Grammar Rules 2 student book sample/look inside

AWARD- D-WINNI NNING SERIES

2

Second edition

Tanya Gibb

Grammar in the real world

Contents

Note to Teachers and Parents....................................... 2

Scope and Sequence...................................................... 4

Units 1–35..................................................................... 6

Grammar Rules – a glossary and index....................... 76

Writing Log...................................centre pull-out pages

This edition published in 2021 by

Matilda Education Australia, an imprint

of Meanwhile Education Pty Ltd

Level 1/274 Brunswick St

Fitzroy, Victoria Australia 3065

T: 1300 277 235

E: customersupport@matildaed.com.au

www.matildaeducation.com.au

First edition published in 2008 by Macmillan Science and Education Australia Pty Ltd

Copyright © Tanya Gibb/Macmillan Education Australia 2016

All rights reserved.

Except under the conditions described in the Copyright Act 1968 of Australia and subsequent

amendments, no part of this publication may be reproduced, stored in a retrieval system, or transmitted

in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the

prior written permission of the copyright owner.

Educational institutions copying any part of this book for educational purposes under the Act must be

covered by a Copyright Agency Limited (CAL) licence for educational institutions and must have given a

remuneration notice to CAL. Licence restrictions must be adhered to. Any copies must be photocopies

only, and they must not be hired out or sold. For details of the CAL licence contact: Copyright Agency

Limited, Level 11, 66 Goulburn Street, Sydney, NSW 2000. Telephone: (02) 9394 7600.

Facsimile: (02) 9394 7601. Email: info@copyright.com.au

Publisher: First edition Sharon Dalgleish

Designers: Trish Hayes and Stephen Michael King

Illustrator: Stephen Michael King

Printed in Singapore by Markono Print Media Pte Ltd

1 2 3 4 5 6 7 25 24 23 22 21 20

Supports the English curriculum

Student Book Foundation 1 2 3 4 5 6

Australian Curriculum F 1 2 3 4 5 6

NSW Syllabus Early Stage 1 Stage 1 Stage 2 Stage 3

New Zealand Curriculum 1 2 3 4 5 6 7

Second edition

Tanya Gibb

STUDENT BOOK2

Grammar in the real world

Name:

Class:

Grammar Rules!

Grammar Rules! comprehensively meets the requirements of the Australian Curriculum English. The scope and

sequence outlined on pages 4–5 integrates Language, Literature and Literacy to develop students’ knowledge,

understanding and skills in listening, reading, viewing, speaking and representing.

Grammar Rules! also supports the New Zealand English Curriculum strands: Listening, Reading and Viewing; and

Speaking, Writing and Presenting. Students will use processes and strategies to develop knowledge, skills and

understandings, related to purposes and audiences, ideas, language features and structure.

Grammar can be defined as the way language is organised to make meaning. Knowledge of the grammatical

features that make language use more effective is vital for all students. They need an understanding of grammar to

be able to make appropriate choices to get their message across in speaking and writing (creating texts); and they

need to know how to analyse the language used by others when they are listening and reading (interpreting texts).

Grammatical knowledge will assist students to become analytical, critical and evaluative language users.

Grammar Rules! shows students how grammatical structures and features function in texts to achieve meaning, from

the contextual level of the whole text down to sentence level and to the level of words and word parts. The series

explains appropriate grammatical structures for particular types of texts, language functions and social purposes. The

second edition of the Grammar Rules! program also incorporates elements of self-assessment. A simple reflection

activity allows students to assess their own progress and provides you with a starting point for discussion.

Student Book 2

Units of work

Student Book 2 contains 35 weekly units of work presented in a conceptually sound scope and sequence. The

intention is for students to work through the units in the sequence in which they are presented. See the

Scope and Sequence Chart on pages 4–5 for more information. There are also regular Revision Units that

can be used for consolidation or assessment purposes.

The sample texts in Student Book 2 are based around the theme of animals. The subject matter of the sample

texts is not tied to any particular content across other curriculum areas. This allows teachers and students

to focus on the way language is structured according to purpose and audience. Students can then use this

knowledge to evaluate, respond to and create texts in other learning areas. The concepts in the sample texts

link well with the Cross-Curriculum Priority of Sustainability, as well the General Capabilities of Critical and

Creative Thinking, Personal and Social Capability, Ethical Understanding and Intercultural Understanding, as

described in the Australian Curriculum.

Icons

Note to teachers and parents

Try it

yourself!

Encourages students to create texts of their own to demonstrate their understanding of the

grammatical concepts taught in the unit. These activities focus on written language; however,

many also provide opportunities for using spoken language to engage with others, make

presentations and develop skills in using ICT.

Rule!

Tip!

Highlights useful grammatical rules and concepts. The rule is always

introduced the first time students need it to complete an activity.

Tells students that a special hint is provided for an activity. It might

be a tip about language functions, or a reminder to look at a rule

in a previous unit.

Reflection

I can do this.

I am not sure.

I need help.

Allows students

to assess their

progress across

each unit.

2

Grammar Rules Glossary

A valuable glossary is provided at the end of Student Book 2. Teachers and students can use this as a

straightforward dictionary of grammar terminology, or as a summary of important grammar rules used in

Student Book 2. Page references are also given for the point in the book where the rule was first introduced,

so that students can go back to that unit if they need more information or further revision of the rule.

© Tanya Gibb/Macmillan Education Australia 2016

Grammar Rules! Student Book 2 (ISBN 9781420236507) © Tanya Gibb/Macmillan Education Australia




Pull-Out Writing Log

At the centre of Student Book 2 is a practical pull-out Writing Log so that students can directly relate the

grammar they learn back to their own writing. Students could store the Writing Log in their writing folders,

and use it to keep track of the grammar, language functions and types of texts they use. The Writing Log also

includes a handy reminder of the writing process, as well as a checklist of types of texts and text forms for

students to try.

Grammar Rules!

's Writing Log

I Think

What is your topic?

What is the purpose of the writing? 2 Draft

Who is the audience?

Gather your ideas.

What type of text and text form will

Organise your ideas.

you use?

Have a go at writing.

3 Revise

4 Proofread

Check your writing for meaning and

ideas.

Polish your writing.

Have you chosen the best words Check your grammar.

for your topic?

Check your spelling.

Does the structure match the

Check your punctuation.

type of text you chose?

Read your writing to a partner.

Read your writing to your teacher.

5 Publish

Ask for help to improve your writing.

Publish your writing.

Share your writing.

Reflect on your writing.

Each time you

finish a piece

of writing,

record it in

the log. Give

it a rating.

Rating scale

A good start

Doing well

Brilliant!

Do you need

some ideas for

other text forms

to try? Look at

the back page!

Date

Write the

date.

Title

Write the title of your

writing.

Type of text

Audience Grammar I used My rating Where to next?

and text form

eg recount/ Who were you List the main grammar features you used. Record your What would you like to try next?

letter writing for or to?

rating. Does your teacher have any comments?

I've tried these types of texts and text forms . . .

Narrative (imaginative) Explanation (informative)

Story

Reference book

Comic

Other

Other

Exposition (persuasive)

Recount

(argues one side of an issue)

(imaginative or informative)

Speech

Letter

TV advertisement

Newspaper article

Poster

Other

Other

Description

Discussion (persuasive)

(imaginative or informative) (presents more than one side

Poem

of an issue)

Wanted poster

Conversation

Letter

TV debate

Other

Dialogue in a story

Other

Information report

(informative)

Response (persuasive)

Scientific report

Diary

Website

Book review

Other

Poem

Other

Procedure (informative)

Cookbook

Instruction manual

Game rules

Other

i

ii

© Tanya Gibb/Macmillan Education Australia 2016 iii iv

Unit At A Glance

Unit tag

States the main

grammar focus

Type of text

Highlights the

type of text and

purpose of the

sample text

Tip!

Reminds or gives

a special hint

Text sample

Illustrates the grammar focus

at work, in the real context

of a specific type of text

Sequenced activities

Each activity focuses

on a specific aspect of

grammar

8Unit

Phrases

Write the connective used three times in Ringtail Possum. It adds information.

Ringtail Possums

3

29

A phrase is a group of words that go together.

Rule!

This text is

Phrases can start with prepositions.

informative. It is

Phrases can tell where: in the garden

The western ringtail possum is a

an information

Phrases can tell when: before dinner

marsupial of Western Australia.

report about

4 In Ringtail Possums, underline the phrases that start with prepositions.

ringtail possums. It lives high in the forest canopy of peppermint

5 Write prepositional phrases from Ringtail Possums in the correct boxes.

trees. It lives with its family. It sleeps during the

tells when

tells where

day and is active at night.

Its fur is grey or brown with a white underbelly.

It has a ring of black fur around its eyes. It has a

long tail with a white tip. It uses its tail to climb

trees and to carry nesting material. Adult ringtail

Complete each sentence with a phrase

possums only weigh one kilogram.

6

that tells where.

It is threatened in the wild by cats, dogs, foxes and

The possum crawled .

cars. It is also threatened by loss of habitat.

The lion prowled .

The hippo sank .

I Read Ringtail Possums. Circle fourteen prepositions.

Remember the

2 Add a preposition from the box to complete each

Write a noun group after the preposition to create a phrase to tell when.

Tip!

7

prepositions

sentence.

rule on page 47.

I went before .

with at in during by inside

I went after .

Look

that huge peppermint tree.

I went during .

The possum nest is

the hollow of the tree.

Try it

Reflection

Possum nests are lined

leaves.

yourself! Find out about an animal of your choice. Write an

I can do this.

information report. Use phrases to tell where it

Sit

the tree.

lives, what it looks like, what it does and so on. I am not sure.

Keep cats the house the night.

I need help.

Phrases; prepositions and prepositional phrases to tell where and when; connectives; noun groups

62 63

Footer

Lists the full grammar focus covered in the unit

Rule!

Introduces students to

a new concept

Try it yourself!

Gives students the

opportunity to apply

grammar in the context of

their own texts using the

sample texts as models.

Provides opportunities

for planning, drafting and

editing texts using software

and word processing

programs to publish them

Reflection

Allows students to assess

their progress through

each activity

Grammar Rules! Teacher Resource Book 1-2

Full teacher support for Student Book 2 is provided by Grammar Rules! Teacher Resource Book 1–2.

Here you will find valuable background information about grammar, along with practical resources, such as:

N strategies for teaching grammar N teaching tips for every unit in Student Book 2

N grammar games and activities N answers for every unit in Student Book 2

N assessment strategies

3

Scope and Sequence

This scope and sequence chart is based on the requirements of the Australian Curriculum.

Clause to whole text level

Unit name/

Unit Sentences Cohesion: theme, Mood and

Type of text and pronouns, modality,

clauses lexical chains,

connectives

language and

vocabulary

Nouns and noun

groups

Word and word group level

Verbs and verb

groups

Adverbs and

prepositional

phrases

1

Life Cycle of a Bird

Explanation/Cycle

diagram

common nouns

2

Come to My Party!

Information report/

Invitation

proper nouns;

common nouns

3

Move It!

Description/Poem

common nouns;

proper nouns

doing verbs

4

Sloths

Information report

sentences;

full stops and

capital letters

common nouns;

proper nouns

doing verbs

5

Flies

Information report/

Conversation

quoted

speech;

speech marks

proper nouns

saying verbs; doing

verbs

6

REVISION

7

Children’s Python

Description

sentences

describing adjectives;

common nouns;

proper nouns

doing verbs

8

The Best Pet

Exposition

antonyms

common nouns;

describing adjectives

thinking and feeling

verbs; doing verbs

9

Dear Gran and Pa

Recount/Letter

quoted

speech

connectives nouns verbs

10

Bee

Information report/

Diagram

sentences common nouns being and having

verbs

11

Freddy and His Egg

Narrative

synonyms;

antonyms

onomatopoeia nouns; adjectives doing verbs; thinking

and feeling verbs

12

REVISION

13

The Secret Ingredient

Procedure/Instructions

quoted

speech;

speech marks

commands common nouns doing verbs

14

Lost Dog

Information report/

Map

quoted

speech

compound

words;

commands

adjectives

doing verbs

15

A Loony Cat

Description

personal pronouns

compound

words

common nouns

doing verbs; saying

verbs

16

How

Description/Poem

sentences

singular and plural

nouns

verbs

adverbs to tell

how

17

Hypnotic

Response/Art review

personal pronouns

adjectives; common

nouns

18

REVISION

4

Clause to whole text level

Unit

Unit name/

Sentences Cohesion: theme, Mood and

Type of text and pronouns, modality,

clauses lexical chains,

connectives

language and

vocabulary

Nouns and noun

groups

Word and word group level

Verbs and verb

groups

Adverbs and

prepositional

phrases

19

Giant Pandas

Response

noun groups; nouns;

adjectives

20

Wildlife Carer

Interview/Questions

and answers

questions;

statements;

fact and

opinion

21

Where’s My Mum?

Narrative

fact and

opinion

common nouns

prepositions to

tell where

22

Along Came a Spider

Narrative

quoted

speech;

sentences

personal pronouns

exclamations;

questions

nouns; adjectives

23

24

Llamas for Sale!

Advertisement

connectives emotive words noun groups

REVISION

25

Zoos

Discussion

reported

and quoted

speech;

paragraphs

connectives

point of view

26

How Do Baby

Penguins Eat?

Explanation

questions

noun groups

27

Reptile Encounter

Recount

connectives contractions noun groups adverbs to tell

when

28

‘Talk to the Animals’

Potion

Procedure/Recipe

commands;

alliteration;

rhyme; emotive

words

doing verbs

29

30

Ringtail Possums

Information report

phrases connectives noun groups prepositions and

prepositional

phrases to tell

where and

when

REVISION

31

Corroboree Frogs

Information report

lexical chains noun groups being and having

verbs

prepositional

phrases to tell

where

32

The Chimp and the

Crocodile

Narrative/Fable

noun groups;

proper nouns

verb tense; past

tense verbs

33

How to Look After a

Tarantula

Procedure/Instructions

sentences commands plural nouns;

common nouns;

proper nouns

verbs

34

35

How Sea Animals

Breathe

Explanation

sentences connectives doing verbs

REVISION

5

Unit

I

Common

nouns

Life Cycle of a Bird

This cycle

diagram is

informative. It is

an explanation.

1

6

2

5

3

4

I

Write the labels on the diagram. Make sure they are in the correct order to explain the

life cycle.

The parent bird feeds the baby bird. A chick grows inside the egg.

The mother bird lays an egg.

The chick cracks out of the egg.

The young bird flies out of the nest.

The parent birds build a nest.

6


Rule!

Nouns are words for people, places, animals and things.

Common nouns are everyday naming words.

sun flower holiday bird sea

2

Write four common nouns used in Life Cycle of a Bird.

3

Circle the common noun on each line.

4

Draw lines to connect the common nouns.

run nest eat chew

worm my your us

in on at tree

nice pretty bird ugly

bird

worm

tree

rain

branch

water

nest

dirt

5

Use a common noun from the box to complete each sentence.

nest feathers mother emu eggs

The bird laid three .

The

The

was in the tree.

fed the baby.

Birds have .

An

can’t fly.

Try it

yourself!

Choose an animal. It might be one that lays eggs,

such as a crocodile, a platypus or a dinosaur. Find

out about the animal’s life cycle. Draw a cycle

diagram to explain each stage in the cycle. Label

your diagram.

Reflection

I can do this.

I am not sure.

I need help.

Common nouns


7

Unit

2

Proper

nouns

This invitation

is informative.

It tells about a

birthday party.

Dear

Come to My Party!

Tim,

Help celebrate Marcella’s 8th birthday!

Where: 36 Rose Court, Mainlands

When: 16 th February

Time: 2 pm–4 pm

Dress: Dress up as your favourite animal.

RSVP:

14 th February

PLEASE CALL 0425 762 76.

I

Read Come to My Party! Write three common nouns for the names of your favourite

party foods.

2

Write a common noun for the animal you would dress as for an ‘animal’ party.

3

Write the common noun for the gift you would choose for Marcella.

4

Write the names of two games you can play at parties.

Rule!

Proper nouns are the names of particular people, places,

animals or things. They begin with a capital letter.

Saturday Jack March Australia

5

Underline the proper nouns in Come to My Party!

8


6

Write a proper noun for each day of the week.

7

Write the proper noun for the month of your birthday.

8

Write the proper nouns for the names of three people you would invite to a party.

9

Underline the proper nouns.

Maria and Paul saw the birds building their nest last Wednesday.

I invited Luca to play with my new puppy, Pixie, next Tuesday.

My teacher, Ms Bruin, is having a baby in May.

The name of my school is Big Valley State School.

IO Rewrite each sentence. Use capital letters for the proper nouns.

On friday I am going to play at kimi’s house after school.

I think roger named his new goldfish pickle.

II

I2

Write the proper noun for your teacher’s name.

Write the proper noun for your principal’s name.

Try it

yourself!

Imagine you are having a party. Make your own

party invitation. Use capital letters for the proper

nouns, including your address. Will children wear

fancy dress to your party? Decorate the invitation.

Reflection

I can do this.

I am not sure.

I need help.

Proper nouns; common nouns


9

Unit

3

Doing verbs

This imaginative

poem is a

description. It

describes the way

animals move.

Move It!

Frogs leap,

hop, jump, swim.

Crocodiles watch,

crawl, dive, roll.

Owls swoop,

fly, soar, glide.

Snakes slither,

slide, curl, sleep.

I

2

Read Move It! Circle the common nouns for animals.

Think of a proper noun to name each animal. Make the name start with the same letter

as the animal. For example, you might say Mickey monkey

F frog C crocodile

O owl S snake

3

Write four common nouns for other animals that swim.

4

Write four common nouns for other animals that jump.

Rule!

Doing verbs tell the actions.

play push pull

5

Underline the doing verbs in Move It!

10


6

Draw a line to match a common noun with a doing verb.

a horse

a camel

a monkey

a shark

a fly

hovers

gallops

prowls

swings

lopes

7

Write the four doing verbs from Move It! that tell ways you can move.

8

Write a doing verb to tell how each animal moves.

worm

lion

elephant

flea

eagle

zebra

mouse

bear

9

Circle the three doing verbs that describe your best moves.

running dancing jumping creeping spying hiding tickling

hopping

throwing

IO

Circle the doing verbs for what the wombat is doing.

claws digging burrowing swimming hole dirt mound tunnelling

Try it

yourself!

Write a poem of your own to describe animal

movements.

Use doing verbs. Read your poem to the class.

Reflection

I can do this.

I am not sure.

I need help.

Doing verbs; common nouns; proper nouns


11

Unit

4

Sentences

Sloths

Sloths are mammals. They live in South America.

This is an

informative text. It

is an information

report about sloths.

Sloths have mostly brown fur. Sloths mainly eat

leaves but sometimes they eat insects and lizards.

Sloths are eaten by jaguars. Sloths sleep for at least

fifteen hours every day. They spend a lot of time

lying around in trees where they are hidden from

view. When they are on the ground they walk very,

very slowly. In fact, sloths are probably the slowest

animals on earth.

I

Read Sloths. Write the proper noun for the place where sloths live.

2

Write five common nouns used in Sloths.

3

Underline three doing verbs in Sloths for things sloths do.

Rule!

A sentence is a group of words that makes sense on its own.

It must include at least one verb. A sentence starts with a

capital letter. It ends with a full stop.

4

Use a doing verb from the box to complete each sentence.

sleep eat walk hide climb

Sloths leaves. Sloths trees.

Sloths slowly. Sloths from jaguars.

12

Sloths

most of the day.


5

Use a common noun from the box to complete each sentence.

giraffes elephants koalas jaguars sloths

eat sloths.

reach tall trees.

swing their trunks.

move slowly.

eat gumleaves.

6

Write the words in the correct order to form sentences. Use a capital letter to start each

sentence. Use a full stop at the end.

on the branch the sloth sleeps

hugs a mother sloth its baby

the jaguar dinner hunts for

run sloths cannot

Try it

yourself!

Choose an animal. Write an information report

about the animal. Tell where it lives, what it looks

like, what it eats and how it moves.

Reflection

I can do this.

I am not sure.

I need help.

Sentences; full stops; capital letters; doing verbs; common nouns; proper nouns


13

Unit

5

Saying

verbs

This text is

informative and

persuasive. It is

a conversation.

Flies

“Flies have disgusting habits,”

announced Jessica.

“I agree,” said Bob. “They eat

anything, even animal droppings.”

“Yes,” replied Jessica. “They stand anywhere

they like, including on your food. They have

hairs on their legs, which pick up germs and

bits of other disgusting things.”

“Yes, gross. Flies also vomit all the time and

they vomit onto your food when they land on

it. Erk!” stated Bob.

Rule!

Saying verbs are verbs that show you something is being said.

called yelled whispered

I

2

Read Flies. Underline the four saying verbs in Flies.

Write a saying verb from the box for each animal.

honked meowed squeaked barked quacked

The mouse .

The dog .

The duck .

The cat .

The goose .

14


Rule!

Quoted speech is the actual speech someone says.

It is written inside speech marks.

“Shoo fly!” shouted Meena.

3

4

In Flies, circle what Bob actually says. Use a different colour to circle what Jessica says.

Work with a partner. Read out loud what Bob and Jessica say.

Add speech marks where they belong.

I don’t like flies said Hasan.

Me neither replied Julie.

5

What are the children saying? Write it inside the speech marks.

I just

swallowed

a fly!

That’s

gross!

“ ” gulped Bob.

“ ” yelled Jessica.

6

7

Underline four doing verbs in Flies for what flies do.

Write two proper nouns used in Flies.

Try it

yourself!

Write a conversation between two people.

Write their quoted speech inside speech marks.

Use saying verbs to show that something is

being said.

Reflection

I can do this.

I am not sure.

I need help.

Saying verbs; quoted speech; speech marks; doing verbs; proper nouns


15

Unit

6

Revision

I

The larva then goes into its pupa stage.

Write the labels on the diagram. Put them in the correct order to explain the life cycle.

The egg hatches into a larva.

The larva grows.

1

Life Cycle of a Beetle

An egg is laid.

The adult emerges.

5

2

4

3

2

Write four common nouns from the life cycle of the beetle.

3

Circle the common nouns in each sentence. Underline the proper nouns.

16

Louie’s hamster ran away.

The mouse in Mr Augustine’s pet shop had babies.

Possums live in the roof of Cate’s house.

“Beetles have six legs,” stated Ms Holliday.


4

Rewrite each sentence. Use capital letters, full stops and speech marks.

next tuesday I am going on an excursion to the zoo, said dean

mona patted a koala yelled sebastian

5

Draw a line to match a common noun with a doing verb.

a puppy scurries

a frog

a goat

a penguin

a cockroach

chews

waddles

climbs

hops

6

Write the words in the correct order to form sentences. Use a capital letter to start each

sentence. Use a full stop at the end of each sentence.

pond the croak in frogs

sloths jaguars eat

brown have sloths fur

7

Write a saying verb from the box for each animal.

bray roar buzz purr trumpet honk neigh gobble

turkeys donkeys lions

geese elephants horses

bees

cats

Revision


17

Grammar Rules 2 student book sample/look inside

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