Beruflich Dokumente
Kultur Dokumente
Ministry of Education,
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Suva, Fiji
Copyright – Ministry of Education
All Rights Reserved. The Curriculum Development Unit (CDU) of the Ministry of Education owns
the copyright to this English Communications Year 7 Textbook.
Schools may reproduce this in part or in full for classroom purpose only. Acknowledgement
must be included in any reproductions. Any other use of this book must be referred to the
Curriculum Development Unit, Ministry of Education, Fiji.
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Acknowledgement:
We would like to acknowledge the following organisations and people for the
help they rendered in writing this book.
Fiji Times
Vivian Koster
St Agnes Primary School, Suva Primary School and Latter Day Saints Primary
School - for their resources and facilities.
Mrs Katonibau-Former CDU Officer n-charge of English for her help and advice
Juliet D Toro
Roseline Sidal
Make Sorovakarua
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Table of Contents
Introduction .................................................................................................................................... 5
UNIT 1 ........................................................................................................................................... 18
UNIT 2 ........................................................................................................................................... 35
UNIT 3 ........................................................................................................................................... 48
UNIT 4 ........................................................................................................................................... 63
UNIT 5 ........................................................................................................................................... 78
UNIT 6 ........................................................................................................................................... 96
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UNIT 20 ....................................................................................................................................... 336
Introduction
This Year 7 English Genre Approached Workbook comprises of twenty units. It aims to develop
students' knowledge and understanding of texts and how they are structured. This knowledge
will help students to create different spoken and written texts, as well as interpret and respond
more effectively to varied texts they will encounter throughout their lives.
recount narrative
transaction information narrative
report poetry
procedure
persuasive
explanation
biography
Genre Units
Recount 1 Survivors
Records a series of events in which they occurred. It tells
how, what, where and when. E.g. diaries, letters/postcards,
journals autobiographies and biographies.
Transaction 3 Informal Letter-Letter about
Is used to sustain relationships and involves simple Archbishop
interactions and negations , often in the form of letters , 20 Formal Letter- Application Letter
cards and invitations
Report 9 Blue Whales
Classifies and describes general classes of phenomena. It is 13 Solar System
accurate and factual, and uses clear, straight forward 17 Olympic Games
language.
Procedure 2 Doughnuts
Tells how to achieve a goal or an outcome through a 6 Fire Evacuation Procedure
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sequence of step. E.g. instruction manual, recipe book,
safety manual and science books.
Persuasive Text 10 Why Recycle?
Persuades the reader to agree with a point of view. E.g. 15 Are Cell-phones Becoming a Social
advertisements, debates, pamphlets, letters to the editor, Problem?
references, posters, book and film reviews. 16 Poster-Playing Soccer?
Genre Units
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ideas in a way that is easy to understand and read. It
persuades the reader of the viewpoints.
Teachers can facilitate students’ spoken language development in the following ways:
provide regular opportunities for pairs and small groups of students to work together;
encourage purposeful talking and listening in pairs and small groups;
introduce students to ways of talking and listening in whole-class situations;
ensure that each student has ample opportunities to converse with the teacher or other adults;
model the different ways to ask questions to clarify meaning, enhance understanding or elicit
information;
model spoken text commonly used in the curriculum;
encourage students to recount events, retell stories, instruct, describe and ask questions;
model how to be an active listener;
provide regular opportunities for students to hear examples of English
In different contexts;
engage students in a variety of spontaneous and structured play involving speaking and listening,
e.g. exploration and construction activities, dramatic play, role-play and games;
when interacting with ESL students, use repetition, simplification and paraphrasing and allow the
student time to process the language;
remember that students will have greater difficulty comprehending when there is background
noise, e.g. other students talking;
make allowance for the fact that speaking and listening in an unfamiliar language requires a lot of
concentration and can be tiring for young learners.
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Teaching students to become effective readers is an important goal of the compulsory years of
schooling. It involves extending student’s vocabularies and knowledge of the world, developing
their knowledge of English grammar and their decoding skills, developing their reading fluency
and extending their ability to comprehend what they read and view from the literal level to the
inferential and critical levels.
This book provides teachers with a collection of strategies and activities for developing students’
comprehension. The strategies and activities are categorized according to the stages of the
reading process:
activating, expanding and refining prior knowledge
Pre-reading activities
Building Background
Key Vocabulary
• retrieving information
• interpreting texts
Comprehension Skills
Problem Solving
Sequencing
Topic, Main Events and Supporting Details
Noting Details
S-H-A-R-P Word Study
Understanding Poetry
Procedure
Author's Viewpoint
See the word
Categorize and Classify
Making Inferences
Look at the word
KWL Chart
Think about the letters
that spell the word
Compare and Contrast Hear the word
Literature Circle Say the word
Fact and Opinion Listen to the consonant
Story Structure and vowel sound
Adopt the word
Close your eyes
See the word in your
mind's eye
Think about how it looks
and sounds
Record the word
Cover the word
Write the word
Proofread the word
Correct the word
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Touch each Letter
Think about the word
Predicting outcomes
Comprehension Check
reflecting and creating personal knowledge.
SHARP Procedure
Visual Warm-ups
Vowel Hunt
Break the Code
Synonyms
Scrambled Words, etc...
Writing and Shaping
Typical features of the main genres found in written English are listed above. However, there
are many examples of mixed genres: for example, advertisements are often descriptive followed
by persuasion, or a mixture of the two, as the product is described in persuasive terms. A
biography can also be a narrative text. The notion of genre includes: purpose and features of
layout as separate things ie. a letter may be written in very similar format for very different
purposes (description, recount, persuasion, even instruction – if we give the reader directions to
reach our house), and the language used will reflect these different purposes.
No matter what genre we use for writing we always need to follow the writing process.
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THE FIVE STEPS OF THE WRITING PROCESS
STEP 1: PREWRITING
THINK
Decide on a topic to write about.
Consider who will read or listen to your written work.
Brainstorm ideas about the subject.
List places where you can research information.
Do your research.
STEP 2: DRAFTING
WRITE
Put the information you researched into your own words.
Write sentences and paragraphs even if they are not perfect.
Read what you have written and judge if it says what you mean.
Show it to others and ask for suggestions.
STEP 3: REVISING
MAKE IT BETTER
Read what you have written again.
Think about what others said about it.
Rearrange words or sentences.
Take out or add parts.
Replace overused or unclear words.
Read your writing aloud to be sure it flows smoothly.
STEP 4: PROOFREADING
MAKE IT CORRECT
Be sure all sentences are complete.
Correct spelling, capitalization, and punctuation.
Change words that are not used correctly.
Have someone check your work.
Recopy it correctly and neatly.
STEP 5: PUBLISHING
SHARE THE FINISHED PRODUCT
Read your writing aloud to a group.
Create a book of your work.
Send a copy to a friend or relative.
Put your writing on display.
Illustrate, perform, or set your creation to music.
Congratulate yourself on a job well done!
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Contents and Overview of Units
Theme Unit Reading Comprehension Word Sentences Usage and Grammar Dictionary Word Spelling Just for
Skill knowledge Punctuation Skills Meanings Fun
1. Recount- Problem Solving More Four kinds 'who' and Proper Alphabetic anchor -tion Ocean
Survivors about 'whom' /commo al order paradise Word
Ships n nouns Search/
Fish
Cross
Word
2. Procedure Sequence of More Beginning commas Negative Word pour -ance Kitchen
– Events About with preset s Meanings stir -ble Word
Doughnut Cooking participle Search
s
Family and Culture
3. Transactio Sequence of Synonyms Beginning better Collective Guide regards -ment Puzzle
n- Events with past word; 'got' Nouns words ordinatio
Informal participle and 'nice' n
Letter
4. Explanatio Topic, Main Homonym Compound punctuating Noun Beginning dodge id- Tree
n –Why Idea, s Sentences a poem Plurals with ‘bio’ adhere oa- Crosswor
Should Supporting cap- d
You be Details prin-
Worried ad-
About
Corruptio
n?
5. Narrative - Literature Circle Word direct and four kinds Direct beginning cover -ate Crime
Crime
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never Building indirect Speech with 'poly' piece -tion and
pays speech Punishm
ent
Crosswor
d
6. Procedure Sequence of Clothing Singular/ dashes Relative Classificati evacuate -ing Safety
– Fire Events Words Plural Nouns on inhale miscellane Word
Safety ous Search
Procedure
7. Informatio Noting Details Antonyms Complex unnecessary Noun beginning effective -ry -ne Riddles/
n / Diseases Sentences words Clauses with 'para' inject -an -n Human
Health and Safety
8. Poetry – Understanding Foods we Subject and apostrophe Adjective What kind precious -ur -or Riddles/S
Digestive Poetry eat Predicate s of doctor? glorious -ar imile
System Crosswor
d
Them Uni Reading Comprehension Word Usage and Grammar Dictionary Word Spelling Just for
e t Skill knowledg Sentence punctuation Skills meaning Fun
e s
9. Report – Topic, Main More Beginning Using Compara word protect -ly Fish
Environmen
Blue Idea, about with verbs commas tive and meanings prey -ate Word
whales Supporting oceans Superlati Search
t
Details ve
Adjective
13
s
10. Persuasive Author's Acronym Concord semicolons Simple beginning material -ent Recycling
- Why Viewpoint Verbs with 'tri' transport -ant Word
Recycle? Search
11. Explanatio Categorize and More Beginning direct and Compoun classificatio layer -ty -gy Volcano
n What Classify about the with linking indirect d Verbs n build -rd -or Word
are land words speech -in Search
Volcanoes
?
12. Chart - Making Confusing Jumbled hyphens Adverbs beginning chart -y -tti Weather
Weather Inferences/Dra pairs Sentences with 'auto' weather -re Word
wing Search
Conclusions
13. Report – Topic, Main Root Adverbial commas Verb misspelt massive -ed Space
Solar Idea, words Phrases that change Tense words debris -ant Cross
Science and Technology
14. Explanatio KWL analogies euphemism 'must', Its and weather charges -ent Lighting
n- Chart/Compare s 'ought to', it's words waves -ant and
What is and Contrast and ' have' electricit
Lightning?
y Word
Search
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15. Persuasive Problem Solving Suffixes Types of change of Prepositi Cell phone capture -al Telephon
-Are Cell -able Adjectives speaker onal Jargon notice -e e Word
phones phrases -er Search
Becoming
a Social
Problem
Them Uni Reading Comprehension Word Sentences Usage and Grammar Dictionary Word Spelling Just for
e t Skill knowledg Punctuation Skills Meaning fun
e s
16. Persuasive Fact and More Inverted Neither Indirect word teams -ize Sports
–Playing Opinion about ,nor, either Speech meanings uniforms -y Word
Sports and Entertainment
17. Report- Topic, Main Idioms better 'lie' , 'lay' Apostrop beginning member miscellane Sport
Olympic Ideas, words than he of with appointe ous Word
Games Supporting 'went' contracti 'micro' d Search/
Details on Olympic
torch
maze
18. Biography Noting Details More on Homophone ‘unnecessar Apostrop correct foreigner miscellane Biograph
– Gandhi Occupatio s y words he of endings s ous y Cross
ns Possessio passive Word
Careers
19. Narrative Story Structure Motoring Principal 'affect' and Simile beginning thundero miscellane Car maze
– Crash Words Clause 'effect' with 'sub' us ous Jobs
and Bash
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echoed Crosswor
d
20. Transactio Predicting Proverbs Subordinate revising Metapho Journalism outgoing miscellane Jobs
n- Outcomes clause punctuation r and reference ous Crosswor
Applicatio Publishing s d
n Letter
Words
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LISTENING AND SPEAKING ACTVITIES UNIT 1
Genre: Recount
Your teacher will provide opportunities for listening exercises, based on recounts, to be conducted in class. A
recount records a series of events in which they have occurred. It tells how, what, where & when. Each of you is
required to listen and respond appropriately.
Everyday Activities
Lesson Outcome Responses
Question Generation
Note taking Worksheet
Pair up with a friend and tell them what you did in the weekend.
Get them to recount to the class your story.
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READING AND VIEWING ACTIVITIES
A. Pre-reading Activity
i. Building Background ( Class Discussion)
Have you ever travelled any where away from home?
Where did you go?
Have you ever been on a ship/ boat?
How did you feel about the trip? Why?
Have you ever been stranded in a place?
How did you feel about it? Why?
How did you manage?
The type for this unit is recount. Study what a recount is and try to distinguish the
features of a recount in the passage "Survivors. "
4-Fold Vocabulary
In this activity, students fold their papers into rows of 4 sections each. The number of
rows can relate to the number of words to be studied. In the first section, the student
writes the word. In the 2nd section, the student writes a definition of the word in their
own words. In the 3rd section, the student draws a picture or symbol to represent the
word. In the 4th section, the student writes a sentence with the word based on their
definition. After completing the page, students cut apart the sections and put them in
an envelope. The words are review by having students reassemble the word rows.
Students can trade rows/envelopes with others.
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Word Definition Picture Sentence
B. Comprehension
Read the text below and answer the questions that follow.
Survivors
For a week the weather was beautiful with calm seas and
a warm sun, straight from the paradise. This changed
late one afternoon, when fierce storm clouds began
gathering in the sky. As the wind picked up and began
howling, Mere and Apenisa were sent below the decks by their parents and told to put on
their life jackets. Mere clung to Apenisa , terrified. Apenisa’ s heart thumped his chest as he
tried to grab hold of something- anything - to stop them from being thrown about as if on a
roller -coaster ride.
The skies were at their blackest when a terrifying crack boomed through the cabin. Apenisa
thought it was lightning; never did he imagine that it was the sound of the boat snapping in
two. Seawater gushed through the cabin, knocking the children off their feet and into the
wild ocean. When his life jacket pulled him back to the surface, Apenisa could just make out
the distant shadows of the adults in the blow-up life boat. They were screaming for him
and Mere. Apenisa yelled back, but he couldn't be heard over the howl of the wind.
For the next few hours, the siblings clung desperately to each other as they were tossed
around in the ocean like clothes in a washing machine.
Apenisa woke up bruised and battered, but alive, on a sandy beach. Mere was next to him.
He shook her awake. They hugged each other and cried as they thought about what might
have happened to their parents. It was then that Apenisa noticed a large white shape at the
other end of the beach. They bolted across the sand. It was their boat, half of it anyway- but
there was nobody in sight.
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They gathered a few useful items: a sewing kit. a fish knife, a piece of broken anchor and a few
soggy blankets. Remembering a movie he'd once seen, Apenisa used rocks to mark out the word
"HELP" in the sand. He made it as large as he could, so the letters might be seen from far away. As
he finished, Apenisa heard a loud grumbling from his tummy. It had been almost a day since his
last meal. He felt dizzy from hunger, thirst and sunburn.
Mere suggested that they rest in the shade for a while, and the two fell asleep beneath the palm
trees.
Pouring rain woke the pair up some time later. Rain meant fresh water. Desperately, they licked
the raindrops off leaves. By this time they were so hungry it hurt. Using one of the needles from
the sewing kit, Mere made a fishing hook, which she attached to a stick with some cotton. Apenisa
found some oyster-like creatures in a nearby rock pool and decided they would make good bait.
For hours they sat with the fishing rod. By sunset their efforts had only managed to catch them two
tiny fish. Reluctantly, Apenisa killed and gutted the small creatures with the fish knife,
apologizing to the fish as he did it. The experience of eating cold, raw fish was even worse, but it
was the only food they had.
Life continued like this for the next two weeks. They both ached with hunger and throbbed with
sunburn. They were beginning to think they would have to live on this desolate island forever.
Then early one morning, they heard the best sound of their lives. A large coastguard boat with
horns blaring came steaming towards them. After jumping excitedly aboard the boat, the captain
had some good news for them. "Your parents are safe and well back at our
base. Looks like you're all survivors!"
Teach
Give the following problem to the class to solve: You and your mother are having a surprise
party for your dad this afternoon, but you can't get your dad out of the house. What should
you do?
Give the students five minutes to come up with a solution.
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Use the discussion to help students identify the five steps of the problem -solving
process:
1. Define the problem.
2. Consider possible solutions.
3. Evaluate possible solutions.
4. Decide on the best solutions.
5. Carry out the solution.
Model the steps for the students.
Practice
Tell students that the characters in Survivors have several problems to solve. Display the
chart below on the board. Ask the students to follow in their passage.
Ask: What problems are Apenisa and Mere having?
Write the problem on the chart.
Then ask: How do they solve the problem?
Have the students read the passage independently and complete the problem -solving
chart.
Apply
Have students keep track of the problems and solutions on the chart below as they read
their comprehension passage.
Read the problem stated in the left-hand column. Fill in the solution column
with the information from the passage.
PROBLEM SOLUTION
They rough seas were making Grab hold of something.
them tumble.
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They didn’t have any fishing
line.
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7. used for pushing or towing other 12. stairs
ships 13. front of ship
8. ship's wheel 14. American Indian boat
9. sailing pleasure craft 15. small rowing boat
10. right-hand side 16. small Eskimo boat used for
11. transports people across rivers hunting
and harbours
D. Sentences: Four Kinds
Write each sentence using the correct punctuation. Write in brackets whether each is a
statement, question, command or exclamation.
"Who” replaces "he" or "she" in a sentence? "Whom" replaces "him" or "her". Apply this
test to these sentences and use "who" or "whom" in the sentences.
1. I have no idea _________________ will win the match.
2. The boy ________________ I injured is recovering in hospital.
3. Anne, ____________ I know well, is getting married soon.
4. The man to _____________ you refer is my teacher.
5. The doctor _____________ I consulted was an eye specialist.
6. Charles Dickens was a writer ___________ lived in London.
7. From _____________ did you receive a letter today?
8. I do not know ____________ has the better eyesight.
A common noun is a word used to name ordinary things like table, tree, and egg.
Proper nouns are special names of people, place, or things. A proper noun always begins
with a capital letter.
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Circle the common nouns and underline the proper nouns in the following sentences.
Example: Mere and Apenisa were sent below decks by their parents.
2.
Use ‘anchor’ and 'paradise' in two different sentences to show that each word has more than
one meaning,( Write four sentences altogether).
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I. Spelling
ii. Visual Warm up: Fill the spelling words in the correct word shapes.
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iii. Vowel Hunt: Fill in the missing vowels and write the spelling words.
1. _ b b r _ v _ _ t _ _ n 9. d _ s c r _ p t _ _ n
2. p r _ n _ n c _ _ t _ _ n 10. _ r _ p t _ _ n
3. c _ m m _ t _ _ n 11. p r _ c _ p _ t _ t _ _ n
4. _ n t _ r r _ p t _ _ n 12. c _ n g r _ t _ l _ t _ _ n s
5. q _ _ t _ t _ _ n 13. c _ m p _ t _ t _ _ n
6. l _ q _ _ d _ t _ _ n 14. _ r g _ n _ z _ t _ _ n
7. _ l l _ s t r _ t _ _ n 15. c _ n c _ l l _ t _ _ n
8. _ s s _ c _ _ t _ _ n 16. _ n t r _ d _ c t _ _ n
iv. Break the code: Use the code to write the spelling words
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
6 2 24 23 9 11 19 3 13 26 10 20 14 17 22 16 8 15 12 5 7 21 4 25 18 1
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
8 7 22 5 6 5 13 22 17 13 20 20 7 12 5 15 6 5 13 22 17
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
6 2 2 15 9 21 13 6 5 13 22 17 23 9 12 24 15 13 16 5 13 22 17
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
24 22 17 19 15 6 5 7 20 6 5 13 22 17 12 24 22 14 14 22 5 13 22 17
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
24 22 14 16 9 5 13 5 13 22 17 24 6 17 24 9 20 20 6 5 13 22 17
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
6 12 12 22 24 13 6 5 13 22 17 9 15 7 16 5 13 22 17
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
13 17 5 9 15 15 7 16 5 13 22 17 16 15 9 24 13 16 13 5 6 5 13 22 17
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
20 13 8 7 13 23 6 5 13 22 17 13 17 5 15 22 23 7 24 5 13 22 17
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
22 15 19 6 17 13 1 6 5 13 22 17 16 15 22 17 7 17 24 13 6 5 13 22 17
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v. Generally Speaking: Write each spelling word for the group it best fits
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vii. Cross Word Puzzle
Across Down
1.society or club 1. MD is the ________ for medical doctor
8. disruption 2. explosion
9. is the same as deletion 3. precipitating rain or snow
11. articulation 4. estimate
12. we say ___________ when someone gets married 5. statement that describes something or someone
or has a baby 6. group of people working together
13. image , picture or graphic 7. presentation of one person to another
14. bankruptcy 10. The kids took part in the swimming _____________
15. means uproar or disorder
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viii. Double Puzzle: Unscramble the words and find the secret word.
ix. Word Search : Find the words from the spelling list
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WRITING AND SHAPING ACTIVITIES
USE
Reported Speech-Many
residents say..., A number of
newspapers have reported...
Past tense -was, went , came
Title A brief name for the experience or event Quoted Speech - The police
officer yelled " Stop"
Orientation Tells when and where the event began and Reported Speech The police
who was there officer called to the thief to
stop.
Events Tells the events in the order that they Conjunctions and
happened connectives- when, then
first , next
Noun Groups - all the small
Tell how the experience ended and some
Ending dogs, my shoes
thoughts you may have about it
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Structure A Day in My Life Language Features
Title
My name is Jone, and I am ten years old. I live in a village
Proper Nouns
Setting called Somosomo in Taveuni. I make up lots of stories. Here showing ' who'
is a story of what I did yesterday. and 'where'
Sequence of I got up, put on my clothes, came out of the bedroom and Order of events
events finished of my homework. Then I had breakfast, fed my using time
Paragraph 1 connectives eg.
chickens and went off to school. „Then‟, 'After',
1. The first paragraph always sets the scene. look at the first paragraph above, answer these questions:
a) Who is it about? _____________________________
b) Where did he live? _______________________________________________
c) What does he like doing? __________________________________________
d) When did the events happen?_________________________________________
2. This recount has many verbs in the past tense. There are four such verbs in the
second paragraph. Can you list them?
1. _____________________ 2.______________________
3._____________________ 4. _____________________
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Write a recount...
Jone's recount is a bit dull. He could have used details to add interest. For example, 'walked'
'home' could be ' trudged home', and instead of ' I got up, put on my clothes', it could be ‘Oh, no! The
alarm! I got up; put my ugly uniform....'Write a typical day or a special day in your life. Do not forget to
include the interesting details.
. ____________________________________________________________
Structure
______________________________________________________________________________
Title
______________________________________________________________________________
Orientation
______________________________________________________________________________
Sequence of
events ______________________________________________________________________________
Event 1
Something ______________________________________________________________________________
that happened
first ______________________________________________________________________________
Event 2 ______________________________________________________________________________
Second thing
that happened
______________________________________________________________________________
Next Events
______________________________________________________________________________
Start a new
______________________________________________________________________________
paragraph for
each new
event ______________________________________________________________________________
Conclusion ______________________________________________________________________________
A personal
comment ______________________________________________________________________________
about the More to do
main event ______________________________________________________________________________
Revise and Edit
R -Replace words,
______________________________________________________________________________
phrases and sentences Write a letter to your grand
with more effective ones
parent or friend whom you
I -insert better words, have not seen for a while.
phrases and sentences Recount some of the interesting
or unusual things that have
D-Delete ineffective
happened to you over the past
words, phrases and
sentences weeks. Ask for a reply.
SPELLCHECK
33
Just for Fun
34
LISTENING AND SPEAKING ACTVITIES UNIT 2
Genre: Procedure
Your teacher will provide opportunities for listening exercises, based on procedural texts, to be
conducted in class. A procedural text talks about how to achieve a goal or an outcome through a series of
steps. Each of you is required to listen and respond appropriately.
Everyday Activities
Extra Activities: Pair Share: Pair up with a friend and share a favourite
recipe. Get them to share the recipe to the class.
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READING AND VIEWING ACTIVITIES
A. Pre-reading Activity
The text for this unit is procedure. Study what a procedure is and try to distinguish the
features of a procedure in the recipe "Doughnuts. "
Procedure Writing
A procedure tells us how to achieve a goal or an outcome through a series of steps. These
steps are in order or in sequence.
When we cook or bake we use a recipe. Some recipes are written out for us while others are stuck in
our head because we have made it so many times. A recipe is like a procedure – there are steps to
follow. Each step is important if we want a great end product.
As a class, scan through the reading and try to use context clues to decipher the meaning of the key
vocabulary. (decipher = to make out)
B. Comprehension
Read the text below and answer the questions that follow.
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Doughnuts Galore!
Have you eaten delicious doughnuts with your favourite topping? Yum…that fresh just-cooked smell is
divine. Then you get to sink your teeth into topping and soft, fluffy doughnuts. I’m hungry now so
let’s make doughnuts.
Remember if you’re wanting to make this then you need mum or dad’s permission and supervision.
This is very important.
Ingredients
3 cups of flour
1 cup of warm water
1 teaspoonful of baking powder
1 cup of powdered milk
¼ cup of oil
¼ cup of sugar
1 egg
¼ teaspoonful of salt
1 tablespoon of yeast
Lots of extra oil for frying
Method
1. Place your warm water, yeast, sugar, salt, milk, oil, sugar and egg into a basin.
2. Stir the mixture very well.
3. Sift your flour and your baking powder into a separate basin
4. Add your flour mix into the basin of ingredients – 1 cup at a time.
5. Stir this mixture really well before you add the next cup. It should now look like roti dough.
6. Pour a little oil onto your hands and knead your dough very well (approximately 10 mins).
7. Roll your dough back into a ball, cover it with a tea towel and leave it to rise (10 mins).
8. Divide the dough into 2 and knead each section for another 2 minutes.
9. Roll out your dough into a very thick (2cm) roti.
10. Cut out your doughnut shapes. If you don’t have a doughnut cutter use a cup and a bottle cap.
11. Place your cut doughnuts onto a well-oiled tray or board. Leave space for it to rise. After 5
minutes it is ready to cook.
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12. Pour oil half way up a pot that is big enough to cook 4 doughnuts at a time.
13. Heat the oil up and then place your doughnuts into the oil.
14. Fry on both sides until golden brown.
15. Place them into a tray and when they have cooled top them with your favourite topping.
ENJOY!
i. Comprehension Skill: Sequencing/Order of Events.
Teach-I Do
What do you notice about the set of instructions? How are they put in order?
Each set of instructions begins with a verb. What type of sentence begins with a verb?
Feature #1___________________________________________________
Feature #2___________________________________________________
Practice – We do
Choose 5 verbs and write instructions for boiling an egg. Remember they are imperative
sentences – they must begin with a verb.
Apply – You Do
Write down a set of instructions to make a hot drink (tea, lemon leaf tea or cocoa). You should
have 4-6 steps.
38
3. After I have sifted the dry ingredients (flour and baking powder), what do I do with it?
4. What do you use to knead?
5. Step 6 advises us to pour a little oil onto our hands. Why do you think they want us to do this?
6. Why wouldn’t you want to cook more than 4 doughnuts at a time?
2. To drop in then remove from boiling water for a few minutes only ____________________________
39
14. To cure or preserve meat, fish etc. __________________________
Present participle is when we add the suffix – ing to the base form of a verb.
Base form of verb + suffix – ing = present participle
e.g. laugh + ing = laughing
We can begin sentences using present participles.
Holding tightly to the ball, he dived down for a try.
Holding – is a present participle
Tightly – adverb
Complete the sentences below. Choose a present participle and an adverb from the boxes below to
begin our Sentences.
40
4. _________________________________the teenagers ______________________
5. _________________________________ the survivors’ _____________________.
6. Diving desperately the seagull ___________________________.
7. _________________________________ the singers fans pushed over the barrier .
8. Laughing hysterically the girl ________________________________.
Double negative
41
Correct – Mary didn’t go to town.
Rewrite each of the sentences below to correct the double negative.
1. She had not done nothing about the problem.
2. There isn’t nobody who can cook like my mum.
3. Since watching the movies, he can’t never enough about harry potter.
4. Samu didn’t never plan to do that.
5. He wasn’t never curious about his birth mother.
6. I don’t hardly go there.
7. Neither mary nor the lamb never went to school.
8. None of my brothers never went to war.
9. Christopher hadn’t no worries about the exam
10. Neither John nor Peter hardly went to the games.
Approximate [adj]
Find the meanings of the different word forms
Approximate [v]
of approximate. Use them in sentences.
Approximating
Approximately [adv] Remember the parts of speech
Approximation [n]
Write 2 sentences for each word to show you understand the different ways they are used.
incredible
I. Spelling
admittance
i. SHARP Word Study Procedure influence
nuisance
See the word capable
Hear the word valuable
Adopt the word adjustable
Record the word grievance
Proofread the word endurance
changeable
ii. Visual Warm-up(word shapes) absence
assistance
Draw all the word shapes on the spelling list. irresistible
innocence
reasonable
42
accessible
iii. Break The Code
Use your skills to find the missing word. You must first solve the puzzle below.
Write down the base word for each word on the spelling list.
e.g admittance – admit
v. Dictionary work
Divide yourself into groups and divide the words amongst each member of the group. Search for the
meanings of the words and plot them on a chart.
Add pictures to go with the spelling word. Display your charts for the rest of the class to admire.
43
USE
Goal Tells what the procedure aims to produce. Action Verbs-Cut, stir,
mix, nail, glue
Describes or lists what is needed to Precise Vocabulary -
Needs
complete in the procedure Whisk vigorously,
lukewarm, 3 level
Describes step by step how to complete the teaspoons
Steps
procedure Complex Sentences-
...so that...., ...if then...
Check How to check if the procedure worked
sequence
44
Yummy! Perfection!
Include a
diagram
In procedural texts, we use sentences that begin with verbs and are stated as commands; for
Write a'Place
example, procedure...
the top...'
Write
Write a procedure
out onwhich
the sentences how to light
begin a bulb.
with action words (verbs). What type of sentences are they?
Circle all the verbs in the procedure.
Structure ____________________________________________________________
Title ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Materials
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Sequence of ______________________________________________________________________________
steps
______________________________________________________________________________
______________________________________________________________________________
Evaluation ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
45
______________________________________________________________________________
Just for Fun
46
Across
4. What do you eat
soup in?
7. What do you slice
bread with?
9. Where do you fry
eggs?
10. What do many
Asians use to eat
food?
11. What do you
make soup in?
13. What do you
make lemonade in?
14. Where do you
keep milk cold?
16. Where do you
keep meat frozen?
47
LISTENING AND SPEAKING ACTVITIES UNIT 3
Genre: Transaction
Your teacher will provide opportunities for listening exercises, based on transactions, to be
conducted in class. A transaction is used to sustain relationships and involves simple
interaction, often in the form of letters, cards & invitations. Each of you is required to listen
and respond appropriately.
Everyday Activities
48
Question Generation Chart: Use this chart to make up questions
to ask each other.
Simple
could/n‟t
Who
What
When
Where
Why
How
Complex
Use the chart above to generate questions.
49
Extra Activities: Pair-Share
Pair up with a friend and look up a letter in the news paper. Get them to share
the letter to the class.
A. Pre-reading Activity
i. Building Background ( Class Discussion)
Your teacher will go over the key vocabulary list with the class. Write down all
the words and their meanings into your book. Beside each word draw a little
picture or icon to help you remember the word.
.
episcopal ordination principal
consecrating bishop immigrant regards
50
B. Comprehension
Read the text below and answer the questions that follow.
15 Mammas Place,
Caubati,
Suva
Fiji Islands.
15th August, 2013.
Dear Keiko,
How are you? I hope you are fine. Thank you for your last letter describing your trip to the
zoo. My family and I also had an amazing time at the Episcopal Ordination of Fiji’s new
Archbishop – Reverend Father Peter Loy Chong. The ordination was held at the Vodafone
Arena in Suva on the 8th of June.
Mum woke us up early, at 5am, so that we could leave early for the occasion. When we
reached the venue it was already full. We were lucky to get good seats inside. There were
about 3000 people inside and another 2000 listening outside. The Principal Consecrating
Bishop was Archbishop Petero Mataca. The choir was made up of 300 people from around
Suva.
Father Chong’s dad was an immigrant from China but he was born in Bau, Tailevu, where
his mum comes from. He is the second youngest of seven siblings. After Mass we met some
of mum’s cousins from Lautoka before returning home. When we reached home we were
so tired that we didn’t even have time to eat. We were out as soon as our heads hit the
pillow.
I look forward to your reply. Give my regards to Aunty Ima and Uncle Jim and to cousins
Jess, Bianca, Charlize and Imelda.
Your cousin,
Charmelia Wong
Charmelia Wong
51
i. Comprehension Skills: Sequence of Events
Teach
Study the sequence or order of events. Try to figure out what happens first, next and last.
Practice
Identify phrases that indicate the order of events.
Apply
Have students list the events in order, using words or phrases to signal the order of
events.
Use the table below to assist you.
52
1. Where do you think Keiko lives?
2. Who do you think was being ordained?
3. When did the ordination take place?
4. Why do you think Charmelia’s mum woke the family up early?
5. What was Archbishop Petero Mataca’s role?
6. Where is the new Archbishop from?
7. How many siblings does the new Archbishop have?
8. How are Keiko and Charmelia related?
1. The rider whipped the horse. The horse galloped out of the town.
2. The wind blew the leaves. They piled up along the wall.
3. The captain steered the ship. The ship entered a narrow harbour.
4. The bullet hit the thief. He collapsed in a heap.
5. A snake bit the dog. The dog nearly died.
6. A stone hit the car. It veered off the road.
53
7. Lightning struck the tree. The tree burst into flames.
8. The house caught fire. Lighting struck.
9. The tree looked pretty. It was covered with coloured lights.
10. The forger was copying the drawings. They were real.
1. I got sick yesterday. 11. Epeli got the best mark in the test.
2. She read a nice book. 12. Our doctor is nice as he talks to
3. Give me a bit of cake. everyone.
4. She got a goal in the last match. 13. Jane is a good girl as she says,
5. I got a letter from my aunt. ‘please’ and ‘thank you’.
6. A lot of people were at the 14. Mrs. Johns got home from
grounds. Melbourne last night.
7. Deborah has nice writing. 15. We had a nice meal at the
8. Josaia got on a horse. restaurant.
9. My brother got better. 16. The scenery in Taveuni is nice.
10. We had a nice time in Labasa. 17. Kaitlyn got a trophy for swimming.
Write the collective nouns from the box that would be best used for these groups.
54
1. sheep - ________________ 9. fish - ________________
2. bees - ________________ 10. beads - ________________
3. football players - ________________ 11. musicians - ________________
4. bananas - ________________ 12. trucks - ________________
5. wolves - ________________ 13. eggs - ________________
6. cattle - ________________ 14. furniture - ________________
7. school students- ________________ 15. books - ________________
8. soldiers - ________________
In brackets are pairs of guide words from a dictionary page. Next to them are
three words – one of which would be found on that page. Write the one word out
of the three that would be on that page for each exercise.
55
I. Spelling
Spelling List
i. S-H-A-R-P Word Study Procedure complement
accomplishment
See the word achievement
Hear the word amusement
Adopt the word environment
Record the word
involvement
Proofread the word
movement
descendant
ii. Re-arrange the spelling words in the list in alphabetical order. (A- Z).
1. ___________________ 7. ___________________ category
2. ___________________ 8. ___________________ scenery
3. ___________________ 9. ___________________ cemetery
4. ___________________ 10. ___________________ stationery
5. ___________________ 11. ___________________
6. ___________________ 12. ___________________
iii. With the help of your dictionary find the definitions of the spelling words.
iv. There is one word missing from the following sentences. Use the list of the
spelling words to help you fill the blanks.
56
v. Break the code: Use the code to write the spelling words
a b c d e f g h i j k l m n o p q r s t u v w x y z
o p q z y w x a d e c b u v f g h m n z l k s r t i
1. dvkfbkyuyvz - ____________________
2. qozyxfmt - ____________________
3. nzozdfvymt - ____________________
4. oqadykyuyvz - ______________________
5. qfugbyuyvz - ______________________
6. nqyvymt - ______________________
7. qyuyzomt - ______________________
8. zynqyvzovz - ______________________
9. oulnyuyvz - ______________________
10. ufkyryvz - ______________________
11. yvkdmfvuyvz - ______________________
12. oqqfugbdnauyvz - ______________________
57
scenery stationery
Category $ $ $
Income
Expenses
58
Electricity Bill 65:00 60:00 5:00
(Revenue-Expenses)
NB: * The family budget these amounts monthly but pay annually. These amounts are
transferred to a bills account for payment at a later due date.
59
i) Discuss some consequences of obtaining a credit and getting into debt?
K. Vocabulary -Find the meanings of these words
i. Income
ii. Wages
iii. Expenses
iv. Surplus
v. Deficit
vi. Revenue
Write an Agreement.
Imagine that the class leaders in your
Deuba Christian
grade have been given the responsibility
of helping to draw an agreement Outdoor Camp.
for the end of the year school camp.
Book now for Next Year.
You have been appointed to write up Great Activities including:
the rules of agreement for your class. Giant Swing
Brainstorm as a class first and then Kayaking
complete the agreement. Leap of Faith
Mountain Climbing
Swimming
Structure
Also environmental activities.
DRAFT AGREEMENT. Accommodation for 110.
Fully accredited
Year For Year _____ behaviour at school camp. For further enquiries phone:
3312-423/980453
Formal This agreement is between
agreement
__________________________________
The Student
The student’s
Parents
The Head teacher
1
M A G E RD
2
N O C E LA
3
M U E R TI
4
C O U R ST
5
I S N D NA
6
L I E N LO
7
M I L E TT
8
O B I N TU
9
S T C H DD
10
B E E F IT
62
11
B O L E LI
12
N A R E TA
Genre: Explanation
Your teacher will provide opportunities for listening exercises, based on explanation, to be
conducted in class. An explanation describes in scientific terms how technological phenomena
come into being. They are written to add to our store of knowledge. Each of you is required to
listen and respond appropriately.
Everyday Activities
63
Listening Outcome Responses
Simple
could/n‟t
Who
What
When
Where
Why
How
Complex
Use the chart above to generate questions.
64
2. What is the message about?________________________________________________
Pair up with a friend and explain to them how lightning and thunder occur. Get
them to explain to the class.
A. Pre-reading Activity
The text for this unit is explanation. Study what an explanation is and try to distinguish the
features of an explanation in the passage "Corruption”
Explanation
Explanations are written to explain how something works or the process involved in
actions, events or behaviour. E.g. How does a rainbow occur?
Explanation texts are organised by: a definition or statement, and a sequenced
explanation.
The features of explanation writing are: non-human participants, cause and effect
relationships, passives and timeless present tense.
65
corruption governance norm adhere procedures
policies regulations manipulate unethical dodged
B. Comprehension
Read the text below and answer the questions that follow.
Causes of Corruption
Weak self control of an individual – Greed and pressure to accumulate wealth as fast
as possible and live a lifestyle beyond normal income.
Weak controls in Government departments – Public officials do not adhere to
procedures, policies and regulations and there is no follow up in place to monitor
the performance of public officials especially departments prone to corrupt activity.
Outdated Laws and Procedures – Individuals manipulate the intention of
legislation/policies/procedures for their own personal gain.
66
Possession of unexpected property/wealth
Frequent practice of overtime work although workload has been reduced
Refusal for transfer or promotion.
Close relationship with distributor/contractor and the said distributor/contractor
refuses to deal with other public officials.
Unusual involvement with other departments or contractors outside their normal
work responsibilities.
RED FLAGS
Red flags are early warning signs of something unethical. Developing mature decision
making skills involves recognizing problems when they occur.
How can you tell when you are facing issues that have unethical dimension?
The following may help.
Frequent use of words such as right or wrong; conflict of interest; bottom line;
ethics; and values.
Desire to call the state regulatory agency or professional hotline.
Making lists of advantages and disadvantages of an action.
Feeling torn between two or more values, goals, or parties.
Wondering how the outcome of this problem would look in the newspaper
headlines.
Loss of sleep.
Use of expressions such as:
“Well, maybe just this once....”
“We’d better look the other way.....”
“No one will ever know....”
Teach
The topic is the subject the author is writing about. The main idea is the most important
idea that the writer wants readers to understand about the topic. Supporting details are
pieces of information that explain or tell more about the main idea. Supporting details may
include facts and examples.
Practice
Point out the topic of the passage. Discuss the main idea with the students,
Apply
Ask students to infer main ideas by summing up supporting details in the passage. Use the
chart below to assist.
67
What's the Big Idea?
Complete the chart below about the main idea, and supporting details based on "Why
You Should Be Worried About Corruption?".
Topic:_______________________________________
Supporting Details
Supporting Details ___________________________________
___________________________________ ___________________________________
___________________________________ ___________________________________
___________________________________ ___________________________________
___________________________________
Main Idea
___________________________________
___________________________________
Supporting Details
___________________________________
___________________________________
___________________________________
___________________________________
68
7. How do you think the statement “the rich get richer and the poor sink further into
poverty” may mean?
8. The line “We’d better look the other way” What do you think this means?
9. Why do you think you will not sleep well?
10. Where do you think this article is from?
69
i. Identifying Compound and Simple Sentences.
Place "S" for simple or "C" for compound after the sentence.
1. I haven't seen Anna lately, and I won't see her again until December.
2. Mr. Tuilada listens to the news every night, and then he goes to bed.
3. Juliet is going to Hawaii today and will return home on November 25th.
4. Will you wait for me, or do you want to go ahead?
5. The children argue and wrangle over every little thing.
6. We had nearly finished our thirty-six holes of golf, and I was exhausted.
7. I had originally planned to attend the meeting; however, now I think I can't.
8. Mrs. Tamani likes to drive; she finds it relaxing.
9. Marica is afraid of the water; consequently, she had trouble passing the
swimming test.
10. Should I wash the clothes, or do you want to do it?
11. Ellen was calm after the accident, but Jane was very nervous.
12. On their vacation, the Smiths fished and swam every day.
13. The Millers and the Fishers like to attend concerts together.
14. I did my grocery shopping today; consequently, our cupboard is full.
15. The President will hold a press conference today.
16. Raksha and Vasiti went to the Hibiscus Festival together.
17. Mr. Baba looked angry; accordingly, I wasn't eager to introduce myself.
18. Shall we have a picnic, or would you like to eat inside?
19. Dan showered and dressed in his best clothes.
20. The ice cream was partly melted; nevertheless, it tasted good.
ii. Join the following sentences together to make compound sentences. Choose
the most suitable conjunction from the list below. Use each conjunction once only.
70
1. I enjoy reading. I don’t enjoy cooking.
4. Babies cry all of the time. They can get some attention from their mum.
5. Year Five is a hardworking class. All of the children want to do well at school.
6. I can use simple sentences in my writing. I can use compound ones to make it more
interesting.
she sits
with tears on her cheeks
her cheek on her hand
the child in her lap
weary rough
pointing at me
do you care
71
ii. Change the following sentences to Plurals.
1. Mr. Seru asked the student to open his dictionary.
___________________________________________________________
2. The frightened kitten hid behind the shelf as the dog tramped by.
________________________________________________________
3. Bill brought the flower and hid it in the room.
____________________________________________________________
4. The lawyer was paid a million dollars for winning the case.
____________________________________________________________
5. The boy crossed the bridge to get to the field.
___________________________________________________________
1. princeapal 8. analysis
2. capityiol 9. principel
3. capital 10. oasus
4. idol 11. oacis
5. paralize 12. advize
6. paralysis 13. idel
7. analise 14. advase
v. Make two or more new words from the Spelling list. The first one is done for you.
1. principle : prince, rice, price, clip, rip,
2. principal : _____________________ 7. advise : _____________________
3. paralysis : _____________________ 8. advice : _____________________
4. paralyze : _____________________ 9. idle : _____________________
5. analyse : _____________________ 10. idol : _____________________
6. analysis : _____________________ 11. oases : _____________________
73
12. oasis : _____________________ 14. capitol : _____________________
13. capital : _____________________
vi. Break the code: Use the code to write the spelling words
a b c d e f g h i j k l m n o p q r s t u v w x y z
s t v u w z x c d e a b q t r k l j o n m p f h g i
1. supdvw : _______________________ 8. vskdnsb : _______________________
2. kjdtvdksb : _______________________ 9. rsoplo : _______________________
3. ksjsbgiw : _______________________ 10. stsbgow : _______________________
4. stsbgodo : _______________________ 11. durb : _______________________
5. kjdtvdkbw : _______________________ 12. rsowo : _______________________
6. vskdnrb : _______________________ 13. supdow : _______________________
7. ksjsbgodo : _______________________ 14. dubw : ______________________
USE
74
Structure How to make an organic compost for your family garden? Language Features
Conclusion Finally, gardeners either dig the compost into the soil or
spread it on the surface. Compost replaces nutrients in the
soil, because it contains nitrogen and other important
elements.
75
Write an explanation...
Write an explanation of how plants make food. You may need to look up
photosynthesis in a dictionary or encyclopaedia.
Structure ____________________________________________________________
Title ______________________________________________________________________________
Introduction ______________________________________________________________________________
Write a
______________________________________________________________________________
description
______________________________________________________________________________
Explanation
sequence ______________________________________________________________________________
______________________________________________________________________________
Effect
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Concluding
sentence ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__
Revise and Edit More to do
Conclusion
R -Replace words,
phrases and sentences Write an explanation about
with more effective ones
any topic that interests you.
I -insert better words,
phrases and sentences
D-Delete ineffective
words, phrases and
sentences
SPELLCHECK
76
1
5 6
7 8
9 10
11
12
13
14
Across
2 These insects often pollinate trees. (4) Down
3 A building material that comes from trees. 1 These gather sunlight to make food for trees.
(4) (6)
4 This can grow into a new tree. (4) 2 Flowers just before they open. (4)
5 Apples, oranges, or bananas. (5) 3 Trees soak this up through their roots. (5)
7 The part of a tree that attaches it to the 6 A colourful part of some trees that later makes
ground and soaks up water. (5) seeds or fruit. (6)
9 Where the seed of a pine tree is. (4) 8 The sticky liquid inside a tree. (3)
11 The skin of trees. (4) 10 The leaves of a pine tree. (7)
13 The thick part of a tree. (5) 11 The part of a tree where leaves are. (6)
14 Trees need this to make food. (8) 12 The leaf of a flower. (5)
77
LISTENING AND SPEAKING ACTVITIES UNIT 5
Genre: Narrative
Your teacher will provide opportunities for listening exercises, based on narratives, to be
conducted in class. Narratives tell a realistic or imaginative story. It is written to entertain,
stimulate, motivate, guide and teach the reader.e.g myths, legends, fairy tales etc. Each of you is
required to listen and respond appropriately.
Everyday Activities
78
Question Generation Chart: Use this chart to make up questions
to ask each other.
Simple
is/ did/ can/ will/ might/ should/n‟t
isn‟t didn‟t can‟t won‟t might not would/n‟t
could/n‟t
Who
What
When
Where
Why
How
Complex
Group or Class work: One person in the class begins a narrative with one
sentence....the rest follow suit, each adding a sentence to the story. keep going
until the story ends. This can also be done as group work. Have fun making up
the wackiest story.
79
READING AND VIEWING ACTIVITIES
A. Pre-reading Activity
Sometime the choices you make doesn’t really matter because it doesn’t hurt you
or anyone else but then there are times that our choices become very important. It matters
because it affects not only you but those around you. Be wise, think carefully because the
choices you make will determine the consequences you receive.
Our story today is about a boy who made a poor choice and unfortunately had to pay the
consequences for his actions. As you read think about the author’s purpose
Myths, legends,
fables, fairytales, A narrative tells a realistic or imagined story. It is written to
short stories and entertain, stimulate, motivate, guide and teach the reader.
picture books
Narrative texts are organised according to setting, event
leading to a problem and a solution.
Scan through the story and use the context clues to find the meaning of the words above.
Discuss them as a class. Draw little icons by each word to help you remember them.
80
B. Comprehension
Read the text below and answer the questions that follow
“Johnny? Johnny? Johnny, are you okay? Oh my goodness! Someone help! Help! Please help!”
cried Mrs Tuni.
It all began on a cool summer day. Johnny and his friends, Mariko and Nitesh, were helping
Mr Tuni clean the garage. There was so much rubbish everywhere - well it wasn’t useful
anymore, so in Johnny’s eyes that was rubbish.
They “Oood and Ahhd” over everything they took off the shelves. For Johnny most of the
things were vague memories of the past. On the other hand Mr Tuni had tonnes of
information about each piece of item.
“How should I know?” replied Johnny belligerently. He was feeling irritated. He wanted
the work to be over and done with. There was a game to be played at the park and of course
people to meet.
“Why did dad have to pick today, of all days?” Johnny thought to himself.
“Mr Tuni, can you tell us what’s this for?” asked Mariko holding out this little blue
contraption.
“Hmmmm…let me see if I can remember,” replied Mr Tuni. He took it out of Mariko’s hands
and turned it over and over. “I am not too sure…wait let’s call Mrs Tuni and ask her. Mary!
Mary!”
“I am in the middle of baking brownies, Of course I can’t come out,” she shouted.
“Come on boys, forget that rubbish and let’s move on. We have a game to catch – remember,”
said Johnny.
‘Hey Johnny! Take it easy bro. We’re here to help, not fight,” commented Nitesh.
“Yes Johnny… where is your manners? You should be grateful that your friends offered to
help,” replied Mr Tuni.
“But we’re going to miss the game at this rate,” whined Johnny getting more and more upset.
In fact he was so upset that he hit the blue contraption right out of Mr Tuni’s hands. It fell to
the floor and broke in two. Just then Mrs Tuni poked her head around the door.
81
“What’s all the fuss about?’ she asked.
Mariko and Nitesh looked at each other uneasily. Everyone in the neighbourhood knew what
a bad temper Mr Tuni had. Johnny just stared on sullenly.
“Hon, is something wrong? I thought you wanted to show me something,” asked Mrs Tuni.
“Wrong! Wrong! Just look at ……,” exploded Mr Tuni, pointing to the floor while struggling to
get the words out.
Mrs Tuni looked down and dismay came over her face.
She slowly walked forward, bent and picked up the blue pieces. As she held on to them silent
tears tracked down her cheeks.
“It was an accident ma,” started Johnny. No sooner had he said the words did his father begin
shouting.
“Accident! Accident! Come here boy and I’ll show you what an accident is,” shouted Mr Tuni.
He was beside himself with rage.
“Dear – please – enough,” implored Mrs Tuni as more tears rolled down her cheeks.
‘Oh Johnny! How could you? Don’t you know that this belonged to your brother Nick?” she
whispered quietly.
Nick had died eight years ago in a boating accident. Johnny barely remembered him but he
sure was tired of hearing Nick’s name. Every time anything happened someone would bring
up Nicks name.
“Whether it belonged to Nick or not, you did not have to break it,” Mrs Tuni quietly
commented.
Feeling all eyes on him, Johnny turned and stamped out of the garage.
A soft hand on his arm made him quickly glance down into the soft but hurt eyes of his wife.
“Leave him be, my dear, leave him be,” she quietly murmured.
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‘What’s wrong with him? Mariko? Nitesh? Have you noticed anything wrong lately?”
questioned Mr Tuni.
Nitesh and Mariko quickly glanced at each other and looked down. Mariko shuffled his feet
while Nitesh’s head sunk lower and lower. Both boys could feel Mr Tuni’s hard eyes on their
heads. They began to feel uncomfortable.
“Speak up boy! Speak up!” Mr Tuni’s voice boomed across the garage.
Nitesh decided he had better give his two cents worth before they really got into trouble. He
glanced over at Mariko who gave a quick nod.
“Well, we have noticed that Johnny disappears every afternoon after school. We tried to
follow him one day but he got angry. He chased us away and when we kept after him he
started throwing stones at us and swore.”
“Yes, well, we climbed up a tree after he left and were able to spy on him. We saw him
speaking to this strange looking man. Next thing we saw them exchanging things. Mariko
thinks it was drugs but I don’t know. Maybe it was, maybe it wasn’t. I really don’t know.”
“That’s it. Come on let’s go,” shouted Mr Tuni. He stormed out of the garage. Mrs Tuni,
Nitesh and Mariko ran after him. The two boys looked at each other, worry etched on their
faces.
“Show us the way boys. Come on, show us the way,” growled Mr Tuni.
Mariko ran to the front and quickly led the way. They approached the path and Mariko put
up his hand…..Shhhhh…..
Everyone stopped, looked around then quietly moved forward. After five minutes Mariko
put his hand up again and signalled to stop.
“Shhhhh…I can hear something. Quickly take cover in those bushes,” whispered Mariko.
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He jumped out of the bush. Johnny was bent over in pain. The strange looking man tried to
run away but Nitesh and Mariko tackled him to the ground. They managed to subdue him.
They grabbed his backpack and pulled out a brown parcel. As they pulled it out the bag fell
and burst open. White powder spread all over the ground. Nitesh looked at Mariko and
mouthed, "Drugs.”
Mr Tuni was ranting and raving while Johnny was moaning in pain.
“Johnny? Johnny? Johnny, are you okay? Oh my goodness! Someone help! Help! Please help!”
cried Mrs Tuni.
Mariko quickly pulled out his phone and called the police while Nitesh sat on the strangers
back so that he couldn’t move.
In the distance they could hear the sound of sirens getting louder and louder.
Johnny had stopped moaning and Mrs Tuni stood by him, rubbing his back.
“I am sorry son but this is one lesson you will have to learn
the hard way,” replied Mr Tuni.
“But honey…..”
“No Mary. Johnny has to learn the hard way,” said Mr Tuni.
That day was a wakeup call for all of them. Mr and Mrs Tuni were hurting but they knew that
sometimes one had to be cruel to be kind. Nitesh and Mariko learnt that it never pays to fool
around with drugs and poor Johnny, he learnt what the inside of a police cell looked like. He
was a special guest of the Korovou Correction Centre for two long years.
1. Action Tracker/Summarizer
2. Character Captain
3. Speaker of the House
4. Literary Luminary
5. Connector
6. Talented Artist
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1. Action Tracker/Summarizer
You keep track of the action in the story. Complete the following table to share with the rest
of the class.
2. Character Captain
List down the main characters in the story. Describe the characteristics they have and give
examples.
Mrs Tuni –
Johnny –
Nitish –
Mariko –
As a group write out at least 4-6 questions whose answers can be inferred from the clues in
the story e.g. Did Mrs Tuni love and miss Nick?
Yes she did, she cried when she saw the broken blue contraption. It belonged to Nick.
She also spoke about Nick a lot.
4. Literary Luminary
Which paragraph or sentence stood out to you and why? Copy down the paragraph or
sentence. Complete the table below, an example has been provided.
e.g. She slowly walked forward and picked up the blue pieces. As she held on to them silent
tears tracked down her face.
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Reason for choosing this section:
I felt sorry for her. The blue thing was a remembrance of her son who had died.
5. Connector
The connector makes connections between what happened in the story and similar things
that have happened to themselves. Text to self, to other stories – text to text and to the world
around them – text to world.
E.g. Text-Self
This story is similar to what I went through when I spoke rudely and hurt my
mother’s feelings. When I saw her crying I felt very bad.
Text to Text
This is similar to a story I read about a little boy whose parents used him to carry
drugs. They always gave him 2 lunch boxes. One was filled with drugs and an old man would
be waiting for him in school.
Text to World
This story relates to what I saw in a movie. Students made bad choices and were
caught doing wrong.
6. Talented Artist
This group creates a poster/picture as a cover for the story. It must relate to the story.
After each group has finished their assigned topic they now present to the rest of the class.
Read the story again before attempting to answer the question below.
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7. What do the following expressions mean?
Use the prefixes and suffixes in the boxes below to make new words.
Prefix Suffix
allow ignore
regular annoy
carriage appear
convinced diligent
essential sever
possible convey
credible imagine
truth laugh
famous dishonour
active care
change behave
hope mature
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D. Sentences: Direct to Indirect
e.g. “Hey Johnny! Take it easy bro. We’re here to help, not fight, “commented Nitesh.
Report speech
Nitesh commented that Johnny should take it easy as they were there to help and not fight.
1. “Yes, Johnny...where is your manners? You should be grateful that your friends offered to
help,”
Mr Tuni told...
There are many examples of the four kinds of sentences in the story.
Identify 2 of each sentence type in the story. Write them into your books and watch
carefully for the punctuation marks.
Rewrite the following in direct speech. Place all the punctuation marks in the correct place.
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G. Dictionary Skills: Beginning with 'poly'
2. Use a dictionary to help you match the words with the following nouns.
1. Plastic
2. compound
3. figure
4. race
5. names
6. fabric
Use each word in two separate sentences to show that it has more than one
meaning. Write four sentences altogether.
89
Divide the words according to the first vowel sound in the word. Choral spelling of the
words. (the teacher will say the word, you will repeat it and spell it out, and say the word
again)
v. Icons
Choose any 10 words and draw an icon (little picture) to represent the word. Draw an icon
that will mean something to you and help you remember to spell the word correctly.
90
WRITING AND SHAPING ACTIVITIES
91
The Shark
Structure
Evan was walking along a deserted beach at dawn. In the distance he
Title saw a young woman and a small boy.
Orientation Suddenly the little boy ran down to the waterline. The young woman
Who? When? shouted and ran after him but he did not stop. A huge wave swept over him
Where? What? and he was gone.
Evan raced towards the sea. He heard a shout. He spun around and
Complication
saw the young lady pointing. When he looked back his heart almost stopped.
Begins a
A dorsal fin was slowly approaching. What should he do?
series of
events “Please! Please! Help me!” shouted the young woman. What could he
do? He couldn‟t leave that poor child alone. All these thoughts crowded his
Event 1 head.
He dived in and swam as hard and as fast as he could. He reached the
limp body, grabbed him around the neck and began swimming for shore. The
Event 2 fear of a shark attack made him swim as though demons were after him.
His leg hit the sand. He felt arms dragging him forward. Together
Climax
they stumbled onto the shore. They looked back and saw the shark circling
nearby. Thank goodness they were safe.
The young lady, Nina, quickly called an ambulance and we were soon on
Resolution our way. The last I saw of Peter, he was smiling happily in bed surrounded by
92
Write a narrative....
Write a narrative on "What is a true friend?" Use examples and names. Draft your narrative
using the template below to guide your writing.
Structure _________________________
Title
_______________________________________________________________________
Orientation
______________________________________________________________________________
Who? When?
Where? What?
______________________________________________________________________________
Complication ______________________________________________________________________________
Begins a series
of events ______________________________________________________________________________
Event 1 ______________________________________________________________________________
______________________________________________________________________________
Event 2
______________________________________________________________________________
______________________________________________________________________________
Climax
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Resolution
D-Delete ineffective
words, phrases and
sentences
SPELLCHECK
93
Just for Fun
Across Down
2. Someone who saw a crime. 1. Someone the police think may
5. People who catch criminals. have done a crime.
94
95
UNIT 6
LISTENING AND SPEAKING ACTVITIES
Genre: Procedure
Your teacher will provide opportunities for listening exercises, based on procedural texts, to be
conducted in class. A procedure tells how to achieve a goal or an outcome through a sequence of
steps.e.g.recipe, safety manual etc. Each of you is required to listen and respond appropriately.
Everyday Activities
I mind my manners
and not speak
96
Question Generation Chart: Use this chart to make up questions
to ask each other.
Simple
could/n‟t
Who
What
When
Where
Why
How
Complex
Use the chart above to generate questions.
97
Extra Activities: Class Activity
A. Pre-reading Activity
Procedural Writing
Procedures are written to explain how something is done, in a series of sequenced
steps.
They are organized by goal, material, method and evaluation.
Features of procedural writing include: detailed factual description, reader referred
to in a general way (draw a line), linking words to do with time, tense is continuous
Context Clues:
Context Clues are words that say, “Stop - don’t touch that dictionary. The definition of
the word you don’t know is right here in the text!" They are often used in content area
reading.
For Example: If the first attempts to put the fire out do not succeed , evacuate the building
immediately.
Using the clue, the word attempts in this sentence means try.
99
i. Comprehension Skill: Sequencing
100
13. Strong leather shoes with decorative 14. Loose garment with long, wide sleeves
holes on surface
D. Sentences: Singular/Plural
Re-write these sentences changing all singular words to plural.
1. Mr Waqa asked the girl to open her dictionary.
2. The family caught the punt across the river to the city at least once a week.
3. The frightened cat hid in the corner as the dog and the horse tramped by.
4. Miriama took her scissors, shears and needle and in a moment she had created the most
fantastic dress that her mother had ever seen.
5. Marika lost his shirt and shoes on Monday.
6. My friend bought me an orange at lunch time.
7. I had to write a thesis on the mango, which grows in Nadi.
8. A ship carrying a cargo of tuna was ransacked by a thief.
9. The lady ate jelly and strawberry.
10. My brother-in-law travelled with his baby in a boat.
11. The dwarf lived a long life with the princess.
12. A pigeon nests in the roof of the porch.
13. We found the larva of the caterpillar on the roof.
14. The volcano by the reef gave out gas.
15. The fireman saved the child from the burning building.
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i. Copy these sentences. Put in the missing dashes.
2. When he went to university his mum gave him a big pile of money enough to
last him a month.
3. The trip has been rescheduled for Monday maybe Thursday.
4. Molly found her purse down the back of the sofa.
5. There is only one meal worth eating pie and chips.
1. Suzi wants to buy Mark a new pair of trainers I can see why.
2. There is no room left in the hotel let me repeat: No Room.
3. The dog a hairy beast jumped up at me.
4. Permission is granted subject to the following conditions.
5. The films all three of them took years to complete.
Choose one of the following relative pronouns who, which or whose to correctly fill in the
blanks.
1. I talked to the girl ____________ car had broken down in front of the shop.
2. Mr Singh _____________ is a taxi driver, lives on the corner.
3. We often visit our aunt in Qamea ______ is an island off Taveuni.
4. This is the girl___________ comes from Australia.
5. That's Peter; the boy ________________ has just arrived at the airport.
6. Thank you very much for your e-mail _________________ was very interesting.
7. The man, _____________________ father is a professor, forgot his umbrella.
8. The children, ____ ___________________ shouted in the street, are not from our school.
9. The car, ____________________ driver is a young man, is from Ireland.
10. What did you do with the money ______________ your mother lent you?
102
G. Dictionary: Classification
Look these words up and write in brackets next to each one whether it is a tool, fruit,
vegetable, fish, bird or weapon.
1. foil
2. perch
3. stiletto
4. rasp
5. kale
6. shag
7. sole
8. hod
9. damson
10. lentil
11. nectarin
12. Dodo
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Word Meanings: 'evaluate' and 'inhale'
Use each word in two separate sentences to show that it has more than one
meaning. Write four sentences altogether.
H. Spelling
iii. Use your dictionary to find the definitions of the words in the box.
104
9. receiving : ________________________ 13. humid : ________________________
10. benefitting : ________________________ 14. bureau : _________________________
11. transferring : ________________________ 15. bouquet : __________________________
12. enclosing : ________________________
iv. New Words. Make New Words from the words in the list. The first one is done for you.
1. controlling 9. receiving
2. gossiping 10. benefitting
3. knitting: 11. transferring
4. fascinating 12. enclosing
5. travelling 13. humid
6. securing 14. bureau
7. qualifying 15. bouquet
8. threatening
i. Sentence Construction
Use the words to make up sentences. Depending how you use the word, identify the
part of speech it is (noun/verb).
105
WRITING AND SHAPING ACTIVITIES
USE
106
In procedural texts, we use sentences that begin with verbs and are stated as commands; for
example, Beat together...'
Underline sentences above which begin with action words( verbs).
Circle all the verbs in the procedure.
Write an procedure
Write a procedure on how to make a garden salad.
Structure ____________________________________________________________
Title ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Materials
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Sequence of ______________________________________________________________________________
steps
______________________________________________________________________________
______________________________________________________________________________
Evaluation ______________________________________________________________________________
______________________________________________________________________________
Revise and Edit
R -Replace words,
______________________________________________________________________________
phrases and sentences
with more effective ones
______________________________________________________________________________
I -insert better words,
phrases and sentences
______________________________________________________________________________
_ D-Delete ineffective
words, phrases and
sentences
SPELLCHECK
107
Just for Fun
Safety Words Absorption
Assessment
Find these words! Carcinogenic
Competent
U I E S S E X C A V A T I O N S R Cosh
Excavations
L P G A F A L L S I R I D D O R O
Exposure
I C T F V E O X L R I E A U N M E Falls
D O L E G S R U E R S L N A R A X Fatal
N O I T A L A H N I K I E C N N P Flammable
Harmful
W A N Y A H B E S T A F F O N D O
Hazards
E S G S S A S Q C A S T L M O A S Incidents
L B S I S R O I A N S I A P X T U Ingestion
Inhalation
F E T G E M R N F T E N M E I O R
Irritants
A S N N S F P G F S S G M T O R E Lighting
R T E S S U T E O E S O A E U Y P Lpg
E O D E M L I S L T M V B N S T R Mandatory
Noxious
W S I I E F O T D O E R L T V I G
Riddor
U R C O N E N I M X N R E A I D A Risk
Y T N N T E D O O I T R I P S R N assessment
S L I P S Y J N O C L A D D E R S Safety signs
Scaffold
C O I C A R C I N O G E N I C L I
Slips
Toxic
Training
Trips
108
UNIT 7
LISTENING AND SPEAKING ACTVITIES
Everyday Activities
109
Question Generation Chart: Use this chart to make up questions
to ask each other.
Simple
could/n‟t
Who
What
When
Where
Why
How
Complex
Use the chart above to generate questions.
110
READING AND VIEWING ACTIVITIES
A. Pre-reading Activity
i. Building Background ( Class Discussion)
The text for this unit is information narrative. Study what a information narrative. is and
try to distinguish the features of a information narrative in the passage "Edward Jenner."
INFORMATION NARRATIVE
111
B. Comprehension
Read the text below and answer the questions that follow.
Edward Jenner
For many hundreds of years , people were afraid of the dangerous disease called
smallpox. When a person catches smallpox, he has a fever at first. A few days
later, small swellings appear on his body, mostly on the face. the swelling become
sores. When the sores heal, ugly marks called scars are left on the skin. lf the attack
of smallpox is severe, the person usually dies.
The disease spreads easily from one person to another. lf you touch a person who
has smallpox or if you touch his clothes, you can get smallpox . You can also get
smallpox by breathing the air that the sick person breathes out.
Sometimes adult also tried to catch smallpox on purpose. They waited until
someone had an attack of smallpox which was not severe. They then took some dry
skin from the sores which had healed and they rubbed it on their bodies. Soon they
became ill themselves but the illness was mild and they did not catch smallpox
again. Some doctor scratched the arm of a person and rubbed dry skin from
smallpox into the scratch. This was called smallpox inoculation. It was not very
safe, because some people became very ill and died after one of these inoculations.
In the 18th century, an English doctor named Edward Jenner found a safe way of
preventing smallpox. Jenner was born on May 17th , 1749.Many people believed
that smallpox could not harm anyone who had already caught cowpox . Cowpox
was not a harmful illness. It was sometimes caught by workers who milked sick
cows . Jenner wanted to learn more about cowpox and smallpox . He found out that
112
there were two different kinds of cowpox. People who had the first kind of cowpox
sometimes caught smallpox. Those who had the second kind did not catch smallpox.
Jenner believed that if he could give people an inoculation with this second kind of
cowpox, these people would not get smallpox later. Jenner wanted to try this
immediately but at that time there was hardly any cowpox in the place where he
lived. It was about twenty years before Jenner found the right kind of cowpox.
In 1796 Jenner found a girl who had the kind of cowpox that he wanted. Jenner
took some liquid from the swellings on her hands and on May 14th he injected the
liquid into the arm of an eight-year-old boy called James Phipps. Six weeks later
Jenner scratched the boy's arm and rubbed dry skin from smallpox sores into the
scratch. He wanted to see if James would catch smallpox after this . James did not
become ill at all. He did not catch smallpox. Jenner was very happy. He had at last
found a safe way to prevent smallpox. This way of preventing smallpox was later
called vaccination.
At first, other doctor did not believe Jenner but later they found that vaccination
was really effective. Thousands of people were given vaccinations. About 2,000
people used to die every year in Britain because of smallpox. After doctors began to
use vaccination, the number of people who died of smallpox was only about 600 a
year. Today, hardly anyone catches smallpox except in a few places in Africa and
India. In these places doctors are working hard to get rid of the disease completely.
Jenner became famous. He died in January, 1823 but we still remember him today
because he has helped to save many lives.
113
Answer the following questions in complete sentences.
1. Why were people very frightened of small pox?
2. How can a person catch small pox even if he does not touch a person who has the
disease?
3. What might you notice about a person who has had small pox?
4. Why would parents hope that their children would catch smallpox?
5. Why is Jenner's way of preventing smallpox safe?
6. Why did Jenner want to find out more about smallpox?
7. What kind of people caught smallpox?
8. What was wrong with John Phipps?
C. Word Knowledge: Antonyms/Ailments and Diseases
i. Antonyms
Choose the word that is nearly opposite in meaning to the word in capital letter.
1. COUNTERFEIT A. meek B. chill
A. unmarked B. grave C. comfort
B. assumed C. light-hearted D. startle
C. fraudulent D. hopeful E. elate
D. genuine E. passionate
E. specific 10. LAVISH
6. FRUITLESS A. unsightly
2. ABRUPT A. useless B. petite
A. hurried B. futile C. awful
B. impulsive C. purposeful D. economical
C. methodical D. mirthful E. grand
D. reluctant E. profitable
E. gradual 11. WARY
7. MURKY A. rash
3. BYSTANDER A. luminous B. conscientious
A. participant B. charitable C. daring
B. detective C. smoky D. thrifty
C. colleague D. miserable E. indiscreet
D. pedestrian E. upright
E. witness 12. SUBSTANTIAL
8. UTMOST A. impoverished
4. INFAMOUS A. remotest B. affluent
A. sincere B. minimal C. insignificant
B. glorious C. supreme D. suffering
C. notorious D. limitless E. abundant
D. outrageous E. mediocre
E. innocent 13. QUENCH
9. COW A. stifle
5. GRIM A. condense B. soak
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C. disappoint C. exaggerate B. comfortable
D. allay D. taper C. distracted
E. parch E. stockpile D. unemotional
E. anxious
14. NURTURE 16. CORRUPT
A. neglect A. wicked 19. PEEVISH
B. underestimate B. dishonest A. morose
C. mother C. sanitary B. patient
D. treasure D. principled C. flattering
E. detest E. reliable D. crusty
17. FIASCO E. excitable
A. miracle 20. IRATE
B. blunder A. bitter
C. triumph B. riled
D. catastrophe C. courteous
E. flop D. content
15. RECEDE E. annoyed
A. wane 18. POISED
B. advance A. collected
ii. Ailments and Diseases
115
D. Sentences: Complex Sentences.
A complex sentence contains a main clause and one or more subordinate clauses.
For Example: The monster which had been sleeping soundly opened its deadly eyes
as the hero approached with a sword in his hands.
Make complex sentences by joining the sentences using one of the conjunctions in the box.
1. The dog howled with pain. His leg had been injured by the big bad wolf.
2. The tired woman cooked dinner. She washed the dirty clothes.
3. Malcolm came to visit his sick mother. Victor got into a bad accident.
4. The sly cat had been sleeping soundly. He opened his eyes at the sound of music.
5. The manager of the company will spend five years in the old Korovou Prison. He
bribed another businessman.
6. The naughty boys were shouting. Their teacher walked into the room.
7. Milika attended the Women’s meeting in Levuka. She was ill.
Circle the word that is not necessary and which does not change the meaning of each
sentence .
116
F. Grammar: Noun Clauses
Noun clauses do the work of nouns. They can be the subject or object of
sentence.
Subject
What my dad grows in the garden is good to eat.
What my dad grows in the garden is the subject of the verb is.
Object
I know what makes flowers grow.
What makes flowers grow is the object of the verb knows.
To find the noun clause which is the subject, ask who or what in front of the
verb. verb
Question: What is good to eat?
Answer: What my dad grows in the garden.
To find the noun clause which is the object, ask who or what after the verb.
verb
Question: Know who or what?
Answer: What makes flowers grow.
i. Find the noun clauses , subject of the verbs in these sentences. Underline them.
1. What is in the fruit shop was once in the garden.
2. What I eat makes me grow.
3. Where the carrots grow is not easy to see.
4. Who took the mangoes is a mystery.
5. That the weather was real dry was a real problem for farmers.
ii. Find the noun clauses, object of the verbs in these sentences. Underline them.
1. They heard what you said.
2. I asked where the money was kept.
3. We saw that the boy was winning.
4. The gardener believed that you should water your garden every day.
5. We knew that we would plant in the garden.
117
Find words from the dictionary beginning with para (which means "at the side of") to
match each clue given below.
I. Spelling
iii. Visual Warm up: Fill the spelling words in the correct word shapes
118
iv. Generally Speaking: Write each spelling word for the group it best fits
v. Break the code: Use the code to write the spelling words
119
vi. Other Word Forms:
example: important- importance, importantly
1. laboratory 9. unnecessary
2. anniversary 10. stationary
3. elementary 11. foreign
4. boundary 12. genuine
5. imaginary 13. musician
6. ordinary 14. pedestrian
7. extraordinary 15. companion
8. secretary
120
1. oatrblyora ___________________________ 9. eesrcnsynua ___________________________
8. rtsaercye ___________________________
viii. Word Search : Find the words from the spelling list
121
WRITING AND SHAPING ACTIVITIES
USE
Title It is usually something that gets attention of the Factual Information - facts
reader Action Verbs - verbal and
mental processes e.g. found,
The starting point of a story. It tells who begins wondered, threw, trembled
Orientation Saying Verbs -said,
(Setting) the action and when and where it begins.
whispered, yelled
Past tense - came across,
The event that starts the action and involves the stumbled, thought
Series of characters in some problem. The events that happens Conjunction and
events that as the characters try to solve the problem. connectives (linking words
to do with time) - ...when,
then, first, next
Resolution Tells how the problem is solved. Factual Information
subject-specific vocabulary
specific participants
descriptive language
Conclusion Tells what has come from the experience.
Poetry
Speech to amuse
Joke, riddle etc. to entertain
Song – social comment to describe
Cartoon
122
Structure Language Features
WHERE DO WRITERS GET THEIR IDEAS?
Title
Suggests what Every writer would give a different answer. An idea is a
The question in the
is going to be thought or a plan formed in the mind, and is based on title is answered by
in the text
everything a writer does. the author‟s account
of an earlier event.
Orientation
The American Author , Dr Seuss, once visited Australia and
Tells who?
when? where? told them how he 'got' his idea for his book Horton Hatches
the Egg.
Sequence of Proper Nouns
events When Dr Seuss drew his pictures he used huge sheets of
Event 1 tracing paper. One day , he began sketching funny elephants
and , later on, some strange -looking trees.
He was called out of the room , and when he came back the
Action Verbs
Event 2 wind had blown the sheets of tracing paper all over the floor.
eg. 'drew'
Right in the middle he saw that a large elephant had blown
on top of a tracing -paper tree.
Concluding
statement
"Now what's the elephant doing there? he asked.
123
Write an information narrative...
My Special Person
Choose someone you admire - a relative or any person who is special to you. Tell us
about this person. What is so special about him or her?
Provide accurate facts about the person.
Use strong adjectives to describe the person.
Don't spend too much time on what this person looks like.
Give examples of ideas, actions, involvements and events.
At the end we should know about this person‟s character. What kind of person he
or she really is.
Structure ____________________________________________________________
______________________________________________________________________________
Title
______________________________________________________________________________
Setting
______________________________________________________________________________
Who?
______________________________________________________________________________
Where?
What?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Sequence of
events ______________________________________________________________________________
Includes
biographical ______________________________________________________________________________
details
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Conclusion
______________________________________________________________________________
______________________________________________________________________________
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Revise and Edit
R -Replace words,
phrases and sentences
with more effective ones
D-Delete ineffective
words, phrases and
sentences
SPELLCHECK
Just for Fun
RIDDLES
2. What five-letter word becomes shorter when you add two letters to it?
3. What word begins and ends with an „e‟ but only has one letter?
125
LISTENING AND SPEAKING ACTVITIES UNIT 8
Genre: Poetry
Your teacher will provide opportunities for listening exercises, based on poetry, to be
conducted in class. Each of you is required to listen and respond appropriately.
Everyday Activities
126
Question Generation Chart: Use this chart to make up questions
to ask each other.
Simple
could/n‟t
Who
What
When
Where
Why
How
Complex
Use the chart above to generate questions.
Pair up with a friend and write a poem on the skeletal system. Get them to
share it to the class by 'reading aloud'.
127
READING AND VIEWING ACTIVITIES
A. Pre-reading Activity
The text for this unit is poetry. Study what poetry is and try to distinguish the features of
poetry in the poem "So that's where my Lunch goes!”
Poetry
Poetry helps the reader to think about familiar things in different language, rhythm, rhyme and
structure to capture the essence of a feeling, thought, object or scene. Forms of poetry include
cinquain, haiku, limericks, diamante, lyrics, ballads, humorous verse.
It is literary text that uses words in imaginative ways to express an idea or describe a subject.
Poetry is often written with the expectation that it will be read aloud, making the language,
sound patterns and rhythmic qualities an important part of the meaning.
Some poems may make use of rhyme while others use a free verse form.
Context Clues:
When you come across a word you don't know, don’t stop reading. You can often figure out
the meaning of an unfamiliar word by using the words around it. The surrounding sentence
or paragraph is known as the context.
For example: Veena's boss was a callous man. He did not react to her tears and apologies.
From the context you know that a callous man does not react to tears and
apologies. Callous means “hard-hearted” or "insensitive to emotion."
Use the context to figure out the meaning of the key vocabulary.
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Read the text below and answer the questions that follow.
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i. Comprehension Skills: Understanding Poetry
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ii. Comprehension Check
Answer the following questions in complete sentences.
1. Where does your food's journey begin?
2. What is another name for your esophagus?
3. Where is food squirted with chemical?
4. How long is the small intestine?
5. What is the purpose of the large intestine?
1. chopped meat and filling in a skin 11. any domestic fowl we eat
2. made from sour cream 12. tropical fruit
3. long thin pasta 13. shell fish found on sea bed
4. a tasty nut 14. round spongy food we eat
5. minced meat inside a bun 15. shellfish eaten raw
6. meat from sheep 16. cake of thin pastry filled with fruit
7. expensive shellfish 17. thick pasta
8. fish with pink flesh 18. Chinese dish
9. cut of beef 19. meat from deer
10. breakfast cereal 20. soft chewy sweet
Sentences have two parts. One part, the subject, explains the person or thing we are
talking about. The subject may consist of one word- a noun, or other describing
words.
Jill climbed the hill.( The subject is the noun Jill - one word only)
A girl named Jill climbed the hill. (The subject consists of the noun and describing words)
Subjects can contain a noun plus adjectives:
A stray dog came into the school.
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Subjects can come in various positions in sentences:
In the corner near the table stood the grandfather clock.
Why does that man talk so much? There was a mouse in the cupboard.
Opening the door the little girl came in.
During the holidays my aunt stayed with us.
The other part, the predicate, is made up of whatever is said about the subject. It
must have a verb and may have other words that tell more about the verb.
Tevita swam.( The predicate is the verb swam.)
Tevita swam several lengths of the pool. (The predicate includes the verb and other words)
i. Underline the subject of each sentence. ( To find the subject , ask WHO or WHAT in
the front of the verb. The answer is the subject)
The simple subject of a sentence is the main word in the complete subject. It is always a noun or a pronoun.
Sometimes, the simple subject is also the complete subject.
The simple predicate is the complete verb within the complete predicate. The simple predicate may be
one or more words.
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ii. In each sentence below, underline the subject and circle the simple subject.
iii. In each sentence below, underline the predicate, and circle the simple predicate.
7. Alan and Bryan walked to the store on Votua Road after school.
8. The enthusiastic fans cheered when they saw the soccer game score.
9. The tired principal got into her car at the end of the day.
10. Mrs. Sautu's students went on a field trip to the museum.
11. We met our neighbour’s at Singh's Curry House, the Indian restaurant.
12. My Aunt Sally quizzed me on the multiplication facts last weekend.
E. Punctuation : Apostrophe(')
The apostrophe is used to show where letter are left out. The apostrophe is
used when words are shorted or formed into contractions.
I have - I've
I am - I'm
Apostrophes are also used to show ownership.
Alipate’s book
Ramu's story
When the person possessing the object is singular, the apostrophe goes
before the’s’.
the boy’s bat = the bat of one boy
the girl’s dress = the dress of one girl
When 'possession ' is by more than one, the apostrophe follows the’s’.
the boys' bats = the bats of more than one boy
the girls' dresses = the dresses of more than one girl
We also add ‘‘s ' to plural nouns that do not end in’s’.
the children's toys
the men's clothes
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i. Rewrite these sentences. Shorten the words and then put in the apostrophe.
1. Do not hit Jane.
2. They have bought two dancing dogs.
3. I am fed up.
4. He is fully responsible.
5. There is a strange dog in my yard.
6. Terry did not play last night.
7. It is his fault.
8. You have told me all I need to know.
ii. Using the apostrophe, write the correct version of these phrases.
1. the cup of Dick
2. the letter of the boy
3. the dog of the man
4. the bags of the pupils
5. the nest of the birds
6. the saw of the carpenter
7. the car of Renu
8. the boats of the fishermen
9. the flowers of the neighbours
10. the coconut scraper of Tomu
F. Grammar: Adjectives
An adjective is a word that modifies, or describes, a noun or a pronoun. They tell what kind ,
which ones , how many , what position or what colour.
Example: Ripe apples fell from the tree.
A predicate adjective follows a linking verb and modifies the subject of the sentence.
Example: The apples are red and shiny.
The present participle and past participle verb forms are sometimes used as adjectives and
as predicate adjectives.
Example: We heard alarming news.
The table is painted.
A and an are indefinite articles, adjectives that refer to one of a general group of people,
places, things, or ideas. The is a definite article that identifies specific people, places, things,
or ideas.
Proper adjectives are formed from proper nouns. Like proper nouns, they begin with
capital letters.
Example: Irish lace French perfume.
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i. Identifying Adjectives
Underline the adjectives in each sentence. Underline the articles twice. Rewrite proper
adjectives in the space provided, adding capital letters where needed.
1. The brown shoes may be old and worn, but they are also comfortable. _______________
2. Solemn guards stand outside important foreign buildings._________________________
3. When I am cold, I like nestle cocoa and cookies. ______________________________
4. If I feel warm, I enjoy a tall glass of cool juice. __________________________________
5. Bill plays the electric guitar, but he wants to learn Spanish classical guitar._____________
6. A sandy desert can be hot, dry, and silent.______________________________________
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I. Spelling
136
iii. Vowel Hunt: Fill in the missing vowels and write the spelling words.
1. _xt_ng__sh 8. _xt_nct
2. _nstr_ct_r 9. ch_r_ct_r
iv. Break the code: Use the code to write the spelling words
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v. Generally Speaking: Write each spelling word for the group it best fits
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5. traroit ____________________ 10. amrgamr ____________________
8. uropapl ____________________
9. mumrru ____________________
____________________
13. esnixuhgti ____________________ 14. nxticet
viii. Word Search : Find the words from the spelling list
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ix. Alphabetise: Write the following words in alphabetical order.
2. _____________________________ 9. _____________________________
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WRITING ACTIVITIES
A poetry text helps the reader to think
about familiar things in different language,
What is a poetry? rhythm, rhyme and structure to capture the
essence of a feeling, thought, object or
scene.
USE
language in unique
patterns
rhyme - this is particularly
Title What the poem is about found in poetry for young
children
repetition - which gives
Stanzas a series of steps or moves emphasis to certain words
and phrases
stanzas
Figures of A vast range of devices that poets musical language
draw upon to shape their poems onomatopoeia
Speech alliteration
assonance, consonance, and
Free verse dissonance
Types of Poetry A poem that does not use line breaks – which give
traditional emphasis to words or
rhythm or rhyme, and
therefore often phrases, and draw
sounds like natural speech. attention to the rhythm of the
Acrostic It is popular with modern piece
A poem in which certain letters of poets, as there are
the lines, usually the first letters, no restrictions on expressing figurative language
form a word or message relating their thoughts
to the subject. and emotions. similes
metaphors
Haiku
Dust and drought personification
A form of Japanese poetry which Epic
Reddening the sky
uses three lines and 17 syllables A long symbolism
Outback dustbowl narrative words which create
arranged in the pattern 5, 7, 5.For
Unrelenting thirst poem which
Goading our resolve
example, this translation of a pictures in the minds of the
traditional haiku by Basho: tells of
Heat and dust heroic reader
Testing our faith deeds or
The first cold shower Concrete (or shape)
Even the monkey seems to want significant poetry
A little coat of straw national A poem which creates a
events. visual image on the
(Creative Commons, Wikipedia) page. It is meant to be
viewed rather than read
aloud.
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Ballad
A long poem (or song)
that tells a story through a
Lyric series of stanzas. Most
A poem which expresses the ballads have these
personal feelings and thoughts of elements:
a speaker. Most poems, except for
An abrupt beginning
ballads and epics, are lyrics.
Simple language
Three common themes in
traditional lyric A story told through
poems include: dialogue and action
Love A chorus
Lamentation (sadness) Four-line or six-line
Nature stanzas.
Limerick
A poem of five lines,
Dramatic monologue with humorous intent
A poem which presents and a strict rhyme
Elegy
someone other than the poet scheme. A poem which laments
addressing an audience. It the death of someone
offers an insight into the
feelings of the speaker.
Soliloquy
A poetic speech in a play
Rhyming couplets that is spoken by a person
Pairs of lines that rhyme, alone on stage as if there
often used in were no audience present?
poems that recount an or as if the audience is the
event speaker’s confidante. A famous
soliloquy:
To be or not to be – that is the question:
Villanelle Whether ‘tis nobler in the mind to suffer
A poem of five three-line The slings and arrows of outrageous
stanzas fortune,
Or to take arms against a sea of
concluding with a stanza of troubles
four lines. And, by opposing, end them. To die, to
They contain only two rhyme sleep…
sounds, eg ay, ill. Shakespeare Hamlet (ca 1600)
(Creative Commons, Wikipedia)
Cinquain Blank verse
A poem with a standard A poem without rhyming
syllable pattern, like a lines, but often
haiku, of five lines and a with a rhythmic pattern
total of 22 syllables in
the pattern: 2, 4,6,8,2.
Magpies
in my garden
pilfering the insects
lift their throats to sing and
warble
Magic.
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Language Features
Structure
Our teacher says
Title
Our teacher says that pasta is good for you. Question
Verses It's full of carbohydrates, which give you energy.
We should eat lots of pasta.
Our teacher says.
Repetition of
Our teacher says that beans are full of protein.
the words " our
Protein helps you grow and helps repair your body.
We should eat lots of beans. teacher says"
Our teacher says.
Our teacher says that fruits and vegetables are good for
you.
They're full of vitamins and minerals, which keep your
body healthy.
We should eat fruit and veg.
Our teacher says.
- Gareth Pitchford
Poet
Work in groups of two. Imagine that you are the heart. Let your thoughts run wild. Brainstorm what
you might see. List you thoughts. Share with others in class.
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
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Write a poem...
Use the ideas generated in the brainstorm to write a poem of your own.
Write draft copies before publishing.
Structure ____________________________________________________________
Title ______________________________________________________________________________
______________________________________________________________________________
Verses ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Poet ______________________________________________________________________________
______________________________________________________________________________
Revise and Edit
There is no one way to write a poem. In fact, there are many R -Replace words,
______________________________________________________________________________
phrases and sentences
ways, and many different forms! Sometimes it is the meter of with more effective ones
the poem that gives you the form, sometimes it’s the content,
and sometimes it is the organization of it. I -insert better words,
phrases and sentences
D-Delete ineffective
words, phrases and
sentences
SPELLCHECK
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FOR FUN
RIDDLES
8.
7.
6.
5.
4.
3.
2.
1.
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1 2
4 5
9 10 11
12 13 14
Down
Across 2. As tall as a _____________.
3. As ____________ a bee.
1. As _____________ as a feather. 5. As ____________ as a mule.
3. Fly like a ___________. 6. Waddle means to walk like a
4. Swim like a _____________. _____________.
7. Cry like a ___________. 7. As blind as a _____________.
9. As ____________ as a bunny. 8. As _____________ as a mouse.
11. As ____________ as an ox. 10. As _____________ as ice.
12. As ____________ as an eel. 11. As ______________ as a fox.
14. As slow as a _____________. 13. Eat like a ___________.
14. As white as ___________.
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UNIT 9
LISTENING AND SPEAKING ACTVITIES
Genre: Report
Your teacher will provide opportunities for listening exercises, based on report, to be
conducted each day in class. Each of you is required to listen and respond appropriately.
Everyday Activities
148
Question Generation Chart: Use this chart to make up questions
to ask each other.
Simple
could/n‟t
Who
What
When
Where
Why
How
Complex
Use the chart above to generate questions.
Pair up with a friend and research on killer whales Write a report on killer
whales. Get them to share to the class your report.
149
READING AND VIEWING ACTIVITIES
A. Pre-reading Activity
The text for this unit is report. Study what a report is and try to distinguish the features of a
report in the passage "Blue Whales!”
Report Writing
Reports are written to describe or classify the way things are or seem to be.
They organise and record information.
Reports are organised by; classification, description and summarising comment.
The features of report writing are; generalised participants, impersonal objective
language, timeless present tense and subject specific vocabulary.
Write down all the words and their meanings into your book.
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B. Comprehension
Read the text below and answer the questions that follow.
Blue Whales
Blue whales are the largest creatures that have ever lived - bigger even than the
largest dinosaur. Blue whales can grow to more than 100 feet in length and can weigh
up to 190 tons. They are as long as six medium cars and about as heavy as 2000 men.
The top part of the blue whale's body is blue-grey with light spots, while the lower part
is pale grey to white.
Blue whales live in most oceans of the world and feed on krill which are small shrimp-
like animals. They can eat up to 8 tons of krill a day.
Blue whales are not fish -they are mammals. They breathe air through their lungs just
like other mammals. However, they can hold their breath for long periods of time,
breathing out air through a blowhole when they surface. They give birth in the same
way as dogs and cats and feed their 23-feet-long newborn calves on mother's milk.
The blue whale's most common enemies are killer whales and humans. They are
sometimes hunted illegally or get caught up in fishing nets. These large animals can do
little to protect themselves and are easy prey.
Unfortunately, blue whales are now an endangered species, which means they are in
danger of disappearing forever. Many countries have now passed laws to protect the
remaining whales.
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i. Comprehension Skills: Topic, Man Idea, and Supporting Details
Teach
The topic is the subject the author is writing about. The main idea is the most important idea
that the writer wants readers to understand about the topic. Supporting details are pieces of
information that explain or tell more about the main idea. Supporting details may include
facts and examples.
Practice
Point out the topic of the passage . Discuss the main idea with the students,
Apply
Ask students to infer main ideas by summing up supporting details in the passage. Use the
chart below to assist .
Main Idea
Main Idea
___________________________________
___________________________________
___________________________________ ___________________________________
Supporting Details
Supporting Details ___________________________________
___________________________________ ___________________________________
___________________________________ ___________________________________
___________________________________ ___________________________________
___________________________________
Main Idea
___________________________________
___________________________________
Supporting Details
___________________________________
___________________________________
___________________________________
___________________________________
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ii. Comprehension Check
Answer the following questions in complete sentences.
1. The top part of the blue whales is ___________________.
2. How many medium cars could fit along a blue whale?
3. What kind of animal is a blue whale?
4. What do blue whales eat?
5. How do blue whales have their young?
6. Why are blue whales endangered?
7. Fill in the blank spaces
The blue, humpback, sperm and killer are all types of ____________________. Whales,
dolphins and seals are mammals that live in the __________________. Whales are huge
animals that breathe oxygen like humans. They can hold their __________________ for
a long time but they must come to the _______________ to get air. They don't have
gills like fish. Some whales are known to sing to _________________ in their pod.
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8. An arrangement of all things into levels, with higher forms of life eating the forms
below them to survive.
9. A marine snail found in most wild and tropical seas. Its shell is used to make
mother-of-pearl costume jewellery.
10. A sea animal that has no backbone and feels like jelly. It has a rounded bell-shaped
body with dangling tentacles. Small hairs on the tentacles can cause a painful sting.
11. An animal with a hard, flat shell, 8 legs, and 2 claws in the front. It moves sideways
to go from place to place.
12. An instrument that uses sound waves to locate objects in the water.
13. Plants and animals that live on the ocean bottom.
14. Can be broken down especially by the action of bacteria.
15. Submerged platforms of living coral animals that extend from the shore into the sea.
16. Electricity made from the moving water of tides.
17. Brown seaweed.
18. A wide, flat ocean fish with sharp spines on its whip-like tail. These spines can cause
painful injury.
19. A snakelike fish that lives in fresh or salt water.
20. Reptiles with long shells, they live in warm seas throughout the world. Females
leave the water only to lay eggs. Males usually never leave the water once they
hatch.
21. A system of cracks in the ocean floor through which lava rises.
22. A huge ocean wave caused by an underwater earthquake or volcanic eruption. Also
called a tidal wave.
23. Results when the pull of the earth combines with the pull of the moon to produce
tides that is higher than normal. Usually occurs during new full moon time and new
moon time.
24. A deep narrow valley in the ocean floor.
25. A colourful, stone-like material that forms from the skeletons of small sea animals.
26. An underwater animal with a skeleton that has many holes and absorbs water.
27. A saltwater animal with a soft bulb-shaped body and 8 long arms covered with rows
of suckers.
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28. An animal that looks like a flower. It can move slowly but usually remains fixed to a
rock or other surface.
29. The science having to do with the study of the ocean and the things that live there.
30. a sea animal whose flat body has 5 or more arms spreading out in a star shape from
its centre.
Verbs tell us what the subject is doing in the sentence. These sentences open with
verbs to grab the reader's attention.
ii. Underline the verb in the following sentences. Then re-write the sentences
using the verbs as sentence openers.
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iii. Match the beginning verb phrase with the sentence ending.
Write the completed sentences . Then re-write the sentences using the verbs
as sentence openers.
Commas are used to separate words, phrases, or clauses that occur within the
sentence. These added words may add extra information but they don't change the
meaning of the sentence.
i. Separating Words
Mr Smith, our gardener, has moved to Nadi.
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3. That cruise sailing to Australia sounds very interesting.
4. The brochure with the picture of the Fijian warrior on it is very attractive.
5. Mount Victoria in Fiji is Fiji’s highest mountain.
The comparative form of an adjective compares two things or people. The superlative
form of an adjective compares more than two things or people.
For most adjectives of one syllable and some of two syllables, -er and -est are added to
make the comparative and superlative forms.
Example: The diamond is harder than the emerald.
The diamond is the hardest gem of all.
To make the comparative and superlative forms of adjectives with two or more syllables,
add more or most before the adjective.
Example: Dogs are more intelligent than pigs.
To make the negative comparative and superlative forms, add less or least before the
adjective.
Example: The least complicated step is last.
4. Miriama’s memory is (worse, worst) than mine, but Ben’s is the (worse, worst) one of all.
157
5. The (most unusual, unusualest) costume was awarded the prize.
7. The (more beautiful, most beautiful) time of day at the lake is the morning.
9. Fizah has little interest in ballet, but Rita is even (less interested, least interested) than
Fizah.
10. I think that my roses are the (prettiest, more pretty) flowers in my garden.
I. Spelling
accurate
vigorously
i. S-H-A-R-P Word Study Procedure
extremely
politely
See the word unfortunately
Hear the word legibly
Adopt the word immediately
Record the word ordinarily
Proofread the word consequently
sincerely
obviously
absolutely
frequently
adequate
supposedly
158
ii. Visual Warm up: Fill the spelling words in the correct word shapes
iii. Vowel Hunt: Fill in the missing vowels and write the spelling words.
1 . p_l_t_l_ 9 . _bs_l_t_l_
2 . fr_q__ntl_ 1 0 . _bv___sl_
3 . s_pp_s_dl_ 1 1 . s_nc_r_l_
4 . _cc_r_t_ 1 2 . _nf_rt_n_t_l_
5 . c_ns_q__ntl_ 1 3 . _xtr_m_l_
6 . l_g_bl_ 1 4 . v_g_r__sl_
7 . _rd_n_r_l_ 1 5 . _d_q__t_
8 . _mm_d__t_l_
159
iv. Break the code: Use the code to write the spelling words
v. Generally Speaking: Write each spelling word for the group it best fits
1. energetically , enthusiastically 9. regularly, habitually
2. regrettably , unhappily 10. tremendously, particularly
3. evidently ,allegedly 11. completely, extremely
4. genuinely, truthfully 12. thus, accordingly
5. graciously, respectfully 13. instantly, instantaneously
6. apparently, perceptibly 14. sufficient, satisfactory
7. generally, usually 15. precise, perfect
8. readable, clearly
160
5. iteypoll _____________________ 11. slaeyoutlb _____________________
viii. Word Search : Find the words from the spelling list
161
WRITING ACTIVITIES
USE
162
Structure Language Features
Mangrove Trees
Title
A mangrove is a tropical marine tree or shrub. Mangroves
Classification Technical language
have special aerial roots and salt-filtering tap roots that enable
them to thrive in brackish water (brackish water is salty, but not
as salty as sea water).
There are several species of mangrove trees found all over Timeless
Description the world. Some prefer more salinity, while others like to be present tense
A series of eg. 'prefer'
very close to a large fresh water source (such as a river). Some
paragraphs
about topic.
prefer areas that are sheltered from waves. Some species have
their roots covered with sea water every day during high tide.
Other species grow on dry land, but are still part of the
ecosystem. Action Verbs
Mangrove need to keep their trunk and leaves above the eg. 'thrive' ,'twist'
surface of the water. Yet they also need to be firmly attached to
the ground so they are not moved by waves. There are three
types of mangrove roots that play an important role for it:
1. Support roots which directly pierce the soil.
Diagrams
2. Level-growing roots which twist upwards and downwards,
with the upward twists emerging on the water surface.
3. Level-growing roots whose downward twist (sub-roots)
appear on the water surface.
Conclusion Any part of a root that appears above the water flows oxygen
Sums up the
to the plant under water surface. As the soil begins to build up,
report
these roots produce additional roots that become embedded in
the soil.
Most reports contain a number of actions verbs. List the action words found in the
passage above.
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
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Write a report...
Write a report about insects which eat plants-butterflies.
Structure ____________________________________________________________
Title ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Classification
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Description ______________________________________________________________________________
Paragraph
about the ______________________________________________________________________________
topic
______________________________________________________________________________
Conclusion ______________________________________________________________________________
Sums up your More to
report ______________________________________________________________________________
Do
Fact File ____
Work by yourself, in a
group or as a class.
Use this box of facts to help with your report. Choose a topic of
1. Butterflies and moths form the order Lepidoptera, which has about 150 000
special interest. Use
species. the internet to find
2. They have wings with tiny scales.
information about the
3. Most butterflies fly by day, while most moths fly by night.
4. Butterflies undergo a complete metamorphosis during their life cycle:topic. Write a report.
egg
larva(caterpillar)
______________________________________________________________________________
pupa(chrysalis)
imago (adult)
Use an encyclopaedia to help with more information
___________________________________________________________________________
164
Revise and Edit
R -Replace words,
phrases and sentences
with more effective ones
D-Delete ineffective
words, phrases and
sentences
SPELLCHECK
angelfish
anglerfish
aquatic
bony
cartilaginous
catfish
clownfish
cod
cold-blooded
eel
eggs
fins
flounder
freshwater fry
gills
goldfish
great white shark
hammerhead shark
halibut herring
lake
lateral line mackerel manta ray minnow mudskipper ocean piranha puffer
fish reef river salmon
saltwater scales school shoal tiger shark
trout tuna vertebrate whale shark
165
LISTENING AND SPEAKING ACTVITIES UNIT 10
Everyday Activities
166
Question Generation Chart: Use this chart to make up questions
to ask each other.
Simple
could/n‟t
Who
What
When
Where
Why
How
Complex
Use the chart above to generate questions.
Pair up with a friend and tell them why we should have a compost. Get them
to share to the class your persuasive text.
167
READING AND VIEWING ACTIVITIES
A. Pre-reading Activity
The text t for this unit is Persuasive text. Study what a persuasive text is and try to
distinguish the features of a report in the passage "Why we should recycle?
Persuasive Text
Persuasive texts are written to argue or persuade. They promote the writers point of
view.
Persuasive texts are organised with: Proposition to be argued, arguments in logical
reiteration.
order,
The features of persuasive writing are: generalised participants, passives to help text
structure, linking words associated with reasoning, nominalisation (actions become
things) e.g. To pollute becomes pollution.
168
B. Comprehension
Read the text below and answer the questions that follow.
Recycling is a very important thing to do in our modern world and everybody should do it.
Many millions of tons of waste are dumped in landfills every year. As much as 80 percent of this can
be recycled.
Natural resources such as forests and oil supplies will run out if we don’t recycle. If we recycle we are
helping our planet by reusing things more than once.
Recycling can save energy. We use a lot of energy to make metals like aluminium and steel. The fuel
used to make one aluminium can could be used to make lots of recycled cans. This is because we have
to mine raw materials from the ground, transport them and then melt them to make new cans.
Recycling can save money. By recycling things like glass, plastics and paper we are saving money on
the cost of producing new products made from raw materials.
Recycling allows us to continually use the same materials for the same purpose. For example, glass is
made into bottles over and over again.
Recycling cuts down on pollution. Many new items are made into
factories which pollute our air and water.
If we follow three simple rules – reduce, re-use, and recycle – we will help
our planet by using less, reusing what we already have and recycling waste
materials.
Be smart and save our planet, follow the 3R’s…… reduce, reuse and recycle.
i. Comprehension skill: Author's Viewpoint
ii.
FOR THE TEACHER:
Teach
Encourage students to recall a time they had an opinion on an issue . Ask them to write two sentences to
describe their views on an issue.
Read one volunteer’s sentence aloud. Ask students whether or not the writer has a positive attitude towards
the issue, and what makes them think so. Repeat the process with other volunteers.
Explain that by taking a closer look at words an author uses, students will often be able to tell how the author
feels about the topic she or he is writing about.
Practice
Identify words and phrases that describe both the author’s feelings and opinions.
iii. Comprehension Check.
Apply 169
Have students list the author’s viewpoint with regards to the author's choice of words in the passage.
1. What is an example of natural resource?
2. Why is recycling important?
3. In a year how much can we recycle?
4. What do we use metals for?
5. How can you help our planet?
6. What does recycling reduce?
7. Why does the writer want us to save our natural resource?
8. What is the most important information given in paragraph two?
9. What do you think is the purpose of this text?
Acronyms are abbreviations made from the first letters of words. Acronyms are
usually pronounced as whole words. For Example: instead of saying ay-en-zed-
ay-cee we say ANZAC (Australia.)
Use a Dictionary where necessary to help you write these abbreviations in full.
D. Sentences: Concord
Subject – Verb Agreement.
In any sentence the subject and verb must agree with each other. A singular subject
takes a singular verb.
Keleni runs a nursery school. A plural subject takes a plural verb. The sailors
are going ashore later.
170
Complete the following sentences by choosing the correct present tense verb.
1. I told Sofi not to go out on Monday however she has disobeyed me.
2. You will need a warm coat otherwise you will be frozen in Tasmania.
3. The weather in Suva was wet nevertheless we enjoyed ourselves.
4. Please hurry up otherwise you might miss seeing the Duchess of York’s baby on
television.
5. I shall be away in Labasa in February therefore I cannot meet captain Lino.
6.
F. Grammar: Simple Verbs
171
Underline the simple verbs in these sentences.
8. They caught the ball.
1. The ball rolled down the steep slope. 9. It swam across.
2. It charged across the road. 10. It smelled bad.
3. The children screamed. 11. They watched from afar.
4. It came to a village. 12. The children sat down.
5. People leapt frantically out of its path. 13. The balloon burst.
6. They ran as fast as they could. 14. The baby cried frantically.
7. He drove the bus. 15. They danced wildly
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iii. Word Search.
X T N A R O D O E D Q K V O M ABUNDANT
N H B X A I X X H X X E T A O BRILLIANT
F S U P E R I N T E N D E N T DEODORANT
F W N S K D H P V D R T H T W EVIDENT
T F T F T D Y I P E M N N E F FRAGRANT
O R E B A I D L S B G E R I G INCONVENIENT
U A R L P E E T R I I C O N Z INFORMANT
R G C Y N A A I T N T O Z F V INNOCENT
N R V T S U L M E Z B N Z O K INTELLIGENT
A A D A R L M V Z N Y N Y R W OBEDIENT
M N N A I L N P Z V H I L M E PLEASANT
E T N A G O B E D I E N T A O RESTAURANT
N T N U C A B U N D A N T N M
SUPERINTENDENT
T T Y N F Q X H O U C Z Z T I
TOURNAMENT
B S I N T E L L I G E N T J D
1. _________________________ 8. _________________________
2. _________________________ 9. _________________________
3. _________________________ 10. _________________________
4. _________________________ 11. _________________________
5. _________________________ 12. _________________________
6. _________________________ 13. _________________________
7. _________________________ 14. _________________________
iii. One word is missed out in the following sentence. Fill in the blank with a word
from the spelling list.
173
6. The __________________________ from Nabua Police Post visited our class last week.
7. It was ________________ from the exam results that they didn’t study.
8. She had a ______________________ idea.
9. It’s always wise to put on ________________________ after a good bath.
10. It was _____________________ of her to be late.
11. The _________________________ was caught in Russia.
12. Rachael is an _________________ child.
13. Julie loves the ___________________ smell of Makosoi.
14. Samantha is a very ____________________ girl.
USE
Reported Speech-Many
residents say..., a number of
Title A short statement about the topic. newspapers have reported...
Technical Terms -Fiji's
Overview A brief statement of the writer's view of the main ecosystem..., Multi story
topic building, Leisure Time
Evaluative Language - It is
The points supporting the writer's view. (The writers extremely important that
Reasons we..., It is not our
view can be for or against the topic)
responsibility...
Conjunction and
Conclusions Summing it up connectives (linking
words)- ...because...,
...therefore..., firstly , secondly
Thinking Verbs- Many
Persuasive text can be presented as:
people believe...
Modal Verbs - We must take
essays
care...
editorials
letters to the editor
speeches
advertisement
174
Study the letter to the editor.
175
Write a persuasive text.....
Choose an issue that you feel strongly about. It could be about the environment,
technology, littering, chores or a topic of your own choice.
Structure ____________________________________________________________
Title ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Thesis / ______________________________________________________________________________
Overview
Gives the ______________________________________________________________________________
author's
feeling's or ______________________________________________________________________________
point of
view ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Arguments/
Reasons ______________________________________________________________________________
points
______________________________________________________________________________
supporting
the writers ______________________________________________________________________________
view
______________________________________________________________________________
Conclusion
______________________________________________________________________________
Sums up the Revise and Edit
point of view R -Replace words,
______________________________________________________________________________
phrases and sentences
with more effective ones
______________________________________________________________________________
I -insert better words,
phrases and sentences
D-Delete ineffective
words, phrases and
sentences
SPELLCHECK
176
Just for Fun
R R E C Y C L E V B I L M O
E G P O U I R S L W I U F B
P P N E N V I R O N M E N T
A L U I Q E K L E E B W R W
P A I B G A S C R O T E K N
S S Z C S A U U T F P S D E
W T A W Y D K T E A W Q A E
E I S T E X L C P R B J E W
N C R R S E U V A E G H C C
K G F Y S O C G N P Z L N X
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UNIT 11
LISTENING AND SPEAKING ACTIVITIES
Genre: Explanation
Your teacher will provide opportunities for listening exercises, based on explanations, to be
conducted in class. Each of you is required to listen and respond appropriately.
Everyday Activities
178
Question Generation Chart: Use this chart to make up questions
to ask each other.
Simple
is/ did/ can/ will/ might/ should/n‟t
isn‟t didn‟t can‟t won‟t might not would/n‟t
could/n‟t
Who
What
When
Where
Why
How
Complex
179
READING AND VIEWING ACTIVITIES
A. Pre-reading Activity
The text for this unit is explanations. Study what an explanation is and try to
distinguish the features of an explanation in the passage "Volcanoes"?
How do rainbows
form? How does Explanations
a cat clean itself?
Explanations explain how something works or happens. It explains, in
scientific terms, the processes involved in an action, event or behaviour.
They are written to provide us with more information thus adding to our
store of knowledge.
appease, molten, vent, magma, lava, explosion, surface, dome, composite, shield
In pairs, read the story and try to decipher the meaning of the key vocabulary words. Write
a paragraph using at least 5 of the words.
180
B. Comprehension
Read the text below and answer the questions that follow.
In the olden days volcanoes were thought to be where the God of Fire lived. People
believed this and when they heard rumbling deep in the earth they thought the Gods were
angry. They tried to appease the Gods by bringing gifts so that volcanoes would not cause
death and destruction in their village and towns. In the
Hawaiian Islands, Pele was believed to be the Goddess of
Fire while the Roman God of Fire was Vulcan. It is from
Vulcan that we get the word Volcanoes.
Magma slowly builds up under the surface of the earth. When the pressure becomes too
much it rises to the surface and causes an explosion of cinders, ash, gases and lava. When
molten rock is in a volcano it is called magma but when it leaves a volcano it is referred to
as lava. There are different types of magma therefore there are different types of
explosions.
There are 4 types of volcanoes: dome, cinder cones, shield volcanoes and strato or
composite volcanoes.
Dome shaped volcanoes are shaped like a dome. After its first eruption, the vent or
opening at the top of the volcano is sealed with hardened lava. This stops gases escaping
and over the years pressure builds up inside the volcano until one day it explodes. The gas
181
and ash can travel for many, many, many kilometres in the wind. The lava from dome
volcanoes is thick and slow moving. It forms steep sides like cliffs on a side of a mountain.
Cinder cone volcanoes are shaped like an upside down ice cream cone. They can occur
alone or in groups or fields. They are simple volcanoes made from piles of lava not ash.
They are created from eruptions from a single opening in the earth’s surface.
Strato or composite volcanoes are formed over many eruptions. The thick, slow moving
lava hardens then the next layer forms over it and hardens and it continues. These
volcanoes are formed from layer after layer of volcanic ash and lava. It slowly builds up.
Shield volcanoes look like an ancient warrior shield. They have gentle slopes and very
broad or wide sides. In most cases lava usually bubbles out gently from these types of
volcanoes. Some of the largest volcanoes in the world are shield volcanoes. On the island
of Hawaii, two well-known shield volcanoes are Kilauea and Mauna Loa. When volcanoes
explode the hole left behind is called a crater. The crater of extinct or dead volcanoes may
fill with water and turn into lakes. Exploding volcanoes at sea may also form new islands.
Fiji is a volcanic island.
While volcanoes usually bring death and destruction it also, after some time, brings new
growth and new life to an area.
Categorize – To group things together because they are alike in some way.
E.g. Shapes
Classify – To put things that have been categorized into groups based on a rule or
characteristic.
E.g squares, circles, triangles
Complete the table to help you classify and categorise the different types of volcanoes.
182
Volcanoes
What is a volcano?
_________________________________________________________________________
Where are they found?
__________________________________________________________________________
Name the 2 types of vents?
1. _______________________________________________________________________________
2. _______________________________________________________________________________
Types of volcanoes and a brief description
1. 2. 3. 4.
183
D. Sentences : Beginning with Linking Words.
Linking words are also known as sentence connectors. The form links from one sentence
to the next making your writing coherent. They are placed at the beginning of sentences.
Reason Compare
The reason for... Similarity...
Result
Therefore... Linking Words
Sequence ideas
Firstly...
Contrast
Order of importance
On the other hand...
Most importantly....
Place the correct linking words or phrases in the space provided to complete the
sentences. Use the web above for sentence beginnings.
1. Lyn did not go to the party _____________ for this was that she sprained her ankle.
2. All this work must be done before the bell rings ______________ if you do not complete it I
will have to put you on detention.
3. We had to reach home quickly _____________ we caught the bus then we caught a taxi.
4. Mele will be going on the field trip. _______________ you will not be going.
6. Terence helped build his parent’s home. ________________ you must help build your parent’s
home.
184
E. Usage and Punctuation: Review Direct and Indirect Speech
A compound verb is when we use 2 verbs together – an auxiliary verb and the main verb.
E.g. The dress Mela was looking for was in the wash
Complete the exercise below by identifying and underlining the compound verb.
185
G. Dictionary Skills : Classifications
Write 2 sentences for each word to show that they have different meanings.
I. Spelling Spelling
i. S-H-A-R-P Word Study Procedure List
186
Word/Part of speech Meaning
wealthy Rich
adjective
Sentence Illustration
iv. Proofreading
Proofread the passage below and correct any errors you find. Use words from your
spelling list t fill in the blanks.
v. Base words
Write down the base word for as many words as you can from the spelling list.
Eg scarcity – scarce
vi. Flashcards
Work in pairs, make flashcards and then test each other out. You can have spelling flash
cards, spelling-definition flashcards or spelling-icon flashcards.
187
vii. Break the Code
You are a detective, use your skills and the table to break the code and unlock the words.
188
WRITING AND SHAPING ACTIVITIES
USE
Explanations have four parts in their structure.
Noun Groups- five, primary
Title This is a short statement (question) about the wind, belts
topic. Passive Voice – were, often
delayed
Adverbial Phrases - calm,
Introduction Gives a description
light, breezes
Action Verbs- forced,
Explanation Of the part or elements in the process. stranded
Sequence Conjunction and
connectives- or, and, by
How/ why the thing or process works. Can include the Simple Present Tense-
Process
causes a belt... is mostly hot
cause.
and humid
Technical Language –
Conclusion Concluding statement may have the effects of the whole circulate the planet, squall,
process. low pressure
Examples of Explanations:
How do sound waves travel?
Why do leaves change colour in autumn?
How is wind created?
How does the moon stay up?
189
Structure How is Honey Made? Language Features
Conclusion
The explanation above uses technical terms. Use context clues to find the
meanings of the words.
phenomenon ___________________
trade winds _____________________
humid _________________________ 190
pressure _______________________
Write an explanation...
How do our eyes work? Research and write. Draft your explanation using the template
below to guide your writing.
Structure ____________________________________________________________
______________________________________________________________________________
Title
Question in ______________________________________________________________________________
the heading
______________________________________________________________________________
Introduction
Includes a ______________________________________________________________________________
description or
definition.
______________________________________________________________________________
______________________________________________________________________________
Explanation
______________________________________________________________________________
Sequence
telling where, ______________________________________________________________________________
how and why
______________________________________________________________________________
______________________________________________________________________________
Cause
and ______________________________________________________________________________
Effect
______________________________________________________________________________
Conclusion
Revise and Edit
______________________________________________________________________________
R_-Replace words,
phrases and sentences
with more effective ones
D-Delete ineffective
words, phrases and
sentences
SPELLCHECK
191
Just for Fun
192
UNIT 12
LISTENING AND SPEAKING ACTIVITIES
Your teacher will provide opportunities for listening exercises, based on textual data, to be
conducted each day in class. Each of you is required to listen and respond appropriately.
Everyday Activities
193
Question Generation Chart: Use this chart to make up questions
to ask each other.
Simple
What
When
Where
Why
How
Complex
Pair-Share: Look around the classroom and discuss the charts on display. What
information do they give you
194
READING AND VIEWING ACTIVITIES
A. Pre-reading Activity
Teacher-led discussion
What is a chart?
How do we go about reading a chart?
Why is information put into chart form or even graphs?
Display a variety of charts and discuss ways of reading information off the charts.
Our lesson today is based on the average weather patterns for the first six months of the
year. Before studying it, go over the key vocabulary as a class.
After discussing the words and their meanings, write them down in your books. Use the
information you have just learnt to help you complete the exercise below.
195
B. Comprehension
Read the text below and answer the questions that follow
Sangeeta and her friends visited Suva as part of their educational tour. Suva is well-known
for its wet weather. While in Suva they studied the weather pattern and recorded the
details in the chart below.
Teacher led –I Do
When we read we make judgements based on what we read, this is called drawing
conclusions.
e.g I will need a jacket on Wednesday because it is both cold and wet.
Practise -We Do
Study the example and the chart and draw conclusions about:
196
Apply- You Do
Which day was chosen for the trip? Explain your answer.
TIP: To help you identify the proper word to use and when to use it make sure you know what
part of speech it is.
i. As/Like
Use like as a preposition and not as a conjunction. The phrase after like should not have a
verb. If there is a verb, use “as if”. As, should be used to introduce an independent clause.
e.g.
Incorrect: He sounds like he is speaking Hindi.
Correct: He sounds as if he is speaking Hindi.
197
Complete the exercise below. You may need to add an extra word.
1. Beni is playing as/like a champ
2. She spoke like/as (if) she was the leader.
3. Raphael walks around like/as (if) he is going to hit someone.
4. Mere bakes like/as (if) her mother.
ii. Among/Between
Between is used when 2 things are being considered. When there is more than 2 things use
among.
e.g.
iii. Bring/Take
Remember: You bring to the speaker. You take from the speaker.
198
D. Sentences: Jumbled Sentences
The sentences below are jumbled. Rearrange them so that they make sense and are proper
sentences. Place capital letters and punctuation marks in the correct place.
1. ate all/ Epeli and Manoa/ in the cookie jar/ all the cookies.
4. all your work/ unless you finish/ go to the party/ you cannot
5. your behaviour/ to go to the movies/ if you are expecting/ have to change/ you will
9. complete the task/ until/ she could not/ finished playing /her friends
10. John and Sam/ the riverbank/ walking along/ Brenda saw
Things to Remember
If you are unsure check your dictionary. If you can’t find it in the dictionary, treat the
noun as separate words.
Compound verbs appear as one word or are hyphenated. If you cannot find it in the
dictionary then you hyphenate it.
1. Wednesday 5. alienated
2. Saturday 6. prosperous
3. everybody 7. advantage
4. palace 8. behaviour
200
F. Grammar: Adverbs
Adverbs modify verbs, adjectives or other adverbs. They add meaning to them. There are
different kinds of adverbs.
place time
manner
Adverbs of manner
How did she look at the dog? She looked at the dog angrily.
Adverbs of Time
They tell us when something takes place. He came home last night.
Other adverbs of time – soon, after, before, now, early, today, tomorrow
Adverbs of Place
201
Adverbs of Frequency
Adverbs of Degree
iv. Improve the story below by adding adverbs. Use an adverb only once.
My old brown cow, Daisy, chewed grass ____________ by the fence ________ she lay down to
sleep. Mary looked _________ for her but she could not find her ____________. Daisy was hidden
by the _____________ long grass making it ___________ difficult to see her. This has happened so
______________ that they need to cut the grass _______________.
202
G. Dictionary: Beginning with auto
See if you can figure out what these words mean without using a dictionary.
automobile autograph
autopilot autocrat
autobiography autocade
Write 2 sentences for each word showing that you understand the differences in meaning.
203
iv. Synonyms
1. Power
2. Suspicion 6. Flyer
3. Encourage 7. Reduced
4. Movement 8. Weak
5. Tiny 9. security
v. Sentence Construction
Choose any ten words and draw their shapes in your book. Get a partner to try and figure
out which word it is. Once they get it correct fill in the letters.
WRITING ACTIVITIES
USE
Data Visualizations (tables) have 3 parts in
their frameworks. Title
Column Title
Title A clear descriptive title above the body of the table – it tells the
reader what the table is about and how it is organised. Read Columns
from top down.
Descriptive
language
Column Should be brief and descriptive. Purpose – to simplify and
Titles clarify the table allowing readers tread and understand the Brief words or
parts quickly. numbers
Column Titles/
Month Cabbage Tomatoes Beans
Headings Brief concise
January- 200 tonnes 200 tonnes 275 tonnes language
March
1. In which quarter should Mr Singh export Cabbage _______________, Tomatoes _____________, and
Beans ___________________.
Mr Singh wants to export 125 tonnes of a vegetable to Samoa. Which is the preferred
vegetable to export in-season and off-season? Prove your answer with calculations.
________________________________________________________________________
205
Prepare your own data visualization table...
Your teacher wants to see if there is a relationship between the number of books read in
class to the English results. Conduct a research in groups and plot the data. From the
available data make some conclusions.
Structure ____________________________________________________________
Brief ______________________________________________________________________________
Description
______________________________________________________________________________
Title
______________________________________________________________________________
Column Titles/
Headings ______________________________________________________________________________
______________________________________________________________________________
Table Body
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Drawing
______________________________________________________________________________
Conclusions
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Conclusion 206
Just for Fun
R A L E E J S D W X B D T Q L R
Z K I R N Z Q E S I U V E U L O
C M A U E K E N A F N W M E L Q
G B H S A W O E O S Z D P N M T
X O G S C W S R R Z O S E I N B
U V F E V L E N J F M N R F Y I
B O O R S C O C L O U D A T X O
O D L P A U Z U D L O C T T O H
T A T S S B N J D V A W U B P L
N N T T B P J N G Y S Q R Y Q B
Q R S T O R M H Y U Y X E L B R
D O C T R V E O N A F K L U A X
T T L C G A Y N B Z G G D I L I
A C Z Q T T U C X J X F N J U M
207
208
UNIT 13
LISTENING AND SPEAKING ACTVITIES
Genre: Report
Your teacher will provide opportunities for listening exercises, based on report, to be
conducted each day in class. Each of you is required to listen and respond appropriately.
Everyday Activities
209
Question Generation Chart: Use this chart to make up questions
to ask each other.
Simple
could/n‟t
Who
What
When
Where
Why
How
Complex
Use the chart above to generate questions.
Pair up with a friend and research on stars. Prepare a report on stars. Get
them to share to the class your report.
210
READING AND VIEWING ACTIVITIES
A. Pre-reading Activity
The text for this unit is report. Study what a report is and try to distinguish the
features of a report in the passage "The Solar System”
Report Writing
Reports are written to describe or classify the way things are or seem to be.
They organise and record information.
Reports are organised by; classification, description and summarising comment.
The features of report writing are; generalised participants, impersonal objective
language, continuous present tense and subject specific vocabulary.
Context Clues:
When you come across a word you don't know, don’t stop reading. You can often figure out
the meaning of an unfamiliar word by using the words around it. The surrounding sentence
or paragraph is known as the context.
Use the context to figure out the meaning of the key vocabulary.
211
B. Comprehension
Read the text below and answer the questions that follow.
The Sun:
Mercury:
212
Earth:
Jupiter:
Uranus:
is blue-green in color.
has eleven narrow rings around it.
is very cold and icy.
Neptune:
is a stormy planet with strong winds.
is blue in colour and has four rings.
is extremely cold.
213
Pluto: Dwarf Planet
is no longer considered a planet.
is about the size of our moon.
takes 248 Earth years to orbit the sun.
Comets, Asteroids and Meteoroids.....
Comets are balls of dirt and ice that orbit the sun. When a comet passes close to
the sun, it begins to melt. This creates the comet's tail.
Asteroids are pieces of rock. Most of them orbit the sun between mars and Jupiter.
Meteoroids are pieces of stone debris that travel in space. lf a meteoroid falls
into the Earth's atmosphere, it burns up and glows. This is called a meteor .lf you
have ever seen a shooting star in the night sky, you have actually seen a meteor!
Teach
The topic is the subject the author is writing about. The main idea is the most
important idea that the writer wants readers to understand about the topic.
Supporting details are pieces of information that explain or tell more about the main
idea. Supporting details may include facts and examples.
In a longer piece of writing one paragraph may have a topic, a main idea and
supporting details that explain this main idea. main ideas are often stated in headings
or key sentences. However readers must infer the main idea by summing up details
and inferring the author's meaning.
Practice
Point out the topic of the passage .Discuss with students the main idea of the entire
selection. Have them infer the main idea by summing up details in these paragraphs.
Apply
Ask students to infer main ideas by summing up supporting details in the passage.
214
What's the Big Idea?
Complete the chart below about the main idea, and supporting details based on "Blue
Whales".
Topic:_______________________________________
Supporting Details
Supporting Details ___________________________________
___________________________________ ___________________________________
___________________________________ ___________________________________
___________________________________ ___________________________________
___________________________________
Main Idea
___________________________________
___________________________________
Supporting Details
___________________________________
___________________________________
___________________________________
___________________________________
215
C. Word Knowledge: Root Words
A root or root word is the very basic part of a word from which other words
grow.
Most roots have either Greek or Latin origins.
When standing alone, a root is still considered a word.
Word families consist of words that share the same root.
216
i. Matching Words to base meaning
preface
ii. Use the clues in the Greek Root box to fill in the blanks.
1. Astronomers look at stars using powerful ______________________________.
2. Children learn by recognising _____________________ sounds.
3. The custom of having one wife or one husband is known as __________________
4. In the hospital a nurse usually takes your temperature using a _______________________.
5. The study of __________________________ entails knowing much about the animal kingdom.
6. The study of living things is called __________________________.
7. A list of books used in writing a topic is called as___________________________.
8. The study of the Earth's surface is called ________________________________.
iii. Use the clues in the Latin Root box to fill in the blanks.
1. We have naval ships that are capable of launching _______________ at other ships.
2. I find the small ________________ television easy to carry when I go on picnic.
3. The tyres of the truck had poor _____________________ on the icy road.
4. Tomorrow our teacher is going give us a passage of ________________ to test our spelling.
5. Cars are made in _____________________ in Japan.
217
v. Know Your Roots- Choose the correct word for the following
“Here, take it!” cried Nisha, hurling the book at Simon’s feet.
The words that Nisha says are the same, but adding an adverbial clause changes the
meaning of the sentence by telling the reader how she does it.
*counting up the points that she had lost. *throwing his book out of the window.
Change the adverbial clause from the box above to change the meaning of the sentence.
1. “Let’s get out of here!” yelled Sarah, dragging the dog away from the gateway.
2. “You wouldn’t dare come any closer,” cried Timoci, throwing his arms across his face.
3. “This has been an awful day,” said Seini, her feet squelching in the mud.
4. “I’ve finished!” shouted Andrew, putting his book in the tray.
218
Choose an adverbial clause from the box to add to these sentences.
…trying to pull free. …as he peered at the map. …wishing that she had been listening.
…jumping on her bike. …rummaging in her PE bag. …grabbing hold of his arm
The policeman, who had been running for 5 minutes, had to take a rest.
In this sentence two commas have been used to add a clause. A clause is an extra piece of
information. The sentence could have said:-
Copy the sentences into your book and then work out where the commas need to go.
219
8. That old grey chair which has been sitting here all the time had the winning ticket on.
9. Waking from a sound sleep I felt groggy.
10. Mr. Ramos will the jazz band meet after school today?
11. The treasure chest held emeralds diamonds and rubies.
12. In the aisle with the baked goods you will find the bread crumbs.
My name (be) ________ Tomasi. I (be) ________ fifteen years old. I live on a farm. It (be) ________ in the
Seaqaqa. It is quiet in Seaqaqa. It (be, not) ____ ____ loud in the country. I wake up early. Sometimes, I
wake up before the sun rises. Sometimes, it (be) ________ still dark when I wake up. But I don’t mind. I
like waking up that early. I like the way the country looks in the morning.
The first thing I do after I wake up is milk the cow. After I (be) ________finished milking the cow, I
bring the milk to my mom. I think she uses it to make breakfast. She makes a delicious breakfast. My
mom (be) ________a really good cook.
Next, I feed the pigs. One time, I asked my mom how come my little sister doesn’t feed them. She
said it is because my sister (be, not) ____ ____ strong enough. But I still don’t understand. She is
almost as strong as me! I guess my mom doesn’t want my sister to get hurt. After all, the pigs can
(be) ________pretty rough, especially when they (be) ________hungry.
The last thing I do (be) ________(feed the chickens. That (be) ________ easy. I just throw some food down
on the ground and they run out and eat it. While the chickens ________eating, I go into their house to
collect their eggs. Chicken eggs (be) ________ really good to eat. They (be) ________ easy to cook too.
Thatii.is Simple Past
what I do Tense
in the mornings. I (be) ________ pretty busy
220
Fill in the spaces with the correct form of the verb in parentheses in simple past tense.
When Lealani (be) _______ seven years old, she (do, not, like) _______ _______ _______piano lessons.
She (do, not, like) _______ _______ ________ to practice, and sometimes she even (cry) _______ when
it (be) _______ time to practice. Finally, she (stop) _______ taking lessons. Some of Lealani's
friends (do, not, quit) _______ _______ _______ their lessons. They (continue) _______ to play. After
much practice, they (learn) _______ to play very well.
About ten years (pass) _______ before Lealani (become) _______ interested in music or the piano
again. After she (graduate) _______ (12) from high school, Abby (decide) _______ that she (want)
_______ to study music in college. She (call) _______ the lady who (teach) _______ her when she
(be) _______ a little girl. The lady (say) _______ she would teach Lealani again. The lady (need)
_______someone to help her daughter with homework. Abby (say) _______she would help with
homework in exchange for lessons. Because of this, the piano lessons (cost) _______ her
nothing! She (work) _______ very hard to catch up. Now she is making good progress.
Soon she will go to college, majoring in music.
Ritesh (graduate) _________from University of the South Pacific next month. He is trying to
study for final exams, but he is thinking a lot about his vacation plans. He (travel) _____
_______ _______ _________to England for a month during the holidays. His plane (leave) ________
on November 14th, and (fly) _______ from Nadi Airport to Gatwick International Airport in
London. Thomas decides that he (quickly, call) _____ ________ _______ his mother, Reshma.
Ritesh: Hi, Mom.
Reshma: Ritesh! Hi! I thought you would be busy with finals.
Ritesh: Well, I am, but I want to talk to you a little about England.
Reshma: Sure, okay.
Ritesh: Before I go sightseeing in London, I (visit) _______ _______ _____ _______the town of
Edenbridge, where my cousins live.
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Reshma: Great! That (be) _______ _____ fun. It (not, be) ______ _____ _____ hard to get to Edenbridge. It is
southeast of London. From the airport, you (ride) _______ _______a British Rail train to Victoria Station.
Another train (take) _______ ________you to Edenbridge.
Ritesh: That sounds easy. I looked at the town’s website. Edenbridge is called “The Garden of Kent.”
I (stay) _____ _______ _____ _______ in an old manor house which has been made into an inn. The gardens
there are beautiful, and there is a pool.
Reshma: Perfect. I bet that you (swim) _____ _______ in that pool! Have you contacted your cousin,
Will?
Ritesh: Yes, we plan to meet early on Saturday. Then, we (tour) _____ ______ _____ ______ Hever Castle,
the Great Stone Bridge, and the ancient Parish Church.
Reshma: What fun. This is a trip that you (never, forget) ______ ________ _______ !
Now, you had better go study so you (not, fail) ______ ______ ______ your exams.
In the spaces with the correct form of the verb in present continuous tense.
Note: These sentences use verbs and adverbs. An adverb says something more about the
action of a verb.
Example: Violet (gracefully, dance) is gracefully dancing a ballet.
Example: Paul (wisely, check) is wisely checking the oil in his car.
1. The breeze (softly, blow) _______ _______ _______ on our faces.
2. The dog is very hungry. He is (quickly, eat) ________ ________ ________ all of his food.
3. The chestnut racehorse (already, cross) ________ ________ ________ the finish line. Its owner
is very happy.
4. Jonathan (rarely, exercise) ________ ________ ________, now that he is in college.
5. Mrs. Bale (angrily, yell) ________ ________ ________at the man who hit her car.
6. Be careful! You (almost, spill) ________ ________ ________ the paint.
7. The police (abruptly, stop) ________ ________ ________ traffic at the intersection.
8. Wasu (nervously, ask) ________ ________ ________ Tina for a date.
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9. Dr. Wong (calmly, explain) ________ ________ ________ the operation to the patient's family.
10. The little girl (shyly, talk) ________ ________ ________ to Santa Claus. She wants him to bring
her a puppy!
Note: In this exercise, adverbs, like still, already, usually, frequently, slowly and
others—are used in past progressive verbs. An adverb tells us something more about
the action of the verb. It is said to "modify" the verb.
Example: Two turtles (slowly, cross) were slowly crossing the dusty road when we
passed by.
1. When I was young, Grandma (usually, bake) _______ _______ _______ bread on Monday
mornings.
2. When he attended football games, Satend (always, wear) _______ _______ ______ his team's
colours.
3. Although you bought a beautiful new car, you (still, drive) _______ _______ _______ your old one
when we saw you downtown.
4. When we arrived at the track meet, Juanita (already, run) _______ _______ _______ the100-meter
race.
5. Seagulls (frequently, steal) _______ _______ _______ from the fishermen's nets as they pulled
them in.
6. The Chand's (rarely, travel) _______ _______ _______ during the year they remodelled their
home.
7. Joyce (sometimes, make) _______ _______ _______pottery when the phone rang, so she could not
answer.
8. Manasa was resigned; his father (never, come) _______ _______ _______ back home again.
9. The two roommates (normally, clean) _______ _______ _______ their apartment on Saturday
afternoons last semester.
10. As he sat by the sunny window, the novelist (quickly, write) _______ _______ _______ the first
chapter of his new book.
Fill in the spaces with the correct form of the verb in future continuous tense.
Note: The future continuous tense describes actions which will be ongoing in the future. It can
be formed using either “will be” + present participle (the -ing form of the verb) or “am/is/are”
223
+ “going to be” + present participle. Usually, in the future progressive tense, these two methods
are interchangeable. Remember, that is not true in the simple future tense.
224
G. Spelling committed
mysterious
i. S-H-A-R-P Word Study Procedure transmitted
qualified
misbehaved
See the word spacious
Hear the word benefitted
Adopt the word nervous
Record the word distinguished
Proofread the word resigned
delayed
ii. Visual Warm up: Fill the spelling words in the correct word shapes. travelled
accompanied
various
transferred
infamous
iii. Vowel Hunt: Fill in the missing vowels and write the spelling words.
1. tr_v_ll_d 9. tr_nsm_tt_d
2. r_s_gn_d 10. n_rv__s
3. _nf_m__s 11. m_st_r___s
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4. d_l___d 12. m_sb_h_v_d
5. sp_c___s 13. d_st_ng__sh_d
6. v_r___s 14. b_n_f_tt_d
7. q__l_f__d 15. _cc_mp_n__d
8. c_mm_tt_d 16. tr_nsf_rr_d
iv. Break the code: Use the code to write the spelling words
226
v. Generally Speaking: Write each spelling word for the group it best fits
Across Down
1. a variety of 2. gave up office
6. uneasy 3. experienced
8. go along with 4. received good
11. notorious 5. put of at a later time
12. strange event 7. roomy
14. relocated 9. performed a crime
16. go from one place to another 10. be naughty
13. passed from one person to
another
15. make out by hearing
227
vii. Scrambled Words
Write the word on the line.
viii. Word Search : Find the words from the spelling list
228
WRITING ACTIVITIES
USE
Description Jupiter's most obvious feature is its Great Red Spot , which is a
A series of storm that has been raging for at least 300 years. Its striped Action Verbs
paragraphs appearance is due to its rapid rotation. This massive planet takes eg. 'wrapped'
about topic. less than 10 hours to rotate.
Jupiter has 16 moons . With its newly
discovered rings, it is certainly one of Diagrams
Conclusion
the most interesting and complex
Sums up the
planets to study.
report
229
Most reports contain a lot of special names of things and places. These are called proper nouns.
Proper nouns always begin with capital letter. Find and list the proper nouns in the report
above.
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
Write a report...
Planets ......Choose a planet , and write a report about it . Use the fact file to help
organise your information.
Structure ____________________________________________________________
Title ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Classification
______________________________________________________________________________
______________________________________________________________________________
Description
Paragraph ______________________________________________________________________________
about the
topic ______________________________________________________________________________
______________________________________________________________________________
Conclusion ______________________________________________________________________________
Sums up your
______________________________________________________________________________
report Fact File
______________________________________________________________________________
CLASSIFICATION DESCRIPTION EXPLORATION HISTORY
Name What is it? What group or system does it belong to?
______________________________________________________________________________
How big is it? What does it look like? What special features does it have?
Who discovered it What spacecraft has How was information gathered?
and when? explored it?
230
Revise and Edit More to
R -Replace words, Do
phrases and sentences Imagine that a 10th
with more effective ones planet has been
discovered in our solar
I -insert better words, system. Write a report
phrases and sentences
for display in the
D-Delete ineffective classroom that clearly
words, phrases and explains what the
sentences planet is like. Name it
SPELLCHECK and include a labelled
diagram.
231
1 2 3 4
5 6 7
10
11
12
13 14
15 16
17 18
19
20
21
Across
1. The kind of planet that Earth and Mars are. 15. Planet between Saturn and Neptune.
6. Star at the centre of our solar system. 17. Planets like Jupiter, Saturn, Uranus, and
9. This planet is known as the red planet. Neptune.
10. A hole in the ground caused by a meteor 20. A rock that crashes into Earth's atmosphere.
hitting a planet. 21. The largest planet in the solar system.
13. An outer layer of gas on a terrestrial planet.
Down
2. Something that both Saturn and Uranus have. 14. The path that a planet takes around the sun.
3. Our planet. 16. One of many 'rocks' in a belt between Mars and
4. An instrument that scientists use to observe planets. Jupiter.
5. Our galaxy. 17. The force that holds planets in their orbits.
6. Our sun is this. 18. Planet famous for its rings.
7. The farthest planet from the sun. 19. An icy rock that has bright tail when it comes close
8. Planet closest to the sun. to the sun.
11. Planet named after the sea god. 20. Earth's companion.
12. Planet known as the evening star.
232
LISTENING AND SPEAKING ACTVITIES UNIT 14
Genre: Explanation
Your teacher will provide opportunities for listening exercises, based on explanations, to be
conducted each day in class. Each of you is required to listen and respond appropriately.
Everyday Activities
233
Question Generation Chart: Use this chart to make up questions
to ask each other.
Simple
is/ did/ can/ will/ might/ should/n‟t
isn‟t didn‟t can‟t won‟t might not would/n‟t
could/n‟t
Who
What
When
Where
Why
How
Complex
Pair-Share: Explain how the sun is important to plants. Brainstorm other things
that can be researched and discussed.
234
READING AND VIEWING ACTIVITIES
A. Pre-reading Activity
How do rainbows
form? How does a Explanations
cat clean itself? Explanations explain how something works or happens. It
explains, in scientific terms, the processes involved in an
action, event or behaviour.
They are written to provide us with more information thus
adding to our store of knowledge.
Today you will read an article titled “What is Lightning?”. Are you scared of lightening? Let
us see what all the fuss is about.
As part of our comprehension skill exercise we will complete a K-W-L chart.
W – What I want to know: List down what you want to know about lightning
L – What I learnt: After reading and discussing the story list down all the things you learnt
about lightning.
235
Before reading the selection
After reading and discussing the story list down all the things you learnt about
lightning.
Key
ii. Key Vocabulary Vocabulary
Match each icon with a key vocabulary word.
frightening,
Draw the icon in your book with the word beside it globe,
(use the dictionary for help). mystery,
Complete the cloze exercise using words from the key vocabulary list. bolts,
fortunately,
A _________ flashes through the night sky filling people with _________. The
spark,
air __________ and “boom!” the silence is broken. Around the ___________ it is
circuit,
a ____________ experience when it _____________. ____________ it is no longer a
dreaded,
big ____________, we now understand how lightening occurs.
occurs,
expands.
NOTE: Not all the words are used and one of the words is in
a different word form.
B. Comprehension
Read the text below and answer the questions that follow.
What is Lightning?
236
Mother of Lightning who threw down electric bolts to earth. In Norway people thought the
God of Thunder, Thor, made thunder claps with his hammer. Fortunately scientists now
understand what is lightning and thunder.
Basically lightning is just a huge spark of electricity. These sparks can remain within the
cloud, jump from cloud to cloud or from the cloud to the ground. They are made up of
positive (+) and negative (-) electrical charges that move quickly through the cloud. The
positive charges are usually found at the top of the cloud while the negative charges are
found at the bottom. When positive charges are on the ground a huge spark can occur
between the cloud and the ground.
The positive charges and the negative charges join and the circuit is now complete.
Thunder, that dreaded sound after a lightning strike, occurs at the same time as lightning.
The flash of light or spark heats the air surrounding it to five times hotter than the surface
of the sun. The air expands at a super-fast speed and explodes. This is thunder.
Light waves are faster than sound waves therefore you see the light first and hear the
thunderclap later. It is just slower at arriving. If you hear thunder about 2 seconds after
the lightening flash then it is about half a mile from you.
You have now read 2 stories that deal with nature – “Volcanoes and Lightning.”
Use the Venn diagram below to compare and contrast the 2 stories.
237
Contrast: Things that are different
In the centre list down things similar to both volcanoes and lightning strike.
238
C. Word Knowledge: Analogies
i. Figure out the relationship between the first pair of words. Then fill in the blank
with a word that creates the same relationship between the second pair of words.
ii. Circle the letter of the word that creates the same relationship between the second
pair of words as there is between the first pair.
a. KNOCKER c. HINGE
b. DOOR d. HOUSE
239
2. RECTANGLE is to SQUARE as OVAL is to:
a. CURVE c. CUBE
b. TIRE d. CIRCLE
a. SOUND c. NOISE
b. HEAR d. GLASSES
240
We use euphemisms when we try and make something sound good. It is better to be more
direct or to the point.
E.g. My cat was struck by lightning and has finally departed from this world.
i. Rewrite the sentences using more direct words. The euphemisms are
underlined.
1. As I lay reposing on my bed, the sound of thunder disturbed me.
1. The sanitary engineers vehicle woke me up when emptying our garbage cans.
2. The retired master is often under the influence of alcohol.
3. The little boys were so energetic and athletic they broke the toys.
4. My pay has been adjusted downward.
5. My friend, Jojo, is a creative thinker.
ii. Rewrite the following sentences, replacing the italicized euphemism with
more direct language.
5. Every Tuesday night we put out our recycling bins for the sanitation
engineers to pick up on Wednesday mornings.
6. The general explained that many civilian casualties resulted during the
platoon's efforts to neutralize the target.
241
You must complete your work before the storm.
Use must, have (has) or ought to, to complete the following sentences. You many need to
add extra words.
1. I think that you __________ take time to take shelter from the storm.
2. You _________ stay inside during a lightning storm.
3. You ___________ block you ears during a thunder storm.
4. Thor _________ stop making all that noise, its giving me a headache.
5. For a complete circuit, positive charges and negative charges ___________ join.
6. If you are scared during a lightning strike, you ________ close the curtains.
7. Merewalesi is still weak and I _____________ help her when she walks across the room.
8. "Passengers ____________________ not smoke on the bus," warned the driver.
9. Jale looks so pale; he __________________ see the doctor.
10. You _______________ be more polite to your elders.
11. "You _________________ take your own pencil and ruler into the examination," said the
teacher.
12. The taxi has arrived, so I ______________________ to say goodbye.
Be careful not to confuse the possessive pronoun it’s with the contraction it’s
242
Possessive: The dog licked its paw.
Proof read the journal entry below. Jone has confused the possessive pronoun its with the
contraction it’s. Rewrite the journal entry correctly. Do not use contractions.
Its scary listening to an electrical storm. My friends and I hide under the blankets
when it’s around. They are leaving today. It’s been great knowing them. I will miss them
especially their dog, Mitzy. It loves playing with its tail. It usually spins round and round
and then falls over.
Oh well it’s been a long day and it’s now time to hit the sack. Night
everyone....WAIT! Is that thunder I hear? Oh no! It’s going to be a long night.
Look up the meanings of the words below in the dictionary. Write it out. Choose any 4 and
use them to make sentences.
Write 2 sentences for each word to show you understand the different ways they are used.
I. Spelling
Spelling List
Below are activities to help you become a better speller and to prepare
you for your spelling test. evident
inconvenient
i. S-H-A-R-P Word Study Procedure
obedient
See the word innocent
Hear the word intelligent
Adopt the word
tournament
Record the word
superintendent
Proofread the word
ii. Visual Warm-up(word shapes) brilliant
abundant
Draw word shapes for all the words on your spelling list. deodorant
fragrant
pleasant
informant
restaurant
243
iii. 4 Corners
Study the example below and do the exercise for any 8
words on the list.
v. Word Sorting
Sort all the words into alphabetical order.
vi. Proofreading exercise.
Correct the misspelt words in the paragraph below.
We went to the tornament and our boys were brillient. It was evdent that they had trained
very well together. They were obdient to all the coach had taught them and showed that
they were also inteligent in their game plan. Although practices were inconvinient they still
tried their best to be there and the abundunt skills they displayed.
WRITING ACTIVITIES
Examples of Explanations:
How do sound waves travel?
Why do leaves change colour in autumn?
245
Structure Language Features
What causes the doldrums?
Title
Question in The doldrums are one of the five primary wind Technical terms
the heading
belts that circulate the planet. They consist of calm
Introduction light breezes or sudden squalls that usually occur over
Includes a
description or the ocean. They are considered a meteorological
definition.
phenomenon.
Timeless present
There are two areas of doldrums – one in the tense
Atlantic Ocean, between the west coast of Africa and eg. occur
Explanation
the north-east coast of South America and the other
Sequence
telling where, in the Pacific Ocean off the north-west coast of South
how and why America. Cause and
Masses of air are brought into the region by Effect
relationship
trade winds. After being heated in the tropics they
described
Cause are forced upwards. This causes a belt of low pressure
and
to form. Surface winds are practically non-existent in
Effect
these areas and weather is mostly hot and humid.
Sailing ships were often delayed in these areas,
the most famous of which belonged to Christopher
Conclusion
Columbus. In 1492, three of his ships were stranded
for weeks because of the doldrums.
Doldrums
In the doldrums means you cannot
be bothered doing anything. You
squalls _______________________________ mope around lifeless. When ships
meteorological _________________ are in the doldrums they too cannot
phenomenon ___________________ do anything because there isn’t
trade winds _____________________ enough wind.
humid _________________________
pressure _______________________ 246
Write an explanation...
How do our eyes work? Research and write.Draft your explanation using the template
below to guide your writing.
Structure ____________________________________________________________
Title
______________________________________________________________________________
Question in
the heading
______________________________________________________________________________
Introduction
Includes a ______________________________________________________________________________
description or
definition. ______________________________________________________________________________
______________________________________________________________________________
Explanation ______________________________________________________________________________
Sequence
telling where, ______________________________________________________________________________
how and why
______________________________________________________________________________
______________________________________________________________________________
Cause
______________________________________________________________________________
and
Effect ______________________________________________________________________________
______________________________________________________________________________
Conclusion ______________________________________________________________________________
D-Delete ineffective
words, phrases and
sentences
SPELLCHECK
_
247
Just For Fun
D M J V G I S B D K J D Y W C
R E D N U H T U I L O C E L D
T D A M Z V K T O R T A K H T
B A N V K T E N G M T D R F L
F L N C E E E N G H A W U B I
S T O R M X I B E G M F T V G
K H S T Z N P R A P E B F J H
S B T B T A S E C H T S F E T
S A M H N R E C R O A Y M M N
I P G E L E C T R I C I T Y I
J I A Q C M X E I O M V G M N
L Z Z R Q E O Y E K L E Y I G
D X I J K Z W E T E L J N V H
C K U L Y E V K Z Q X A W T Z
G C R X O B E G F M D T R I A
248
LISTENING AND SPEAKING ACTVITIES UNIT 15
Everyday Activities
249
up questions
to ask each other.
Simple
What
When
Where
Why
How
Complex
Pretend that you are a news reporter. Give a news report on a topic of your
own choose.
250
A. Pre-reading Activity
you remember what social problems are? Think of your social studies lesson. What do
you think you will learn from this article? Write down your prediction before reading.
First your teacher will read the article to you. After you have discussed the article
together, get into groups and take turns reading.
251
B. Comprehension
Read the text below and answer the questions that follow.
Think of the last time you watched a movie – you are on the edge of your seat
watching for something to happen or trying to hear what they are going to say
and into the tense silence someone’s ringtone blares? Don’t you just want to
scream?
What about the time your friend made you feel so unimportant by cutting you
off in the middle of your sentence just to answer a call? Even worse was when
she read your text messages that just came through.
Have you noticed how everyone is suddenly deaf while speaking on the
phone? People don’t feel comfortable when someone is shouting down a
phone and even worse saying inappropriate things. It should be remembered
that a phone does have a speaker so speaking in your normal voice will not be
a problem – they can hear you.
If you could spend as much time writing an essay as you did texting you’d soon
write a book. Lots of people have their eyes and fingers glued to their mobiles
even while people are speaking. Let someone know beforehand if you are
expecting a call and if you have forgotten to tell them, let the call go to
voicemail. You’ll soon be able to retrieve it
Horror of Horrors! You open your Facebook page and guess who’s looking right
at you with a silly expression – Yes, you! Without you realizing it, one of your
friends decided to capture that crazy moment you had together. Many
phones if not all, have cameras and photos should never be taken without
permission. So while it’s fun to take photos we must always ask before we start
clicking.
252
Are cell phones a social problem? They will be if we continue with the
behaviour mentioned. Cell phone etiquette must now be the norm.
Firstly we need to respect the rules around us. For instance, lots of places have
rules about the use of cell phones and we must follow them. The silent or vibrate
option is there for a reason. In the new digital age a few simple rules, if followed,
will help us get along better. Instead of focusing all your attention on a piece of
plastic and metal, try and get along with others. After all, your phone cannot
do what a friend can. Let’s not make cell phones a social problem, remember
people are more important.
Teach – I DO
Problem: I am having a surprise birthday party for my mother tonight but I can’t get her to
visit my aunt so that I can prepare. What can I do?
Divide the class into groups and give them 5 minutes to come up with a solution.
Using the solutions provided by the students follow the 5 steps to problem solving. Model
each step. As a class decide on the best solution.
With the help of the class perform a short skit of the whole problem.
Practice: We do.
253
Complete this chart on the board.
Problem Solution
Apply: I do
Students will independently read the remaining paragraphs and complete the chart below.
Problem Solution
Paragraph 3
Paragraph 4
Paragraph 5
They will then decide as a class if cell phones are becoming a social problem and how they
can tackle it.
254
ii. Comprehension Check
1. What is the purpose of this text?
2. Why do you think there are so many questions in the text?
3. Who is this text directed to?
4. What is the main issue?
5. List down at least 3 ways cell phones can be a problem.
6. How can this problem be solved?
7. “In today’s fast-paced world cell phones have become the norm”. – What does this
mean in your own words?
8. Explain cell phone etiquette?
Suffixes are added to base words. When the suffix is added it forms a different part of
speech. This is how many verbs are changed into adjectives.
This is also a way we can decode the word to find out what it means.
Decode – breakdown
Teacher – I Do
Practice – We do
In pairs, explain what this sentence means by decoding the bold word.
255
They were agreeable with our plan to teach cell phone etiquette.
Apply – I Do
Change the following words (verbs) into adjectives by adding the suffix –able
1. Communicate
2. Forget
3. Notice
4. Retrieve
5. Social
6. Mention
7. Respect
8. Place
9. Do
Adjectives of quality
Adjectives of quantity
Demonstrative or distinguishing adjectives
E.g. In today’s fast-paced world cell phones have become the norm.
256
Demonstrative adjectives point out, or distinguish, one thing from another.
Demonstrative adjectives are this, that, these, the, those, such, same
Speaker 2 reporting: The Teacher asked if cell phones were a social problem.
Speaker 2 reporting: The Teacher said that people were forgetting their manners.
Speaker 2:
2. Speaker 1: “We must seek permissions before we take anyone's picture,” said Manu.
Speaker 2:
3. Speaker 1: “Have you noticed how everyone is suddenly deaf while speaking on the
phone?” asked Manu.
257
Speaker 2:
4. Speaker 1: “You don’t need to shout over the phone,” said Manu
Speaker 2:
Speaker 2:
As an adjective the prepositional phrase will answer the question – Which one?
258
4. Seru, along with others had to switch his cell phone off.
5. During the movie Beni and Makolo played games on their phone.
Write 2 sentences for each word to show you understand the different
ways they are used Spelling List
gradual
I. Spelling hospital
identical
Below are activities to help you become a better speller and to illegal
individual
prepare you for your spelling test.
fundamental
i. S-H-A-R-P Word Study Procedure obstacle
artificial
See the word bicycle
commercial
Hear the word encircle
dismissal
Adopt the word vertical
diamond
Record the word diameter
Hygiene
Proofread the word
Draw word shapes for all the words on your spelling list.
259
iii. Phonics
Choral Reading: Read and spell all the words together as a class.
v. Word Sorting
Sort all the words into alphabetical order.
1. obstakle 6. individal
2. fandamentol 7. commershal
3. Higeen 8. encircle
4. artifishal 9. eyedentikle
5. vertikle 10. elegal
260
WRITING ACTIVITIES
USE
Reported Speech-Many
residents say..., A number of
Title A short statement about the topic. newspapers have reported...
Technical Terms -Fiji's
ecosystem..., Multi story
Overview A brief statement of the writer's view of the building, Leisure Time
main topic Evaluative Language - It is
extremely important that
we..., It is not our
Reasons The points supporting the writer's view.
responsibility...
(The writers view can be for or against the
Conjunction and
topic) connectives (linking
Conclusions Summing it up words)- ...because...,
...therefore..., firstly , secondly
Thinking Verbs- Many
people believe...
Modal Verbs - We must take
care...
Persuasive text can be presented as:
essays
editorials
letters to the editor
speeches
advertisement
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Structure Is TV bad for children? Language Features
Title
TV watching for children is a hot topic. While some people believe
TV is a bad influence encouraging bad habits, others believe TV Emotive words
Thesis /
Overview provides educational material and models good behaviour.
Gives the
author's Linking Words
On the one hand, TV can provide information that kids need.
feeling's or eg. 'but',
point of view Programs such as Fiji One News, Pacific Way provide up to date news 'because'
that helps children understand the world around them.
Arguments/
Reasons Additionally, TV promotes and demonstrates good habits such as
points participating in sports and eating healthily. Thinking Verbs
supporting the eg. Parents
writers view believe...
On the other hand, TV advertisements encourage children to be
greedy and thoughtless consumers.
Also supporting this view is the idea that children should learn
Conclusion
about sport and health issues by actively engaging in these pursuits
Sums up the
point of view
rather than simply watching them.
Persuasive text always gives arguments and evidence. Imagine you do not agree with the above
passage. Present an argument and supporting evidence for your point of view.
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
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Write a persuasive using persuasive language to defend your favourite radio
station.
Structure ____________________________________________________________
______________________________________________________________________________
Title
______________________________________________________________________________
______________________________________________________________________________
Thesis / ______________________________________________________________________________
Overview
Gives the ______________________________________________________________________________
author's
feeling's or ______________________________________________________________________________
point of view
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Arguments/
Reasons ______________________________________________________________________________
points
supporting the ______________________________________________________________________________
writers view
______________________________________________________________________________
Conclusion
Sums up the ______________________________________________________________________________
point of view
Revise and Edit
______________________________________________________________________________
R -Replace words,
phrases and sentences Before writing a persuasive text you must:
with more effective ones
First establish a topic and a point of view
I -insert better words, on that topic.
phrases and sentences It is then important to research that topic
and find evidence and facts to help support
your point of view
D-Delete ineffective The structure of a persuasive is
words, phrases and important!!!!!
sentences
SPELLCHECK
263
Just for Fun
264
265
LISTENING AND SPEAKING ACTVITIES
UNIT 16
Genre: Persuasive
Your teacher will provide opportunities for listening exercises, based on exposition, to be
conducted each day in class. Each of you is required to listen and respond appropriately.
Everyday Activities
266
Question Generation Chart: Use this chart to make up questions
to ask each other.
Simple
could/n‟t
Who
What
When
Where
Why
How
Complex
Use the chart above to generate questions.
Pair up with a friend and study an advertisement. Get them to share to the
class the advertisement.
267
READING AND VIEWING ACTIVITIES
A. Pre-reading Activity
The text for this unit is Persuasive text. Study what a persuasive is and try to
distinguish the features of a report in the passage "Playing Soccer?"
Persuasive Text
Persuasive texts are written to argue or persuade. They promote the writers point of view.
Persuasive texts are organized with: Proposition to be argued, arguments in logical order,
reiteration.
The features of persuasive writing are: generalised participants, passives to help text structure,
linking words associated with reasoning, nominalisation (actions become things) e.g. To pollute
becomes pollution.
What is it?
(write the definition)
The Word
268
B. Comprehension
Read the text below and answer the questions that follow.
Playing Soccer?
Teach
A fact is a statement that can be proven.
An opinion is a statement of belief , feeling , or preference.
Practice
Read the advertisement and identify each phrase as fact or opinion.
Apply
Have students list the facts and opinions in the chart below.
Facts Opinions
________________________________________________ ________________________________________________
________________________________________________ ________________________________________________
________________________________________________ ________________________________________________
________________________________________________ ________________________________________________
________________________________________________ ________________________________________________
________________________________________________ ________________________________________________
________________________________________________ ________________________________________________
________________________________________________ ________________________________________________
________________________________________________ ________________________________________________
________________________________________________ ________________________________________________
270
7. Cloze Exercise:
Soccer
Soccer is a great team game. It is a _____________ that is played in most countries.
There are eleven ______________________ on each side. Players kick the ______________
and try to score goals. You score when you _____________________ or head the ball in
the goal. Only goalkeepers’ ______________ use their hands.
i. The clues below are names of sports . Match each object from the box to its sport
below.
1 The person a tennis player serves the ball to is his or her (teammate/ opponent/ referee)
4 The scores were tied at the end, so the game was a(draw/ victory/ defeat)
5 After winning the tournament, Anna held her (victory/trophy /coach) over her head.
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7 If a player breaks one of the (rules/ objects/ opponents, the referee should award a penalty.
8 The 400 metre race is one of the most exciting (medals/ games/ events) in athletics.
11 The players were working out in the gym in order to build up their
(sportsmanship/talents/physiques) .
D. Sentences: Inverted
Sentences can be turned around to make them more interesting.
Example:
The car raced past the shops.
Past the shops raced the car.
272
4. When I go to the restaurant, I eat ________ fish _________ roast chicken. These are my favorite
meals.
5. His father believed __________ his son ____________ his friend. He thought that both were lying.
6. I need _________ your help ________ your compassion. I can perfectly handle my problems all
alone.
7. __________ Semesa ____________Bill will write the report. Just ask one of them.
8. ____________ you return the money you had stolen __________ I'll call the police.
9. My mum can _____________ read _____________ write. She is illiterate.
10. You can use ____________ this computer _____________ the other one. Someone must fix them first.
11. A mathematical answer is __________________ right _____________ wrong.
12. Yes, I shall have ___________ ham ___________beef.
13. No, ____________Monday______________Tuesday suits me for tennis.
14. __________ Mum _________Dad likes dreadful weather.
15. An accused person is ________________ guilty ___________not guilty.
16. We _____________ are going to the park _______ are going home.
17. ______________ James _________ expressed their thoughts.
18. _____________ the cousins’ _______ Sharon told the truth.
19. At night ___________ the cats’ _______ the dogs wake us up.
20. John will ____________ start today ________ start tomorrow.
SPEECH
For direct speech Mr Halls’ actual words are written in the sentence. They have
speech marks around them.
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For indirect speech Mr Halls’ actual words are not written in the sentence. There are
no speech marks.
i. Finish each sentence, putting in the direct speech. You have to work it out from the
indirect speech sentences.
ii. Now try putting these direct speech sentences into indirect speech.
274
7. The mountaineer boasted, “I could easily climb that mountain!”
…………………………………………………………………………………………………
I. Spelling
Visualize
jealousy
immobilize
i. S-H-A-R-P Word Study Procedure celery
economy
See the word
democracy
Hear the word
emphasize
Adopt the word
civilize
Record the word
authority
Proofread the word
guarantee
ii. Visual Warm up: Fill the spelling words in the correct word shapes
iii. Vowel Hunt: Fill in the missing vowels and write the spelling words.
275
1. c_v_l_z_ 6. g__r_nt__
2. _c_n_m_ 7. __th_r_t_
3. _mph_s_z_ 8. c_l_r_
4. j__l__s_ 9. _mm_b_l_z_
5. V_s__l_z_ 10. d_m_cr_c_
iv. Break the code: Use the code to write the spelling words
276
v. Generally Speaking: Write each spelling word for the group it best fits
vii. Word Search : Find the words from the spelling list
277
WRITING ACTIVITIES
Conclusions Summing it up
279
Do you get fed up of walking in Comes in 15 the rain?
Persuasive language
Had enough of standing in the skate - tastic bus queue?
colours!
Advertisements are designed to persuade people to buy a product or service. Look through the
newspapersWell look no further,
and magazines the
to find examples outstanding
of persuasive words in advertising .Write eight of
them below.
Skate – o – Matic is finally here! Exclamation marks,
varied print style
_______________________________________________________________________________________________________________________
It’s skate – tastic! help sell the products
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
Get to your friend‟s house or to school in double quick time with the
sensational Skate – o- Matic. I’ve got one –
they’re great!
It has 4 different speeds!
An amazing anti-slip foot board! Bob of Balby
4 remarkable rumble wheels! A slogan or catch
phrase is used to get
Comes with a life time guarantee! the buyer interested
Bargain price of $25.99
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Design a persuasive poster
Write an advertisement...
Create a new product and write an advertisement for it . Choose from the words around the border to
help create a persuasive advertisement.
Introductory
Special Save
Outline
the
special
Use Value
features
persuasive
language
Bonus
Reduced
Create a
slogan for
Highlight
your product Barg the great
value
% off ain price
281
Just for Fun
282
LISTENING AND SPEAKING ACTVITIES
UNIT 17
Genre: Report
Your teacher will provide opportunities for listening exercises, based on report, to be
conducted each day in class. Each of you is required to listen and respond appropriately.
Everyday Activities
283
Question Generation Chart: Use this chart to make up questions
to ask each other.
Simple
could/n‟t
Who
What
When
Where
Why
How
Complex
Use the chart above to generate questions.
Pair up with a friend and share about your favourite sport. Get them to share
to the class your report.
284
READING AND VIEWING ACTIVITIES
A. Pre-reading Activity
The text for this unit is report. Study what a report is and try to distinguish the features
of a report in the passage "Olympic Games "
Report Writing
Reports are written to describe or classify the way things are or seem to be.
They organise and record information.
Reports are organised by; classification, description and summarising comment.
The features of report writing are; generalised participants, impersonal objective
language, continuous present tense and subject specific vocabulary.
Context Clues:
When you come across a word you don't know, don’t stop reading. You can often figure out
the meaning of an unfamiliar word by using the words around it. The surrounding sentence
or paragraph is known as the context.
Use the context to figure out the meaning of the key vocabulary
285
B. Comprehension
Read the text below and answer the questions that follow.
The first Olympic Games were held many hundreds of years ago in Greece.
The Ancient Greeks loved things that were beautiful and good. They
believed that people should try to make their bodies fit and healthy
because this would help them to be good and wise and brave. At school,
Greek boys did exercises and dances which strengthened their bodies
and taught them to move gracefully, in a way that was pleasing.
The people who lived in the Greek cities arranged festivals. They believed
that their gods enjoyed the festivals and were pleased with the people
who took part in them. At the festivals people took part in competitions. Some of the
competitions were in running, jumping, throwing, javelins (spears),wrestling and other
sports.
The most important festivals was held every four years in a place called Olympia. The
competitions and sports that were held during the festivals at Olympia were called the
Olympic Games.
In Ancient Greece, each Greek city had its own government and its own soldiers. The cities
often quarrelled with each other and sent their soldiers to fight each other. However,
when the Olympic Games because very important , all the cities agreed that they would not
quarrel or fight for six months before the games started. They agreed that their soldiers
would not fight from that time until after the games were over. This gave the young men,
who were also the soldiers, time to train and practise for the games. In those days, women
did not take part in the Olympic Games.
Some men were appointed judges. Their job was to choose the winners
in the competitions. These judges watched the competitors very
carefully during a race because the runner they chose as the winner was
not always the one who finished first. Sometimes they chose the person
who finished second as the winner because he ran more gracefully than
the one who finished first. So the young men had to run fast but they
also had to move in a way that pleased the people who were watching.
A man who won a competition in the Olympic Games was a crown made
of leaves. He was not given a prize but he became famous everywhere in Greece. All the
286
people who lived in his city were proud of him. People wrote poems about him which
described how he had won the competition. Sometimes people made a statue out of stone
to show what he looked like so that everyone would remember him for a long time. We can
still see some of these statues today.
The Olympic Games were held every four years for more than a thousand years. But then
the Roman soldiers defeated the Greeks and Greece became part of the Roman Empire. In
393 A.D the Roman Emperor stopped the Olympic Games.
The Olympic Games were not held again until 1896. A Frenchman called Pierre de
Coubertin thought that it would be a good idea to start the games again. He wanted people
from many different countries to take part in modern Olympic Games. He believed that
this would help people from different countries to make friends with each other. He also
thought it would help to stop wars.
The first Olympic Games were held in 1896 in Athens, the capital of Greece. Twelve
countries took part in the Games.
The modern Olympic Games are not quite the same as the Greeks used to hold. Now they
are held in a different place each time and countries all over the world send teams. The
teams include women because now there are competitions for woman, too. There are
competitions in many more sports in the modern Olympic Games. There are now
competitions in sports such as soccer, rugby, cycling, swimming and horse-riding, as well as
running, jumping, wrestling and throwing javelins. At the Olympic Games in Barcelona in
1992, there were competitions in 27 different sports and competitors from 172 countries.
The Commonwealth Games in the South Pacific Games are very like the Olympic Games but
fewer countries send teams to them. The Commonwealth Games are also held every four
years but they are never held in the same year as the Olympic Games. Any country which is
a member of the British Commonwealth can send a team to the Commonwealth Games.
They were first held in Canada in 1930.
The South Pacific Games are for countries in the South Pacific. They are
now held every four years. The first South Pacific Games were held in
Fiji in 1963. Since then they have been held in New Caledonia, Papua
New Guinea, Tahiti, Guam and Western Samoa.
287
i. Comprehension Skills: Topic, Main Idea, and Supporting Details
Teach
The topic is the subject the author is writing about. The main idea is the most important idea
that the writer wants readers to understand about the topic. Supporting details are pieces of
information that explain or tell more about the main idea. Supporting details may include facts
and examples.
In a longer piece of writing one paragraph may have a topic, a main idea and supporting details
that explain this main idea. Main ideas are often stated in headings or key sentences. However
readers must infer the main idea by summing up details and inferring the author's meaning.
Practice
Point out the topic of the passage .Discuss with students the main idea of the entire selection.
Have them infer the main idea by summing up details in these paragraphs.
Apply
Ask students to infer main ideas by summing up supporting details in the passage.
Main Idea
___________________________________
___________________________________
Supporting Details
___________________________________
___________________________________ 288
___________________________________
___________________________________
ii. Comprehension Check
1. Why did the Greeks think people should strengthen their bodies?
2. Why did the Greeks arrange festivals?
3. Why did the Greek cities stop fighting for six months before the Olympic Games?
4. How often was the second place-getter chosen as the winner?
5. How is the modern Olympic games different from the Ancient Olympics?
6. Why did the Greek boys do exercises and dances at school?
7. Why were the games called Olympic Games?
8. Why did people write poems about men who won competitions at the Olympic
Games?
9. How are Commonwealth Games different from Olympic Games?
10. How are the South Pacific Games different from Common Wealth Games?
289
ii. Match the idioms to their correct meanings and write out the matching pairs.
Idioms Meanings
1. She’s burning the candle at both ends. A. I want a word with you (about a problem)
2. He’s pulling the wool over her eyes. B. It’s pouring with rain.
3. He’s leading you up the garden path. C. I suspect something is wrong.
4. It’s raining cats and dogs. D. He has made a fresh start.
5. I’ve got a bone to pick with you! E. He’s trying to fool you.
6. I can smell a rat. F. They paid too much money for it.
7. They paid through the nose for it. G. She’s working day and night.
8. He has turned over a new leaf. H. He’s keeping a secret from her.
1. The lizard went between the rocks. 6. The swan went across the lake.
2. A caterpillar went up my arm. 7. White clouds went across the blue sky.
3. Dense smoke went out of the chimney. 8. The mouse went into its hole.
4. The infant went across the floor. 9. The cripple went across the road.
5. Dad went into the pool. 10. My aunt went overseas.
Write each sentence using the correct word from the brackets.
1. I (laid/ lay) on the sofa yesterday.
2. I (lay/ laid) the vase on the table .
3. The treasure was (lain/ laid) under a rock.
4. I would like to (lie/lay) on the beach.
5. I have (lain/ laid ) the fork on the plate.
290
6. I have often (laid/ lain) on that couch.
7. Please (lie/ lay) the cloth on the table.
8. Ms. Ram told us to (lie/ lay) our work aside.
9. Will you (lie/ lay) down for a rest this afternoon?
10. (Lie/ Lay) your books beside mine.
11. The doctor (lay/ laid) all my fears to rest when she talked to me yesterday.
12. The button from my jacket was (lying/ laying) on the sidewalk.
13. I’m afraid that Tim has been (lying/ laying) down on the job.
14. Every evening Sue (lies/ lays) her clothes out for the next day.
15. The chickens (lay/ laid) more eggs than usual yesterday.
16. Can you help me (lie/ lay) the floor in the bathroom?
17. I have (lain, laid) the key somewhere, and now I can’t find it.
18. When Mr. Jones (lay, laid) down for a nap, he was unable to sleep.
19. My pen was (lying, laying) on the table.
20. Mr. Ratu (lay/ laid) his briefcase on the table when he entered.
21. . Miss Ali is so tired that she’s been (lying/ laying) down all afternoon.
22. I (lay/ laid) the book aside and answered the doorbell.
23. Our dog never (lies/ lays) down when told to do so.
24. The blame for the mistakes has been (lain/ laid) on my shoulders.
25. Your jacket has been (lying/ laying) on the floor all morning.
291
i. Use apostrophes in the following sentences to make contractions.
Example: I am your friend. I’m your friend.
1. I do not like vanilla ice cream. 6. She will be the class president.
2. I am going to the mall. 7. He should not worry so much.
3. Who is the new student? 8. They will be here in fifteen minutes.
4. They are my best friends 9. Where is my blue book?
5. We are not waiting in the line. 10. She does not eat spinach.
ii. Use what you have learned to punctuate the following sentences with
apostrophes.
Example: Where is the book of John? Where’s John’s book?
1. This is not the key I was looking for. 6. This wallet belongs to Tito.
2. I want to pet the head of the dog. 7. This one is nicer than the one that Dan has.
3. That is the hat of Jones. 8. It is funny when the dog chases its tail.
4. I need to go to the market of the town to 9. We should not take the car of my father to
buy milk. the beach.
5. Did you not wash the car of Bill? 10. She is the best student in the college.
292
H. Word Meanings: 'members' and 'appointed'
Use members and appointed in 4 different sentences to show that each word has more than
one meaning,
I. Spelling
293
iii. Vowel Hunt: Fill in the missing vowels and write the spelling words.
1. p_n_c_ll_n 9. dr__df_l
iv. Break the code: Use the code to write the spelling words
294
v. Generally Speaking: Write each spelling word for the group it best fits
295
vii. Word Search : Find the words from the spelling list
WRITING ACTIVITIES
A report tells about what a thing is,
What is a report? what a thing looks like, where it is
found and what it can do.
USE
296
Structure Soccer Language Features
Title Soccer is a game played by two teams of eleven. They try to Technical language
score by kicking or heading the ball into the other team’s
Classification
goal. Ten of the players cannot use their hands. The goal
continuous
keeper can handle the ball to stop it going into the goal. present tense
Most reports contain action verbs. Find and list the verbs in the report above.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_
297
Write a report...
Sports......Choose a sport , and write a report about it . Use the fact file to help organise your
information.
Structure ____________________________________________________________
Title ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Classification
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Description
______________________________________________________________________________
Paragraph
about the
______________________________________________________________________________
topic
______________________________________________________________________________
______________________________________________________________________________
Conclusion
Sums up your ______________________________________________________________________________
report
Fact File
___________________________________________________________________________
298
Just for Fun
299
300
LISTENING AND SPEAKING ACTVITIES UNIT 18
Genre: Biography
Your teacher will provide opportunities for listening exercises, based on exposition, to be
conducted each day in class. Each of you is required to listen and respond appropriately.
Everyday Activities
301
Question Generation Chart: Use this chart to make up questions
to ask each other.
Simple
could/n‟t
Who
What
When
Where
Why
How
Complex
Use the chart above to generate questions.
302
READING AND VIEWING ACTIVITIES
A. Pre-reading Activity
The text for this unit is biography. Study what a biography is and try to distinguish the
features in the passage "Gandhi. "
Biography
Your teacher will go over the key vocabulary list with the class. Write down all the
words and their meanings into your book. Beside each word draw a little picture or icon
to help you remember the word.
303
B. Comprehension
Read the text below and answer the questions that follow
GANDHI
Mohandas Gandhi was born in India in 1869. After Secondary School, Gandhi went to
England to study law. At first his mother did not want him to go overseas. She was afraid
he would learn evil ways from foreigners. However, after Gandhi promised to behave
properly, she gave him permission to go.
Gandhi passed his exams and returned to India. He did not earn much money so, when he
had a chance to work in South Africa, he was glad to go.
When he arrived in Durban in 1893, Gandhi visited the law court there. He was told to take
off the turban he wore on his head. Later, at Pietermaritzburg, he bought a first class
railway ticket and entered a carriage. A man scolded him. “You can’t come in here! It’s for
Europeans only!” And he pushed Gandhi out. Gandhi was shocked by this treatment. It
was so unfair. He was filled with shame and wanted to return to India immediately.
However, he decided to stay and fight against the unjust way that Indians were treated in
South Africa.
Gandhi did not want to use any weapons in his fight against injustice. He said it was better
to resist without using force. This method became known as passive resistance. When
the government in Transvaal made a law that all Indians must register their fingerprints,
Gandhi told the Indians not to obey this law. Under Gandhi’s leadership, 2000 Indians went
on a march protesting against the unfair law. This was risky because Gandhi’s followers
could have been arrested by the police and locked up in prison. However, their passive
resistance was successful. The government of Transvaal had to change the law.
Gandhi believed that wealth is not as important as happiness. Gandhi decided to live a life
of poverty and stopped working as a lawyer. Instead he did ordinary jobs, such as
mending shoes, collecting rubbish and farming.
Gandhi returned to India in 1915 and worked hard to provide education for poor village
people. He also tried to help the people who were called ‘untouchables’. Indians divide
themselves into groups called castes. Important people such as priests belong to the
highest caste. The ‘untouchables’ are so low that they have no caste at all. In those days,
the ‘untouchables’ were not allowed to live with other people because it was believed that
they were too low and unclean. Gandhi felt very sorry for them and tried to improve their
living conditions.
Now, partly because of Gandhi’s work, and partly because more people are educated, many
Indians think it does not matter what caste a person belongs to. They think everyone
should be equal.
After the First World War, many Indians did not want the British Government to rule India
any longer. Gandhi was a leader in the fight against the British Government. He told the
people not to obey British laws and not to pay taxes to the Government. For this he was
304
arrested in 1922 and sent to prison but two years later he was set free and allowed to
return home.
Gandhi was imprisoned again in 1930 when he told the people not to pay tax on salt.
Thousands were arrested but the Government had to give way in the end. Gandhi was
released from prison and sent home, and the people were allowed to make salt without
having to pay tax on it. Gandhi had shown that passive resistance can be very effective.
After World War II, the British decided to leave India. Some Hindus and Muslims wanted
India to be divided into two parts – one part for the Muslims, the other for Hindus fought
each other and many more were killed. Gandhi was sad to see this. He walked from village
to village, telling people that Hindus and Muslims must live like brothers. He even refused
to eat food unless the people stopped fighting but it was useless. When the British left
India in 1947 the country was divided into India and Pakistan.
Some people did not like Gandhi because he said Muslims and Hindus should live together.
They said Gandhi was an enemy of the Hindus. On the afternoon of 30th January, 1948,
when Gandhi was going to a prayer meeting, a Hindu fired three bullets and killed him.
Gandhi, who people had named ‘Mahatma’ (‘Great Soul’), was dead.
Teach
Discuss how important details help readers picture characters, setting, and actions in
their minds. Help students write a set of tips for noting details such as:
To find important details I could ask myself these questions:
What do I think this (person, place, thing) is like?
What details gave me this idea?
Do these details 'add up'?
Practice
Have students work in groups to locate important story details..
Apply
Have students keep track of details as they read the passage.
ii. Comprehension Check.
305
1. Why did Gandhi stop working as a lawyer?
2. Gandhi used passive resistance several times to force the government to change its
mind. Mention two examples.
3. Why did Gandhi refuse to eat food on one occasion?
4. Why was India divided into 2 countries in 1947 when the British left?
5. Where was Gandhi shot?
6. Why was Gandhi shot dead?
7. What do you think is the purpose of this story?
D. Sentences: Homophones
Homophones are words that sound the same but have different spelling and meanings.
e.g.- Be and Bee
i. Write each sentence using the correct word from the brackets.
306
6. A (corps/corpse) lay on the railway track.
7. The queen wore a diamond (broach/brooch)
8. (Morale/Moral) was high after
the team won.
9. For (desert/dessert) we ate custard pudding.
10. An (urban/urbane) person is refined and polite.
11. We stopped in a (bizarre/bazaar) in Nadera.
12. The truck was (stationery/stationary) when it was hit by the bus.
3.
a. ___________________bucket b. __________________ light-coloured
4.
a. ___________________shirts, pants, b. ___________________ shut or seal
hats, shorts
5.
a. ____________________colourful part b. _____________________white powder
of a plant used for cooking
6.
a. ______________________ lines; b. ______________________ red flower
opposite of columns with a thorny stem
7.
a. ______________________ six-legged b. ______________________your father's
creature that digs tunnels
8.
a. _____________________dog's feet b. _____________________to stop, halt,
or freeze
9.
a. _______________________ detect b. ______________________ place where
things with your eyes dolphins, sharks, and whales
live
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10.
a. _______________________not warm b. _____________________ spicy bean
and beef meal served in a
bowl
11.
a. _____________________ time when b. ____________________ someone that
you're sleeping protects a king
12.
a. ______________________ mother's boy b. _______________________ hot ball of
burning gas in space
13.
a. _______________________ opposite of b. ______________________ greeting
low
14.
a. _______________________to put in the b. _______________________ small,
ground and cover with dirt round fruit; straw, black, or
blue
15.
a. ______________________________ 60 b. ______________________________
minutes belonging to us
You can use an apostrophe to show that someone or something owns something.
Add 's to make a word possessive: John's spelling book is missing.
If a word already ends in s, you only need to add ': James' spelling book is missing.
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Rewrite each sentence. Add apostrophes where necessary to show a possessive
word.
1. Has Rachael’s height really increased 4centimetres since last January?
2. Joleens daughter is going to start college this year.
3. The Navy’s mission was to capture the beach for our allies.
4. My sister’s hat blew away when the wind began to blow.
5. No, black cow’s milk is not black!
6. The turkeys gobble sounded very far away.
7. Tomorrows schedule is going to be very busy.
8. Floras kittens are named Huey, Dewey and Louie.
9. Dawsons plan is to hire more employees to get the job done.
10. Is that wonderful voice really Romulos?
I. Spelling.
309
ii. Break the code: Use the code to write the spelling words
a b c d e f g h i j k l m n o p q r s t u v w x y z
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
1. 1 3 3 21 18 1 20 5 - _________________ raspberry
2. 3 8 1 16 5 18 15 14 5 - _________________ athlete
3. 16 1 18 1 12 12 5 12 - _________________ atmosphere
4. 1 2 19 15 18 2 - _________________ absorb
harass
5. 16 8 1 14 20 15 13 - _________________
havoc
6. 19 20 1 20 9 19 20 9 3 19 - _________________
pamphlet
7. 18 1 20 16 2 5 18 18 25 - _________________ parallel
8. 8 1 22 15 3 - _________________ fatigue
9. 6 1 20 9 7 21 5 - _________________ statistics
10. 1 20 13 15 19 16 8 5 18 5 - _________________ sandwich
11. 16 1 13 16 8 12 5 20 - _________________ phantom
12. 1 20 8 12 5 20 5 - _________________ bacteria
13. 8 1 18 1 19 19 - _________________ adequate
14. 2 1 3 20 5 18 9 1 - _________________ accurate
chaperone
15. 19 1 14 4 23 9 3 8 - _________________
16. 1 4 5 17 21 1 20 5 - _________________
iv. Use your dictionary to find the meaning for the spelling words.
1. raspberry - _____________________________________________________
2. athlete - _____________________________________________________
3. atmosphere - _____________________________________________________
4. absorb - _____________________________________________________
5. harass - _____________________________________________________
6. havoc - _____________________________________________________
7. pamphlet - _____________________________________________________
8. parallel - _____________________________________________________
9. fatigue - _____________________________________________________
10. statistics - _____________________________________________________
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11. sandwich - _____________________________________________________
12. phantom - _____________________________________________________
13. bacteria - _____________________________________________________
14. adequate - _____________________________________________________
15. accurate - _____________________________________________________
16. chaperone - ______________________________________________________
v. Make new words from the words in the list. The first one is done for you.
ABSORB
ATHLETE
ATMOSPHERE
CHAPERONE
FATIGUE
PARALLEL
PHANTOM
RASPBERRY
SANDWICH
STATISTICS
311
WRITING AND SHAPING ACTIVITIES
A Biography provides life details of a
What is a Biography
person usually presented in
chronological order. A biography
includes precise details about birth
place and birth and death dates.
USE
Good biographers use many research tools to gather and synthesize information about
their subject, including the person’s words, actions, journals, reactions, related books,
interviews with friends, relatives, associates and enemies, historical context, psychology,
primary source documents.
Purpose
Often to understand the person and the events and history affected by that person.
312
Structure Mae Jemison: Space Star Language Features
Title
Have you ever dreamed of flying freely through outer space,
Introduction surrounded by a sea of stars? Mae Jemison fulfilled that dream. On
September 12, 1992, aboard the spaceship Endeavour, she became
Life Details
the first African-American woman to blast into outer space. This Name of person
Early Life wasn’t the only time; however, that Jemison had reached for the stars
and realized her dreams.
Jemison was born on October 17, 1956, in Decatur, Alabama, but she
grew up in Chicago, Illinois. There weren’t many well known African-
American female role models while Jemison was growing up, but she Whom and
what the person
didn’t let that stop her from achieving her goals. She was especially
is known for.
interested in anthropology, archaeology and astronomy. Luckily, her
parents encouraged those interests. That encouragement drove her
to excel. She graduated from high school at 16! Then she earned
Later life degrees in chemical engineering and African-American studies at
accomplishments
Stanford University. Later, she graduated from Cornell University’s
medical school. No challenge was too great for Jemison to take on.
Structure ____________________________________________________________
______________________________________________________________________________
Title
______________________________________________________________________________
Introduction
______________________________________________________________________________
______________________________________________________________________________
Life Details
Early Life
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Later
______________________________________________________________________________
______________________________________________________________________________
Conclusion ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
D-Delete ineffective
words, phrases and
sentences
SPELLCHECK
314
Just for Fun
315
LISTENING AND SPEAKING ACTVITIES UNIT 19
Genre: Narrative
Your teacher will provide opportunities for listening exercises, based on narrative, to be
conducted each day in class. Each of you is required to listen and respond appropriately.
Everyday Activities
316
Question Generation Chart: Use this chart to make up questions
to ask each other.
Simple
could/n‟t
Who
What
When
Where
Why
How
Complex
Use the chart above to generate questions.
Pair up with a friend and tell them a scary story. Get them to share to the
class your story.
317
READING AND VIEWING ACTIVITIES
A. Pre-reading Activity
The passage given below is about a car race. The text for this unit is narrative. Study
what a narrative is and try to distinguish the features of a narrative in the passage
"Crash and Bash."
NARRATIVE
Narratives entertain and engage the reader in an imaginative experience.
Narrative texts are organised according to setting, event leading to a problem and solution.
The main features of narrative writing are: defined characters, descriptive language, past tense.
4-Fold Vocabulary
In this activity, students fold their papers into rows of 4 sections each. The number of
row can relate to the number of words to be studied. In the first section, the student
writes the word. In the 2nd section, the student writes a definition of the word in their
own words. In the 3rd section, the student draws a picture or symbol to represent the
word. In the 4th section, the student writes a sentence with the word based on their
definition.
318
After completing the page, the students cut apart the sections and put them in an
envelope. The words are review by having student reassemble the word rows.
Students can trade rows/envelopes with others.
B. Comprehension
Read the text below and answer the questions that follow.
That day the Airstrip (which is the race track venue) was packed with crowds of
people. Loud rock music blared from the speakers, drawing out our voices. A
thunderous roar echoed around the airstrip as the first race began. Twenty cars
of different shapes and size sped onto the track, each with a small trailer attached
to the back.
"Welcome, ladies and gentlemen, boys and girls, to the Taunovo Race Track. First
up, we have the five-lap trailer race. The first car to cross the finish line with its
trailer attached will be the winner!"
I cheered as the cars shot into action, their trailers skidding and shaking at every
corner. Bright sparks flew up into the air whenever a trailer lost control and tipped
319
over. At the end of the fifth lap, there were only seven cars left. All the others were
scattered around the track with their crashed trailers.
Dad, Mum and I were having so much fun, but Peni and Sera were more
interested in playing on the bouncy castle with all the other little kids.
The next race began. The track filled up with cars that had once been normal,
everyday cars. Now they looked like warriors - spray-painted and covered in metal
roll cages to protect the drivers inside. "It's a demolition derby!" Dad shouted.
We all cheered at the cars smashing into each other. Even Peni and Sera stopped
jumping so that they could have a look. A bright red and blue sedan was finally
declared the winner because it was the last car standing.
When the time came for the last race of the night, fourteen, small racing cars lined
up in a started position at the opposite end of the airstrip from us. Each of them
had large pair of wings on the back, which Dad called the aerofoil. He told me that
aerofoils stop the cars from taking off into the sky.
With a loud bang the races zoomed off, spreading thick, blue-black smoke into the
air.
The entire crowd watched in shock. Emergency crew swarmed around the wrecks,
pulling the drivers away from the ugly black smoke. All was silent for a second until
both drivers waved. Everyone breathed a sigh of relief; they were safe.
We were all exhausted by the time we got home that night. As Mum tucked me
into bed, I told her that I wanted to become a drag racer. She smiled and said, "We'll
see."
Teach
Explain that the main elements of story structure are characters, setting, and plot.
Characters- main people or animals in the story.
Setting - the time and place
Plot- the story events, which usually include a problem and a solution.
Practice
As a class, identify the main characters, the setting, and the plot events of Crash and
Bash.
Apply
Divide the class into small groups. Have some groups list the main features of the
setting. Have others list the qualities of the main characters.
Reconvene the class and discuss students' lists. Then summarise how the characters
and setting make the plot interesting.
Have students fill the chart below.
Main Character
_______________________________________
_____
Setting
_________________________________________________________
_________________________________________________________
Problem
__________________________________________________________________
Beginning
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Middle
_____________________________________________________________________________________________
_____________________________________________________________________________________________
End
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Solution
vi. Comprehension Check
_____________________________________________________________________________________________
_____________________________________________________________________________________________
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Answer the following questions in complete sentences.
16. Why did the family go to the Taunovo Race Track?
17. What was the first race?
18. What kind of cars were in the demolition derby?
19. What is the purpose of an aerofoil?
20. Who rescued the two drivers involved in the crash?
21. What do you think Mum meant when she said " we'll see,''
22. Why do you think the race was at the airstrip and not at a stadium?
23. Fill in the missing words to complete the sentences.
13. hole in the tyre 19. they stop or slow the car
14. where streets cross 20. stores water for cooling the engine
15. provides power for lights 21. hood covering the engine
16. changes gear by itself 22. supports the body of the car
17. keeps the battery charged 23. a key sets this system alive
18. sends sparks to plugs 24. petrol and air are mixed in it before
being burnt in the cylinders
1. If you want to get from place to place without walking, you can use a car as
___________________.
2. ___________________________ is another word for car. The first part of this word means “self”
and the second half of the word means “move.”
3. Every car has an ____________________ that is made up of many ___________ that work
together to make the car move.
4. When gas and _________ are mixed together with a spark of fire it will get the engine
going.
5. Cars and other vehicles couldn’t roll along the road without __________.
6. Every vehicle has _____________ to slow it down or make it stop.
7. The battery gives the car’s engine the___________________ that it needs to get it started.
8. With the help of a small electric spark, the mixed gas and air make a small
__________________ that gets the engine going.
9. The spark comes from an engine part called a __________________ plug.
10. Burning gas in a car’s engine will give it the __________________ it needs to run.
11. Most car engines get the energy they need to run by burning _________________ (gas for
short!).
12. Unlike the wooden or metal wheels of the past, the rubber____________ on wheels help to
give us a smooth ride.
13. People _______________ cars to get to work, to get to school, to go to the grocery store or
even to go on vacation.
14. Bright _________________________ help drivers see where they are going at night.
15. The ______________________ lets the driver know how fast he or she is going.
16. We buckle up our ______________ to help keep us safe in case of a car accident.
17. Buses, trains, motorcycles and airplanes are examples of other _______________ with
engines that we use for transportation.
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18. Before we had ___________, people used transportation without engines, such as wagons
and carriages pulled by horses.
Affect is a verb and effect is a noun, but effect can also be used as a verb.
Drinking will affect your driving. (verb) The effect of the drinking caused an accident. (noun)
We shall effect a change soon.(verb)
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11. The speaker said that her organization wanted to ___________ a major change in the
party's platform.
12. Joe talked with Janis, but his words had almost no ___________ on his friend's actions.
13. One ____________of the new lenses is my ability to read more easily.
14. Adding salt to the batter ____________ the taste of the cake.
15. The ________________ of the storm will not be clear for years.
F. Grammar: Simile
Similes are a way to compare two things using ‘like’ or ‘as’. For example, if I
want to say that somebody swims well, I can say they swim like a fish
because fish swim well. There are two basic patterns that you can use.
like verb + like + nouns as as + adjective + as + noun
i. Circle the simile in each sentence. On the line, explain what is being compared
to what.
1. Andrew is as sly as a fox.
__________________________ is being compared to _______________________.
2. He was as nervous as a cat around a room full of rocking chairs.
__________________________ is being compared to _______________________.
3. Farheen had a smile as sweet as sugar.
__________________________ is being compared to _______________________.
4. After he finished playing the basketball game, his hair was oily like fried chicken.
__________________________ is being compared to _______________________.
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__________________________ is being compared to _______________________.
7. The new science book is as heavy as an elephant!
__________________________ is being compared to _______________________.
8. The extra glue was as sticky as syrup on their fingers.
__________________________ is being compared to _______________________.
9. Mr. Sidal, the P.E. teacher, is as strong as an Olympic athlete.
__________________________ is being compared to _______________________.
10. My mom’s tea is as hot as the sun!
__________________________ is being compared to _______________________.
326
G. Dictionary Skills: Beginning with 'sub'
i. In the dictionary find a word beginning with sub (meaning 'under') to match
each clue.
A submarine is a boat that can travel under the surface of the water.
ii. Write the missing word to complete the sentence. Think carefully about the spellings!
1. I __________ to a football magazine to keep up to date with all the transfer news.
2. When our goalkeeper was injured we were down to ten men because we had already used all
our __________.
3. The rebels finally __________ to the government and were put in prison.
4. The castle hadn't been built on good foundations so after a few years it began to __________.
5. After several hours the police managed to __________ the riot.
6. It's a very busy road so you should always cross using the pedestrian __________ under the
roundabout.
7. The causeway is completely __________ at high tide, so make sure you don't get marooned on
the island.
8. The students were __________ by the school, otherwise they wouldn't have been able to afford
the trip.
327
I. Spelling
victim
i. S-H-A-R-P Word Study Procedure
simile
wilderness
See the word
Hear the word cringe
Adopt the word disgraceful
Record the word bizarre
Proofread the word biscuit
privilege
ii. Visual Warm up: Fill the spelling words in the correct word shapes cinnamon
heroic
exhibit
forfeit
inhabit
culprit
admit
panic
iii. Vowel Hunt: Fill in the missing vowels and write the spelling words.
1. h_r__c 9. c_lpr_t
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7. v_ct_m 15. b_z_rr_
iv. Break the code: Use the code to write the spelling words
v. Generally Speaking: Write each spelling word for the group it best fits
1. fatality, sufferer 5. dishonorable, scandalous
2. figure of speech, image 6. wacky , peculiar
3. wasteland, backwoods 7. opportunity, concession
4. cower, wince
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8. daring, valiant 12. perpetrator, criminal
9. display, demonstrate 13. divulge, confess
10. surrender, sacrifice 14. dread, fear
11. occupy, populate
15. aromatic spice, dried and rolled bark
used in cooking
330
WRITING AND SHAPING ACTIVITIES
USE
331
Structure Anyone Else Want a Turn? Language Features
Title
There was one good trick we used to do when we were flying
Orientation up on that Gulf run, especially if we had a crowd of tourists
who didn't know I was a pilot. We didn't use to wear any sort
of uniform , so when it came time to board I would just walk
out with the crowd and sit down in one of the seats with the
Dialogues
rest of them.
Complication
Of course after a while the customers would start to get
restive and be looking around for the pilot and I would stir Descriptive
them a bit. 'Where's the pilot? What sort of an airline is this language
Sequence of any way!'
events
I'd give them a few minutes to get worked up and then I'd
say, 'Can any of people fly a plane?' Of course no one would
answer so I'd look at my watch and I'd say, ‘Well , I've got
business to do, I can't sit here waiting all day.' Then I'd walk Action Words.
eg.look, sit,
up to the pilot's seat and sit down and start pulling and
pushing
pushing a few knobs.
The most important part of story-writing is getting an idea. Brainstorm to for some ideas that can be
used for writing narratives.
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
__________________________________________________________________
332
________________________________________________________________
__
Write a narrative...
The example given is a tall tale - an exaggerated story. Choose one of your ideas from the
Structure ____________________________________________________________
Title ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Orientation ______________________________________________________________________________
What? Where?
Who? When?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Complication
______________________________________________________________________________
Sequence of ______________________________________________________________________________
events
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
More to
Do
______________________________________________________________________________
Resolution
____________________________________
Rewrite a fairy tale . What if Jack from Jack and the
bean stalk leapt tight into the middle of the story of
Cinderella? Would he take her to the top of the bean
stalk and introduce her to the goose who laid the golden
egg? What if the wolf in the Little Red Riding Hood
turned out to be a generous , sensitive fellow? Begin your
fairy tale in the normal way , but then introduce a
complication when something entirely out of the ordinary
happens. How will it end?
333
Just for Fun
334
Jobs Crossword: 1 2 3 4
Across
5 6 7
1. Somebody who plays
an instrument.
3. Someone who grows 8 9 10 11 12
crops.
7. Somebody who fixes
teeth.
8. A person who serves 13
food.
9. Someone who fixes
14 15 16
cars.
13. Somebody who
catches criminals. 17 18
16. A person who plays
19
sports.
20
17. Someone who stars in
a movie. 21
335
LISTENING AND SPEAKING ACTVITIES UNIT 20
Genre: Transaction
Your teacher will provide opportunities for listening exercises, based on exposition, to be
conducted each day in class. Each of you is required to listen and respond appropriately.
Everyday Activities
336
Question Generation Chart: Use this chart to make up questions
to ask each other.
Simple
could/n‟t
Who
What
When
Where
Why
How
Complex
Use the chart above to generate questions.
Listening and Speaking Worksheet
Pay attention and listen carefully to the speaker.
Pair up with a friend and study a letter to the editor on an issue of your
choice. Share it to the class.
337
READING AND VIEWING ACTIVITIES
A. Pre-reading Activity
Context Clues:
When you come across a word you don't know, don’t stop reading. You can often figure
out the meaning of an unfamiliar word by using the words around it. The surrounding
sentence or paragraph is known as the context.
For example: Mela’s boss was a callous man. He did not react to her tears and
apologies.
From the context you know that a callous man does not react to tears and
apologies. Callous means “hard-hearted” or "insensitive to emotion."
Use the context to figure out the meaning of the key vocabulary.
338
B. Comprehension
Dear Sir,
I wish to apply for the position of Telemarketing Representative with your firm.
My name is Maggie Frances Wong, I am 20 years of age and I am currently a private student
at Corpus Christi Teacher’s College doing my first year.
I would be very suitable for this job because of my outgoing personality and also the
number of people I have come to know through my involvement in volunteer work for the
unfortunate of our country.
With my timetable at school, I can easily fit into the required hours.
For your perusal, I have attached my Curriculum Vitae, references and exam results.
I hope you will consider my application and I look forward to a favorable reply.
I can be contacted at home on phone number 3395-489 or email
maggie_frwong@gmail.com and would be available at any time convenient to you to
further discuss my suitability for the above position.
Yours Faithfully,
Maggie Wong
Maggie Wong (Miss)
Teach
Ask students to guess or predict what will happen when you stand up and go to the board.
Point out to the students that they used the details they saw and their own knowledge to
predict what you would do.
Think about your knowledge and life experiences.
Practice
Predict what will happen when the letter reaches the manager..
Apply
Have students keep track of predicting outcomes, with an eye to using details of their own339
experience.
ii. Comprehension Check.
Answer the following questions.
Box A Box B
1. The pen is mightier than A. When someone has done something bad to you, trying to
the sword. get revenge will only make things worse.
2. The squeaky wheel gets B. Strong people don't give up when they come across
the grease challenges. They just work harder.
3. People who live in glass C. People like to spend time with others who are similar to
houses should not throw them.
stones D. Trying to convince people with ideas and words is more
4. The early bird catches the effective than trying to force people to do what you want.
worm E. Your plans might not work out, so don't start thinking about
5. God helps those who help what you'll do after you succeed. Wait until you've already
themselves succeeded, and then you can think about what to do next.
6. When the going gets tough F. If you try to help someone, but they don't take your advice
the tough gets going or offers, give up. You can't force someone to accept your
7. Birds of a feather flock help.
together G. Don't lie.
8. Two wrongs don’t make a H. Don't do mean things to people
right. I. If you need to do something, don't wait until later. Do it
9. Don’t count your chicken now
before it hatches. J. You can get better service if you complain about something.
10. Honesty is the best Policy. If you wait patiently, no one's going to help you
11. You can lead a horse to K. Don't criticize other people if you're not perfect yourself.
water, but you can’t make L. You should wake up and start work early if you want to
him drink succeed
12. Do unto others as you M. Don't just wait for good things to happen to you. Work
would have them do to hard to achieve your goals
you. 340
D. Sentences: Subordinate Clause
ii. Use the subordinate clauses from the box to write sentences on your own.
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
4. ________________________________________________________________________
5. ________________________________________________________________________
341
E. Usage and Punctuation: Revising Punctuation
i. Re-Write the following sentences using the correct punctuation where
necessary.
F. Grammar : Metaphor
What is a Metaphor?
A metaphor is a word picture. It compares something or someone as if it is that
thing. We use metaphors to make our writing more colourful.
For Example: the moon was a grapefruit; night was cloak; she played second fiddle
i. Underline and then write your own explanations for, the metaphors used in the
sentences below.
1. During the search for the missing children he was a tower of strength to the family.
______________________________________________________________________________________________.
2. When it comes to the garden, Aunty Bella certainly has green fingers.
_______________________________________________________________________.
3. A way to recycle pieces of cloth? Now there’s food for thought.
___________________________________________________________________.
342
4. The guilty children were lashed mercilessly with the Principal’s poison tongue.
______________________________________________________________________________
5. Poor Greg has a broken heart. _______________________________________________
______________________________________________________________________________
6. During the closing stages of the game Simon was a tiger in the packs.
_______________________________________________________.
7. “We will leave no stone unturned in our search for the culprits,” said Sergeant
Alfred.
______________________________________________________________________________
ii. Match the metaphors in Box A to their meanings in Box B.
Box A Box B.
1. Mika was forced to eat his A. Very happy and excited.
words. B. Lots of energy.
2. Larry is full of beans C. Regret what has been
today. said.
3. Jane Brown was over the D. Something or someone
moon with her test to be adored or
results. cherished.
4. Bianca is the apple of her E. Coming down very
granny’s eye. heavily.
5. Mia’s legs were jelly at F. In a very nervous state.
the sight of the huge
audience.
6. It was raining cats and
dogs.
I. Spelling.
i. Break the code: Use the code to write the spelling words
a b c d e f g h i j k l m n o p q r s t u v w x y z
j m o n l k z w y x a c d f e v u b i h g t s r q p
1. igmihyhghl - ______________________
2. tecojfe - ______________________ baggage
3. dycljzl - ______________________ discourage
4. mjzzjzl - ______________________ mortgage
5. hefzgl - ______________________ mileage
6. cjfzgjzl - ______________________ language
7. icgdmlb - ______________________ voyage
8. nyioegbjzl - ______________________ rotten
9. teqjzl - ______________________ solemn
10. oedvclr - ______________________ volcano
11. debhzjzl - ______________________ complex
12. behhlf - ______________________ morale
13. debjcl - ______________________ slumber
14. iecldf - ______________________ smudge
15. idgnzl - ______________________ substitute
tongue
ii. Make new words from the words given. The first one is done for you
baggage -bag, gage, age, gab 8. volcano - __________
1. discourage - _____________ 9. complex - _____________
2. mortgage - _____________ 10. morale - _____________
3. mileage - _____________ 11. slumber - _____________
4. language - _____________ 12. smudge - _____________
5. voyage - _____________ 13. substitute - _____________
6. rotten - _____________ 14. tongue - _____________
7. solemn - _____________
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iii. Alphabetical Order.
Write the words in Alphabetical order. (Z-A)
1. _____________________________ 9. _____________________________
2. _____________________________ 10. _____________________________
3. _____________________________ 11. _____________________________
4. _____________________________ 12. _____________________________
5. _____________________________ 13. _____________________________
6. _____________________________ 14. _____________________________
7. _____________________________ 15. _____________________________
8. _____________________________
v. Word Search.
K L S S I A
L V E WB K Q JHP Q K BAGGAGE
M S M U DGE LV K V U HY C X U F COMPLEX
D P S R U XP FO C N E GA Y O V M DISCOURAGE
F I X U G FMV LN U F G SHJ T L D K
LANGUAGE
H G S A B BKHCN NM E L OS Q A T G
W Y Z C F S N I AMW S Y R E O N S P B U L MILEAGE
W G B O G T MN L M N M I L E A G E I Z O R MORALE
J L G UR I OX Z AG C OMP LE X J Z MORTGAGE
X MR AT S S KMO R A L EY
ROTTEN
A E U P MN C C Q
N I UG J T HK S R C OH SLUMBER
R L GABE B E G A U G NAL SMUDGE
K L O N H F D X G O K Q C I I HB Q M SOLEMN
L L O O G C N K A S T R MW I Q N O M T Y SUBSTITUTE
S N T O J L D G R I N O I O G WBB P A K
TONGUE
V L Q C C X P GN L U J T P R R C UP P E P V
E U S W B N A Z Q H K T H B T QHW Y C P VOLCANO
H M Y R J B A S H A B E Q J V GU R L A H VOYAGE
N B H E J CKA WX N Y O EA I K X V
I E W E WT V V CM D TN G J M I
R O M F L TMC RJ J E U
345
G I U A ER YX S
QHA
P F Y
A transaction sustains
What is a transaction?
relationships and involves
simple interactions and
negotiations. Personal
language is used.
Examples of
Transactions
346
Complimentary A short expression that includes only a few words
y Close on one line. It ends with a comma.
Your
123 Ragg Ave., address
Namadi Heights, In
Recipients Suva.
Address 26th August, 2013
Mr. M. Leaf,
Chief of Syrup Production,
Old Sticky Pancake Company,
456 Maple Lane,
Colo – I – Suva.
Salutation
Dear Sir,
Thank you for your past contributions to our Little League baseball
team. Your sponsorship aided in the purchase of ten full uniforms
Introduction and several pieces of baseball equipment for last year's season.
Yours Faithfully,
Signature Sainiana Blakelock
Saiana Blakelock
347
Write a letter...
Write a letter to a Prominent company in your area asking them to donate sausages and buns for
your school fun day which will be held in school on Saturday the 10th of November. Remember to
include your inside address and your recipient’s address. Also remember to sign your letter.
____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
348
Just for Fun
Jobs
1 2 3
Crossword:
4
Across 6 7
2. A person who
does experiments.
8
4. Someone who
stars in a movie.
5. Somebody who 9 10 11 12 13
flies airplanes.
6. Someone who
14
cleans buildings.
15
8. Someone who
digs for metal ore 16
in the ground.
17
9. Someone who
18
cooks food.
12. Somebody who
helps sick animals. 19
349
10. Someone who grows crops.
11. A person who goes to outer
space.
Bibliography
Durkin, P., Ferguson, V., & Sperring, G. (2000). Text Types 6. Sydney: Oxford University Press.
Archived. (n.d.). Retrieved from Houghton Mifflin Santa Bonita School District:
http://www.smbsd.org:smbsd.org\page.cfm?p=2442
Durkin, P., Ferguson, V., & Sperring, G. (2000). Text Types 6. Sydney: Oxford University Press.
Durkin, P., Ferguson, V., & Sperring, G. (2000). Text Types Book 5. Sydney: Oxford University Press.
Gosine, V. R. (1999). Key English Grammar 2. Surrey: Thomas Nelson and Sons Ltd.
Howard, P. (2007). Practise Your English Skills Book 5. Melborne : Pearson Education Australia.
Woods, A. (2006). Everyday Grammar Book 6. New York: Oxford University Press.
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