Grammar Rules 3 student book sample/look inside

AWARD- D-WINNI NNING SERIES
3
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
Thank you to Katy Dalgleish for
her Drolley invention on page 62.
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 BOOK3
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 3
Units of work
Student Book 3 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 3 are based around the theme of discoveries and inventions. 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 through
each unit.
Gram m ar Rule s Glossary
A valuable glossary is provided at the end of Student Book 3. 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 3. 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.
2

© Tanya Gibb/Macmillan Education Australia 2016
Grammar Rules! Student Book 3 (ISBN 9781420236590) © Tanya Gibb/Macmillan Education Australia
© Tanya Gibb/Macmillan Education Australia 2016
Grammar Rules! Student Book 3 (ISBN 9781420236590) © Tanya Gibb/Macmillan Education Australia
Grammar Rules! Student Book 3 (ISBN 978 1 4202 3659 0) © Macmillan Education Australia
Pull-Out Writing Log
At the centre of Student Book 3 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.
Create symbols
Type of text
Date
Title
Audience Grammar I used My rating Where to next?
for a rating scale.
and text form
Grammar Rules!
Then each time
Write the Write the title of your eg recount/ Who were you List the main grammar features you used. Record your What grammar could you try next?
you finish a piece date. piece.
letter writing for or to?
rating.
How could you improve your writing?
of writing, record
Does your teacher have any comments?
it in the log.
's Writing Log
My rating scale
Symbol Meaning
I Think
Help!
What is your topic?
What is the purpose of the writing? 2 Draft
Who is the audience?
A good
Gather your ideas.
start.
What type of text and text form will
Organise your ideas.
you use?
Have a go at writing.
I have the
basics
covered.
3 Revise
4 Proofread
I'm
Check your writing for meaning and
beyond
ideas.
Polish your writing.
the
basics.
Have you chosen the best words Check your grammar.
for your topic?
Check your spelling.
Brilliant!
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
Do you need
Ask for help to improve your writing.
some ideas for
Publish your writing.
other text forms
Share your writing.
to try? Look at
Reflect on your writing.
the back page!
© Tanya Gibb/Macmillan Education Australia 2016 i ii iii
iv
I've tried these types of texts and text forms . . .
Narrative (imaginative) Exposition (persuasive)
Story
(argues one side of an issue)
Comic
Debate
Other
Speech
TV advertisement
Recount
Poster
(imaginative or informative)
Other
Letter
Information report
Newspaper article
(informative)
Other
Scientific report
Description
Website
(imaginative or informative)
Other
Poem
Explanation (informative)
Wanted poster
Letter
Reference book
Other
Other
Response (persuasive) Procedure (informative)
Diary
Cookbook
Book review
Instruction manual
Poem
Game rules
Other
Other
Discussion (persuasive)
(presents more than one side
of an issue)
Conversation
TV interview
Dialogue in a story
Other
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, and
any particular
grammar focus
Rule!
Introduces
students to a
new concept
Text sample
Illustrates the grammar focus
at work, in the real context
of a specific type of text
8Unit
5
Rule!
Saying verbs,
fact and
opinion
This film review
is a persuasive text.
It is a response to a
movie. It includes the
writer’s opinion.
Inventing Potato Chips
I saw a really entertaining The customer said they
movie about the invention were fantastic. So that’s how
of potato chips. A chef in potato chips were invented.
a restaurant in America The movie was very funny.
in about 1850 made I enjoyed it.
French fries. A customer
complained that the fries
weren’t thin enough. The
chef kept making them
thinner and thinner but the
customer kept saying they
still weren’t thin enough.
Finally, the chef fried paperthin
slices and sprinkled
them with plenty of salt.
Saying verbs are verbs that show you something is being said.
asked screamed shouted
I Read Inventing Potato Chips. Underline the saying verb in each sentence below.
A customer complained that the fries weren’t thin enough.
The customer said they were fantastic.
2 Use a saying verb from the box to complete each sentence.
stated cheered told asked announced
3 Write a sentence for each saying verb in the box.
whispered
yelled
cried
The customer
that the fries were too thick.
The customer
the chef to try again.
Try it
Reflection
The customer
the chef to make the fries thinner.
yourself!
Write a review as a response to a movie or television
I can do this.
The customer
the fries were perfect.
show. Use thinking and feeling verbs to tell your opinion. I am not sure.
The chef
when the customer was happy.
I need help.
Saying verbs; thinking and feeling verbs; fact and opinion
14 15
Tip!
4
5
Sequenced activities
Each activity focuses
on a specific aspect of
grammar
Response texts use thinking and feeling verbs to represent someone’s
opinion. Personal opinions are not facts.
Write the sentence from Inventing Potato Chips that uses a thinking and feeling verb to tell you
the writer’s opinion.
Colour the face that shows how the writer felt about the movie.
6 Write fact or opinion after each sentence.
I loved the movie.
Potato chips are healthy.
Potato chips are made from potatoes.
Chefs are clever at inventing new recipes.
I like eating in restaurants.
7 Write a fact about your class.
8 Write an opinion about your class.
There are 26 students in my class. My class is the best in the world.
Footer
Lists the full grammar focus covered in the unit
Tip!
Reminds or gives
a special hint
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
Grammar Rules! Teacher Resource Book 3–6
Full teacher support for Student Book 3 is provided by Grammar Rules! Teacher Resource Book 3–6.
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 3
N grammar games and activities N answers for every unit in Student Book 3
N assessment strategies
3

Scope and Sequence
Unit
Unit name/
Type of text
Sentences
and
clauses
This scope and sequence chart is based on the requirements of the Australian Curriculum.
Clause to whole text level
Cohesion: theme,
pronouns, lexical
chains, connectives
Mood and
modality,
language and
vocabulary
Nouns and noun
groups
Word and word group level
Verbs and verb
groups
Adverbs and
prepositional
phrases
1
Museum Visit
Recount
proper and common
nouns
doing verbs;
past tense
2
A Tasty Invention
Recount
sentences
proper and common
nouns
thinking and feeling
verbs
3
Dear Nana and Pop
Response/Email
simple
sentences;
clauses
1st and 2nd person
personal pronouns:
I, me, we, us, you
thinking and feeling
verbs
4
The Case of the
Missing Robots
Narrative
personal pronouns:
she, he, him, her,
they, them, it
noun groups with
adjectives
5
Inventing Potato Chips
Response/Film review
fact and
opinion
saying verbs; thinking
and feeling verbs
6
REVISION
7
My Special Place
Narrative/Poem
phrases
noun groups with
adjectives
prepositional
phrases
8
Nintendo
Information report
personal pronouns technical words proper nouns relating verbs
9
Penicillin
Recount
questions and
statements
time words and
phrases
10
Molly’s Discovery
Narrative
conjunctions
(connectives)
singular and plural
nouns
subject/verb
agreement
11
Search for the Lost
Valley
Narrative
exclamations;
onomatopoeia
adverbs to tell
how
12
REVISION
13
Trampolines
Discussion/Conversation
quoted
speech;
speech
marks
evaluative
words;
apostrophes for
contractions
saying verbs
14
The Thing Inside
Narrative
modality;
emotive words
15
Where to Find the
Hidden Treasure
Procedure/Directions
commands doing verbs prepositional
phrases and
adverbs
16
Wiz Bang 3000
Kitchen Hand!
Advertisement
personal pronouns
emotive words;
modality (modal
verbs, modal
adverbs)
17
Discovery: A New
Species
Description
noun groups; articles;
comparing adjectives
18
REVISION
4

Clause to whole text level
Unit
Unit name/
Sentences Cohesion: theme, Mood and
Type of text and pronouns, lexical modality,
clauses chains, connectives language and
vocabulary
Nouns and noun
groups
Word and word group level
Verbs and verb
groups
Adverbs and
prepositional
phrases
19
Voyagers
Description/Poem
simile; idiom
apostrophes for
possession
20
Everyone Should Recycle
Exposition/Speech
connectives
fact and opinion
21
Professor Snodgrass
Fails Again
Narrative/Comic strip
quoted
speech
stereotypes
22
Dinosaur Found at
Local School
Recount/Newspaper
article
reported
speech
emotive words;
sensationalism
concrete and
abstract nouns
23
The Jacket
Narrative
time words
past, present and
future tense
adverbs and
prepositions
24
REVISION
25
The Best New Invention
Discussion
connectives modality noun groups
26
Breakfast Inventions
Description/Poem
lexical chains metaphor descriptive adjectives
27
Wart, Fester and
Carbuncle Remover
Procedure/Recipe
commands
number adjectives
(quantifiers)
doing verbs
adverbs to tell
how
28
How Does the Alarm
Bed Work?
Explanation
connectives
technical
language;
evaluative
language
nouns
doing verbs
29
How to Use the Drolley
(or Dog Trolley)
Procedure/Instructions
evaluative
language
noun groups;
classifying adjectives
30
REVISION
31
My Home
Narrative/Poem
personal pronouns
evaluative
language
collective nouns
32
Trying to Negotiate
Discussion/Conversation
quoted
speech
synonyms
statements;
questions;
commands;
exclamations
33
Dear Diary
Response/Diary
quoted
speech;
speech
marks
lexical chains;
synonyms
evaluative
language
34
The Invention of
Money
Information report
commas in
noun lists
personal pronouns homophones noun groups;
commas in noun lists
35
REVISION
5

Unit
I
Nouns,
doing verbs
This text
is informative. It
recounts a series of
events.
Museum Visit
Last weekend my mum took me to the National Museum of
Australia in Canberra. We left home at 7 am and drove for
two hours. We arrived before the museum even opened.
I was excited to be able to go inside when it opened at
10 am. I saw lots of interesting exhibits and displays. There
was also a special area for kids. We ate sandwiches and
milkshakes for lunch in the Museum Café. After lunch we
went for a walk beside Lake Burley Griffin. The museum
closed at five o’clock so we finally had to go home.
Rule!
Nouns are words for people, places, animals or things.
Proper nouns are the names of particular people, places, animals or things.
They begin with a capital letter.
Saturday Stephen Tasmanian devil December Hobart
Common nouns are everyday naming words.
day scientist dinosaur month car
I
Read Museum Visit. Write the common nouns used.
people
places
food
2
Write the proper nouns used in Museum Visit.
6
Grammar Rules! Student Book 3 (ISBN 9781420236590) © Tanya Gibb/Macmillan Education Australia

3 Underline six nouns for people, places,
animals or things.
4 Circle the noun in each row.
We parked our car under a tree.
dog skipped ate played
We watched a film about bees.
visited drove saw cat
We sat at a table to eat.
stopped bird climbed watched
Many people visit the museum.
jumped tickled swan said
talked sang wiggled wombat
Rule!
Doing verbs tell the actions that are happening.
Sometimes the way a verb is written lets you know that
the action happened in the past. This is called past tense.
jumped ran made wrote
5 Underline a doing verb in each sentence.
We ate lunch.
Mum drove the car.
Dad worked on his invention.
I built a robot.
We played catch.
6
drive
take
see
eat
close
Write the past tense form for each doing verb.
Hint! You’ll find the answers in Museum Visit.
7
Choose a doing verb from the box to complete each sentence.
visited worked slept swam
We
Ducks
I
Dad
the museum.
on the lake.
well after my big day.
all day.
Try it
yourself!
Write a recount about something that happened to you
last weekend. Use nouns for people, places and things.
Remember to use the past tense forms of the verbs.
Proper and common nouns; doing verbs; past tense
Grammar Rules! Student Book 3 (ISBN 9781420236590) © Tanya Gibb/Macmillan Education Australia
Reflection
I can do this.
I am not sure.
I need help.
7

Unit
2
Nouns,
thinking and
feeling verbs
This text is
informative. It
recounts events in a
time sequence. It uses
thinking and feeling
verbs.
A Tasty Invention
John Montagu invented the first
sandwich in 1762. Montagu loved
playing card games. He hated
to stop playing to eat or even to
sleep. One day he was playing a
card game that had already lasted
24 hours. He was really hungry
so he asked for some slices of
bread and some meat. Other
card players watched him put the
meat in between two slices of bread. He ate with one hand
while he continued to play cards with the other. His friends
named the bread and meat invention a sandwich because
Montagu was the Earl of Sandwich.
I
2
Read A Tasty Invention. Circle the common nouns.
Underline the proper nouns used in A Tasty Invention.
Tip!
Remember
the rule on
page 6.
Tip!
Sentences start with a capital letter and end in
a full stop, question mark or exclamation mark.
3 Rewrite each sentence with correct punctuation.
Hint! Names for months and days of the week are proper nouns.
john montagu lived in england
the earl of sandwich was very rich
uncle jack lives on woodland road
today is friday
my friends are jin and waiyin
8
Grammar Rules! Student Book 3 (ISBN 9781420236590) © Tanya Gibb/Macmillan Education Australia

4
Write common nouns for things you can
eat
play with
draw with
cuddle
Rule!
Thinking and feeling verbs represent mental activities such as loving,
hoping and believing. You can’t see these activities taking place.
think wish like consider
5
Write the thinking and feeling verbs used in A Tasty Invention.
6
Circle the thinking and feeling verbs.
Montagu liked meat.
He hoped the sandwich would taste good.
Montagu loved sandwiches.
I enjoyed my sandwiches.
7
Use each thinking and feeling verb in a sentence.
wonder think believe wish
Try it
yourself!
Ask a family member to recount something you did when
you were a baby. Ask how they felt as they watched
you. Write the recount using thinking and feeling verbs.
Remember that people’s names are proper nouns.
Reflection
I can do this.
I am not sure.
I need help.
Sentences; proper and common nouns; thinking and feeling verbs
Grammar Rules! Student Book 3 (ISBN 9781420236590) © Tanya Gibb/Macmillan Education Australia
9

Unit
3
Clauses,
personal
pronouns
This email is a
response that gives
the writer’s point of
view. It uses personal
pronouns.
Dear Nana and Pop,
I can’t wait until the next school holidays so
I can visit you. Dad says we can come in two
weeks. I am really excited.
Are you excited about seeing us?
Yesterday, Dad told me that archaeologists have
discovered cave art in Australia that was painted
170 000 years ago. I think that is incredible. Do you
think that is amazing? That means that the Aboriginal
people discovered Australia way, way earlier than
most people had thought. I miss you! See you soon.
I LOVE YOU, Hannah
Rule!
Personal pronouns replace nouns for people and things.
Some personal pronouns refer to the writer or speaker of a text.
I me we us
Some personal pronouns address readers or listeners.
you
I
2
Read Dear Nana and Pop. Circle the personal pronouns.
Use each personal pronoun in a sentence.
I me we us you
10
Grammar Rules! Student Book 3 (ISBN 9781420236590) © Tanya Gibb/Macmillan Education Australia

Rule!
A clause is a group of words that contain a verb.
A simple sentence is a single clause. A sentence
begins with a capital letter and ends with a full
stop, question mark or exclamation mark.
3
Tick a column to show whether each group of words is a sentence. Hint! Does it make sense?
Does it have a verb?
Then add a punctuation mark to the end of each group of words that is a sentence.
Sentence
Not a sentence
The finish it hungry dog
The dog ate my homework
Nan and Pop
Dad told me which
Can Mum cook pancakes
4
Write a sentence to answer each question.
How old are you?
Who lives with you?
What is your favourite food?
5
6
Underline three thinking and feeling verbs in Dear Nana and Pop.
Circle the thinking and feeling verbs.
I like cookies.
I love banana smoothies.
I hope I can visit you.
I think I can jump that high.
Try it
yourself!
Write a letter to a friend or relative. Tell them about
something that you are excited about. Use thinking and
feeling verbs and personal pronouns. Make sure your
sentences make sense.
Reflection
I can do this.
I am not sure.
I need help.
Simple sentences; clauses; thinking and feeling verbs; 1st and 2nd person personal pronouns: I, me, we, us, you
Grammar Rules! Student Book 3 (ISBN 9781420236590) © Tanya Gibb/Macmillan Education Australia
11

Unit
4
Personal
pronouns,
adjectives
The Case of the Missing Robots
This is an
imaginative text. It
is the beginning of a
narrative. It uses noun
groups to describe the
characters and set
the scene.
On a peaceful island just off the coast of Australia there lived
a clever inventor. The inventor made robots. The inventor had
lived on the island by himself for many years.
He had nobody to talk to, apart from the robots, but he liked
it that way. A fast boat arrived each month to collect the
finished robots and sell them in Australia.
One day there was a huge explosion outside the robot
factory. The inventor went inside to check on his robots but he
couldn’t find a single one. They had completely disappeared.
Rule!
Some personal pronouns are used to refer to people being spoken about.
she he him her they them
The personal pronouns it, they and them can refer to animals, things or places.
I
Read The Case of the Missing Robots. Circle the personal pronouns.
What noun does he refer to?
What noun do they and them refer to?
2
Complete each sentence using a personal pronoun from the box.
he she they them
went to find his robots.
He couldn’t find .
were missing.
is a female chimpanzee.
12
Grammar Rules! Student Book 3 (ISBN 9781420236590) © Tanya Gibb/Macmillan Education Australia

3
Complete each sentence. Use the personal pronouns from the box.
it it it he them they
The island is off the coast.
is a beautiful place.
The inventor likes robots. invents .
The explosion was outside the factory.
was very loud.
A fast boat collects the robots.
arrives each month.
The robots had vanished.
were nowhere to be seen.
Rule!
A noun group is a group of words with a noun. The other words in the
noun group tell more about the noun.
the clever inventor
Adjectives are words in a noun group that describe the noun.
the clever inventor
4
Underline four adjectives in The Case of the Missing Robots.
5 Form noun groups. Add a noun from The Case 6 Draw lines to link each adjective to a noun.
of the Missing Robots to each adjective.
happy ghost
clever
angry
pirate
peaceful
scary
smile
huge
ferocious voice
fast
whiny
frown
7
Write an interesting adjective to describe each noun.
cat
gorilla
boat
piglet
scientist
baby
Try it
yourself!
Finish the narrative The Case of the Missing Robots. Why
had the robots disappeared? Use pronouns to refer to the
robots. Use adjectives to describe people, places, animals
and things.
Noun groups with adjectives; personal pronouns: she, he, him, her, they, them, it
Grammar Rules! Student Book 3 (ISBN 9781420236590) © Tanya Gibb/Macmillan Education Australia
Reflection
I can do this.
I am not sure.
I need help.
13

Unit
5
Saying verbs,
fact and
opinion
This film review
is a persuasive text.
It is a response to a
movie. It includes the
writer’s opinion.
Inventing Potato Chips
I saw a really entertaining
movie about the invention
of potato chips. A chef in
a restaurant in America
in about 1850 made
French fries. A customer
complained that the fries
weren’t thin enough. The
chef kept making them
thinner and thinner but the
customer kept saying they
still weren’t thin enough.
Finally, the chef fried paperthin
slices and sprinkled
them with plenty of salt.
The customer said they
were fantastic. So that’s how
potato chips were invented.
The movie was very funny.
I enjoyed it.
Rule!
Saying verbs are verbs that show you something is being said.
asked screamed shouted
I
Read Inventing Potato Chips. Underline the saying verb in each sentence below.
A customer complained that the fries weren’t thin enough.
The customer said they were fantastic.
2
Use a saying verb from the box to complete each sentence.
stated cheered told asked announced
The customer
The customer
The customer
The customer
The chef
14
that the fries were too thick.
the chef to try again.
the chef to make the fries thinner.
the fries were perfect.
when the customer was happy.
Grammar Rules! Student Book 3 (ISBN 9781420236590) © Tanya Gibb/Macmillan Education Australia

3
Write a sentence for each saying verb in the box.
whispered
yelled
cried
Tip!
Response texts use thinking and feeling verbs to represent someone’s
opinion. Personal opinions are not facts.
4
Write the sentence from Inventing Potato Chips that uses a thinking and feeling verb to tell you
the writer’s opinion.
5
Colour the face that shows how the writer felt about the movie.
6
Write fact or opinion after each sentence.
I loved the movie.
Potato chips are healthy.
Potato chips are made from potatoes.
Chefs are clever at inventing new recipes.
I like eating in restaurants.
7 Write a fact about your class.
8 Write an opinion about your class.
There are 26 students in my class.
My class is the best in the world.
Try it
yourself!
Write a review as a response to a movie or television
show. Use thinking and feeling verbs to tell your opinion.
Reflection
I can do this.
I am not sure.
I need help.
Saying verbs; thinking and feeling verbs; fact and opinion
Grammar Rules! Student Book 3 (ISBN 9781420236590) © Tanya Gibb/Macmillan Education Australia
15

Unit
6
Revision
I
Rewrite each sentence with correct punctuation.
aunty flo lives in darwin
today is wednesday
school holidays start in april
2
Write eight common nouns for things in your classroom.
3
Underline the doing verbs in the box.
jumped house science island invented cooked
4
Write a sentence to say what each animal did.
5 Unscramble each thinking and feeling verb.
ovedl tedha beedliev
pohed shiwde eedend
16
Grammar Rules! Student Book 3 (ISBN 9781420236590) © Tanya Gibb/Macmillan Education Australia

6
Complete each sentence with a personal pronoun from the box.
we us they them
Give
their books.
can come with us.
enjoy watching movies together.
Will you watch the movie with ?
7
Unjumble the words to make sentences. Put a full stop, exclamation mark or question mark at the
end. Use a capital letter at the beginning of each sentence.
potato tasty I think chips are
pancakes I love for breakfast to eat
going you the are to watch movie
away go
8
Form noun groups. Draw a line to link an
adjective to each noun.
cute
sore
bossy
old
island
king
dog
knee
9 Write fact or opinion after each sentence.
Computers are machines.
All sharks are scary.
I love broccoli.
Magpies are birds.
beautiful
kitten
IO
Complete each sentence with a saying verb.
The tourist
The chef
The scientist
The team
at the bear.
to the customer.
about her discovery.
when they won.
Revision
Grammar Rules! Student Book 3 (ISBN 9781420236590) © Tanya Gibb/Macmillan Education Australia
17