6280pr english wb e contents.indd 1 14/06/13 3:07 pm units/tew_e.pdf · structure of a report ........

6280PR English WB E Contents.indd 1 14/06/13 3:07 PM

Prim-Ed Publishing – www.prim-ed.com The English workbook iii

Introduction

Contents

Procedure – 1 Treating burns and scalds Pages 1–18

Recount – 1 Dog saves friend Pages 19–33

AnalysisPages 1–3

Text ......................................... 1Speaking and listening .......... 2Structure of a procedure ....... 3

AnalysisPages 19–21

Text ....................................... 19Speaking and listening ...19–20Structure of a recount ... 20–21

Working with textPages 4–8

Reading ............................... 4–5Vocabulary .............................. 6Spelling ............................... 7–8 Syllables ........................... 7 Suffixes ........................ 7–8

Working with textPages 21–25

Reading ........................... 21–22Vocabulary ...................... 22–23Spelling ........................... 24–25 Long and short vowel sounds ........... 24–25 Representing vowel sounds ................. 25

Language featuresPages 9–12

Verbs ................................. 9–12 Command verbs ............. 10 Tense ...............................11 Descriptive verbs ............ 12

Language featuresPages 26–28

Nouns ................................... 26Proper nouns ........................ 26Recognising nouns ........ 26–27Conjunctions .................. 27–28

WritingPages 13–16

Review procedures .............. 13Activities ............................... 14Writing a procedure ............. 15Editing and proofreading .... 16

WritingPages 29–31

Activities ............................... 29Writing a recount ................. 30Editing and proofreading .... 31

EvaluationPages 17–18

Test your knowledge ......17–18 EvaluationPages 32–33

Test your knowledge ..... 32–33

This workbook is all about procedures, recounts, expositions, narratives and reports. These are called writing formats. There are two units of work based on each format.Completing the exercises in your workbook will help you to understand the five different formats and to learn how to plan and write them yourself.You will be:• discussingandworkingoutthestructureofeachformat• checkingthatyouunderstandthetextbydoingsomecomprehension

exercises• workingtoimproveyourvocabulary,spelling,punctuationand

grammar• practisingdifferentwritingskills• learninghowtocheckyourwritingbyeditingandproofreading• checkinghowmuchyouhavelearnedbydoingatestattheendof

each unit.

Remember: Good writers need to think about, plan and review their writing; it doesn’t just happen.

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Exposition – 1 Sports prefect Pages 34–49

Narrative – 1 Home alone Pages 50–69

AnalysisPages 34–35

Text ....................................... 34Speaking and listening .. 34–35Structure of an exposition .. 35

AnalysisPages 50–52

Text ....................................... 50Speaking and listening ........ 51Structure of a narrative .. 51–52

Working with textPages 36–41

Reading ........................... 36–37Vocabulary ...................... 38–39Spelling ........................... 40–41 Homophones ............ 40–41 Contractions ................... 41

Working with textPages 52–57

Reading ........................... 52–53Vocabulary ...................... 54–55Spelling ........................... 55–57 Syllables ................... 56–57

Language featuresPages 42–44

Punctuation .................... 42–44 Question marks .............. 42 Commas ......................... 43 Apostrophes for ownership ................. 43–44

Language featuresPages 58–61

Adjectives ....................... 58–60Synonyms ............................ 58Commas ......................... 60–61

WritingPages 44–47

Activities ......................... 44–45Writing an exposition .......... 46Editing and proofreading .... 47

WritingPages 61–67

Activities ......................... 61–63Analysing a narrative .......... 64Planning a narrative ............ 65Writing a narrative ............... 66Editing and proofreading .... 67

EvaluationPages 48–49

Test your knowledge ..... 48–49 EvaluationPages 68–69

Test your knowledge ..... 68–69

Report – 1 Spotted tree frogs Pages 70–85

Procedure – 2 Grass head Pages 86–101

AnalysisPages 70–72

Text ....................................... 70Speaking and listening ........ 71Structure of a report ...... 71–72

AnalysisPages 86–88

Text ....................................... 86Speaking and listening .. 86–87Structure of a procedure ....................... 87–88

Working with textPages 72–77

Reading ........................... 72–73Vocabulary .......................74–75Spelling ............................76–77 Plurals ........................76–77

Working with textPages 88–93

Reading ........................... 88–90Vocabulary ...................... 91–92Spelling ........................... 92–93 Suffixes .................... 92–93

Language featuresPages 78–79

Prepositions ................... 78–79 Language featuresPages 94–96

Adverbs .......................... 94–96

WritingPages 79–83

Activities ......................... 79–81Writing a report .................... 82Editing and proofreading .... 83

WritingPages 96–99

Review procedures .............. 96Activities ............................... 97Writing a procedure ............. 98Editing and proofreading .... 99

EvaluationPages 84–85

Test your knowledge ..... 84–85 EvaluationPages 100–101

Test your knowledge ..100–101

Contents

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Recount – 2 Eyewitness account Pages 102–118

Exposition – 2 Burger Bar Pages 119–135

AnalysisPages 102–104

Text ..................................... 102Speaking and listening ...... 103Structure of a recount ....... 104

AnalysisPages 119–121

Text ......................................119Speaking and listening ...... 120Structure of an exposition .. 121

Working with textPages 105–109

Reading ........................105–106Vocabulary ...................106–108Spelling ........................108–109 Spelling rule .................. 108 Double consonants ....... 109

Working with textPages 122–127

Reading ........................122–123Vocabulary ...................124–125Spelling ........................126–127 An or A......................... 126 Two vowels ..........126–127

Language featuresPages 110–112

Collective nouns .................110Pronouns ............................. 111Personal pronouns ......111–112

Language featuresPages 127–128

Capital letters ..............127–128

WritingPages 113–115

Activities ..............................113Writing a recount ................114Editing and proofreading ...115

WritingPages 129–133

Activities ......................129–131Writing an exposition ........ 132Editing and proofreading .. 133

EvaluationPages 116–118

Test your knowledge .............................. 116–118

EvaluationPages 134–135

Test your knowledge ..............................134–135

Narrative – 2 Natural justice Pages 136–157

Report – 2 Thermometers Pages 158–178

AnalysisPages 136–138

Text ..................................... 136Speaking and listening ...... 137Structure of a narrative ..............................137–138

AnalysisPages 158–160

Text ..................................... 158Speaking and listening ...... 159Structure of a report .......... 160

Working with textPages 138–145

Reading ........................138–140Vocabulary ...................141–143Spelling ........................144–145 Word maths .................. 144 Syllables ....................... 145

Working with textPages 161–169

Reading ........................161–162Vocabulary ...................163–165Spelling ........................166–169 Plurals ....................166–168 Irregular plurals ............. 168 Words with no singular 168 Words with the same forms ............................ 169

Language featuresPages 146–151

Adjectives ........................... 146Comparing adjectives ....... 146Comparatives and superlatives .................147–148Punctuation – commas ...... 149Direct speech ...............150–151

Language featuresPages 169–172

Prepositions ....................... 169Prepositions of time .......... 170Prepositions of place ...170–171Opposites ....................171–172Idioms ................................. 172

WritingPages 151–155

Activities ......................151–153Writing a narrative ............. 154Editing and proofreading .. 155

WritingPages 173–176

Activities ......................173–174Writing a report .................. 175Editing and proofreading .. 176

EvaluationPages 156–157

Test your knowledge ..............................156–157

EvaluationPages 177–178

Test your knowledge ..............................177–178

Contents

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Spotted tree frogsReport – 1

Read this report about the spotted tree frog.

Spotted tree frogs

The Australian spotted tree frog, whose scientific name is Litoria spenceri, is an endangered amphibian.

The male grows to about 60 mm long, with the female being slightly larger (up to 61 mm).

The frog varies from brown, grey or olive-green to bright green, sometimes with brown or darker spots and small warts on its back. Under its belly, it may have a pale orange colour towards the back and behind the limbs. Its toes and fingers are flat and the sticky discs on its toes allow it to cling to vertical surfaces like rocks and tree trunks. The frog’s large eyes have horizontal pupils.

Spotted tree frogs reproduce from October to December. The female lays up to 1000 eggs, in narrow spaces between the river stones.

The frog’s habitat is cold, swift-flowing mountain streams, usually in very steep, rocky areas ranging from dense, moist forests at higher altitudes to more open areas at lower altitudes. The frog can be found from the Central Highlands of Victoria to Mt Kosciuszko in New South Wales, in Australia.

Adults feed on flying insects, especially mosquitoes and flies, while the tadpoles feed on algae. The frogs drink water from the streams.

Because there are only approximately 4000 individual frogs remaining in about 12 isolated populations, the species has been listed under the Environment Protection and Biodiversity Conservation Act 1999. The reason for the decline in numbers is unknown, but it is thought to be related to the introduction of trout species, which feed on the tadpoles, and also habitat disturbances, affecting water quality and increasing sediment. Disease and forest fires may also play a part.

The spotted tree frog will not survive for future generations unless it is protected.

Reports give facts clearly without unnecessary information or opinions.

ANALYSISANALYSIS

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Class activity

1. Make a list of words you could use to describe frogs.

2. There are many stories featuring frogs. Compile a list of books or stories about frogs or well-known frog characters.

Partner activity

3. (a) Choose one frog character you like and write its name (or the book it is from) on the line.

(b) In the boxes below, write three words to describe your frog.

My frog is

It is

(c) Explain to your partner why you chose this frog.

Structure of a report

ANALYSISSpeaking and listening

Structure

This report has:

A title: Tells what the report is about.

Orientation: What is it? Gives information about the focus of the report.

Description: Features: What it looks like

Where it lives

What it does

Conclusion: A summary or comment.

ANALYSISSpeaking and listening

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ANALYSIS Structure of a narrative

Reading for information

1. True or false? Colour the correct answers.

(a) The male spotted tree frog is bigger than the female. true false

(b) Some spotted tree frogs have warts on their backs. true false

(c) They lay their eggs between river stones. true false

(d) Spotted tree frogs are found in Tasmania. true false

(e) Trout eat tadpoles. true false

Reread the report Spotted tree frog and answer the questions.

1. Title What is the title of this report?

2. Classification To what species of animal does the spotted tree frog (Litoria spenceri) belong?

3. Description What size is it?

What colour is it?

What are its eyes like?

When and where does it reproduce?

Where does it live?

What does it eat?

Why is it endangered?

4. Conclusion What is the writer concerned about?

ReadingWORKING WITH THE TEXT

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Reading WORKING WITH THE TEXT

Reading for understanding

1. What are two things that people could do to protect spotted tree frogs?

2. (a) Why do you think people put trout into the rivers?

3. Why do you think these spotted frogs are called spotted tree frogs?

Applying your knowledge

Draw a diagram showing the different stages in the life cycle of the spotted tree frog. Label your diagram clearly.

The life cycle of the spotted tree frog

(b) Why are trout affecting the numbers of spotted tree frogs?

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