introductory activities with the class
as a whole, ensuring students understand what is
required of them.
Work with those requiring additional assistance while
the remainder of the class work independently on the
activities.
ASSESSMENT
An assessment is included for each unit in the book.
Because of the way it is structured, this assessment
will allow you to see individual student’s understandings
as well as any common points of weakness which may
require further assistance.
FORMAT
Teaching strategies for writing is organised into four
sections:
Word choices
Punctuation
Sentence structure
Editing and proofreading
Each section has four units of work and one assessment
unit.
Teaching units
Each six-page unit of work has a specific focus, two
teacher pages and four activity pages.
Assessment units
• Following each section is a four-page unit of
assessment activities–one page for each unit.
• Answers are provided in the teachers pages for that
unit.
• Teacher record sheets – see pages vi–ix.
Assessment writing tasks
• A suggested paragraph writing topic for each unit is
provided on the teachers pages.
• Teacher recording sheet – see pages x–xi.
• Student writing checklist – see page xii.
• Student self-evaluation – see page xiii.
Review
In pairs or small groups, students review their answers,
giving their reasoning where required and critiquing the
longer sentence or paragraph responses.
iv
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TEACHING STRATEGIES FOR WRITING (Book F)
TEACHING STRATEGIES FOR WRITING (Book F)
TEACHING STRATEGIES FOR WRITING (Book F)
978-1-925698-40-4
978-1-925698-40-4
978-1-925698-40-4
TEACHING STRATEGIES FOR WRITING (Book F)
TEACHING STRATEGIES FOR WRITING (Book F)
TEACHING STRATEGIES FOR WRITING (Book F)
TEACHER NOTES
Sample open pages
TEACHER INFORMATION
TEACHER INFORMATION
SENTENCES, WORD ORDER,
STATEMENTS, QUESTIONS
UNIT 5
SENTENCES, WORD ORDER,
STATEMENTS, QUESTIONS
UNIT 5
Focus
Sentence structure — sentences, word order, statements to
questions
Progression
Recognise
Students will recognise a sentence from modelled examples.
Choose
Students will choose a variety of sentences from given examples,
with teacher support.
Use
Students will use sentences in self-written sentences and
paragraphs.
Definition of terms
A sentence is a set of words that makes sense by itself. It may be
a statement, a question, an exclamation or a command.
Nouns are words used to name people, things and feelings.
An antonym is a word which has the opposite meaning to another
word.
A rhetorical question is one which is making a point rather than
seeking an answer.
Introduction
Good writers improve their writing by planning sentences and
paragraphs.
LESSON NOTES AND PLANS
Introduction
• Discuss the text title with the class.
• Explain the ‘real’ meaning of the word ‘fantastic’; that is, based in
fantasy; not real.
• What do they think the text may be about?
• What type of text do students think this is? Why? (Discuss the
features of informative texts.)
• Identify the number of paragraphs and discuss why they have
subheadings.
• Discuss why organising text in this way is important. (It helps the
reader to organise the information.)
• Read the text with the class.
Sentences – Changing sentences – Page 33
• Read and discuss the definitions at the top of the page.
• Explain that sentences can be either long or short and that the
number of words in a set of words is unrelated to whether or not it
qualifies as a sentence.
• Discuss different types of sentences—statements, questions,
commands and exclamations—and how each is punctuated.
• Explain that a small change in a sentence can make a big difference
to its meaning or give the opposite meaning; for example, adding
suffixes, the word ‘not’ or by writing an antonym.
• Explain the terms ‘positive’ and ‘negative’.
• Read through the activities with the class as a whole, ensuring they
understand what is required of them.
• Work with those requiring additional assistance while the remainder
of the class work independently on the activities.
Word order – Page 34
• Explain that word order can make a difference.
• Discuss some of the reasons students gave to Question 2(a) (sounds
funny, harder to say etc.).
• Read through the activities with the class as a whole, ensuring they
understand what is required of them.
• Work with those requiring additional assistance while the remainder
of the class work independently on the activities.
Questions – Page 35
• Discuss with students the definition at the top of the page. (Ignore
rhetorical questions.)
ANSWERS
Sentences, changing sentences – Page 33
1. (a)–(d) Teacher check
2. (a) The griffin is not a curious creature.
(b) Dugongs would not make ugly mermaids.
(c) There are not thousands of creatures in the world’s folklore.
(d) It is impossible that Bigfoot really exists./It is not possible
that Bigfoot really exists.
3. (a) unreal
(b) no
(c) a difficult
Word order – Page 34
1. (a) pen (b) spaghetti
(c) back
(d) bolts
(e) eggs/green eggs (f) later
(g) key
(h) fro/from
2. (a)–(c) Teacher check – should all relate to word order
helping to make sense
3. (a) There have always been mythical creatures in the world’s
folkore.
(b) Stories of the kraken were based on a real giant squid.
(c) Fans of the Harry Potter films would know of a griffin.
(d) Surely dugongs are too ugly to be mistaken for mermaids!
(e) I think if I was a creature I would be Bigfoot!
(f) Mermaids in tales are said to lure sailors to their death.
Questions – Page 35
1. (a) full stop
(b) full stop
(c) question mark
(d) question mark
(e) full stop
(f) question mark
2. (a) Teacher check: What is Bigfoot and where is it found?
(b) what, where
(c) it
(d) to avoid reptition (Bigfoot)
3. (a)–(d) Teacher check
4. Teacher check – Example: Is a griffin a beast to be feared?
ASSESSMENT ANSWERS
Assessment activity – Page 54
1. (a)–(b) Teacher check
2. Teacher check – Example: Remains of Bigfoot have never/not
been found.
3. (a) Even today, many cultures have a belief in fantastic
creatures.
(b) Mermaids are said to be half woman and half fish.
4. Teacher check – Example: What is a griffin and how far back
does it date?
5. (a)–(c) Teacher check
6. Teacher check – Example: Is the kraken based on the giant sea
squid?
Class record sheet – Page vii
ASSESSMENT WRITING
• Paragraph topic – Nightmare creatures
• Focus: Sentence structure – Sentences, changing sentences, word
order, questions
Self-evaluation – Page xiii
• Work with the class as a whole, demonstrating methods of changing
statements to questions. Ensure students are comfortable with this
concept.
5. Teacher check
• Work with those requiring additional assistance while the remainder
of the class work independently on the activities.
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Teacher page 1 Teacher page 2
31
UNIT 5
UNIT 5
FANTASTIC OR REAL?
SENTENCES, CHANGING SENTENCES
1. By definition, something that is fantastic is based on fantasy; it’s not real. Every culture on Earth, from the
earliest times to the present, has fantastic creatures in its folklore. But are they all fantasy, or could some be
based in reality? Let’s explore some and see for ourselves.
Mermaid/Merman
2. With so much of the earth covered by water, it’s no wonder that tales of fantastic sea
creatures exist. In some form or another, stories of mermaids and mermen (called merfolk
collectively) are told around the world. Usually, they are portrayed as being human from
the waist up, but a fish from the waist down. They also don’t have a very good reputation,
being responsible for luring ships onto the rocks and sailors to their death! Some
historians say the legends arose when people saw dugongs. If you’ve seen a picture
of dugongs, you know they would make pretty ugly mermaids!
Sasquatch/Bigfoot
3. Bigfoot is a legendary creature of the North Americas. He is described as being two to
three metres tall, weighing well over 200 kilograms, with a flat, moon-shaped face, small
ears and covered entirely in hair. Native Americans told stories of him from the earliest
times. ‘Sightings’, whether real, fake or just mistaken identity, have also been made since
Europeans arrived on the continent. Strangely enough, even today, the creature has managed
to never be captured, nor have any remains been found. I wonder why?
Kraken
4. The kraken is a gigantic sea monster to be found off the coasts of Norway and Greenland.
It was said to attack sailing ships, dragging them and their helpless crews underwater.
Stories tell of it fighting—and defeating—the largest of whales. It is described as
having many arms, with spiked suckers on them, and a giant beaked mouth to tear flesh.
Sound familiar? It should. Some scientists now believe that the kraken was ‘real’. They think
that it was based on sightings of a giant squid that is known to grow up to 15 metres long!
Griffin
5. If you’re a fan of Harry Potter, you’ve seen a griffin. It is a curious creature, combining a lion’s back legs
and body, and an eagle’s head, claws and wings. It’s origins may date back 5000 years! But why those two
creatures? Well, the lion is said to be the king of beasts, so that choice is easy. And the eagle? To many people,
it is the king of the air. Put the two together and you have a very powerful beast, one to be
feared. So it’s not surprising that griffins in mythology were often shown as being guardians
of treasure or kings. Even today, griffins feature on flags and army pennants. (Oh, Harry
Potter, you ask? Dumbledore has a griffin for a door knocker. And Gryffindor is a version of
the French griffon d’or, which means golden griffon. Now you know.)
6. So there you have just a tiny few of the many fantastic creatures in folklore. How many are there, you ask?
Hundreds, if not thousands. But how many are based on real life? The answer to that I’m afraid would take
a lifetime.There is the vampire, unicorn, naiad, dragon, centaur, leprechaun, werewolf, bunyip, cerberus,
chupacabra, fairy, faun, gorgon, satyr, sphinx, loup-garou ...
A sentence is a set of words that makes sense by itself.
An antonym is a word which has the opposite meaning to another word.
1. A sentence must make sense on its own. Rewrite the statements to make complete
sentences.
(a) Stories of fantastic sea creatures
(b) Bigfoot has never
(c) Guardians of treasure
(d) A giant beaked mouth
Writers can give a new meaning to a sentence by making small changes.
For example: by adding words like ‘not’ or by adding a prefix — ‘likely’ to ‘unlikely’ — or by
writing an antonym.
2. Change the sentence from a positive to a negative by adding a word or prefix.
(a) The griffin is a curious creature.
(b) Dugongs would make ugly mermaids.
(c) There are thousands of creatures in the world’s folklore.
(d) It is possible that Bigfoot really exists.
3. Change the meaning by writing an antonym of the underlined word.
(a) Some scientists today believe the kraken may have been real.
(b) There have been some recorded sightings of Bigfoot by early settlers.
(c) Choosing a lion for the griffin was an easy task.
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Activity page 1 Activity page 2
33
UNIT 5
UNIT 5
WORD ORDER
QUESTIONS
1. Complete the pairs.
(a) and paper (b) and meatballs
(c) forth and
(d) nuts and
(e) ham and
(f) sooner or
(g) lock and
(h) to and
2. Word order makes a difference.
(a) What did you notice about the pair in Question 1 (c)?
A question needs an answer and is followed by a question mark.
1. Add question marks at the end of questions and full stops after any statements.
(a) I don’t believe in monsters
(b) Please tell me you don’t believe in them
(c) Where is Bigfoot found
(d) Why do mermaids have a bad reputation
(e) I always get asked about griffins (f) Don’t you know about the kraken
2. Bigfoot is a giant ape-like creature found throughout North America.
(a) Write the question that is answered by the statement.
(b) Why do you think that was ?
(c) What does that tell you about word order?
(b) Which two question words did you use?
3. Change the order of the words so the sentence makes sense.
(a) creatures have been the in mythical world’s There always folklore.
(c) What pronoun did you need to add to your question?
(d) Why did you need the pronoun?
3. Write a question about:
(a) mermaids and dugongs
(b) squid the of on based kraken were a real Stories giant.
(b) lion and eagle
(c) know the of a Harry films would griffin Potter Fans of.
(c) giant squid
(d) Norway and Greenland
(d) for are to too Surely mermaids! dugongs ugly be mistaken
4. Change the statement to a question.
A griffin is a beast to be feared.
(e) be I I I a think if was creature would Bigfoot!
5. Complete the questions about the text.
(a) When
(f) to to said sailors Mermaids their tales are lure death in.
(b) Where
(c) What
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Activity page 3 Activity page 4
35
TEACHING STRATEGIES FOR WRITING (Book F)
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v

ASSESSMENT ACTIVITIES
CLASS RECORD
Date:
Name Unit 5 Unit 6 Unit 7 Unit 8
TEACHING STRATEGIES FOR WRITING (Book F)
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vii

ASSESSMENT WRITING
CLASS RECORD
Unit: Focus: Date:
Paragraph topic:
Name
Comment
x
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STUDENT WRITING CHECKLIST
Name:
Date:
Assessment writing topic:
Paragraph
I have read the paragraph and it makes sense. ..........................................................
I have read it to check for spelling errors. ..................................................................
I have made corrections. ............................................................................................
Punctuation
I have checked the sentences one at a time for:
• capital letters to start sentences and proper nouns. ...........................................
• full stops, question marks, exclamation marks. .................................................
• commas. ................................................................................................................
• apostrophes for contractions and ownership. ......................................................
• speech marks. .......................................................................................................
I have made corrections. ............................................................................................
Sentences
I have checked the sentences one at a time for:
• sense – Does each sentence make sense by itself? ............................................
• length – Are any sentences too long? ...................................................................
Should they be separated? .....................................................................
Should some be joined? ..........................................................................
• beginnings – Have I used interesting beginnings? ...............................................
Word choices
I have made changes. ......................................................................
verbs – Are they informative and different? ...............................................................
Have I used the correct verb tense? ...............................................................
Are there too many boring verbs? ..................................................................
adverbials – Do some verbs need adverbials to tell how,
when or where something happened? ...................................................
noun groups – Are the noun groups descriptive? ......................................................
Can I add some descriptive adjectives to tell
more about nouns and pronouns? ......................................................
pronouns – Have I used the correct pronouns? .........................................................
I have made changes and corrections. ....................................................
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STUDENT SELF-EVALUATION
Name: Unit: Date:
I wrote a paragraph about:
My goal was to focus on:
How well did I achieve my goal?
Three things I did well in my writing were:
•
•
•
Next time I write a paragraph I will try to:
STUDENT SELF-EVALUATION
Name: Unit: Date:
I wrote a paragraph about:
My goal was to focus on:
How well did I achieve my goal?
Three things I did well in my writing were:
•
•
•
Next time I write a paragraph I will try to:
TEACHING STRATEGIES FOR WRITING (Book F)
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xiii

TEACHER INFORMATION
SENTENCES, WORD ORDER,
STATEMENTS, QUESTIONS
UNIT 5
Focus
Sentence structure – sentences, word order, statements to
questions
Progression
Recognise
Students will recognise a sentence from modelled examples.
Choose
Students will choose a variety of sentences from given examples,
with teacher support.
Use
Students will use sentences in self-written sentences and
paragraphs.
Definition of terms
A sentence is a set of words that makes sense by itself. It may be
a statement, a question, an exclamation or a command.
Nouns are words used to name people, things and feelings.
An antonym is a word which has the opposite meaning to another
word.
A rhetorical question is one which is making a point rather than
seeking an answer.
Introduction
Good writers improve their writing by planning sentences and
paragraphs.
LESSON NOTES AND PLANS
Introduction
• Discuss the text title with the class.
• Explain the ‘real’ meaning of the word ‘fantastic’; that is, based in
fantasy; not real.
• What do they think the text may be about?
• What type of text do students think this is? Why? (Discuss the
features of informative texts.)
• Identify the number of paragraphs and discuss why they have
subheadings.
• Discuss why organising text in this way is important. (It helps the
reader to organise the information.)
• Read the text with the class.
Sentences, changing sentences – Page 33
• Read and discuss the definitions at the top of the page.
• Explain that sentences can be either long or short and that the
number of words in a set of words is unrelated to whether or not it
qualifies as a sentence.
• Discuss different types of sentences—statements, questions,
commands and exclamations—and how each is punctuated.
• Explain that a small change in a sentence can make a big difference
to its meaning or give the opposite meaning; for example, adding
suffixes, the word ‘not’ or by writing an antonym.
• Explain the terms ‘positive’ and ‘negative’.
• Read through the activities with the class as a whole, ensuring they
understand what is required of them.
• Work with those requiring additional assistance while the remainder
of the class work independently on the activities.
Word order – Page 34
• Explain that word order can make a difference.
• Discuss some of the reasons students gave to Question 2(a) (sounds
funny, harder to say etc.).
• Read through the activities with the class as a whole, ensuring they
understand what is required of them.
• Work with those requiring additional assistance while the remainder
of the class work independently on the activities.
Questions – Page 35
• Discuss with students the definition at the top of the page. (Ignore
rhetorical questions.)
• Work with the class as a whole, demonstrating methods of changing
statements to questions. Ensure students are comfortable with this
concept.
• Work with those requiring additional assistance while the remainder
of the class work independently on the activities.
30
TEACHING STRATEGIES FOR WRITING (Book F)
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TEACHER INFORMATION
SENTENCES, WORD ORDER,
STATEMENTS, QUESTIONS
UNIT 5
ANSWERS
Sentences, changing sentences – Page 33
1. Teacher check
2. (a) The griffin is not a curious creature.
(b) Dugongs would not make ugly mermaids.
(c) There are not thousands of creatures in the world’s folklore.
(d) It is impossible that Bigfoot really exists./It is not possible
that Bigfoot really exists.
3. (a) unreal
(b) many
(c) a difficult
Word order – Page 34
1. (a) pen (b) spaghetti
(c) back
(d) bolts
(e) eggs/green eggs (f) later
(g) key
(h) fro/from
2. (a)–(c) Teacher check – should all relate to word order
helping to make sense
3. (a) There have always been mythical creatures in the world’s
folkore.
(b) Stories of the kraken were based on a real giant squid.
(c) Fans of the Harry Potter films would know of a griffin.
(d) Surely dugongs are too ugly to be mistaken for mermaids!
(e) I think if I was a creature I would be Bigfoot!
(f) Mermaids in tales are said to lure sailors to their death.
ASSESSMENT ANSWERS
Assessment activity – Page 54
1. Teacher check
2. Teacher check – Example: Remains of Bigfoot have never/not
been found.
3. (a) Even today, many cultures have a belief in fantastic
creatures.
(b) Mermaids are said to be half woman and half fish.
4. Teacher check – Example: What is a griffin and how far back
does it date?
5. Teacher check
6. Teacher check – Example: Is the kraken based on the giant sea
squid?
Class record sheet – Page vii
ASSESSMENT WRITING
• Paragraph topic – Nightmare creatures
• Focus: Sentence structure – sentences, changing sentences, word
order, questions
Self-evaluation – Page xiii
Questions – Page 35
1. (a) full stop
(b) full stop
(c) question mark
(d) question mark
(e) full stop
(f) question mark
2. (a) Teacher check: What is Bigfoot and where is it found?
(b) what, where
(c) it
(d) to avoid reptition (Bigfoot)
3. Teacher check
4. Teacher check – Example: Is a griffin a beast to be feared?
5. Teacher check
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31

UNIT 5
FANTASTIC OR REAL?
1. By definition, something that is fantastic is based on fantasy; it’s not real. Every culture on Earth, from the
earliest times to the present, has fantastic creatures in its folklore. But are they all fantasy, or could some be
based in reality? Let’s explore some and see for ourselves.
Mermaid/Merman
2. With so much of Earth covered by water, it’s no wonder that tales of fantastic sea
creatures exist. In some form or another, stories of mermaids and mermen (called merfolk
collectively) are told around the world. Usually, they are portrayed as being human from
the waist up, but a fish from the waist down. They also don’t have a very good reputation,
being responsible for luring ships onto the rocks and sailors to their death! Some
historians say the legends arose when people saw dugongs. If you’ve seen a picture
of dugongs, you know they would make pretty ugly mermaids!
Kraken
4. The kraken is a gigantic sea monster to be found off the coasts of Norway and Greenland.
It was said to attack sailing ships, dragging them and their helpless crews underwater.
Stories tell of it fighting—and defeating—the largest of whales. It is described as
having many arms, with spiked suckers on them, and a giant beaked mouth to tear flesh.
Sound familiar? It should. Some scientists now believe that the kraken was ‘real’. They think
that it was based on sightings of a giant squid that is known to grow up to 15 metres long!
Griffin/Griffon/Gryphon
Sasquatch/Bigfoot
3. Bigfoot is a legendary creature of the North Americas. He is described as being two to
three metres tall, weighing well over 200 kilograms, with a flat, moon-shaped face, small
ears and covered entirely in hair. Native Americans told stories of him from the earliest
times. ‘Sightings’, whether real, fake or just mistaken identity, have also been made since
Europeans arrived on the continent. Strangely enough, even today, the creature has managed
to never be captured, nor have any remains been found. I wonder why?
5. If you’re a fan of Harry Potter, you’ve seen a griffin. It is a curious creature, combining a lion’s back legs
and body, and an eagle’s head, claws and wings. It’s origins may date back 5000 years! But why those two
creatures? Well, the lion is said to be the king of beasts, so that choice is easy. And the eagle? To many people,
it is the king of the air. Put the two together and you have a very powerful beast, one to be
feared. So it’s not surprising that griffins in mythology were often shown as being guardians
of treasure or kings. Even today, griffins feature on flags and army pennants. (Oh, the Harry
Potter connection? Dumbledore has a griffin for a door knocker. And Gryffindor is a version
of the French griffon d’or, which means golden griffon. Now you know.)
6. So there you have just a tiny few of the many fantastic creatures in folklore. How many are there, you ask?
Hundreds, if not thousands. But how many are based on real life? The answer to that I’m afraid would take
a lifetime.There is the vampire, unicorn, naiad, dragon, centaur, leprechaun, werewolf, bunyip, cerberus,
chupacabra, fairy, faun, gorgon, satyr, sphinx, loup-garou ...
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UNIT 5
SENTENCES, CHANGING SENTENCES
A sentence is a set of words that makes sense by itself.
An antonym is a word which has the opposite meaning to another word.
1. A sentence must make sense on its own. Rewrite the statements to make complete
sentences.
(a) Stories of fantastic sea creatures
(b) Bigfoot has never
(c) Guardians of treasure
(d) A giant beaked mouth
Writers can give a new meaning to a sentence by making small changes.
For example: by adding words like ‘not’ or by adding a prefix — ‘likely’ to ‘unlikely’ — or by
writing an antonym.
2. Change the sentence from a positive to a negative by adding a word or prefix.
(a) The griffin is a curious creature.
(b) Dugongs would make ugly mermaids.
(c) There are thousands of creatures in the world’s folklore.
(d) It is possible that Bigfoot really exists.
3. Change the meaning by writing an antonym of the underlined word.
(a) Some scientists today believe the kraken may have been real.
(b) There have been few recorded sightings of Bigfoot by early settlers.
(c) Choosing a lion for the griffin was an easy task.
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UNIT 5
WORD ORDER
1. Complete the pairs.
(a) and paper (b) and meatballs
(c) forth and
(e) ham and
(g) lock and
(d) nuts and
(f) sooner or
(h) to and
2. Word order makes a difference.
(a) What did you notice about the pair in Question 1 (c)?
(b) Why do you think that was ?
(c) What does that tell you about word order?
3. Change the order of the words so the sentence makes sense.
(a) creatures have been the in mythical world’s There always folklore.
(b) squid the of on based kraken were a real Stories giant.
(c) know the of a Harry films would griffin Potter Fans of.
(d) for are to too Surely mermaids! dugongs ugly be mistaken
(e) be I I I a think if was creature would Bigfoot!
(f) to to said sailors Mermaids their tales are lure death in.
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UNIT 5
QUESTIONS
A question needs an answer and is followed by a question mark.
1. Add question marks at the end of questions and full stops after any statements.
(a) I don’t believe in monsters
(c) Where is Bigfoot found
(e) I always get asked about griffins
(b) Please tell me you don’t believe in them
(d) Why do mermaids have a bad reputation
(f) Don’t you know about the kraken
2. Bigfoot is a giant ape-like creature found throughout North America.
(a) Write the question that is answered by the statement.
(b) Which two question words did you use?
(c) What pronoun did you need to add to your question?
(d) Why did you need the pronoun?
3. Write a question about:
(a) mermaids and dugongs
(b) lion and eagle
(c) giant squid
(d) Norway and Greenland
4. Change the statement to a question.
A griffin is a beast to be feared.
5. Complete the questions about the text.
(a) When ?
(b) Where ?
(c) What ?
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TEACHER INFORMATION
SENTENCE BEGINNINGS
UNIT 6
Focus
Sentence structure – sentence beginnings
Progression
Recognise
Students will recognise a variety of interesting sentence
beginnings from modelled examples.
Choose
Students will choose a variety of interesting sentence beginnings
from given examples, with teacher support.
Use
Students will use interesting sentence beginnings in self-written
sentences and paragraphs.
Definition of terms
Verbs or ‘doing’ words show actions or states of being or having.
A verb group is a verb combined with other, auxiliary, verbs.
Adverbials are words or groups of words that add information,
usually to a verb or verb group. They can tell how (manner), when
(time) or where (place) something happens. Adverbs can modify
(add information to) any words that are not nouns or pronouns.
(These are modified by adjectives.)
Introduction
Good writers improve their writing by using a variety of different,
interesting sentence beginnings.
LESSON NOTES AND PLANS
Introduction
• Discuss the text title with the class. What does it tell them about
Gerry’s day?
• What type of text do they expect this will be? Why? Discuss the
features of imaginative text.
• What do students think the text might be about? (May be many and
varied responses.)
• Identify the number of paragraphs and discuss why they get shorter
towards the end.
• Explain that a new paragraph is required for each new event/action;
this helps the reader to more clearly understand the sequence of
events in the story.
Sentence beginnings – When and where? – Page 39
• Discuss as a class possible reasons why a writer tries to begin
sentences in an interesting way.
• Discuss the sentence beginnings in Paragraph 1. Do students think
they are good or bad examples of sentence beginnings?
• Discuss the adverbials of time and place in Paragraph 2. How do
they set the scene?
• Read through the activities with the class as a whole, ensuring they
understand what is required of them.
• Work with those requiring additional assistance while the remainder
of the class work independently on the activities.
Sentence beginnings – How? – Page 40
• Discuss with students the way a sentence can start by telling how
something is happening. Work through an example on the board. For
example: With burning lungs, ...
• Ask, ‘Who is likely to do something with burning lungs?’
• Discuss selected possible answers with students.
• Select one appropriate response — say, ‘athletes’. Discuss what
athletes might be doing with burning lungs.
• Revise the concept of verb groups as a combination that gives
greater meaning; for example, trying to run.
• Work with those requiring additional assistance while the remainder
of the class work independently on the activities.
Sentence beginnings – And then ... – Page 41
• Discuss with students the undesirable results of repeated use
of a conjunction (‘and then’) — repetitive, overlong sentences;
uninteresting writing.
• Ask how students could overcome this problem. Discuss answers.
• Elicit the solution of changing the word order and using a variety of
conjunctions. Discuss.
• Work with those requiring additional assistance while the remainder
of the class work independently on the activities.
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TEACHER INFORMATION
SENTENCE BEGINNINGS
UNIT 6
ANSWERS
Sentence beginnings – When and where? – Page 39
1.–3. Teacher check
Sentence beginnings – How? – Page 40
1.–3. Teacher check
Sentence beginnings – And then … – Page 41
1. (a) Overuse of ‘and then’ as a conjunction
(b) Teacher check
2. Teacher check
3. (a) Teacher check: all start with ‘He’
(b)–(c) Teacher check
ASSESSMENT ANSWERS
Assessment activity – Page 55
1.–4. Teacher check
5. Teacher check – Example: Gerry put cereal in his bowl before
looking for milk, but seeing there was none he put the cereal
back in the box.
6. (a) Teacher check – Example: After he threw the empty tin in the
bin, Gerry put his spoon in the sink.
(b) Teacher check – Example: When Gerry started to run he
heard the stranger chasing him.
Class record sheet – Page vii
ASSESSMENT WRITING
• Paragraph topic – The best day!
• Focus: Sentence structure – sentence beginnings
Self-evaluation – Page xiii
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UNIT 6
GERRY’S BAD, WORSE, WORST DAY!
1. It had been one of Gerry’s worst days ever! In fact, he would say it was the worst day ever! Absolutely nothing
had gone right, from the moment he got out of bed.
2. Mum and Dad had already left for work by the time he clumped downstairs for breakfast. He took the cereal and
poured it in his bowl, then went to the fridge for the milk. There wasn’t any! Great, just great. Grumbling to himself,
he tipped the cereal back into the box. It would have to be toast, then. Not his favourite, but it would do.
3. Aarrgghh! No bread! He wrote ‘BREAD’ and ‘MILK’ in angry black slashes on the shopping list on the fridge door.
Then he slumped at the table and ate his breakfast—gluggy, thick, cold baked beans— from the tin with a
spoon.
4. Looking out the windown as he threw the empty tin in the bin and his spoon in the sink, he could see sheets of
rain, driven by the wind, slashing across the garden. Rain! Of course, what else?
5. It was no better at school. When he went to hand in his homework, he had a sudden vision. It was a vision
of his homework, sitting where Mum had carefully left it for him—on the kitchen table. Where it still was.
Underneath his lunch. Which was also still there. In his mind, his scream echoed around the school, shattering
the classroom windows—as well as Mrs Molloy’s glasses, perched on the end of her nose.
6. So, after a long, hungry day, he had trudged through the puddles to the bus stop. He saw the bus coming
through the rain and reached into his pocket for his money. Nothing. He tried his other pocket. Nothing again!
He tried the pockets in his jacket, then his raincoat, and his shorts one more time. All he found was the house
key on the silly Rupert Bear keyring his mother insisted he used. His shoulders drooped as the door closed
and the bus moved off, tyres hissing in the wet.
7. He started walking home. He hadn’t gone far when he heard someone call, ‘Hey, you! Stop!’
8. He looked behind him. He saw a man following him. He was tall and dark, with a hat crammed down on his head.
He had on a shiny black raincoat, his trouser legs dark with water.
9. Gerry knew all about stranger danger. He took off running, his schoolbag banging against his legs. A frightened
glance over his shoulder showed the stranger had started to run too. Gerry put his head down and concentrated
on his pounding legs. Up ahead was a shop; he could see the lights in the window. If he could make it there
he’d be safe.
10. His heart hammering and his breathing ragged, Gerry reached the shop. He could hear heavy footsteps behind
him. He turned into the doorway and saw the hand-printed sign taped to the closed door: ‘Back in 10 minutes’.
11. He turned to run again, but too late. The stranger was there, blocking his way. Trapped!
12. ‘Hey, kid’, the man gasped. ‘Why’d you run when I called
you? Here.’ He held out his hand. ‘You
dropped this at the bus stop.’
13. In his hand was a single key on a
silly Rupert Bear keyring.
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UNIT 6
SENTENCE BEGINNINGS – WHEN AND WHERE?
Sentence beginnings are important.
Sentences should start in different, interesting ways.
1. An adverbial telling when something happened is a good way to start a sentence. Complete
the sentences. They all start by telling when something happened.
(a) As the bus approached the stop, he
(b) After Gerry saw the man,
(c) Later that day,
(d) For that entire, long day,
2. Add an interesting sentence beginning telling when each thing happened.
(a)
(b)
(c)
(d)
mind.
through his pockets.
beans tin into the bin.
road.
Gerry screamed in his
he frantically searched
he threw the empty baked
the tyres hissed on the wet
3. An adverbial telling where something happened is also a good way to start a sentence.
Write interesting sentences starting with phrases telling where something happened.
(a) Slumped at the kitchen table,
(b) Trudging through the puddles,
(c) Standing at the bus stop,
(d) Trapped in the doorway,
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UNIT 6
SENTENCE BEGINNINGS – HOW?
1. Complete the sentences which start by telling how something is happening. Be imaginative.
Use descriptive verbs.
(a) With a silent scream,
(b) Schoolbag banging,
(c) With hammering heart,
(d) Legs pounding like pistons,
(e) Like a machine, the man
(f) With a sad sigh,
2. A verb or verb group can be a good sentence beginning. Complete the sentences beginning
with a verb.
(a) Drooping his shoulders,
(b) Taking off at a run,
(c) Hearing heavy breathing,
(d) Clumping downstairs,
(e) Blocking his way,
(f) Screaming silently,
3. Write your own interesting sentence, starting with an action verb group.
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UNIT 6
SENTENCE BEGINNINGS – AND THEN …
1. (a) What is wrong with the sentence about Gerry?
Gerry saw the man and then he ran away and then the man chased him and then he
caught up and then he gave Gerry the house key.
(b) Rewrite it.
2. Improve the sentences by changing the order of the words and using another conjunction.
You may have to change some words.
(a) Gerry raced down the street and then he threw himself into the shop doorway.
(b) Gerry ate his cold baked beans and then he threw the tin in the bin.
(c) Gerry filled his bowl with cereal and then he poured it all back in the box.
3. (a) In your own words, what is the problem with the sentences in Paragraph 8?
(b) How could these sentences be improved?
(c) Write the same information in your own words. Make it interesting.
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TEACHER INFORMATION
CONJUNCTIONS
UNIT 7
Focus
Sentence structure – conjunctions
Progression
Recognise
Students will recognise a conjunction from modelled examples.
Choose
Students will choose conjunctions from given examples, with
teacher support.
Use
Students will use appropriate conjunctions in supplied and selfwritten
sentences.
Definition of terms
Conjunctions are joining words which can be used to connect
words, phrases and sentences.
Paragraphs are sections of writing dealing with a particular
subject or point, beginning on a new line.
Persuasive texts are written to put forward a position which the
writer wishes to persuade others to share.
Introduction
Good writers improve their writing by improving sentence
structure using appropriate conjunctions.
Teacher information
Conjunctions:
• enable a writer to build and combine ideas and to avoid
repetition
• can be placed between two clauses or at the beginning of a
longer sentence
• can be used to create a complex sentence by joining a
dependent clause with an independent clause.
The position of the conjunction can help readers to know which
part of the sentence is the focus.
LESSON NOTES AND PLANS
Introduction
• Discuss the text title. What might readers be being told to turn off?
• Have a general class discussion about mobile phones. Include their
pros and cons.
• Introduce the term ‘conjunctions’ and explain that they enable a
writer to combine ideas and to avoid repetition. For example: I
bought a mobile phone. I bought a cover. = I bought a mobile phone
and a cover.
• Brainstorm conjunctions to list on the board.
• Read the text with the class.
• Ask students to identify the text type and discuss the purpose and
features of persuasive text.
• Identify the writer’s position as stated in Paragraph 1, the arguments
organised in separate paragraphs and the restating of the writer’s
position in the final paragraph.
• Identify some of the conjunctions used in the text.
Joining sentences – Conjunctions – Page 45
• Read and discuss the definition at the top of the page.
• Read Paragraph 2 and identify the different ideas that are linked or
joined; that is:
– allow business to operate
– family and friends are readily contacted
– allow games, text, messaging, video playback, music
• Read through the activities with the class as a whole, ensuring they
understand what is required of them.
• Work with those requiring additional assistance while the remainder
of the class work independently on the activities.
Using conjunctions – Page 46
• Review students’ understanding of the term ‘conjunction’ and ask
them to provide examples.
• Read the words in the box in Question 1 with the class.
• List other words or phrases that can be used as conjunctions.
• Explain that the words in the box in Question 1 should be used only
once and not all will be needed.
• Work with those requiring additional assistance while the remainder
of the class work independently on the activities.
• In pairs, students can share the sentences they wrote in Question 3.
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TEACHER INFORMATION
CONJUNCTIONS
UNIT 7
Which conjunction? – Page 47
• Discuss and list conjunctions of time with the class and explain that
they will need to use some of them in Question 1.
• Explain that conjunctions can be used to tell that one event caused
the other. Conjunctions showing cause will be used in Questions 2
and 3.
• In Question 4, conjunctions are used to compare and contrast.
• In Question 5, independent clauses (main ideas – make sense on
their own) are joined to dependent clauses (supporting ideas – don’t
make sense on their own) with a beginning conjunction, to make a
complex sentence.
ANSWERS
Joining sentences – Conjunctions – Page 45
1. (a) because
(b) Yes
(c) Teacher check
(d) Messages and photos may not be innocent. Much
cyberbullying occurs using mobile phones.
2. (a) 8
(b) Both were texting.
(c) Teacher check: Both were texting and stepped straight onto
the road.
(d) Teacher check
3. (a) if/when
(b) if/when
4. (a) although
(b) Teacher check
Using conjunctions – Page 46
1. (a) or
(b) if
(c) although
(d) but
(e) Unless
(f) before
2. (a) yes
(b) Teacher check
(c) full stop
(d) Teacher check
3. Teacher check
Which conjunction? – Page 47
1. (a) I made a call on my mobile shortly before I went to sleep.
(b) Please don’t cross roads while/when/if you are texting
(c) Turn your mobile phone off before/when/as you enter the
theatre.
2.–5. Teacher check
ASSESSMENT ANSWERS
Assessment activity – Page 56
1. (a) Although
(b) I knew it was bad manners. I left my phone turned on.
2. (a) Teacher check: Possible — Mobile phones are amazing
inventions but/although/even though they do have a
downside.
(b) Teacher check: Possible — I love having a mobile but I will
never use it rudely.
3. Teacher check
4. (a) Teacher check: Possible — Always turn your phone off
before you go to sleep.
(b) Teacher check: Possible — Stop texting while/when/if you
are crossing the road.
5.–6. Teacher check
Class recording sheet – Page vii
ASSESSMENT WRITING
• Paragraph topic – My digital ‘friend’
• Focus: Sentence structure – conjunctions
Self-evaluation – Page xiii
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UNIT 7
TURN IT OFF!
yap yap
yap
1. By the time you finish reading this, I am going to have
convinced you that mobile phones are definitely not the
greatest invention since sliced bread!
yap yap yap
2. Of course there are advantages to mobile phones. Businesses
these days would struggle to operate successfully without
them. For people away from home, mobiles make it so much
easier to keep in touch with friends and loved ones. In addition,
you can read on them, send text messages, play games, watch
videos, listen to music; the list is almost endless.
3. The trouble is, a lot of the time we are not using mobile phones appropriately, either in location or manner.
For example, children in classes around the world are using their phones while in class! They send messages
or photos to their friends who may even be in the same room! This is plainly ridiculous, yet teachers are often
powerless to stop it. The messages and photos may not be all that innocent either, because much cyberbullying
occurs using mobile phones.
4. One of my pet hates is people who use their mobiles in places such as the theatre. Hang on! I’m trying to watch
the film here! Do you mind? There was even one girl near me last time I went who was telling her friend on the
phone what the film was about, as it was playing.
5. Mum and Dad would kill me if I even thought about using a mobile phone during meals. Why then do people
suddenly think it’s alright to have loud conversations in public places where others are eating? No, I don’t want
to, like, listen to, like, your conversation or watch you, like, pull faces so you can take, like, a zillion selfies.
6. And don’t get me started on texting. There were two girls walking home from school in front of me last week.
Both were texting. Both stepped straight onto the road. They weren’t even looking. Luckily, the taxi driver saw
them and jammed on his brakes, otherwise they would have been badly hurt. There are videos on the internet
of people walking into lamp posts and stop signs while texting. I’ve even seen people texting one-handed while
driving a car!
7. If there were only social problems with mobile phones we could possibly live with them. But there’s more. Did
you know, for example, that mobile phones are changed in a shorter time period than just about any other
consumer good? In some countries, a mobile phone is only kept for 12 to 18 months before it is replaced. And
when there are over a billion mobile phones sold each year, you can see it’s not a small problem.
8. And what happens to all the old phones, do you think? Well, some are rebuilt, before being sent to underdeveloped
countries. Some, unfortunately, wind up in landfill. There, as they break down, toxic chemicals from the plastics
and batteries, as well as nasty metals like cadmium, mercury and lead, get leached into the soil or underground
water. It’s such a concern that in many countries now it is absolutely illegal to dispose of a mobile in a
household rubbish bin—or just dump it.
9. Some people are also concerned about the possible harm that radiation from the phone may be causing to
users, although that harm doesn’t appear to be evident from studies so far.
10. So there you are. Mobile phones are wonderful gadgets. They have their use as well as their place. But I’m sure
we’d have much better lives if we just turned them off more often.
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UNIT 7
JOINING SENTENCES – CONJUNCTIONS
A conjunction joins two sentences, phrases or words. When used correctly, conjunctions
link ideas, assist writing to flow better and make it more readable.
For example: ‘I had a mobile phone. It was old. I bought a new one.’
‘I had a mobile phone which was old, so I bought a new one.’
1. Read Paragraph 3.
(a) What is the conjunction used in the last sentence?
(b) Do you think the last sentence is well constructed? Yes? No?
(c) Does it start in an interesting way? Yes? No?
(d) What are the two connected ideas in the sentence?
2. Read Paragraph 6.
(a) How many sentences does it contain?
(b) Write the shortest sentence.
(c) Use a conjunction to join this sentence to the one after it.
(d) Which word or words did you use to join them?
3. Use a conjunction to join the sentences.
(a) Mobile phones become a problem. We use them inappropriately.
(b) Turn your phone off. It’s not needed.
4. Read Paragraph 9. The sentence is two ideas joined by a conjunction.
(a) What is the conjunction?
(b) Use a different conjunction to join the two ideas. You may change some words.
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45

UNIT 7
USING CONJUNCTIONS
1. Join two sentences using these conjunctions.
unless or if before during but although because
(a) We need to take control of our phones.
society.
(b) You’re doing the wrong thing.
(c) People still text while crossing roads.
(d) Our phone may work perfectly well.
They will dominate our
You use your phone in a rude way.
They know it is wrong.
We still buy a new one.
(e)
(f) Stop and think.
We do the right thing. It will get worse.
You add to the mobile phone problem!
2. (a) Did you notice that there were capitals that wouldn’t be
needed if you were writing a joined sentence in Question 1?
(b) Write one of the joined sentences. Punctuate it correctly.
(c) What other punctuation from the two sentences didn’t you need?
(d) Write a sentence using a conjunction from Question 1 you didn’t use.
3. Write an interesting sentence with two ideas using the words as a conjunctions.
(a) until
(b) because
(c) since
(d) through
(e) after
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UNIT 7
WHICH CONJUNCTION?
1. Some writers use incorrect conjunctions of time. Write the sentences so they make sense.
You can change the word order and you may need to change the verbs slightly.
(a) I made a call on my mobile shortly after I went to sleep.
(b) Please don’t cross roads before you are texting.
(c) Turn your mobile phone off until you enter the theatre.
2. Explain how one event is caused by another by using the conjunction in the middle of a
sentence joining two ideas.
(a) since
(b) although
3. Start each sentence with the conjunction to show one thing caused something to happen.
(a) Because
(b) Though
4. Write sentences using the conjunction to contrast and compare two different things.
(a) instead
(b) except
5. Good writers use a beginning conjunction to join a main idea in a sentence with a supporting
idea. The ideas are always separated by a comma; e.g. Before you leave (supporting),
sign the guest book (main). Write endings that make sense by themselves to go with the
beginning conjunctions.
(a) If you text while walking,
(b) Before you start class,
(c) Because they are ‘disposable’,
(d) Although they should know better,
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TEACHER INFORMATION
PARAGRAPHS
UNIT 8
Focus
Sentence structure – paragraphs
Progression
Recognise
Students will recognise a paragraph from modelled examples.
Choose
Students will choose ideas and sentences for paragraphs with
teacher support.
Use
Students will choose information for paragraphs in supplied and
self-written paragraphs.
Definition of terms
Paragraphs are sections of writing dealing with a particular
subject or point, beginning on a new line.
A topic sentence is a sentence in a paragraph, usually the first,
that introduces the main idea of that paragraph.
Introduction
Good writers improve their writing by improving sentence
structure in paragraphs.
Teacher information
Paragraphs enable a writer to organise and combine ideas to aid
comprehension.
A topic sentence connects ideas within a paragraph.
LESSON NOTES AND PLANS
Introduction
• Discuss the text title. What could it be about?
• Brainstorm information about flying and aircraft. What historical
knowledge do students have?
• Survey the class. Who has flown nationally and/or internationally?
What were the top 5 destinations?
• Read the text with the class.
• Ask students to identify the text type and discuss the features of
informative text.
• Discuss the paragraphs and the subheadings.
• Ask if all the subheadings are in the form of a question. Why use
questions as some subheadings?
• What purpose do subheadings serve?
Paragraphs – Page 51
• Read and discuss the definition at the top of the page.
• Read Paragraph 2. What is it about?
• Is the subheading helpful? Why?
• Read through the remainder of the activities with the class as a
whole, ensuring they understand what is required of them.
• Work with those requiring additional assistance while the remainder
of the class work independently on the activities.
Planning paragraphs – Page 52
• Read and discuss the information at the top of the page.
• Discuss robots. Write on the board any information given by students
(even if from films like The Terminator or Robocop). They will find
this useful for Question 2(c).
• Question 2 requires students to choose a question word for their
first paragraph.
• Explain that this is a decision each writer must make for himself/
herself.
• Students could share their first sentences from Question 2(d) with a
small group.
Writing paragraphs – Page 53
• Discuss humanity’s eternal dream of being able to fly like a bird.
• What would happen if everyone could fly independently? (Think
accidents, rules, traffic jams …)
• Provide opportunities for students to read and discuss their
paragraphs in small groups. They should decide how appropriate the
information is to that particular paragraph.
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TEACHER INFORMATION
PARAGRAPHS
UNIT 8
ANSWERS
Paragraphs – Page 51
1. (a) Yes
(b) Teacher check
(c) Yes
(d) Teacher check
2. (a) Paragraph 6
(b) At over 6000 km/h
(c) Yes
(d) Teacher check
3. (a) true
(b) false
(c) false
(d) false
(e) true
4. Teacher check: Could include ‘Harder to read/understand/gain
information’ etc.
5. (a) Informative
(b) Teacher check: Could include ‘Use as an organisational tool,
aid to comprehension’ etc.
ASSESSMENT ANSWERS
Assessment activity – Page 57
1. (a) false
(b) false
(c) true
2. Teacher check
3. (a) Teacher check
(b) Tick the second sentence
(c) Teacher check
4. Teacher check
Class recording sheet — Page vii
ASSESSMENT WRITING
• Paragraph topic – Flying cars
• Focus: Sentence structure – paragraphs
Self-evaluation – Page xiii
6. (a) Paragraph 4
(b) Paragraph 7
(c) Paragraph 8
(d) Paragraph 2
Planning paragraphs – Page 52
1. (a) 9
(b) 4
(c) Teacher check. Could include: What will planes look like?
What speed will they reach? What will computers do to make
flying better? What is the ulimate flight?
(d) Teacher check
2. (a) Yes
(b) Teacher check
(c) Answers will vary.
(d) Answers will vary.
(e) Teacher check
3. Teacher check
Writing paragraphs – Page 53
1. (a) Answers will vary.
(b) Teacher check. Accept reasoned student responses.
(c) Answers will vary.
2. Teacher check. Answers will vary.
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UNIT 8
COME FLY WITH ME
1. The future of air travel is exciting—but it may be totally different from what we have today.
Early days
2. It’s easy to forget that we have only been flying with heavier-than-air machines for a little over 100 years,
since the Wright brothers’ first wobbling flight in 1903. Just 10 years later, a Russian aeroplane took off with
16 passengers seated inside in comfortable cane chairs. By 1919, the first scheduled international flight,
from London to Paris, took off. Less than 20 years later, passengers were flying in all-metal aircraft across the
Atlantic.
The jet age
3. Just four years after the end of World War II, in 1949, the world’s first jet airliner, the Comet, was shown
in England. It was a sleek and clean design, with four jet engines, and the passengers travelled in relative
comfort. Unfortunately, it had a design flaw which led to some well-publicised crashes. Although the Comet
was redesigned, Britain had lost the leading role in airliner production, which was passed to the United States.
4. In 1958, the Boeing 707 entered service. Airlines around the
world placed orders for this fast, modern plane that, in some
models, could carry almost 200 passengers at cruising speeds
approaching 950 km/h. It marked the end of the era of flying being
‘glamorous’, where people dressed up to fly and meals were served on
trays with white linen and real metal cutlery. It also led to the next generation,
the Boeing 747 Jumbo Jet, in turn followed by larger airliners, like the Airbus
A380 which carries 555 passengers.
What next?
5. How about transparent aircraft? Or aircraft where the windows go all the way around? A scary thought perhaps,
but imagine the view! Modern materials make this no longer a wild dream, but a distinct possibility.
6. Speed is something we need because Earth is still a huge place to travel around. By the time you’re adults,
we could be travelling in planes that will soar above Earth like a spaceship, at hypersonic speeds over
6000 km/h! A trip from, say, London to Sydney would take just four hours. That’s hardly enough time to have
lunch and watch a film.
7. One of the things everyone hates about flying is the endless queues—to book in, to drop your luggage, to go
through Customs and Immigration, to go through security ... Well, in just a few years this could all be a bad
memory. Facial recognition computers will recognise you as you walk through the doors, decide whether you’re
a good guy or bad guy, cross-check your booking, do the Immigration checks—while you just walk to your
boarding gate.
Space—the final frontier
8. The ultimate flight, into space, could be a reality for the very rich from 2030 onwards. And by 2050, while
you’re still not really old, space flights could be available to everyone.
9. I can hardly wait!
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UNIT 7
PARAGRAPHS
A paragraph is one or more sentences about a topic. Good writers often start a paragraph
with a topic sentence to explain the main idea first, then they add more information.
1. Read Paragraph 3.
(a) Does the first sentence tell what the paragraph is about? Yes? No?
(b) In your own words, write another possible topic sentence.
(c) Does the rest of the paragraph add further information? Yes? No?
(d) In your own words, write this information.
2. (a) Which paragraph tells about hypersonic planes?
(b) How fast can they fly?
(c) Does it explain why those speeds are needed in the first sentence?
(d) Did the first sentence help you understand the paragraph?
3. What do you know about paragraphs? Write ‘true’ or ‘false’ after the statement.
(a) The first sentence in a paragraph must start
on a new line with a capital letter.
(b) A paragraph cannot have just one sentence.
(c) Paragraphs must have subheadings.
(d) The last sentence must always repeat the first sentence.
(e) The sentences in one paragraph should all be about the same topic.
4. Explain what it would be like if the writer hadn’t organised paragraphs with subheadings.
5. (a) Are subheadings used more often in imaginative or informative text?
(b) Why?
6. Read the sentences. Which paragraphs would you put them in?
(a) People no longer got dressed up for flying.
(b) Computers will take over much of the work done by people at airports.
(c) Not too far into the future, space travel will become quite ordinary.
(d) Before the Second World War, people were already crossing oceans in planes.
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UNIT 8
PLANNING PARAGRAPHS
A writer needs to make many decisions about what they write and how they organise their
writing. It is important to plan what will be in each paragraph.
When writing informative text, the words where, when, what, why and how can be helpful.
1. (a) How many paragraphs are in the text?
(b) How many paragraphs answer the ‘what’ question?
(c) The ‘what’ questions ask:
• What
• What
• What
• What
(d) Why did they need to be separate paragraphs?
2. (a) Think about future robots. Would you start with a paragraph
giving information about where, when, what, why or how?
(b) Explain why you choose to give this information in your first paragraph.
(c) Use the box to make notes about smart robots that would fit in this paragraph.
(d) Write the first sentence of your paragraph.
(e) Would this make a good topic sentence?
3. (a) Write a different subheading for Paragraph 8.
(b) Is your subheading better or worse? Why?
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UNIT 8
WRITING PARAGRAPHS
1. Read the topic sentence for a new paragraph about jet packs.
I buckled on my jet pack, looking longingly into the clean, azure-blue sky, where soon I
would be soaring like a bird.
(a) What do you think this paragraph will be about?
(b) Tick the sentence you think would be the best second sentence for this paragraph.
• I hoped I looked really tough in my new helmet.
• I started the engine, which fired up with a howl.
• The sooner this was over, the better.
• I hoped people wouldn’t know how scared I was.
(c) Think about the next sentence. Write one that would fit well in this paragraph.
2. This story now needs the next paragraph.
(a) What do you think it should be about?
(b) Write this paragraph. Make sure the sentences are all about the same thing.
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SENTENCES, WORD ORDER,
STATEMENTS, QUESTIONS
ASSESSMENT UNIT 5
Name:
Date:
1. Rewrite the statements to make complete sentences.
(a) Sailors were lured
(b) Kraken might be
2. Change the sentence from a positive to a negative by adding a word or prefix.
Remains of Bigfoot have been found.
3. Change the order of the words so the sentence makes sense.
(a) in belief today, many creatures cultures have a fantastic Even.
(b) and to half be half Mermaids said woman are fish.
4. Write the question that is answered by the statement.
A griffin is a mix of lion and eagle and may date back 5000 years.
5. Write a question about:
(a) lured ships onto rocks
(b) on flags and pennants
(c) killing whales
6. Change the statement to a question.
The kraken is based on the giant sea squid.
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ASSESSMENT UNIT 6
SENTENCE BEGINNINGS
Name:
Date:
1. Complete the sentence which starts by telling when something happened.
As the bus was approaching,
2. Add an interesting sentence beginning telling when the event happened.
he saw the rain and wind in the garden.
,
3. Complete the sentence which starts by telling how something is happening.
With his shoulders drooping,
4. Complete the sentence beginning with a verb.
(a) Screaming in his mind,
(b) Eating his cold beans,
5. Rewrite the sentence.
Gerry put cereal in his bowl and then he looked for milk and then he saw there was none
and then he put the cereal back in the box.
6. Improve the sentence by changing the order of the words and using another conjunction.
You may have to change some words.
(a) Gerry threw the empty tin in the bin and then he put his spoon in the sink.
(b) Gerry started to run and then he heard the stranger chasing him.
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ASSESSMENT UNIT 7
CONJUNCTIONS
Name:
Date:
1. Read the sentence.
Although I knew it was bad manners, I left my phone turned on.
(a) What is the conjunction used?
(b) What are the two connected ideas in the sentence?
2. Use a conjunction to join the sentences.
(a) Mobile phones are amazing inventions. They do have a downside.
(b) I love having a mobile. I will never use it rudely.
3. Write an interesting sentence with two ideas using the words as a conjunction.
(a) instead
(b) while
4. Write the sentence so it makes sense.
(a) Always turn your phone off after you go to sleep.
(b) Stop texting until you are crossing the road.
5. Write endings that make sense by themselves to go with the beginning conjunctions.
(a) When talking on the phone,
(b) If you are texting,
6. Use the conjunction in the middle of a sentence joining two ideas.
(a) whenever
(b) except
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ASSESSMENT UNIT 8
PARAGRAPHS
Name:
Date:
1. Write ‘true’ or ‘false’ after the statement.
(a) A subheading must be a question.
(b) A paragraph must have more than one sentence.
(c) One paragraph; one idea.
2. Write three sentences for a new paragraph telling about a sudden rainstorm.
3. Read the topic sentence for a new paragraph about waterskiing.
The outboard churned the water into foam, the ski rope pulled against my arms, and I was
skiing.
(a) What do you think this paragraph will be about?
(b) Tick the sentence you think would be the best second sentence for this paragraph.
• I was too frightened to even look.
• I laughed out loud as I scooted over the water.
• I hoped Dad had enough petrol for the outboard motor.
(c) Think about the next sentence. Write one that would fit well in this paragraph.
4. Finish the paragraph.
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