20895 ACE Language (Yr 6) Structures and Language Features

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12-15yr olds
16-17 yr olds
Format of the bookum.
A visit to Dr Paul White–1
Simon considered himself a reasonably brave twelve-year-old. He enjoyed doing new
things and finding out what he could and couldn’t do. At camp, he’d tried abseiling,
rafting, rock climbing and even the flying fox. If he wasn’t very good at those things it
didn’t matter, because at least he’d tried.
Unfortunately, one biannual event always caused panic to erupt in Simon’s intrepid body.
A visit to Dr Paul White for a check-up was definitely cause for panic. Mum was convinced
that Dr White was an excellent dentist. Dr White was a nice enough person. He was tall
and pleasant to look at. He had a mop of blonde hair, thick bushy eyebrows and twinkling
brown eyes. He also liked to tell weird jokes. Dr White had attached several interesting
pictures to the ceiling above the patients’ chair so they would have something to look at
during examinations. Dr White, however, had one major fault—he loved cooking—usually
with lots of garlic! Whenever he opened his mouth to speak, the odour of smelly garlic
covered the nearest person. It seemed to hover in clouds around his body and permeate
the whole room. It stung your eyes until they watered and stole your breath away until
you wanted to gag. Dr White’s patients were not very sociable. They usually left as soon as
they could.
Today, despite his numerous failed protests, Simon’s mother was driving him to the dentist.
Simon was determined to get the visit over and done with quickly. His mother parked the
car, fed the parking meter and, together, they walked quickly to the surgery. They gave
their names to the receptionist and settled down to wait.
’Simon Bailey!’ the dental nurse called out and smiled at him. Simon took a deep breath
and followed her into the examination room.
’Hello, Simon!’ chortled Dr White cheerfully as he straightened the instruments on his tray.
’How have you been?’
’Hi!’ mumbled Simon to the back of Dr White’s head as he continued with his task. ’I’m
fine.’
’Did you hear the one about ...’ Dr White began as Simon stared at him in amazement.
Buzzing bees seemed to fill Simon’s head as he tried to make sense of what he was seeing.
’Not funny I know ...’ Dr White was saying, ’... but you know how I like my jokes!’
As Simon continued to stare, Dr White seemed to notice his confusion.
’Oh!’ he laughed. ’You’ve noticed the joke surgical mask my colleague
brought from Germany. He’s working with me for six months and
thought my patients would like them. He’s a good cook too, so
he’s teaching me how to make lots of German dishes!’
That’s when Simon realised he could detect no garlic smell.
He had been completely distracted by the stupidest mask
he had ever seen!
Australian Curriculum English – Language: Text structure and organisation (Year 6) www.ricpublications.com.au R.I.C. Publications ®
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Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)
© Australian Curriculum: Assessment and Reporting Authority 2012
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 or
resource sheet, the content
description to which it
relates is given.
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.
Understand how authors often innovate on text structures and Interrelated English
play with language features to achieve particular aesthetic,
humorous and persuasive purposes and effects (ACELA1518)
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 Analyse and compare some elements of the text structure and language features of a range of texts, to
identify the reasons for the writers’ choices.
E2 Examine works which include humour and pathos to look at strategies the author used to tell the reader
about the characters’ feelings, to develop empathy for their point of view or concern for them.
E3 Examine the three elements of persuasion (ethos, pathos, logos) used by a writer to appeal to an
audience.
• Understand the uses of objective and subjective language and bias (ACELA1517)
• Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases
(ACELA23)
• Identify and explain how analytical images and fi gures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in
factual and persuasive texts (ACELA1524)
• Investigate how vocabulary choices including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)
• Analyse and evaluate similarities and differences in texts on similar topics, themes and plots (ACELT1614)
• Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, infl uence personal response to different texts
(ACELT1615)
• Experiment with text structures and language features and their effects in creating literary texts, for example using imagery, sentence variation,
metaphor and word choice (ACELT1800)
• Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)
• Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)
• Analyse strategies authors use to infl uence readers (ACELY1801)
• Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and
digital resources appropriate to the purpose and audience (ACELY1714)
• Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)
• Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse
(ACELT1617)
• Participate in and contribute to discussion, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information,
experiences and opinions (ACELY1709)
• Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example
table of contents, glossary, chapters, headings and subheadings (ACELY1712)
• Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and
digital texts (ACELY1713)
Modes, capabilities and priorities covered by the
activities in this Content description
Language modes General capabilities
Listening ✔ Literacy
✔
Speaking ✔ Numeracy
Reading
Information and communication
✔
technology (ICT) capability
Viewing ✔ Critical and creative thinking ✔
Writing
✔ 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
R.I.C. Publications® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 6)
57
Text structure
and organisation
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.
A table showing the Language
modes, General capabilities
and Cross-curriculum priorities
covered by the activities in each
content description is provided.
Answers for student worksheets
are provided at the back of the
book.
Text structure
and organisation
Understand how authors often innovate on text structures and
play with language features to achieve particular aesthetic,
humorous and persuasive purposes and effects (ACELA1518)
Answers
© Australian Curriculum: Assessment and Reporting Authority 2012
All about the author – 2 page 47
1. Writer 1: Against; Writer 2: For; Writer 3: Against
2. (a) Teacher check. Possible answers include:
Writer 1: He/She cares about people’s health but is frustrated that so
many don’t take the effects of smoking seriously until it’s too late.
Writer 2: He/She thinks people should be allowed to choose and if they
do smoke, they should not be made to feel guilty.
Writer 3: He/She thinks people should realise that smoking makes you
socially unacceptable because it makes you smell.
(b) Similarities: They are both against smoking.
Differences: Writer 1 is against smoking because it damages your
health and can kill you. Writer 3 is against smoking because it makes
you smell.
3. Writer 2 would be unlikely to convince an audience because many
young children take up smoking and they are not mature enough to
make an informed choice about smoking; there are many ways to
overcome problems that do not damage health; he/she has a vested
interest in people smoking; the phrase, ’life’s too short’ could relate to
the effects of smoking; his/her grandpa maybe almost 90 years old but
he would be an exception
Writer 3 would be likely to convince an audience because as an exsmoker,
he/she can see the argument from both sides; he/she talks
about the immediate rather than long-term effects of smoking; the
smell cannot be disguised and no-one wants to be a social outcast
All about the audience – 2 page 50
1. Writer 1: concern for themselves; gravity of the problem; realism of the
situation
Writer 2: rebellion against parents, teachers, coaches; injustice against
themselves; independence for themselves
Writer 3: disgust against the smells of smoking; mistrust of advertising;
despair of intolerance brought about by the smells of smoking
2. (a) Speaks directly to the audience by using the pronoun ’you’.
(b) Writer 1: a computer slowing down with each download
Writer 2: other people telling you what to do – parents, teachers,
coaches
Writer 3: advertisements for air fresheners and mouthwash
3. Teacher check
All about the text – 2 page 53
1. (a) known facts (b) statistics (c) anecdotal evidence
2. Teacher check.
3. (a)
Chemicals in tar Description
Arsenic well-known poison
Benzene solvent used in petrol extraction
Cadmium toxic metal used to make
batteries
Formaldehyde used to preserve bodies
(b) See original for graph
Fit for life – 2 page 55
1. (a) The author: states his/her professional qualifi cation, recognises that
sport is not for everyone, refers to credible resources and statistics,
writes appropriately for the audience, using examples that are
relevant to them.
(b) The author: encourages the audience to be involved in the
argument by asking them to consider questions, evokes feelings
of concern in the audience, for their health, offers suggestions to
evoke motivation to ’get up and do’, evokes sense of control in
one’s future
(c) The author presents known facts related to health problems
associated with poor diet and fi tness, statistics related to childhood
obesity, reasoned arguments related to the effects of reduced
activity and increased snacking.
2. (a) Teacher check.
Answers may refl ect how the student feels about the way in which
the author speaks to him /her, the appropriateness of the evidence
given in support of the argument, the examples suggested for
keeping fi t, that the author acknowledges that not everyone is
keen on sport.
(b) Teacher check
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