20888 ACE Language (Yr 4) Pronoun Reference and Text Connectives

Your partner in education 

YEAR 4 

ENGLISH 

LANGUAGE: 

TEXT STRUCTURE AND ORGANISATION 

Text cohesion and linking devices: 

pronoun reference, text connectives 

Understand how texts are made cohesive 

through the use of linking devices including 

pronoun reference and text connectives 

(ACELA1491) 

Australian Primary Publisher 

of the Year 2015 and 2016

Australian Curriculum English – Language: Text structure and organisation (Year 4) 

Foreword 

Australian Curriculum English – Language: Text structure and organisation (Year 4) is one in a series of seven teacher 

resource books that support teaching and learning activities in Australian Curriculum English. The books focus on 

the sub-strand of Text structure and organisation within the Language strand of the national English curriculum. 

The resource books include theoretical background information, activities to develop the content descriptions, blackline 

masters, resource sheets and assessment checklists, along with interrelated links to other English strands and sub-strands. 

Titles in this series are: 

• Australian Curriculum English – Language: Text structure and organisation (Foundation) 

• Australian Curriculum English – Language: Text structure and organisation (Year 1) 






Contents 

Format of this book .................................. iv – v 

Language: Text structure and 

organisation .............................................. 2–77 

Understand how texts vary in complexity and 

technicality depending on the approach to the topic, 

the purpose and intended audience (ACELA1490) 

© Australian Curriculum: Assessment and Reporting Authority 2012 

–Teacher information ................................................. 2 

–Activities to develop the content description ....... 3–9 

–Blackline masters ............................................. 10–27 

–Assessment checklist ............................................. 28 

–Interrelated English links ........................................ 29 

– Modes, capabilities and priorities covered by the 

activities in this content description ....................... 29 

Understand how texts are made cohesive through the 

use of linking devices including pronoun reference and 

text connectives (ACELA1491) 


–Teacher information ............................................... 30 

–Activities to develop the content description ......... 31 

–Blackline masters and resource sheets .............. 32–41 





Recognise how quotation marks are used in texts 

to signal dialogue, titles and quoted (direct) 

speech (ACELA1492) 




–Blackline masters and resource sheets ............. 46–53 





Identify features of online texts that enhance readability 

including text, navigation, links, graphics and 

layout (ACELA1793) 




–Blackline masters and resource sheets ............. 58–75 





Answers .................................................... 78–83 

R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 4) 

iii

Format of the book 

This teacher resource book includes supporting materials for teaching and learning in the sub-strand of Text structure 

and organisation within the strand of Language in Australian Curriculum English. All content descriptions in the substrand 

have been included, as well as teaching points based on the Curriculum’s elaborations. 

While the book focuses on the sub-strand of Text structure and organisation, activities and interrelated links to other 

strands and sub-strands have been incorporated. 

Each section supports a specific content description and follows a consistent format, containing the following 

information over several pages: 

• activities to develop the content descriptions • student blackline masters • resource sheets 

• interrelated English links 

• assessment checklist 

Answers relating to student blackline masters have been included at the back of the book. 

The length of each content description section varies. 

Teacher information includes background information relating to the content description, as well as 

related terms and desirable student vocabulary and other useful details which may assist the teacher. 

Related terms includes vocabulary 

associated with the content description. 

Many of these relate to the glossary 

in the back of the official Australian 

Curriculum English document; 

additional related terms may also have 

been added. 

Student vocabulary includes words 

which the teacher would use— 

and expect the students to learn, 

understand and use—during English 

lessons. 

Further resources by R.I.C. 

Publications or other publishers 

or authors are included where 

appropriate. 

? What this means 

provides a general 

explanation of the content 

description. 

T Teaching points 

provides a list of 

the main teaching points 

relating to the content 

description. 

E Elaborations are a 

list of elaborations 

based on those in the 

content description. 

Activities to develop the content 

description includes descriptions or 

instructions for activities or games 

relating to the content descriptions 

or elaborations. Some activities are 

supported by blackline masters or 

resource sheets. Where applicable, 

these will be stated for easy reference. 

Australian Curriculum English – Language: Text structure and organisation (Year 4) www.ricpublications.com.au R.I.C. Publications ® 

iv

Format of the book. 

Blackline masters and 

resource sheets are provided 

to support teaching and 

learning activities for each 

content description. These 

include worksheets for class 

use, games, charts or other 

materials which the teacher 

might find useful to use or 

display in the classroom. For 

each blackline master the 

content description to which it 

relates is given. 

Interrelated English links 

lists other links covered within 

the Language strand, Literature 

strand and Literacy strand of 

English that are incorporated in 

the activities provided with the 

content description. While the 

book’s approach focuses on the 

Text structure and organisation 

sub-strand, the links show the 

integration across the three 

strands. 

Each section has a checklist 

which teachers may find useful as 

a place to keep a record of their 

observations of the activities to 

develop the content descriptions. 

Answers for student worksheets 

are provided at the back of the 

book. 

A table showing the Language 

modes, General capabilities 

and Cross-curriculum priorities 

covered by the activities in each 

content description is provided. 


v

Text structure 

and organisation 

Understand how texts are made cohesive through the use of linking devices including pronoun 

reference and text connectives (ACELA1491) 


Related terms 

Texts 

Written, spoken or multimodal forms of 

communication for a range of purposes. Text 

forms, organisation and conventions have been 

developed to enhance effective communication. 

Cohesion 

Grammatical or lexical relationships that make 

links between different parts of a text and hold 

it together. Cohesion is achieved through devices 

such as paragraphs, connectives, ellipses and 

word associations. 

Linking devices 

Devices used to connect different parts of a text, 

including paragraphs, connectives, ellipses and 

word associations. 

Text connectives 

Words which link paragraphs and sentences in 

logical relationships of time, cause and effect, 

comparison or addition. Connectives relate ideas 

and help to show the logic of the information. 

Conjunctions 

Words that join other words, phrases and clauses 

in logical relationships such as time, cause and 

comparison. 

Word associations 

The semantical relationships between words 

which form links within texts. 

Synonyms 

Words with the same or similar meaning. 

Antonyms 

Words with the opposite meaning. 

Noun phrase 

A noun with all its modifi ers and determiners. 

Pronoun reference 

The word a pronoun is replacing and referring to. 

Student vocabulary 

? 

T 

E 

What this means 

Teacher information 

• Texts only make sense because of the ways in which the separate parts are linked to 

form a cohesive whole. 

• Students need to recognise, understand and use linking devices including pronoun 

reference and connectives in written texts. 

Teaching points 

• There can be many ideas in text, but they will only make sense to the reader if he/ 

she can see how they are connected. 

• Writers show how things in a text are connected in many different ways. 

• Connectives are cohesive devices because they are used to link information, ideas, 

characters, events etc. in text and to show how they are connected. 

• Time connectives are used to link sections of text by sequencing events. 

• Word associations such as synonyms and antonyms make text more cohesive, add 

interest and can add meaning. 

• Pronouns are used as synonyms to refer back to nouns and phrases in text, avoiding 

unnecessary repetition. 

Elaborations 

E1. Identifying and using different ways of naming the same thing, including word 

associations such as synonyms and antonyms, noun phrases and pronoun reference, 

and understanding that these devices provide cohesion, and add interest, variety and 

meaning. 

E2. Identifying and using connectives as cohesive devices to link sentences and 

paragraphs and to sequence through time. 

Further resources 

• This interactive is a ‘Hangman’ 

type of challenge in which students have to identify common time connectives. 

connectives 

time connectives 

conjunctions 

paragraph 

compare 

contrast 

cause 

effect 

pronoun 


30



Understand how texts are made cohesive through the use of 

linking devices including pronoun reference and text connectives 



Activities to 

develop the 

content description 

E1. Identifying and using different ways of naming the same thing, including word associations such as 

synonyms and antonyms, noun phrases and pronoun reference, and understanding that these devices 

provide cohesion, and add interest, variety and meaning. 

• Concept wheel (page 32) 

Graphic organisers like a concept wheel can be useful for organising information into paragraphs. Each part of the concept wheel can be labelled and 

notes about that particular aspect of a topic added. Students can write two of the paragraphs outlined on the wheel before considering how they are 

related. They then modify their fi rst sentence of one to start with a connective showing how they are linked. This process should fi rst be modelled a 

number of times. 

Students can work with a partner or individually. 

• Same thing - different names (page 33) 

The two texts on this page model the use of interesting and descriptive nouns and word phrases. Students are required to replace these with a common 

or proper noun and to refl ect on the effect this has on the text. 

• What’s wrong? (page 34) 

In the text on this activity page the names Bill and Ben are consistently used instead of using word associations and pronouns. This is to demonstrate to 

the students how strange such a text would be. They are required to state why it doesn’t ‘sound right’ and to replace these two proper nouns with noun 

groups and pronouns. They then review their new text and assess it. 

• Pronoun meaning (page 35) 

This multiple choice activity page gives students some practice in identifying the word(s) each pronoun is referring to. 

• Changing words (page 36) 

Students are required to replace highlighted words in a text with one of the given choices. They evaluate their new text. Some activities on antonyms are 

included and they then rewrite the text to change its meaning. 

Interrelated English links: See page 43 

E2. Identifying and using connectives as cohesive devices to link sentences and paragraphs and to 

sequence through time. 

• What’s the connection? (page 37) 

Students identify connectives joining two given sentences. 

• Connectives (page 38) 

This resource sheet explaining different types of connectives and conjunctions can be projected and used with students or used as a teacher reference. 

• Visit to Disneyland – 1 (page 39) 

The text, ‘Visit to Disneyland’, can be used with the corresponding activity page to provide practice in identifying time connectives sentences in 

paragraphs and sentences. 


Students identify time connectives and complete related activities. 


Students select suitable words to use as connectives on this page. There are a number of possible alternatives for some sentences, but they may only use 

a word once. 

Interrelated English links: See page 43 


31

Concept wheel 

Resource sheet 

Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491) 



32

Same thing – different names 

1. (a) Read the paragraph and highlight all the words and phrases you could 

replace with the words, ‘an elephant’, ‘the elephant’ or ‘elephants’. 

Elephants are mammals. These enormous creatures are the Earth’s largest land 

mammals. The only mammals that are bigger than them are whales. They are 

usually gentle and they can be trained to work hard. But it is not a good idea to 

hurt one or to make it angry. When one of these gentle giants is angry, it can be 

very dangerous. People who have hurt one of them have been attacked a long 

time later. They say this is because they never forget. 



(b) Write ‘an elephant’ or ‘elephants’ above all your highlighted words and 

read the new text to a partner. 

(c) Give your opinion about the new text by circling one of the word choices. 

I think the new text is: 

(i) easier harder to understand. (ii) more less interesting. 

(iii) shorter longer . (iv) more less informative. 

2. (a) Read the paragraph and highlight all the words and phrases you could 

replace with the word ‘Caleb’. 

Caleb was always in trouble. It didn’t matter how hard he tried, things always 

seemed to go wrong for the poor boy. One day his dad planted a new veggie 

garden. As he was going to have a shower, he asked his son to give the plants a 

bit of water. His willing helper picked up the hose. He had great fun pretending 

it was a firehose. The happy fireman worked really hard putting out an enormous 

fire. Then he heard Dad coming back. The busy waterer looked at Dad’s garden. 

What had he done? Then … the terrified boy realised he had washed away every 

one of Dad’s new veggie plants. 

(b) Write ‘Caleb’ above all your highlighted 

words and read the new text to a partner. 

(c) 

Explain how the new text is different from the old one. 


33

What’s wrong? 

1. (a) Read the text and think about why it doesn’t sound right. 

Bill and Ben are twins. Bill and Ben like to do the same things. One afternoon Bill 

and Ben were helping Bill and Ben’s dad cook dinner. He was making his famous 

stew. One of the things Bill and Ben liked doing was chopping up the vegetables 

to put in the stew. Bill and Ben’s dad said Bill and Ben could do this if Bill and Ben 

were very careful with the knives he gave Bill and Ben. Bill and Ben added Bill 

and Ben’s vegetables to the stew. Then Bill and Ben’s dad’s phone rang. Bill and 

Ben’s dad went away to talk. Bill and Ben knew Bill and Ben’s dad liked hot stew 

so Bill and Ben added some hot spices. Bill put in the chilli then Bill’s twin added 

the same. Ben put in some pepper and Ben’s brother added Bill’s too. Bill and Ben 

continued adding the same spices until Dad returned, then Bill and Ben left. Mum 

was very pleased that dinner was ready when Bill and Ben’s mum got home. Bill 

and Ben’s mum took one mouthful, Bill and Ben’s mum’s face went red and Bill 

and Ben’s mum raced to get some water. Bill and Ben 

and Bill and Ben’s dad had all added the same spices … 

and was it hot! 

(b) Explain what’s wrong with it. 

(c) 

Change all the Bill and Ben words so it sounds better. Write your new words 

above Bill and Ben. Try to make the text more interesting by using words such 

as ‘the twins’ or ‘the silly boys’ as well as pronouns such as ‘they’ and ‘them’. 

(d) Circle one word. 

My new text: (i) is more interesting/boring. 

(ii) takes more/less space? 

(iii) makes it easier/harder to understand. 

(iv) gives more/less information. 


34 


© Australian Curriculum: Assessment and Reporting Authority 2012

Pronoun meaning 

1. What does the pronoun ‘it’ in this sentence mean? 

‘Your room’s really messy and I’m angry about it’, Mum complained. 

(a) the child (b) Mum (c) the mess 

2. The pronoun ‘this’ means: 

Kai ate his burger and then declared that this was what he wanted to eat for tea every 

night. 

(a) tea (b) a burger (c) what he wanted 



3. The pronoun ‘it’ means: 

The atmosphere which is thickest near the Earth’s surface begins to thin out until it 

eventually becomes space. 

(a) space (b) the atmosphere 

(c) 

the Earth’s surface 

4. What does the pronoun ‘these’ refer to? 

‘Are these yours, Juan?’ asked the teacher, holding up a pair of really dirty socks. 

(a) the dirty socks (b) Juan (c) the teacher 

5. What are ‘those’? 

‘Don’t include any of those’, said Mum, pointing to the very ripe bananas. 

(a) the shopkeeper (b) the ripe bananas 

(c) 

Mum pointing 

6. The word ‘that’ means: 

‘Do you think that was such a good idea?’ 

Dad asked my sister when she left her dolls’ 

pram in the middle of the road. 

(a) 

a good idea 

(b) leaving the pram 

(c) 

the middle of the road 


35

Changing words 

1. (a) Read the paragraph about Jason and the 

golden fleece and choose some new words 

from the box with the same meaning to replace 

the highlighted ones. Write the new words 

above the ones they’re replacing. 

grateful man 

the beautiful bird 

The clever captain 

the brave sailors 

the poor man’s 

the greedy creatures 

There was an old blind king on an island where Jason and his crew stopped for 

supplies. Some horrible flying creatures called Harpies were stealing his food. 

Jason tricked the Harpies and saved the king from his misery. In return, the king 

told them how to escape the clashing rocks they had to sail their ship through. 

They let a white dove fly ahead and followed it to safety. 

(b) How have the new words changed the text? 

(c) 

Do you think the new text or the original text is better? 

(d) Why? 

2. (a) Choose 10 words from the story and write them and their opposites. 

(b) Write the story on a separate page using words with the opposite 

meaning. 




36

What’s the connection? 

A text makes sense because the sentences in it are linked or connected in some 

way. The words connecting sentences and paragraphs are called ‘connectives’. 

For example: ‘Therefore’ and ‘in fact’ have been used to connect two of these 

sentences. 

I had studied for the test. Therefore, I was upset when I didn’t do well. 

My father plays golf very well. In fact, he was the club champion last year. 

1. Circle the connective linking the two sentences. 



(a) 

It was a really rough windy day. So, we decided it would be too dangerous 

to take our boat out. 

(b) We all had fun playing games at the birthday party. However, the food was 

very disappointing and there wasn’t enough of it. 

(c) 

The band played some of our favourite music, the musicians played very 

well and the lead guitarist had a really good voice. In summary, the band 

was fantastic. 

(d) My sister loves to play sport and is very good at it. By contrast, my brother 

would much rather sit and play on his computer. 

(e) 

(f) 

The play seemed to be going on forever. Finally, it was over, the curtain 

came down and I could go home. 

Most of the team have a chest infection. Consequently, they may have to 

forfeit tomorrow’s game. 

(g) The wolf locked Grandmother in the cupboard and climbed into bed. 

Meanwhile, Little Red Riding Hood was getting closer and closer to 

Grandmother’s house. 

(h) I just love strawberry ice-cream. On the other hand, I just can’t stand sweet, 

sticky strawberry jam. 

(i) 

(j) 

It was one of those horrible wet winter days and 

we were feeling cold and miserable. Despite this, 

our football team went out and won the grand 

final. 

The teacher had told the students in her class many 

times they could not go outside and play unless 

they wore their hats. Nevertheless, there were 

always one or two of them who tried to do it. 


37

Connectives 

Resource sheet 

Connectives are words used in a text to connect the things that happen in one 

sentence or paragraph with what happens in another one. 

1. Connectives can be used to give additional information. 

For example: 

I think horses are very intelligent and beautiful. In fact, they are my favourite animals. 

2. Connectives can be used to compare or contrast information. 

For example: 

I was late for school because of the bad weather. For the same reason, my dad took 

twice as long as usual to drive to work. 

I love sweet food especially ice-cream and chocolate. My sister, by contrast, really 

enjoys savoury food like pizza and olives. 

3. Connectives can be used to explain cause or effect. 

For example: 

I left my hat at home. Consequently, I wasn’t allowed to play on the oval at lunchtime. 

Time connectives are connectives used in a text to explain when things happen 

and/or the order in which they happen. 

For example: 

We usually have our tea at about six o’clock. 

After tea, we have to finish our homework. Then, we’re allowed to watch television. 

Conjunctions are a type of connective. They are words used to join ideas, words, 

phrases and sentences. 

For example: 

• fish and chips 

• not cheap, but worth every cent 

• The rain didn’t bother me because I had an umbrella. 


38 


© Australian Curriculum: Assessment and Reporting Authority 2012

Visit to Disneyland – 1 



1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

10. 

Last year I went to Disneyland with Mum, Dad and my little sister. We all had 

the best time. Even Mum, who said she really didn’t want to go, enjoyed it. 

There were heaps of things to do there and the rides were awesome. 

Our hotel was close to the park, so we walked to the entrance. As a result, we 

were some of the first people there. I couldn’t believe my eyes. Soon there 

were people everywhere and such a lot of things happening. There were 

parades with bands playing and Disney characters standing everywhere. 

Dad looked at the map. There was so much on it. It was amazing. He said we 

had to get started or we wouldn’t see half of it. Before we knew what was 

happening he was racing off to Frontierland and we were following. 

As soon as he saw Big Thunder Mountain he stopped. Then he rushed and 

stood in the line. We all stood there with him. Although she lined up with 

us, Mum said later she had no idea what she was going to be doing. Dad, 

however, knew all about it. One of his friends had told him. 

Before long we were sitting in a train and moving slowly away from the 

platform and climbing. Then, we picked up speed. It was exciting and scary. 

We raced around sharp bends as we came down the mountain. Poor Mum was 

in shock as she held on and screamed at every sharp turn. 

Eventually the train stopped and we got off. I looked at Mum wondering 

what she was going to say. ‘What’s next?’ she asked. ‘I would never have gone 

on that ride if I had known what it was like. But now I’ve done it and survived, 

I’m ready for the next one.’ 

‘Who is this lady and what’s happened to my mum?’ I muttered. 

With Mum leading the way, we went from attraction to attraction. Some, like 

Splash Mountain, were really scary and my little sister wasn’t tall enough to 

go on them. Others, like the paddle-steamer were very gentle. Her favourite 

was ‘It’s a Small World’, where the same music was repeated over and over. 

Dad looked very pleased when it finished and he wouldn’t let her do it again. 

Finally, and very reluctantly, we left. It was dark and we were all exhausted. But 

what a terrific day we’d had! Every thing was so well organised. The staff, they’re 

called ‘the cast’, were very friendly and helpful. There were loads of places 

to eat or to just rest between the wonderful rides. 

Since we’ve been home, we’ve been trying 

to persuade Mum and Dad to take 

us back. However, now we 

know one day just 

wouldn’t be long 

enough. 


39


Read the text on page 39 and answer the questions about the time connectives 

used to link sentences and paragraphs. 

1. (a) The two time connectives used in Paragraph 5 are: 

and 

(b) Which one is used to link two paragraphs? 

(c) 

Which one links two sentences? 

2. (a) The time connective used in Paragraph 6 is 

(b) Is this time connective linking paragraphs? Yes 

No 

3. Tick the time connective used in Paragraph 8. 

(a) 

was repeated over and over 

(b) when it finished 

(c) 

he wouldn’t let her do it again 

4. (a) What is the time connective used in Paragraph 2? 

(b) Another time connective that the writer could 

have used instead of this one is: 

5. Add some interesting time connectives to this paragraph. 

we had finished on Splash Mountain we went to find 

the Indiana Jones ride in Adventureland. It was very dark and spooky inside and there 

were lots of screaming mummies and giant snakes. 

We looked around. 

yellow submarine, ride would be a good idea. 

we thought a quieter ride would be a good idea. 

we decided that Finding Nemo, a 




40


Choose words from the box to use as connectives to link the paragraphs and 

sentences below. 

however therefore nevertheless in addition by contrast 

in summary similarly for example in fact in other words 

1. There is so much to see and do at Disneyland. The rides are awesome, the food is 

great, the staff are friendly and it is such a fun place. , 

I think it’s wonderful. 

2. I think every child should visit Disneyland at least once. , 



I realise that getting there is very expensive and I know I’m so lucky that my parents 

could take me. 

3. Splash Mountain is a very scary ride. , Thunder Mountain 

makes people scream and hold on tight. 

4. We stayed close to Disneyland and walked there. , it 

seemed a very long walk back that night when we were all tired. 

5. Our whole family enjoyed Disneyland and found lots of things 

to do. There are great rides to suit everyone there. 

, very young children can go on 

'It’s a Small World' and older people can relax going down the 

river and listening to some great music on a paddle-steamer. 

6. It is difficult to decide which rides to take at Disneyland and where to eat. The choices 

are so varied and interesting. 

to this, there are hundreds 

of wonderful, friendly staff there to help you. No wonder they call it ‘The happiest 

place on Earth’. 

7. Use any one of the words from the box to connect two sentences about your 

opinion of going to visit Disneyland. 


41







Assessment 

checklist 

Student Name 

Identifi es word 

associations used as 

linking devices 

Uses appropriate 

word associations 

such as synonyms 

and antonyms to add 

variety and interest 

to text 

Identifi es and uses 

pronoun reference 


connectives to 

link sentences and 

paragraphs 


time connectives 

appropriately 

Understands 

that connectives 

contribute to text 

coherence 


42







Interrelated 

English 

links 

Below is a list of links within the Language strand, Literature strand and Literacy strand of English that are covered within the activities provided with the 

content description above: 

E1. Identifying and using different ways of naming the same thing, including word associations such as 

synonyms and antonyms, noun phrases and pronoun reference, and understanding that these devices 

provide cohesion, add interest, variety and meaning. 

• Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and prepositional phrases (ACELA1493) 

• Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498) 

• Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter 

combinations including double letters (ACELA1779) 

• Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and 

evaluating texts (ACELY1692) 

• Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695) 

• Write using clearly-formed joined letters, and develop increased fl uency and automaticity (ACELY1696) 

E2. Identifying and using connectives as cohesive devices to link sentences and paragraphs and to sequence 

through time. 

• Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter 

combinations including double letters (ACELA1779) 

• Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and 

evaluating texts (ACELY1692) 

• Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695) 

• Write using clearly-formed joined letters, and develop increased fl uency and automaticity (ACELY1696) 

The above links are reproduced with permission from ACARA. 


Modes, capabilities and priorities covered by the 

activities in this content description 

Language modes 

Listening 

General capabilities 

Literacy 

✔ 

Speaking 

Reading 

Viewing 

Writing 

✔ 

✔ 

Numeracy 

Information and communication 

technology (ICT) capability 

Critical and creative thinking 

Personal and social capability 

Ethical behaviour 

Intercultural understanding 

Cross-curriculum priorities 

Aboriginal and Torres Strait Islander histories and cultures 

Asia and Australia’s engagement in Asia 

Sustainability 


43







Answers 

Same thing - different names ....................... page 33 

1. (a) Elephants are mammals. These enormous creatures are the Earth’s 

largest land mammals. The only mammals that are bigger than 

them are whales. They are usually gentle and they can be trained to 

work hard. But it is not a good idea to hurt one or to make it angry. 

When one of these gentle giants is angry, it can be very dangerous. 

People who have hurt one of them have been attacked a long time 

later. They say this is because they never forget. 

(b) Elephants are mammals. Elephants are the Earth’s largest land 

mammals. The only mammals that are bigger than elephants are 

whales. Elephants are usually gentle and elephants can be trained 

to work hard. But it is not a good idea to hurt an elephant or to 

make it angry. When an elephant is angry, the elephant can be very 

dangerous. People who have hurt an elephant have been attacked 

a long time later. They say this is because elephants never forget. 

(c) Teacher check 

2. (a) Caleb was always in trouble. It didn’t matter how hard he tried, 

things always seemed to go wrong for the poor boy. One day 

his dad planted a new veggie garden. As he was going to have 

a shower, he asked his son to give the plants a bit of water. His 

willing helper picked up the hose. He had great fun pretending 

it was a fi rehose. The happy fi reman worked really hard putting 

out an enormous fi re. Then he heard Dad coming back. The busy 

waterer looked at Dad’s garden. What had he done? Then … the 

terrifi ed boy realised he had washed away every one of Dad’s new 

veggie plants. 

(b) Caleb was always in trouble. It didn’t matter how hard Caleb tried, 

things always seemed to go wrong for Caleb. One day Caleb’s dad 

planted a new veggie garden. As he was going to have a shower, 

he asked Caleb to give the plants a bit of water. Caleb picked up 

the hose. Caleb had great fun pretending it was a fi rehose. Caleb 

worked really hard putting out an enormous fi re. Then Caleb heard 

Dad coming back. Caleb looked at Dad’s garden. What had Caleb 

done? Then … Caleb realised Caleb had washed away every one of 

Dad’s new veggie plants. 

(c) Teacher check 

What’s wrong? ............................................... page 34 

Teacher check 

Pronoun meaning .......................................... page 35 

1. (c) the mess 

2. (b) a burger 

3. (b) the atmosphere 

4. (a) the dirty socks 

5. (b) the ripe bananas 

6. (b) leaving the pram 

Changing words ............................................. page 36 

1. (a) There was an old blind king on an island where Jason and his crew 

stopped for supplies. Some horrible fl ying creatures called Harpies 

were stealing the poor man’s food. The clever captain tricked the 

greedy creatures and saved the king from his misery. In return, 

the grateful man told them how to escape the clashing rocks the 

brave sailors had to sail their ship through. They let a white dove fl y 

ahead and followed the beautiful bird to safety. 

(b)–(d) Teacher check 

2. (a)–(b) Teacher check 

What’s the connection? ................................. page 37 

1. (a) So 

(b) However 

(c) In summary 

(d) By contrast 

(e) Finally 

(f) Consequently 

(g) Meanwhile 

(h) On the other hand 

(i) Despite this 

(j) Nevertheless 

Visit to Disneyland – 2 ................................... page 40 

1. (a) Before long, Then 

(b) Before long 

(c) Then 

2. (a) Eventually 

(b) Yes 

3. (b) when it fi nished 

4. (a) Soon 

(b) Answers may include: Before long, Then, Suddenly 

5. Teacher check 

Visit to Disneyland – 3 ................................... page 41 

Answers will vary. 

1. In summary 

2. However 

3. Similarly 

4. By contrast/Nevertheless 

5. For example 

6. In addition 

7. Teacher check 


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20888 ACE Language (Yr 4) Pronoun Reference and Text Connectives

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