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 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


verbs

4

The Case of the

Missing Robots

Narrative

personal pronouns:

she, he, him, her,

they, them, it

noun groups with

adjectives

5


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


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


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


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


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


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


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


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


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


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.


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.


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


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


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


17

Grammar Rules 3 student book sample/look inside

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