20895 ACE Language (Yr 6) Structures and Language Features
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Text structure<br />
<strong>and</strong> organisation<br />
Underst<strong>and</strong> how authors often innovate on text structures <strong>and</strong><br />
play with language features to achieve particular aesthetic,<br />
humorous <strong>and</strong> persuasive purposes <strong>and</strong> effects (<strong>ACE</strong>LA1518)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012<br />
Answers<br />
4. Answers will vary. Teacher check<br />
There are monsters … .....................................page 25<br />
1. (a) to persuade<br />
(b)–(f) Answers will vary. Teacher check<br />
2. (a) Answers may include: they are roaring monsters, their sails are<br />
arms; they are whirling, dancing swordsmen, their sails are deadly,<br />
fl ashing lances; they are breathing; they are organised in battle<br />
lines.<br />
(b)–(d) Answers will vary. Teacher check<br />
Humorous language – 1 ..................................page 28<br />
1. (a) cats <strong>and</strong> dogs<br />
(b) bat/mole<br />
(c) ice/stone<br />
(d) log/baby<br />
(e) dog<br />
(f) feather<br />
(g) snail<br />
(h) angel<br />
2. Teacher check<br />
3. (a) gold/He is very brave.<br />
(b) his life/He loved her very much.<br />
(c) for joy/They were extremely happy.<br />
(d) in dough/They were very rich.<br />
(e) up their socks/They had to work harder.<br />
(f) <strong>and</strong> dogs/It rained heavily.<br />
4. Teacher check<br />
Humorous language – 2 ..................................page 29<br />
1.–2. Teacher check<br />
A visit to Dr Paul White ...................................page 31<br />
1. (a) The orientation is in the third paragraph <strong>and</strong> includes when<br />
(Today), who (Simon) <strong>and</strong> where (to the dentist’s [offi ce]).<br />
(b) The author has commenced the text with a description of Simon’s<br />
character, including his bravery when facing ordeals. Answers will<br />
vary about why; it may be to introduce a different ordeal.<br />
2. All parts of narrative text structure should be ticked.<br />
3. All language features should be ticked.<br />
4. (a) ’caused panic to erupt in Simon’s intrepid body’ (b) ’the odour of<br />
smelly garlic covered the nearest person; it stung your eyes until<br />
they watered, <strong>and</strong> stole your breath away until you wanted to gag’<br />
5. Answers will vary but may be similar to the following: You can<br />
underst<strong>and</strong> why Simon wanted to avoid visiting the dentist if the smell<br />
of garlic directly in your face was so bad.<br />
The skateboard lesson – 3 ...............................page 34<br />
1. (a) The orientation begins in the fi fth paragraph <strong>and</strong> includes<br />
who (Tess, Mum, Dad, Tess’s brothers) <strong>and</strong> when (One Sunday<br />
afternoon).<br />
(b) Including the four short paragraphs before the orientation sets up<br />
the situation for the main events to follow. It gives background<br />
information for the main focus of the narrative. It gains reader<br />
interest by using the non-st<strong>and</strong>ard orientation format.<br />
2. The complication is found in the fi rst paragraph. Tess really wanted a<br />
skateboard like her friends at school <strong>and</strong> her parents weren’t willing to<br />
give her one.<br />
3. One event leads to other events causing a ’ripple’ effect.<br />
4. Answers will vary according to student opinion. The complication<br />
may not be very obvious. Students may decide that the complication<br />
is not resolved because Tess does not convince her parents to get a<br />
skateboard for her. Tess’s aim was to show her parents how competent<br />
she was on a skateboard <strong>and</strong> this did not happen.<br />
5. Answers will vary. It is obvious that Tess realises that she needs to<br />
practise more before she gets her own skateboard. However, she has<br />
not changed her parents’ minds about getting one.<br />
6. Teacher check<br />
The skateboard lesson – 4 ...............................page 35<br />
1. (a) Teacher check. Answers may include: ordered, pushed, watched,<br />
fl ew, hissed, refused, seen, stated, mumbled, paid<br />
(b) Despite (Para. 1), the second ’<strong>and</strong>’ (para. 2), as (para. 9), <strong>and</strong><br />
(para. 10), meanwhile (para. 11), while (para. 11), As (para. 13), as<br />
horrifi ed faces (para. 14)<br />
2. like a speeding bullet, like a sticky pool of blood, like a puppet on a<br />
string<br />
3. (a) bruised <strong>and</strong> bloodied<br />
(b) escaping<br />
4. Answers may include: immense horror, Her white face deepened to<br />
beetroot red, unable to burrow into the ground, her shoulders slumped<br />
as if she could pull her body inside itself <strong>and</strong> disappear for good.<br />
5. (a) fl ying up <strong>and</strong> down the roads, skate all over the footpath <strong>and</strong> bowl<br />
over nearly every pedestrian in sight<br />
(b) They could almost see steam emerging from the ears of the<br />
combatants.<br />
(c) ’I’ll die if I don’t get a skateboard. All the cool kids have one!’<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 6)<br />
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