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English – Back To Basics (Yr 6 Ext/S 1)

Published by R.I.C. Publications® 2010Republished under licence by Prim-Ed Publishing® 2010Copyright© Jenni Harrold 2010ISBN 978-1-84654-249-7PR– 6317UK

Titles available in this series:English – Back To Basics (Yr 1/P 2)English – Back To Basics (Yr 2/P 3)English – Back To Basics (Yr 3/P 4)English – Back To Basics (Yr 4/P 5)English – Back To Basics (Yr 5/P 6)English – Back To Basics (Yr 6/P 7)English – Back To Basics (Yr 6 Ext/S 1)

This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

View all pages online Website: www.prim-ed.com

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Prim-Ed Publishing® www.prim-ed.com iii English – Back To Basics

Teacher notesForeword

Contents

Teacher notes

Overview..............................................................................ivCurriculum links ..................................................................vSpelling and vocabulary lists ...........................................viSpelling rules ......................................................................viSpelling list – word building ............................................viiGlossary .................................................................... viii – xiiAdditional word lists .........................................................xiiVowel sounds ...................................................................xiiiConsonant sounds ...........................................................xivPrefixes ...............................................................................xvSuffixes ..............................................................................xviWord origins ....................................................................xviiWords commonly misspelt .................................. xviii – xxWords easily confused or misused .................... xxi – xxii

Spelling and word study

Spelling 1 ......................................................................... 2–3Spelling 2 ......................................................................... 4–5Plurals .............................................................................. 6–7Base words ..................................................................... 8–9Prefixes ........................................................................ 10–11Suffixes ........................................................................ 12–13Alphabetical order ..................................................... 14–15Syllables ...................................................................... 16–17Synonyms .................................................................... 18–19Antonyms..................................................................... 20–21Homophones and homographs ............................... 22–23Compound words ....................................................... 24–25Abbreviated words .................................................... 26–27

Identifying correct spelling ...................................... 28–29Consonant digraphs................................................... 30–31Dictionary use............................................................. 32–33Word origins ............................................................... 34–35

Punctuation

Capital letters.............................................................. 36–37Sentence endings ...................................................... 38–39Commas ....................................................................... 40–41Quotation marks ......................................................... 42–43Apostrophes................................................................ 44–45Colons .......................................................................... 46–47Semicolons, dashes and hyphens .......................... 48–49Brackets, ellipses and forward slashes ................. 50–51Editing .......................................................................... 52–53

Grammar

Nouns ........................................................................... 54–55Verbs ............................................................................ 56–57Verb tenses ................................................................. 58–59Pronouns ..................................................................... 60–61Adjectives.................................................................... 62–63Adverbs........................................................................ 64–65Conjunctions ............................................................... 66–67Prepositions ................................................................ 68–69Elements of a sentence............................................. 70–71Phrases and clauses ................................................. 72–73Sentences ................................................................... 74–75Paragraphs.................................................................. 76–77Review ......................................................................... 78–79Editing .......................................................................... 80–81

English – Back To Basics is a comprehensive resource designed to teach and revise basic literacy concepts. Essential skills are covered in spelling and word study, punctuation and grammar; with phonics included in Books Yr 1/P 2, Yr 2/P 3 and Yr 3/P 4. Each of the pages focuses on one concept, which is developed through relevant, graded activities.

Although intended as a homework series, these books are also ideal for:•  teaching a new concept  •  consolidation  •  assessment  •  revision.

Titles in the series are: English – Back To Basics – Yr 1/P 2 English – Back To Basics – Yr 2/P 3 English – Back To Basics – Yr 3/P 4 English – Back To Basics – Yr 4/P 5 English – Back To Basics – Yr 5/P 6 English – Back To Basics – Yr 6/P 7 English – Back To Basics – Yr 6 Ext/S 1

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English – Back To Basics iv Prim-Ed Publishing® www.prim-ed.com

Teacher notesOverview

Format This series of books contains pupil and teacher pages focusing on skills in the following areas:

• spelling and word study• punctuation• grammar• phonics (Books Yr 1/P 2, Yr 2/P 3 and Yr 3/P 4).

Features

This series of books: • provides activities on each page that relate to one literacy

concept• follows an organised format in which concepts are repeated

and expanded across year levels• uses a focal list of vocabulary• has a pupil page supported by a corresponding teachers

page• has a teachers page that includes answers and detailed

information explaining each concept• provides additional reference information for teachers.

Purpose

This series of books is ideal for:• teaching a new concept• consolidating and revising knowledge and skills• homework activities to revise skills taught in class• assessment.

Spelling and vocabulary

There are two different lists of words used in each book:• an age-appropriate spelling list of 40 words, and • a high-frequency vocabulary list.

Both lists are used frequently throughout each book in the areas of spelling and word study, punctuation and grammar.

Additional reference material

This book includes:• a word-building table which shows the base word, plural form, prefixes, suffixes, syllables, synonyms and antonyms• an extensive glossary of terms used in spelling and word study, punctuation and grammar• vowel sounds and the different ways they are represented• consonant sounds and the different ways they are represented• spelling rules• prefixes, their meanings and examples• suffixes, their meanings and examples• word origins – Latin and Greek root words with their meanings and examples• words commonly misspelt• words easily confused or misused• prepositions and prepositional phrases• words that can be used as adjectives or adverbs.

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Prim-Ed Publishing® www.prim-ed.com v English – Back To Basics

Teacher notesCurriculum links

Country/Subject/Level Curriculum ObjectivesEngland

Literacy

Year Six progression to Year Seven

Word Structure and Spelling

• secure knowledge of pluralisation, prefixes, word endings and high frequency words

• learn from errors and corrections

Text Structure and Organisation

• organise ideas into paragraphs 

Sentence Structure and Punctuation

• use punctuation to convey and clarify meaning

Northern Ireland

Language and Literacy

Key Stage Two

Writing

• use a variety of skills to spell words correctly

• develop increasing competence in the use of grammar and punctuation to create clarity of meaning

Republic of Ireland

English

Sixth Class

Receptiveness to Language

• improve ability to recognise and understand words by using root words, prefixes, suffixes and syllabification

Competence and Confidence in Using Language

• understand the functions and know the names of the parts of speech

• learn about and name the basic properties of nouns and verbs

• become familiar with compound and complex sentences, and know and understand the terms ‘phrase’ and ‘clause’

• observe the conventions of grammar, punctuation and spelling

Scotland

Literacy and English

Second and Third

Second - Reading

• develop knowledge of punctuation and grammar to read texts

Second - Writing

• spell most words I need to communicate, using spelling rules

• use appropriate punctuation, vary sentence structures and divide work into paragraphs

Second - Reading

• develop knowledge of punctuation and grammar to read texts

Third - Writing

• spell most of the words I need to use and ensure spelling is accurate

• punctuate and structure different types of sentences with sufficient accuracy and arrange them to make meaning  clear

Wales

English

Key Stage Two

Reading - Skills

• develop phonic, graphic and grammatical knowledge and word recognition

• develop understanding of the structure, vocabulary, grammar and punctuation of English, and of how these clarify meaning

Writing - Skills

• use a range of sentence structures, linking them coherently and developing the ability to use paragraphs effectively

• use punctuation to clarify meaning 

• choose and use appropriate vocabulary

• use the standard forms of English: nouns, pronouns, adjectives, adverbs, prepositions, connectives and verb tensesViewing

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English – Back To Basics vi Prim-Ed Publishing® www.prim-ed.com

Teacher notes

Spelling listacceptachieveadvantageargumentautomaticavoidbehaviour

charactercompetitiondecisiondefinitedescriptiondifficultdisappear

extremeforeignfrequenthumourindependentmedicinemystery

necessarynervousoccasionoccupationopinionpermissionpressure

processpurposereceiptrecogniserequireserioussource

successsuggestsuitableunconsciousvarious

Vocabulary list

adventureangleaverageawarenesscalendarcharityconcept

datadecimaldiscussionenvironmentessayestimateexplanation

fictionfunctionidentifyinformationinstructionissuekilometre

officialpercentagepoliticalpossiblepunctuationrepresentresult

roleschedulesequencestatisticstructuresurveysymbol

technologythemetraditionalviewer

Word lists

Write i before e, except after c. For example: friend, believe, receive, receipt Some exceptions: foreign, either, science, weird, height,

species

Write ie after c for words with a shuhn sound. For example: sufficient, ancient, conscience,

efficient

Write ei when the vowel sounds like an a. For example: weigh, rein, reign, neighbour

For words ending in y:•  retain the y when adding –ing;

for example: crying, studying•  retain the y if it is preceded by a vowel, when

adding s or a suffix; for example: employs, employer

•  change the y to i if it is preceded by a consonant, when adding a suffix; for example: cries, studies

Some exceptions: dryness, shyness.

Drop the final e to most words when adding a suffix beginning with a vowel. For example: use—usable

make—making

Double the consonant when adding a suffix starting with a vowel (e.g. -ing) to:

•  a word of one syllable ending in a single consonant, preceded by a vowel; for example: drip—dripping sit—sitting

•  a word of more than one syllable ending in a single consonant, preceded by a vowel if the stress is on the final syllable; for example: begin—beginning commit—committed. When the stress is not on the final syllable, the single consonant remains; for example: develop—developing—developed.Exceptions include many words ending in l, where the l is always doubled; for example: appal—appalling travel—travelling.

Spelling rules

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Prim-Ed Publishing® www.prim-ed.com vii English – Back To Basics

Teacher notesSpelling list — Word buildingWord Base Plural Prefixes Suffixes Syllables Synonym Antonym

accept un(able) ed ing able(ly) ac–cept believe deny

achieve un(able) ed ing er ment a–chieve accomplish fail

advantage advantages dis ous ad–vant–age gain disadvantage

argument argue arguments ative ar–gu–ment dispute

automatic ally au–to–mat–ic programmed manual

avoid un(able) ed ing ance able a–void shun face

behaviour behave behaviours mis ist ally be–hav–iour actions

character characters un(ise) ise char–ac–ter nature

competition compete competitions com–pe–ti–tion rivalry cooperation

decision decide decisions in de–ci–sion choice indecision

definite in ly def–in–ite certain unsure

description scribe descriptions de–scrip–tion account

difficult appear ed ing dis–ap–pear vanish appear

disappear y dif–fi–cult hard easy

extreme extremes un ly ist ity ness ex–treme excessive moderate

foreign er ness fo–reign strange familiar

frequent in ly ed ing fre–quent regular infrequent

humour ous less hu–mour funniness seriousness

independent depend ly in–de–pend–ent self-sufficient dependent

medicine medicines al ally med–i–cine drug

mystery mysteries ious(ly) mys–te–ry puzzle

necessary un ly nec–es–sar–y essential unnecessary

nervous nerve ly ness ner–vous anxious calm

occasion occasions al ly oc–ca–sion event

occupation occupy occupations al ly oc–cu–pa–tion job

opinion opinions ated o–pin–ion view

permission permit per–mis–sion consent

pressure press pressures un(ed) ed ing pres–sure stress

process processes ed ing pro–cess procedure

purpose purposes ful(ly) pur–pose intent

receipt receipts ed re–ceipt acknowledgment invoice

recognise un(able) ed ing able tion re–cog–nise identify

require ed ing ment re–quire need

serious ly ness ser–i–ous solemn lighthearted

source sources re ed ing (re)ful source basis

success successes un(ful) ful(ly) or suc–cess achievement failure

suggest ed ing ion able ive sug–gest propose oppose

suitable suit un ly sui–ta–ble appropriate unsuitable

unconscious conscious ly ness un–con–scious unaware conscious

various vary ly var–i–ous assorted same

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English – Back To Basics viii Prim-Ed Publishing® www.prim-ed.com

Teacher notesGlossary

Spelling and word study

AbbreviationAn abbreviation is a word written in shortened form. A full stop may be used to show part of the word is missing. However, if the last letter of the word is used, there is no full stop.For example: Mon. for Monday Dr for Doctor

AcronymA word made up from the initial letters of a phrase.For example: SIDS (sudden infant

death syndrome) radar (radio detecting

and ranging)(Note: If it is not pronounced as a word, it is an intialism; e.g. LPG.)

AntonymsWords that are opposite in meaning.For example: hot/cold dark/light wet/dry

Base wordThe root word or main part of the word. Prefixes and suffixes can be added to the base word.For example: reading, misguided,

carefully

Compound wordTwo or more words joined together.For example: pancake, teaspoon,

underground

ConsonantAny letter of the alphabet that is not a vowel.For example: b, c, d, f, g, h, j

ContractionA shortened form of a word. An apostrophe is used to replace the deleted letters.For example: I’m, we’re, they’ll,

she’d, can’t

DerivativeA word made from adding prefixes and suffixes to a base word.For example: sleeping, unusual,

happily

DigraphTwo letters representing one phoneme.For example: th, sh, wh, er, ck, ou

EponymsEponyms are words that come from a person’s name or name of a place.For example: Jules Leotard Anders Celsius Earl of Cardigan

EtymologyThe study of the origin and history of words.For example: annual from the Latin

word annu, meaning ‘year’

GraphemeThe written representation of a sound.For example: ew, ing, th

HomographsWords that are spelt the same but have different origins and meanings and are sometimes pronounced differently. For example: cricket, wind

HomophonesWords that sound the same but are spelled differently.For example: peace/piece threw/through bored/board

MorphemeThe smallest unit of meaning.For example: house/keep/ing

PhonemeThe smallest unit of sound in a word that can be represented by one, two, three or four letters. There are 44 phonemes in English.For example: to, shoe, through

PhoneticsSystem of spelling words that represents sounds by symbols.

PluralIndicates more than one person or thing.For example: two books three wishes four children

PrefixUsed at the beginning of a base word to change meaning.For example: inedible, unconscious,

illegal, disobey

SingularOnly one person or thing.For example: one book, a table,

an apple

SuffixUsed at the end of a base word.For example: working, lonely,

walked, editor

SyllableA unit of sound which contains a vowel sound. All words are made up of one or more syllables.For example: talk, nerv-ous, in-de-pen-dent

SynonymsWords that are similar in meaning.For example: big/large small/tiny wet/damp

ThesaurusA reference book which groups words by meaning.For example: promise—pledge,

guarantee, engagement, commit, assure, secure

TrigraphThree letters representing one phoneme.For example: high, fudge, pear

VowelThe five letters of the alphabet that are not consonants.These are: a, e, i, o and u.

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Teacher notes

Prim-Ed Publishing® www.prim-ed.com ix English – Back To Basics

Glossary

Punctuation

ApostropheUsed to show ownership and in contractions to show where letters have been dropped. For example: Jackie’s dog wasn’t

barking.

Capital lettersUsed to start a sentence, as the first letter of proper nouns, for the pronoun I, in titles, and to start direct speech.

ColonUsed to introduce additional information.For example: Use the following:

eggs, bacon, milk, salt and pepper.

CommaUsed as a short pause to separate parts of a sentence and items in a list.For example: The boy, a great

athlete, was competing in most events.

I took pens, pencils, paper and paints to the class.

DashUsed to provide additional information or show that something is unfinished.For example: I opened the gift—it

was just what I wanted.

EllipsisUsed to mark letters or words that have been left out and a pause or interruptionFor example: Her birthday party was

wonderful … the best ever!

Exclamation markUsed to show strong emotion. For example:  That’s fantastic news!

Forward slashUsed to show options, shortened forms, in web addresses and instead of per, an or a.For example: true/false 60km/h

Full stopUsed at the end of a sentence or in some abbreviations.For example: His birthday was on

21 Feb.

HyphenUsed to join words and word parts, clarify meaning and divide words at the end of a line.For example: re-signed a contract brother-in-law three-quarters

ParenthesesUsed to enclose additional information such as a comment, explanation or example. For example: Tia (my sister) showed

me how to use the program.

Question markUsed at the end of a sentence to show a question to be answered.For example: Did you finish

everything you wanted to?

Quotation marksUsed to indicate direct speech, quotations and specific titles.For example: ‘Did you know the

Spanish word “siesta” means a short nap?’ Ben asked.

SemicolonUsed to separate short, balanced and linked phrases or clauses. It is stronger than a comma, not as strong as a full stop. It can also be used to separate items in a list of phrases or clauses.For example: I bought new shoes;

they were on sale. I need 12 pens, pencils

and rulers; 24 books, six erasers and two bags.

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English – Back To Basics x Prim-Ed Publishing® www.prim-ed.com

Teacher notes

Grammar

Glossary

Abstract nounA word which describes things that cannot actually be heard, seen, smelt or tasted.For example: anger, beauty, danger,

jealousy, loyalty, pain

Active voiceThe voice of the verb which shows that the subject of the sentence is performing the action. For example: Her friend drove the

car. The dog frightened the

child.

AdjectiveA describing word used to add meaning to a noun or pronoun.For example: He wore a blue shirt. The meal was

delicious.

AdverbAdds meaning to a verb, adjective or other adverb. It can tell how, where or when.For example: He worked carefully. Yesterday, they walked

to school. She finally finished.

AgreementShows that linked words or phrases agree in terms of case, number, gender and person.For example: He is welcome. They

are welcome. She tried to write the

story herself.

ArticleA subclass of determiners where a and an are indefinite and the is definitive.For example: a computer, an apple,

the dog

Auxiliary verbA ‘helping’ verb that is used in forming tense, mood and voices with other verbs. The verbs to be, to have and to do are often used as auxiliary verbs.For example: I was thinking of you. He does leave his room

in a mess. We have seen it.

ClauseA group of words with a subject and its verb.For example: She walked to the

station.

Collective nounA group of persons or things. For example: a class of pupils, a

flock of sheep, a herd of elephants

Command verb (imperative)A verb used as an order or command.For example: Stop talking so loudly.

Common nounA word naming general rather than particular things.For example: apple, river, table,

colour

Complex sentenceHas a main (independent) clause and at least one subordinate (dependent) clause.For example: I like swimming before

I walk along the beach.

Compound sentenceHas two or more independent clauses with a linking word.For example: The nurse worked hard

and helped the sick child.

ConjunctionA joining word for words, phrases, clauses and sentences.For example: I ate an apple and a

pear. I was tired but I had

to work because the assignment was due.

ConnectiveA connecting word that tells order and what is coming next.For example:  I’ll finish the dishes first

and then watch a film.

DeterminerA word that is used in front of a noun or pronoun to tell something about it.For example: a tiger, the tiger, some

tigers, both tigers, that tiger, three tigers

Direct speechExactly what is spoken, enclosed in quotation marks.For example: ‘Are you feeling

thirsty?’ she asked.

Double negativeWhen two negatives are used together, with the effect of cancelling each other so the negative meaning is lost.For example: She wasn’t doing

nothing. He didn’t get no lunch.

Finite verbA verb that has a subject. A finite verb must be a part of every sentence and agree with its subject.For example: The ball rolls. The balls roll.

IdiomA phrase that is not meant literally.For example: over the moon frog in my throat

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Prim-Ed Publishing® www.prim-ed.com xi English – Back To Basics

Teacher notesGlossary

Grammar

Indefinite pronounA pronoun that refers to people or things generally and not specifically.For example: anybody, anything,

everybody, everyone, somebody, something

Indirect speechReports, and often alters, direct speech without the use of quotes.For example: I asked her to be quiet. She told me she would

leave early.

Main (independent) clauseA group of words that can stand alone and make sense without being dependent on any other part of a sentence.For example: I decided to go

shopping after I had my lunch.

ModifierA word or group of words that affect the meaning of another word in some way by giving more information. They might describe, define or make a meaning more precise.For example: The TV is in the largest

room. Bright-eyed and

inquisitive, the squirrel searched for food.

NounA word that names a person, place, thing, feeling or idea.For example: doctor, Paris, suitcase,

fear, courage

ObjectShows what or whom the verb affects.For example: They purchased a

house. She wore blue jeans.

ParagraphA group of sentences that are about one main idea. The sentences should follow in a logical order.

Passive voiceThe voice of the verb which shows that the subject is having an action done to it.For example: Max was tickled by his

sister. She was surprised by

the visitors.

Person Text may be written as the first, second or third person and is indicated by the use of pronouns and verbs.For example: I wrote the book. It must be yours. Did he write the book?

Personal pronounUsed in place of a person. First person personal pronouns are: I, me, mine, we, us, ours.Second person personal pronouns are: you, yours.Third person personal pronouns are: he, his, him, she, hers, her, it, its, they, them, theirs.

PhraseA group of words in a sentence which does not contain a finite verb.For example: She walked towards

the house. The car crashed into

the tree.

Possessive pronounA pronoun used to show ownership. For example: That book is his.  I think it’s hers. I have mine here. It must be yours.

PredicateWhat is written or said about the subject of a sentence.For example: The teacher was tired

and hungry. The kitchen was clean

and tidy.

PrepositionUsed in front of a noun or pronoun to describe the relationship.For example: under the water, to him,

at the concert, before lunch, around them

PronounUsed in place of a noun to reduce repetition. For example: Peter is conscientious.

He works quietly.

Proper nounUsed to specifically name a person or thing.For example: Jemma, Antarctica,

Sahara Desert

Relative pronounUsed to connect or relate one part of a sentence to another.For example: Here is the house that I

want to buy. I met the man whose

story I had read.

SentenceA group of words that makes sense on its own. It may have one or more clauses. It must have a finite verb, a capital letter at the start and end in a full stop, question mark or exclamation mark.For example: I’ll eat breakfast after

I’ve had a shower.

Simple sentenceA sentence with only one verb (part of the predicate) and one subject. For example: I played a game. They ate dinner

together.

SlangWords or phrases in common use that are not considered to be part of standard English. For example: aggro, dude.

StatementA sentence which states a fact.For example: We will not be leaving

today.

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English – Back To Basics xii Prim-Ed Publishing® www.prim-ed.com

Teacher notes

Words used as prepositions

aboardaboutaboveacrossafteragainstalongalongsideamidamidst

amongaroundatbeforebehindbelowbeneathbesidebesidesbetween

beyondbutbyconcerningdespitedownduringexceptforfrom

ininsideintolikenearofoffonontoout

overpastperroundsincethroughthroughouttilltotowards

underuntilupuponviawithwithinwithout

Prepositional phrases

according toahead ofapart fromas far as

aside fromas toback ofbecause of

behind indue toin addition toin the back of

in front ofin lieu ofin light ofin place of

in regard toin spite ofinstead ofin view of

on account ofon boardout ofowing to

Words used as adjectives or adverbs

badbetterbrightcheapclosedeep

doubtlessearlyenoughevenfairfar

fastfirsthardhighlatelittle

looseloudlowmuchnearquick

rightroughsecondsharpslowsmooth

straightthirdtightwellworsewrong

Grammar

Glossary

Additional word lists

SubjectThe person or thing who is doing the action in a sentence.For example: Mrs Green taught music. The football team won the

game with the last kick.

Subordinate (dependent) clauseA group of words that cannot stand alone and make sense. It is dependent on the main clause for its meaning.For example: I ate everything on the

plate because I was hungry.

TenseVerb tenses tell whether the action is happening in the past, present or future.For example: I walked, I walk, I am

walking, I will walk.

VerbAn action or state of being word.For example: She read the book. He has written a story. They will eat dinner. We thought about it.

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Prim-Ed Publishing® www.prim-ed.com xiii English – Back To Basics

Teacher notesVowel sounds

There are 19 vowel sounds listed below. Most of these vowel sounds can be written in a number of different ways. The letters used to represent sounds in words are called ‘graphemes’. 

Knowledge about common graphemes and an understanding of how to use them when selecting the particular one needed to spell a word correctly, are essential spelling skills.

Some of the most commonly used graphemes for each vowel sound are found in the table below.

Sound Graphemes‘a’ as in bat a (cat)

‘a’ as in rain ai (pain) ay (tray) a-e (plate) a (baby) ea (break) ei (rein) ey (grey)

‘ar’ as in bar ar (car) a (class) al (calf) au (laugh)

‘air’ as in pair air (chair) are (care) ear (bear) ere (there) eir (their)

‘aw’ as in paw aw (yawn) or (fork) au (sauce) a (ball) ore (store) oar (roar) oor (poor) ough (fought) augh (caught) al (walk)

‘e’ as in tell e (jet) ea (spread)

‘ee’ as in tree ee (sheep) ea (beat) y (funny) ie (thief) ei (ceiling) ey (key) i (ski) e-e (athlete)

‘er’ as in fern er (germ) ir (girl) ur (purse) or (word) ear (earn) our (journey)

‘ear’ as in appear ear (near) eer (deer) ere (here) ier (tier)

‘i‘ as in bit i (fin) y (pyramid) ui (build)

‘i’ as in hive i (find) ie (pie) y (sky) i-e (fine) igh (sigh)

‘o’ as in top o (clot) a (wasp) au (sausage) ou (cough)

‘o’ as in hope o (no) oa (boat) oe (toe) ow (slow) o-e (home)

‘ow’ as in cow ow (down) ou (loud)

‘oy’ as in toy  oy (boy) oi (coin)

‘oo’ as in cook oo (book) u (bush) ou (should)

‘oo’ as in boot oo (spoon) ew (flew) ue (true) ou (soup) ui (fruit) o (to)

‘u’ as in mud u (truck) o (some) ou (young)

‘yu’ as in use u-e (fuse) u (duty) ew (new) ue (avenue) eau (beauty)

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English – Back To Basics xiv Prim-Ed Publishing® www.prim-ed.com

Teacher notesConsonant sounds

There are 25 consonant sounds listed below. Most of these consonant sounds can be written in a number of different ways. The letters used to represent sounds in words are called ‘graphemes’. 

Knowledge about common graphemes and an understanding of how to use them when selecting the particular one needed to spell a word correctly, are essential spelling skills.

Some of the most commonly used graphemes for each consonant sound are found in the table below.

Sound Graphemes‘b’ as in big b (bat) bb (rabbit)

‘c’ as in cat c (clean) ck (pack) ch (school) k (kite) cc (occupy) que (cheque)

‘ch’ as in chin ch (church) tch (watch)

‘d’ as in dog d (doll) dd (rudder) ed (talked)

‘f’ as in fat f (fed) ff (giraffe) ph (phone) gh (laugh)

‘g’ as in get g (goat) gg (egg) gu (guide) gh (ghost)

‘h’ as in hat h (have) wh (who)

‘j’ as in jam j (jet) g (giant) dge (hedge) gg (suggest)

‘l’ as in look l (lot) ll (hill) le (little)

‘m‘ as in met m (mother) mm (hammer) mb (climb) lm (calm) mn (autumn)

‘n’ as in now n (nurse) nn (runner) kn (knot)

‘ng’ as in sing ng (strong) n (sink)

‘p’ as in pot p (pin) pp (ripped)

‘r’ as in run r (red) rr (carry) wr (write)

‘s’ as in sat  s (sun) ss (toss) c (cent) ce (rice) sc (scene)

‘sh’ as in ship sh (sheep) s (sugar) ss (pressure) ch (machine) ci (special) ti (station) si (tension)

‘t’ as in tap t (tent) tt (written) th (Thomas) ed (cooked)

‘th’ as in thin th (think)

‘th’ as in then th (that) the (breathe)

‘v’ as in van v (vase) f (of)

‘w’ as in was w (watch) wh (when)

‘x’ as in box  x (fox) cks (socks)

‘y’ as in yes y (yell)

‘z’ as in zebra z (zip) zz (fizz) s (has)

‘zh’ as in measure s (treasure) si (television)

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Prim-Ed Publishing® www.prim-ed.com xv English – Back To Basics

Teacher notesPrefixes

Prefix Meaning Example(s)anti- opposed, against antiseptic

bi- two, twice bicycle

bio- life biography

circum- around circumference

co- together cooperate

contra- opposite, against contradict

de- away, from, down defer, descend

dis- apart disconnect

en- em- make enable, embrace

ex- former ex-premier

for- not forget

fore- before forecast

giga- billion gigabyte

hyper- over, exclusive hyperactive

il- not illegal

in- not, in incomplete, inside

im- ir- not impossible, irregular

inter- between, among interview

mal- wrong malfunction

mega- million megabyte

micro- small microscope

milli- thousand millilitre

mini- small miniskirt

mis- wrongly misjudge

non- not nonsense

out- outside, detached outpatient

post- after postgraduate

pre- before preheat

re- again, back repeat, return

semi- half semicircle

sub- under submarine

super- over, above superhuman

trans- across transport

tri- three, triple tricycle

un- not undone

uni- one, single uniform

with- against, away withhold

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Teacher notes

Suffix Meaning Example(s)-able, -ible capable of, for adaptable, possible

-al, -ical of, relating to maternal, magical

-ar like circular

-ate to make aggravate

-ation act of invitation

-dom state of freedom

-er, -or one who farmer, actor

-ess feminine of nouns princess

-fold number of parts, times twofold

-ful able to, full of helpful, plateful

-ion action, state, quality consideration, promotion

-ise make into humanise

-ish belonging, like girlish, Swedish

-ism state, quality, act of heroism, baptism

-ist one who artist

-ive like, connected with native, protective

-less without childless

-ly like, how, when manly, darkly, yearly

-ment result, state, quality of achievement, judgment

-ous full of nervous

-phobia fear, dread claustrophobia

Suffixes

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Teacher notes

LATIN ROOT WORDSRoot word Meaning Example(s)

scribe writing describe, inscribe, scribble, prescribe, transcribe

port carry transport, portable, report, export, import, support

ped foot pedestrian, pedal, pedestal, impede, expedition

spire breathe inspire, conspire, respire, transpire

mit send, let go transmit, omit, admit, permit, remit

fact make, do manufacture, factor, faction, satisfaction, factory

duc, duce, duct to lead conduct, introduce, produce, educate, conductor

cap, capit head capital, captain, decapitate, capitulate

flu flow fluid, fluent, influence, affluent, effluent

mani, manu hand manual, manufacture, manuscript, manipulate

aqua, aque water aquatic, aquarium, aquaplane, aqueduct, Aquarius

aud hear audio, audience, audible, audition

anni, annu year annual, anniversary, biannual, annuity

bene well benefit, beneficial, benefactor, beneficiary, benevolent

prem, prim first primary, prime, primitive, primer, premier

unus one unit

duo two duet

tres three triangle

quatuor four quarter

quinque five quintet

sex six sextuplet

septum seven September (7th month on Roman calendar)

octo eight octopus

novem nine November (9th month on Roman calendar)

decem ten decimal

centum hundred century

mille thousand millimetre

GREEK ROOT WORDSRoot word Meaning Example(s)

meter, metre measure centimetre, millimetre, thermometer, barometer, pedometer, speedometer

micro small microscopic, microscope, microphone

aero air aeronaut, aerate, aeroplane, aerial

sphere globe, ball atmosphere, stratosphere, hemisphere

tele far off telephone, teleport, televise, television

logy word, knowledge, science of psychology, biology, zoology, neurology

auto self automatic, autobiography, autograph, automobile

logos word, reason logic, logistic, logical

Word origins

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Teacher notes

about

ache

address

afraid

again

agree

almost

always

among

answer

any

around

August

aunt

autumn

balloon

beautiful

because

been

beginning

behaviour

bicycle

breakfast

built

business

busy

buy

careful

Words commonly misspelt

choose

colour

coming

cough

could

country

couple

cousin

daughter

decide

definite

different

difficult

discuss

doctor

does

don’t

done

during

early

easy

eight

every

exercise

famous

February

finish

forgotten

friend

guess

half

heard

hospital

hour

hungry

important

insect

instead

interesting

invite

January

knew

know

lately

laugh

library

listen

lose

making

many

meant

message

might

minute

naughty

nearly

none

ocean

often

once

people

picture

piece

please

promise

question

quick

ready

reason

remember

rough

said

separate

September

sign

since

some

someone

special

spread

straight

strange

sure

surprise

their

though

through

together

tomorrow

tonight

touch

trouble

Tuesday

uncle

used

useful

vegetable

voice

Wednesday

welcome

where

which

who

women

won’t

would

write

writing

wrong

wrote

yesterday

LIST 1

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Teacher notes

accident

adventure

aeroplane

altogether

ambulance

amusing

anxious

appear

appreciate

argument

assembly

association

athlete

attendance

audience

author

automatic

avenue

awful

balance

believe

careless

celebrate

centre

certain

chocolate

comfortable

committee

conversation

curtain

Words commonly misspelt

customer

damage

decoration

delicious

disappointing

discovery

disgraceful

distract

division

doubt

election

electric

enormous

enough

excitement

extreme

failure

fashion

favourite

finally

forty

frequent

generous

gradual

heritage

hesitate

honest

horrible

imagination

immediately

incident

information

injury

instrument

intelligent

jealous

knowledge

lawyer

league

machine

material

medicine

migrate

multiplication

museum

musical

mystery

necessary

neighbour

nephew

nervous

niece

opinion

oxygen

parliament

passenger

permission

persuade

physical

population

private

procedure

punishment

pure

pyjamas

quantity

reasonable

recreation

religion

repair

request

scarce

separate

serious

silence

skilful

subtraction

support

surround

technology

unknown

valuable

variety

visitor

weary

weight

weird

yacht

youth

LIST 2

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Teacher notes

accessories

acquaintance

acquire

admittance

adolescence

anniversary

anonymous

appalling

Arctic

assistance

asthmatic

basically

bouquet

boutique

bureau

campaign

casualty

cautious

cemetery

chauffeur

choreography

coincidence

colleague

commercial

commitment

communicate

competitive

concussion

congratulations

conscientious

conscious

controversial

Words commonly misspelt

convenient

cooperate

courageous

curious

deceased

definite

desperate

diabetes

diarrhoea

difference

disappearance

disapproval

disastrous

discipline

discrimination

discussion

disease

disinfectant

distinguish

documentary

economically

efficient

eightieth

electrician

embarrass

encourage

escalator

essential

eventually

fascinate

fatigue

fierce

foreigner

fortunately

freight

fugitive

furious

gauge

genuine

glamorous

government

grammar

grieve

guarantee

guard

hallucination

harass

hereditary

hilarious

humorous

hypothetical

hysterical

ignorance

illiterate

imaginative

immaculate

inappropriate

independence

indigenous

ineligible

ingredient

inseparable

intermediate

interrupt

irrelevant

irreplaceable

irresponsible

itinerary

jewellery

kidnapped

knowledgeable

labelled

legendary

limousine

maintenance

manageable

manually

millionaire

miraculous

mortgage

muscle

mysterious

nausea

negotiate

numerous

nutritious

obedient

obese

obscene

obsessive

occasion

occurred

offence

omitted

opportunity

ordinary

outrageous

paralyse

participant

permitted

phenomenon

pneumonia

politician

possession

possibility

professional

pronunciation

prosecute

protein

questionnaire

queue

reassurance

rebellious

receipt

recommend

referee

regretted

rehabilitation

relevant

responsibility

restaurant

resuscitate

rhythm

rumour

satellite

schedule

siege

significant

silhouette

sincerely

sophisticated

spaghetti

spontaneous

statistics

successful

sufficient

supervisor

surgeon

suspicious

technique

therapeutic

tragedy

transferred

twelfth

unanimous

unconscious

unique

unnecessary

vaccinate

vague

visibility

volunteered

vulnerable

wintry

worshipped

LIST 3

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Teacher notesWords easily confused or misused

LIST 1Words Examples

angel/angle We put the angel on the Christmas tree. A triangle might have a right angle.as/like I did as I was told. I was like my sister. ate/eaten I ate breakfast. I have eaten breakfast.beat/beaten We will beat them. We should have beaten them.became/become She became a star. She will become a star.began/begun He began the work. He has begun to work.been/being I have been to school. I like being at school.beside/besides I stood beside him. Who, besides your dad, is home?blew/blown The wind blew. The papers have blown away.breath/breathe He took a deep breath. He can breathe deeply.can/may/might She can do that. May I do that? I may do that. I might be able to do that.came/come She came late. They will come later.chose/choose I chose the apple. I will choose an apple.dairy/diary The milk came from the dairy. He wrote in his diary.desert/dessert The desert was dry. He deserted them. We had ice-cream for dessert.did/done He did the work. He has done the work.forgot/forgotten She forgot the number. He has forgotten to bring it.gave/give She gave me the book. I will give you the book.gone/went He has gone to school. She went to school.hid/hidden Mum hid the Christmas presents. The presents were hidden from us.its/it’s The dog is wagging its tail. It’s a sunny day.knew/know/known I knew the teacher. I know who she is. I wish I had known before.laid/lain It was laid on the table. It had lain on the table for a while.learn/teach I had to learn the words. She can teach me how to do it.lend/borrow I will lend you the book. Can I borrow the book?loose/lose These trousers feel loose. Don’t lose your phone.meter/metre The meter was running. It was a metre long.of/off I was tired of working. I took off my hat.outdoor/outdoors Cricket is an outdoor sport. We played it outdoors.passed/past I passed the test. I walked past her.practice/practise He is going to football practice. He will practise his skills.principal/principle She is the principal of the school. She followed a basic principle.quiet/quite I was very quiet. It was quite funny. rapt/wrapped I was rapt with the result. I wrapped a present.risen/rose The sun had risen before I woke. The sun rose before I did.role/roll She played the role of a doctor. She ate a salad roll for lunch.showed/shown I showed her where I lived. He has shown me the way to go.storey/story They lived on the top storey of the building. I read the story.their/there/they’re That is their house. They live there. They’re going out.threw/through I threw the ball. I walked through the room.tore/torn He tore the shirt he was wearing. The shirt is torn.wear/where/we’re I will wear the dress. Where are you? We’re going to school.went/gone They went an hour ago. They have already gone.who/which I have two brothers who are older. I have two kittens which are cute.who’s/whose Who’s leaving now? Do you know whose dog it is?

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Teacher notesWords easily confused or misused

LIST 2Words Examples

accept/except Please accept this gift. Everyone went except Drew.addition/edition I completed the addition problems. There is a new edition of that book.advice/advise She asked for my advice. I would advise you to finish it.affect/effect She was affected by the news. It had a good effect on her.amend/emend They should amend the rule. He needs to emend (edit) his work.ballet/ballot Her ballet dress was beautiful. We needed a ballot paper to vote.belief/believe My belief is that you will do well. I believe you will win.charted/chartered He charted the data. He chartered a boat for the day.continual/continuous She was in continual pain. It was a continuous line.councillor/counsellor The local councillor approved the plans. The counsellor listened to her.dependant/dependent The woman had two dependants. The child was dependent on her mother.device/devise The electronic device was expensive. She had to devise a new plan.elicit/illicit He tried to elicit information. The drug was illicit.eligible/legible The school was eligible for the grant. Her writing was legible.emigrant/immigrant The emigrant left his country. The immigrant arrived in his new country.emission/omission There was a gas emission. The omission of her name was an oversight.employee/employer The new employee worked hard. The boss was their employer.forgave/forgiven I easily forgave my best friend. I told her she was forgiven.formally/formerly I was dressed formally. I was formerly at another address.human/humane He is a human being. They had to treat the animal in a humane way.licence/license He had a driver’s licence. He had to license the car.mediate/meditate She had to mediate between the groups. I took time to meditate and relax.mistaken/mistook I was mistaken about the time. I mistook the time it would take.overtaken/overtook They had overtaken the slow car. They overtook the car.premier/premiere The premier is the state leader. We went to the film premiere.proof/prove You need the right proof first. You will have to prove it’s true.refuge/refugee He took refuge from the storm. The refugee arrived from another country.review/revue Write a review of the book. The musical revue was very funny.scared/scarred I was scared of the dark. The burn scarred my skin.scraped/scrapped She scraped her knee when she fell. I scrapped the work I was doing.stationary/stationery The train was stationary. The stationery included pencils.suit/suite He wore the new suit to the party. We stayed in an expensive hotel suite.summary/summery The summary was very brief. It was a fine, summery day.

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English – Back To Basics 2 Prim-Ed Publishing® www.prim-ed.com

Spelling and word studySpelling 1

TEACHER INFORMATIONThis list of 20 words forms part of the vocabulary consistently used throughout the book. The activities revise concepts previously introduced at other levels.

Answers

1. Answers may include: various—differing from one another, or of different kinds, as two or more things unconscious—not conscious, unaware serious—of grave or solemn disposition or character, thoughtful nervous—of or pertaining to the nerves. Highly excitable, unnaturally or acutely uneasy or apprehensive.

2. Answers may include: It is necessary to limit junk food to maintain a healthy diet. The dedicated athlete experienced success at the Olympic Games. Someone who is under pressure may find it difficult to relax. The injured man went through a long process to recover from the accident.

3. accept, argument, definite, difficult, disappear, independent, medicine, mystery, necessary, nervous, occasion, pressure, process, serious, source, success, suggest, suitable, unconscious, various

4. Answers may include: (a) successful (b) definitely (c) suggestion (d) disappearance (e) acceptable

5. Answers may include: (a) process—The process of making something; process the data, an idea (b) pressure—exertion of force; compression, influence

6. (a) source—sour, our, so (b) pressure—press, sure (c) argument—gum, men, me (d) suitable—suit, able, table, tab, it

7. (a) argue (b) suit (c) nerve (d) serious (e) mystery (f) medicate

8. (a) definite (b) success (c) disappear (d) serious (e) nervous (f) variousView

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Spelling 1

disappear source suitable necessary medicine argument occasion suggest mystery success various independent difficult unconscious definite accept pressure serious process nervous

1. Write the words that have ous as an ending. Use a dictionary and write a meaning for each word.

2. Write the words that have a double s. Show the meaning of each word in a sentence.

3. Write the words in alphabetical order.

4. Write a suffix that can be added to these words. Use a different suffix for each word.

(a) success (b) definite (c) suggest (d) disappear (e) accept

5. These words have more than one meaning. Write two sentences showing a different meaning for each word.

(a) process

(b) pressure

6. Write the small words in each.

(a) source (b) pressure

(c) argument (d) suitable

7. Write the base word for each.

(a) arguments (b) unsuitable (c) nervously

(d) seriousness (e) mysterious (f) medication

8. Write the word that is opposite.

(a) unsure (b) failure (c) appear

(d) funny (e) calm (f) same

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Spelling and word studySpelling 2

TEACHER INFORMATIONThis list of 20 words forms part of the vocabulary consistently used throughout the book. The activities revise concepts previously introduced at other levels.

Answers

1. (a) opinion (b) frequent (c) receipt (d) occupation (e) require (f) avoid

2. (a) advantage—benefit, gain, profit; game score in tennis after deuce. (b) occupation—employment; possession as of a place; seizure, as of a

foreign territory.

3. (a) behave (b) avoid (c) achieve (d) automatic (e) require (f) character (g) humour (h) decide

4. (a) foreign (b) advantage (c) achieve (d) humour (e) automatic (f) frequent (g) recognise (h) extreme

5. (a) description—representation by written or spoken words; a statement that describes

(b) recognition—the perception of something as identical with something previously known

(c) decision—a determination, judgment; making up of one’s mind

6. (a) foreign (b) advantage (c) receipt (d) avoid (e) permission

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automatic opinion foreign purpose competition receipt recognise

avoid decision frequent achieve permission advantage

description behaviour humour require occupation character extreme

1. Write the word that means:

(a) a personal view (b) often/common

(c) proof of payment (d) profession, job

(e) have a need of (f) keep away from

2. These words have more than one meaning. Write two different sentences for each.

(a) advantage

(b) occupation

3. Write the base word for each.

(a) misbehaviour (b) avoiding

(c) achievement (d) automatically

(e) requirement (f) characters

(g) humorous (h) decisions

4. Write a word that is opposite.

(a) local (b) disadvantage

(c) fail (d) seriousness

(e) manual (f) rare

(g) ignore (h) average

5. Write a dictionary meaning for each word.

(a) description

(b) recognition

(c) decision

6. Write a list word to complete the sentence.

(a) When I am older, I’d like to travel to as many countries as I can.

(b) Kirsty had an over the other player because she was much taller.

(c) It’s advisable to keep a after making an important purchase.

(d) I prefer to people who are always whingeing because it can be depressing.

(e) We were quite nervous when we had to ask our parents for to attend the concert.

Spelling 2

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Spelling and word studyPlurals

TEACHER INFORMATIONThe plural of a word indicates more than one person or thing.

Adding an s is the most common way to make most singular words plural.

• For words ending in y, with a vowel before the y, just add s; e.g. boy—boys.

• For words ending in y, with a consonant before the y, change the y to i and add es; e.g. lady—ladies. Note: Proper nouns do not change; add an s only; e.g. Mr and Mrs Henry—The Henrys.

• For words ending in sh, ch, s or x, add es; e.g. dish—dishes, church—churches, box—boxes, dress—dresses.

• For words ending in f or fe, change the f or fe to v and add es; e.g. leaf—leaves. Note: There are exceptions, such as chief, belief, chef and cafe. (These words would sound strange with a v sound.)

• For some words ending in o add an s; e.g. piano—pianos, avocado—avocados, radio—radios.

For others, add es; e.g. hero—heroes, tomato—tomatoes, potato—potatoes, cargo—cargoes. Note: Some words ending in o now have two acceptable plural forms; e.g. mosquitoes—mosquitos, buffaloes—buffalos.

• For words that are hyphenated, add s to the main noun; e.g. sister-in-law—sisters-in-law.

• Some words retain the same form; e.g. sheep, aircraft, fish, deer.

• Some words change completely; e.g. tooth—teeth, mouse—mice, child—children, foot—feet.

Answers

1. (a) successes (b) advantages (c) arguments (d) processes (e) decisions (f) estimates

2. (a) mysteries (b) charities (c) identities (d) essays (e) difficulties (f) dictionaries

3. (a) suggestions (b) halves (c) replies (d) results (e) heroes (f) trials (g) viewers (h) thieves (i) officials

4. (a) schedules, weeks (b) tourists, kangaroos, wildflowers (c) officers, women, descriptions, men (d) photographs, fishermen, dolphins (e) viewers, advertisements, shows (f) men, women, committees, ideas, charities (g) chefs, menus, customers, restaurants

5. (a) sisters-in-law (b) children (c) passers-by (d) lawmakers (e) tattoos (f) zigzags (g) mothers-in-law (h) crises (i) people

6. (a) disappearances (b) mosquitoes/ mosquitos (c) teeth (d) scissors (e) injuries

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1. Write these words as plurals.

(a) success (b) advantage (c) argument

(d) process (e) decision (f) estimate

2. These words ends in a y. Write each word as a plural.

(a) mystery (b) charity (c) identity

(d) essay (e) difficulty (f) dictionary

3. These words have incorrect plural endings. Write each correctly.

(a) suggestiones (b) halfs (c) replys

(d) resultes (e) heros (f) trialls

(g) vieweres (h) thifes (i) officiales

4. Underline the words that should be plural. Write the correct words above them.

(a) Both their schedule were full so it would take week before they could meet.

(b) Many tourist were curious to see kangaroo, koalas and the beautiful wildflower.

(c) The two police officer spoke with three woman who had description of both man.

(d) She took photograph of the three fisherman and the pod of dolphin swimming nearby.

(e) Television viewer are not always happy with too many advertisement during show they enjoy.

(f) All the man and woman on the two committee had many idea to help the three charity.

(g) The group of chef created different menu to serve customer at both restaurant.

5. Write the plural of each word.

(a) sister-in-law (b) child (c) passer-by

(d) lawmaker (e) tattoo (f) zigzag

(g) mother-in-law (h) crisis (i) person

6. Write a sentence that includes the plural form of each words

(a) disappearance

(b) mosquito

(c) tooth

(d) scissors

(e) injury

Plurals

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Spelling and word studyBase words

TEACHER INFORMATIONThe base word is the main part of the word; e.g. independent.

Prefixes and suffixes are added to a base word to change its meaning.

These new words are called derivatives.

Answers

1. (a) argue (b) depend (c) suit (d) define (e) form (f) symbol (g) permit (h) educate (i) verse

2. Answers may include: (a) plants, planted, planting, implant, implanted, plantation (b) settles, settled, settling, unsettled, unsettling, settlement, settler (c) competes, competing, competed, competition, competitive, competitor (d) issues, issued, issuing, reissue, reissued, unissued (e) occupying, occupied, occupation, unoccupied, occupational, occupant (f) differs, differed, differing, different, difference, indifferent

3. (a) humour, mystery (b) sense, expect (c) attract, athlete, promote (d) child, usual, respect, teach, arrive (e) fortune, nerve, able, clear, hear (f) employ, press, vent, possible, lose, position

4. (a) represent (b) presented (c) presents

5. (a) successful (b) succeed (c) unsuccessful

6. (a) behaviour (b) misbehaviour (c) behaving

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A base word is the main part of a word. Other words can be made from a base word by adding prefixes and suffixes. These new words are called derivatives.

1. Write each base word.

(a) argument (b) independent (c) suitable

(d) definite (e) information (f) symbolic

(g) permission (h) educational (i) conversation

2. Write five derivatives for each base word.

(a) plant

(b) settle

(c) compete

(d) issue

(e) occupy

(f) differ

3. Write the base words of each underlined word above it.

(a) The book was humorous and quite mysterious in some parts.

(b) She is a sensible person and I don’t think she will do anything unexpected.

(c) The attractive, athletic women were promoting their sport at Bondi Beach.

(d) The children were unusually disrespectful when the new teacher arrived.

(e) It was unfortunate that the nervous boy was unable to speak clearly enough to be heard.

(f) The employees were under pressure to prevent the possibility of losing their positions.

4. Add to the base word present to complete each sentence.

(a) The school captain was chosen to the other students.

(b) The cyclist was with an award for his outstanding results.

(c) Today’s newspaper article an in-depth interview with the novelist.

5. Add to the base word success to complete each sentence.

(a) The stage show was so it toured the country for two years.

(b) The best way to is to do something you enjoy, try hard and ask questions.

(c) Although he had trained every day, his attempt to make the team was .

6. Add to the base word behave to complete each sentence.

(a) The children’s at the birthday party was fantastic and there were no tears.

(b) The student’s serious meant the principal had no option but to speak with the police.

(c) The football supporters were badly after their team was thrashed in the final.

Base words

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Spelling and word studyPrefixes

TEACHER INFORMATIONA prefix is one or more letters added to the beginning of a base word to change its meaning; e.g. dislike, unhappy, replay, irresponsible, misunderstood, improper, disappear, preheat, illegal.

Answers

1. (a) unsuitable (b) return (down-) (c) disapprove (d) bicyclist (motor-, tri-, uni-) (e) indefinite (f) impossible (g) preface (de-) (h) submerge (i) antidepressant (j) misbehave

2. (a) immature (b) import (c) impure (d) inexpensive (e) incomplete (f) infrequent (g) irregular (h) illegible (i) irrational (j) irrelevant (k) illegal (l) irresponsible

3. (a) embrace (b) enable (c) enlarge (d) enforce (e) employ (f) empower (g) encourage (h) ensure

4. (a) descend (b) defrost (c) depart (d) demolish (e) derail (f) decrease (g) delay (h) deport

5. (a) deodorise—to deprive, rid of odour (b) destabilise—to make unstable; to create uncertainty (c) degrade—to reduce from a higher to lower rank, grade (d) demerit—a mark against a person for misconduct or deficiency (e) decontaminate—to make an object or area safe

6. (a) malfunction is to fail to function (b) malformed is improperly formed (c) maladjusted is badly adjusted

7. (a) depressed—unhappy, sad (b) malnourished—improperly fed (c) inhumane—cruel, lacking kindness (d) impolite—rude, lacking manners (e) irreplaceable—valuable, treasured, cannot be replaced (f) illiterate—unable to read or writeView

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1. Add a prefix to each word.

(a) suitable (b) turn (c) approve (d) cyclist

(e) definite (f) possible (g) face (h) merge

(i) depressant (j) behave

2. The prefixes im-, in-, ir- and il- mean ’not’. Add one of these prefixes to each word.

(a) mature (b) port (c) pure (d) expensive

(e) complete (f) frequent (g) regular (h) legible

(i) rational (j) relevant (k) legal (l) responsible

3. The prefixes en- and em- mean ’make’. Add one of these prefixes to each word.

(a) brace (b) able (c) large (d) force

(e) ploy (f) power (g) courage (h) sure

4. The prefix de- means down, from or away. Write a word with this prefix to match each clue.

(a) to go down (b) to unfreeze

(c) to leave from a place (d) to pull down a building

(e) to leave a (train) track (f) the opposite of increase

(g) to put off (h) to send to a place of exile

5. Write a meaning for each of these words.

(a) deodorise

(b) destabilise

(c) degrade

(d) demerit

(e) decontaminate

6. The prefix mal- means wrong. Write a sentence to show the meaning of each word.

(a) malfunction

(b) malformed

(c) maladjusted

7. Write a clue to match each word.

(a) depressed

(b) malnourished

(c) inhumane

(d) impolite

(e) irreplaceable

(f) illiterate

Prefixes

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Spelling and word studySuffixes

TEACHER INFORMATIONA suffix is one or more letters added to the end of a base word to add to its meaning; e.g. careless, helpful, thinly, walker, agreement, talking, breakable, famous, neatness, selfish.

Answers

1. (a) removal (b) arrival (c) criminal (d) signal (e) festival (f) approval (g) nouns

2. (a) equalise (b) standardise (c) specialise (d) sterilise (e) civilise (f) apologise (g) itemise (h) verbs

3. (a) optimism—to be hopeful, positive, optimistic (b) mechanism—piece of machinery (c) organism—any living animal or plant (d) baptism—religious rite as a sign of admission to a church; purification (e) realism—true to form (f) nouns

4. (a) brighten—verb—make lighter, sunnier (b) wooden—adjective—made from wood, stiff, dull (c) strengthen—verb—make stronger (d) lengthen—verb—make longer (e) woollen—adjective—made from wool (f) frighten—verb—make afraid of, scare

5. (a) claustrophobia—fear of small spaces (b) hydrophobia—fear of water (c) arachnophobia—fear of spiders (d) zoophobia—fear of animals (e) haemophobia—fear of blood

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1. The suffix -al means of or relating to. Write each word, with the suffix added, in a sentence.

(a) remove

(b) arrive

(c) crime

(d) sign

(e) festive

(f) approve

(g) Are these words nouns, verbs, adverbs, adjectives or conjunctions?

2. The suffix -ise means to make (into). Write the correct word for each.

(a) to make equal (b) to make standard

(c) to make special (d) to make sterile

(e) to make civil (f) to make an apology

(g) to make items

(h) Are these words nouns, verbs, adverbs, adjectives or conjunctions?

3. The suffix -ism means a state, quality or act of. Write a meaning for each word.

(a) optimism

(b) mechanism

(c) organism

(d) baptism

(e) realism

(f) Are these words nouns, verbs, adverbs, adjectives or conjunctions?

4. The suffix -en means of, to make or made of. Write a clue that includes the type of word;

e.g. stiffen — a that means .

(a) brighten — a that means .

(b) wooden — that means .

(c) strengthen — that means .

(d) lengthen — that means .

(e) woollen — that means .

(f) frighten — that means .

5. The suffix -phobia means fear or dread. Write a meaning for each word.

(a) claustrophobia

(b) hydrophobia

(c) arachnophobia

(d) zoophobia

(e) haemophobia

Suffixes

verb to become rigidViewing

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Spelling and word studyAlphabetical order

TEACHER INFORMATIONAnswers

1. (a) attempt, criminal, fashion, justice, possess, satisfy (b) breathe, continent, editor, fuel, realise, severe (c) appreciate, discuss, exactly, jealous, language, regret (d) assistance, drought, injured, quantity, temperature, visible

2. (a) accept, advantage, agent, argument, automatic, avoid (b) oasis, observe, occasion, opinion, organise, oxygen (c) tangle, technology, theme, tourist, traditional, tune (d) wardrobe, weary, whether, wiggle, worst, wrist

3. (a) decision, definite, degree, delicious, description, develop (b) section, seize, sequence, serious, settle, severe (c) meanwhile, mechanic, medicine, melody, memory, method (d) backward, baffle, balance, bandage, bargain, battery

4. (a) calamari, calculation, calendar, calico, calligraphy, calorie (b) miscellaneous, miserable, misfortune, mismatch, misquote, missile (c) expansion, experience, expiry, explosion, export, express (d) croak, crochet, crooked, cropped, crossroad, crouton

5. scrabble, scraggly, scram, scramble, scrapbook, scrape, scratch, scratchy, scrawl, scrawny

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1. Number each list of words to show alphabetical order.

(a) satisfy fashion criminal attempt possess justice

(b) editor realise continent breathe severe fuel

(c) discuss regret jealous appreciate language exactly

(d) visible assistance temperature drought quantity injured

2. These words start with the same letter. Use the second letter to write them in alphabetical order.

(a) argument advantage accept avoid agent automatic

(b) occasion observe opinion organise oxygen oasis

(c) traditional theme technology tangle tune tourist

(d) wrist wardrobe wiggle worst weary whether

3. These words start with the same two letters. Use the third letter to number them in alphabetical order.

(a) definite decision delicious description degree develop

(b) serious sequence seize severe settle section

(c) medicine memory meanwhile method mechanic melody

(d) balance backward bargain bandage battery baffle

4. These words start with the same three letters. Use the fourth letter to write them in alphabetical order.

(a) calculation calendar calorie calamari calico calligraphy

(b) mismatch miscellaneous misfortune missile miserable misquote

(c) experience explosion expansion export express expiry

(d) crooked cropped croak crochet crossroad crouton

5. Write these words in alphabetical order.

scrabble scrawny scramble scraggly scrape

scratch scrawl scram scrapbook scratchy

Alphabetical order

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Spelling and word study

TEACHER INFORMATIONA syllable is a unit of sound which contains one vowel sound. All words are made up of one or more syllables.

Prefixes and suffixes are usually separate syllables; e.g. im/prove/ment.

Compound words have two or more syllables; e.g. note/book, out/side, sun/shine.

When a word has double consonants, separate syllables between these letters; e.g. yel/low, scrib/ble, gram/mar.

Word endings -tle, -ble, -dle, -ple, -gle, -cle, -fle and -zle are usually separate syllables; e.g. whis/tle, sta/ble, han/dle, sam/ple, jin/gle, trea/cle, ri/fle, puz/zle.

Base words with a vowel–consonant–vowel pattern usually divide before the consonant; e.g. po/lice, do/nor, o/pen, de/lete, a/gent, si/lent.

Base words with a vowel–consonant–vowel–consonant pattern usually divide between the consonants; e.g. doc/tor, pic/ture, cen/sus, con/cert.

Answers

1. (a) avoid—2 (b) frequent—2 (c) purpose—2

(d) require—2 (e) advantage—3 (f) argument—3

(g) character—3 (h) definite—3

2. (a) re/turn (b) teach/er (c) fright/en (d) sub/merge (e) em/bark (f) pre/face (g) walk/ing (h) im/prove

3. (a) Face/book® (b) earth/quake (c) luke/warm (d) news/cast (e) loud/mouth (f) sports/wear (g) sound/track (h) waist/line

4. (a) suc/cess (b) is/sue (c) quar/rel (d) trig/ger (e) drib/ble (f) fid/dle (g) squir/rel (h) yel/low

5. (a) per/mis/sion (b) med/i/cine (c) un/con/scious (d) a/ver/age (e) in/de/pend/ent (f) cross/cur/rent (g) out/stand/ing (h) safe/keep/ing

6. (a) calendar (b) estimate (c) adventure (d) percentage (e) logical (f) immigrate (g) represent

7. Clues will vary: (a) un/speak/a/ble (b) au/to/mat/ic (c) po/li/ti/cal (d) tech/nol/o/gy (e) oc/cu/pa/tion

8. Answers will vary.

Syllables

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A syllable is a word or part of a word. There is a vowel sound in every syllable.

1. Circle the vowel sounds in each word. Write the number of syllables; e.g. extreme—2

(a) avoid (b) frequent (c) purpose (d) require

(e) advantage (f) argument (g) character (h) definite

2. Prefixes and suffixes are additional syllables. Show the syllables in each word; e.g. re/source.

(a) return (b) teacher (c) frighten (d) submerge

(e) embark (f) preface (g) walking (h) improve

3. Compound words have two or more syllables. Show the syllables in each compound word; e.g. side/track.

(a) Facebook® (b) earthquake (c) lukewarm (d) newscast

(e) loudmouth (f) sportswear (g) soundtrack (h) waistline

4. When a word has double consonants, separate syllables between these letters. Show the syllables in these words.

(a) success (b) issue (c) quarrel (d) trigger

(e) dribble (f) fiddle (g) squirrel (h) yellow

5. Show the syllables in these words.

(a) permission (b) medicine (c) unconscious (d) average

(e) independent (f) crosscurrent (g) outstanding (h) safekeeping

6. Write a three-syllable word for each clue. The first letter is provided.

(a) a table showing the days and months of a year

(b) to roughly work out

(c) an exciting experience

(d) an amount per hundred

(e) rational or reasonable

(f) to come into a new country to live

(g) to stand for or symbolise

7. Show the four syllables in the words and write a clue for each.

(a) u n s p e a k a b l e

(b) a u t o m a t i c

(c) p o l i t i c a l

(d) t e c h n o l o g y

(e) o c c u p a t i o n

8. (a) Write three words with five syllables.

(b) Write two words with six syllables.

(c) Write one word with seven syllables.

Syllables

ceaplir

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Spelling and word studySynonyms

TEACHER INFORMATIONSynonyms are words that are similar in meaning. Synonyms allow descriptions to be more precise and can avoid monotony. Although a group of words may be synonyms, there are usually slight differences in meaning; e.g. synonyms for walk include: saunter, stroll, amble, pace, go, move, hike and stride.

Answers

1. (a) disappear (b) argument (c) definite (d) average (e) frequent (f) mystery (g) necessary (h) success (i) purpose (j) competition

2. (a) funny (b) advice (c) informal (d) treat (e) viewer (f) optional

3. Examples include: (a) receipt—acknowledgement, proof, note, tab, voucher, acceptance,

delivery (b) structure—arrangement, organisation, construction, building,

formation, assembly (c) essay—paper, thesis, article, story, composition, document (d) nervous—anxious, worried, edgy, jumpy, uneasy, nervy, panicky, tense (e) suggest—propose, recommend, advocate, imply, hint, indicate, evoke

4. (a) ordinary (b) linked (c) mystery (d) quiet (e) pledge

5. Examples include: (a) said—answered, thought, muttered, shouted, whispered, told (b) get—obtain, acquire, find, catch, become, move, progress,

understand, grasp, cause, make (c) went—left, departed, exited, travelled, moved, proceeded, became,

walked, sped, slowed (d) nice—pleasant, kind, lovely, polite, fine (e) good—fine, decent, respectable, pleasant, enjoyable, capable, helpful,

reliable (f) saw—noticed, looked, eyed, spied, observed, witnessed, glimpsed,

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Synonyms are words that have the same or similar meaning.

1. Choose a synonym for each word.

(a) vanish (b) disagreement

(c) certain (d) normal

(e) often (f) puzzle

(g) vital (h) victory

(i) reason (j) contest

2. Circle the word in each list that is not a synonym.

(a) serious (b) advantage (c) official (d) process (e) concept (f) necessarygrave lead allowed handle perception optionalfunny help informal deal with viewer essential solemn benefit legitimate manage theory crucialgrim advice authorised treat thought compulsoryunsmiling gain approved proceed idea mandatory

3. Use a printed or digital thesaurus to find four synonyms for each of these words.

(a) receipt

(b) structure

(c) essay

(d) nervous

(e) suggest

4. Circle the better of the two synonyms in each sentence.

(a) The television programme was very ordinary common so I wasn’t keen to watch it again.

(b) The dancers on stage joined linked arms and performed high kicks in unison.

(c) The police acknowledged that the motive for the crime was still a mystery problem .

(d) The young children at play-group were so silent quiet while a story was read to them.

(e) After the bushfires, our family made a cash pledge promise to the Red Cross.

5. Write two synonyms for each of these overused words.

(a) said (b) get

(c) went (d) nice

(e) good (f) saw

Synonyms

necessary

competition

frequent

disappear

success

average

mystery

argument

purpose

definite

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Spelling and word studyAntonyms

TEACHER INFORMATIONAntonyms are words that are opposite in meaning. Antonyms can add a contrast in description or feeling. Many words take a prefix to create an antonym; e.g. happy—unhappy.

Answers

1. (a) difficult (b) local (c) success (d) unconscious (e) definite (f) frequent (g) suitable (h) automatic (i) necessary (j) disappear

2. (a) The seats were uncomfortable, the food was awful and the company was terrible.

(b) The film was for children and suitable for younger people to watch when they stayed in.

(c) She was never dishonest and told her sister she should be the same. (d) I never seem to remember whether I put my keys under the bench or

below the calendar. (e) The house was insecure; all the windows were open, the doors were

unlocked and the alarm was off.

3. (a) explain (b) modernisation (c) jumble (d) lose

4. Answers will include:

(a) generous—miserly, mean, stingy, tight, cheap

(b) private—public, shared, open, known, broadcast

(c) import—export, send

(d) false—true, correct, right, factual, accurate, exact

(e) sensible—foolish, stupid, silly, idiotic, unwise, thoughtless

5. Answers will include:

(a) rough—[uneven coarse, bumpy, irregular], smooth, even, flat, regular, soft

(b) bare—[naked, exposed, uncovered, empty], covered, full, packed, bursting, sheltered

(c) usual—[regular, standard, normal, typical], unusual, exceptional, irregular, variable, erratic

(d) wealth—[money, prosperity, fortune, abundance], poverty, scarcity, shortage, deficiency, hardship

(e) ordinary—[common, everyday, average, mundane], extraordinary, special, exceptional, remarkable, wonderful

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Antonyms are words that are opposite in meaning.

1. Choose an antonym to match each word.

(a) easy (b) foreign

(c) failure (d) conscious

(e) uncertain (f) rare

(g) incompatible (h) manual

(i) needless (j) materialise

2. Write antonyms above the underlined words.

(a) The seats were comfortable, the food was delicious and the company was wonderful.

(b) The film was for adults and suitable for older people to watch when they went out.

(c) He was always honest and told her brother he should be the same.

(d) I always seem to forget whether I put my keys on the bench or above the calendar.

(e) The house was secure; all the windows were closed, the doors were locked and the alarm was on.

3. Write the antonym in each list.

(a) explain confuse baffle mystify bewilder muddle

(b) tradition ritual modernisation custom habit belief

(c) sequence series succession system jumble order

(d) lose find discover classify detect identify

4. Write an antonym for each word. Use both words in a short sentence.

(a) generous

(b) private

(c) import

(d) false

(e) sensible

5. Write a synonym and two antonyms for each word.

synonym antonyms

(a) rough

(b) bare

(c) usual

(d) wealth

(e) ordinary

Antonyms

suitableunconscious

definite frequentdifficult

automaticlocal

disappearsuccess

necessary

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Spelling and word studyHomophones and homographs

TEACHER INFORMATIONHomophones are words that sound the same but have different meanings; e.g. cereal – serial, know – no, feat – feet, stare – stair.

Homographs are words that are spelt the same but have different meanings and may or may not sound the same.

Examples:

• bow (rhymes with cow)—a verb meaning to bend the body as a sign of respect

• bow (rhymes with low)—a noun meaning a looped knot

• fair—a noun meaning a group of sideshows

• fair—an adjective meaning not cloudy.

Answers

1. (a) past (b) allowed (c) currant (d) minor/myna (e) scene (f) heir/ere (g) through (h) caught (i) whether/wether (j) piece (k) through (l) board

2. Answers should include: (a) queue—line up (b) cue—hint, guiding, suggestion, rod used to hit a ball in snooker (c) coarse—rough, bumpy (d) course—path, route, series

3. (a) The school principals met to ensure they were upholding the same principles.

(b) The doctors were required to practise their skills so they could pursue the practice of medicine.

(c) I needed to purchase stationery from the store but I was stuck on the motorway where the traffic was stationary.

(d) The Queen may reign over her country but she is still required to rein in any excessive spending.

4. (a) suit—set of clothing, petition, set of cards, adapt or make appropriate (b) structure—building, supporting framework, complete system (c) reserve—lay aside, park area, book (restaurant)

5. Answers should include: (a) lead—(feed, fed)—to show the way, a type of metal (b) bow—(low, how)—a looped knot; bending the body as a sign of

greeting, respect (c) row—(crow, how)—things arranged in a line, row a boat; an argument

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Homophones are words that sound the same but have different meanings; e.g. fare and fair.

Homographs are words that are spelt the same, have different meanings and may or may not sound the same; e.g. fair and fair, wind (rhymes with kind) and wind (rhymes with tinned).

1. Write a homophone for each word.

(a) passed (b) aloud (c) current

(d) miner (e) seen (f) air

(g) threw (h) court (i) weather

(j) peace (k) threw (l) bored

2. Write sentences to show the meaning of each pair of homophones.

(a) queue

(b) cue

(c) coarse

(d) course

3. Complete the sentences using the homophones given.

(a) The school met to ensure they were upholding

the same .

(b) The doctors were required to their skills so

they could pursue the of medicine.

(c) I needed to purchase from the store but I was

stuck on the motorway where the traffic was .

(d) The Queen may over her country but she is still

required to in any excessive spending.

4. Give two different meanings for each of these homonyms.

(a) suit

(b) structure

(c) reserve

5. These words are homographs. Write a rhyming word for each and explain its meaning.

rhyming words homographs meanings

(a) lead

(b) bow

(c) row

Homophones and homographs

rein reign

stationary stationery

principals principles

practice practise

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Spelling and word studyCompound words

TEACHER INFORMATIONA compound word is formed by joining two or more words.

Examples include: • waterfall, desktop, notebook, driveway, football, daybreak, nightfall,

downcast, halfway, footloose, fireproof, hard-wearing, long-sighted, three-quarters, do-it-yourself.

Answers

1. Answers will vary (a) footpath, pathway (b) daytime, timepiece (c) sunlight, lighthouse (d) flashover, overweight (e) downplay, playground (f) beforehand, handbrake (g) daybreak, breakfast (h) bushfire, firefighter (i) overpower, powerboat (j) crackdown, downplay

2. (a) backstroke/breaststroke (b) dustpan (c) fourteen (d) greyhound (e) hailstone (f) overarm (g) seaplane (h) overtime (i) handbag (j) shoplifter

3. Examples include: (a) sunrise (b) firefighter (c) grandmother

(d) benchtop (e) deadbeat (f) cupcake (g) hairdresser (h) wineglass (i) birthday (j) breakfast

4. Answers will vary.

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1. Write two compound words for each word given; e.g. back—feedback, backfire.

(a) path path, path (f) hand hand, hand

(b) time time, time (g) break break, break

(c) light light, light (h) fire fire, fire

(d) over over, over (i) power power, power

(e) play play, play (j) down down, down

2. Use the clue to write a compound word.

(a) A swimming style

(b) Use this with a brush to sweep up a small area

(c) A number more than ten and less than 20

(d) A fast, thin type of dog that is often raced

(e) A rounded ice pellet that can fall from the sky

(f) Cricketers need to bowl this way

(g) A means of transport than can land on water

(h) An extra period of play when scores are level

(i) Often used by women to carry personal articles

(j) A person who fails to pay for a purchase in a shop

3. Write a suitable compound word that could follow these adjectives; e.g. beautiful sunset.

(a) perfect (b) strong

(c) tired (d) spotless

(e) guilty (f) sweet

(g) busy (h) empty

(i) tenth (j) warm

4. Write your own clue for each compound word. Don’t use any part of the word as your clue.

(a) fingernail

(b) daydream

(c) printout

(d) breakthrough

(e) download

(f) championship

(g) feedback

(h) takeover

Compound words

b sdfghosohs

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Spelling and word studyAbbreviated words

TEACHER INFORMATIONAn abbreviation is a word written in a shortened form. Generally, a full stop is used to show that part of the word is missing:

• population—pop. tablespoon—tbsp.

No full stop is used when the first and last letters are used;

• Doctor—Dr Road—Rd

Abbreviations which consist of more than one capital letter do not generally require full stops;

• DOB (date of birth) PO (post office)

A contraction is a shortened form of two words where an apostrophe is used to replace the letters omitted;

• e.g. I am—I’m she is—she’s will not—won’t are not—aren’t they are—they’re

Answers

1. (a) Personal Identification Number (b) General Practitioner (c) United Nations (d) Royal Society for the Prevention of Cruelty to Animals (e) Professor (f) Captain (g) Member of Parliament/ Military Police (h) Justice of the Peace

2. (a) pop. (b) govt (c) co. (d) approx. (e) max. (f) fig. (g) etc. (h) i.e.

3. (a) ad (b) flu (c) deli (d) exam (e) bike (f) ref (g) mike (h) bus (i) pram (j) vet

4. (a) I’d (b) haven’t (c) I’ve (d) she’ll (e) they’re (f) can’t (g) we’d (h) that’s (i) you’ve (j) aren’t (k) doesn’t (l) hasn’t

5. (a) It would take us an hour to drive 65 kilometres but they are faster. (b) She is nervous about her appointment with Doctor Stevens on Friday. (c) Use the latitude and longitude lines on the map to locate the south-

west and south-east towns. (d) New York and Los Angeles are two cities in the United States of

America that would be fun to visit. (e) I cannot see if they are outside but I am sure they will be having fun

before it is time to go.

6. Answers will vary.

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Abbreviated words

1. Write the full form of these abbreviations.

(a) PIN (b) GP

(c) UN (d) RSPCA

(e) Prof. (f) Capt.

(g) MP (h) JP

2. Write the abbreviated word of each of these.

(a) population (b) government (c) company (d) approximately

(e) maximum (f) figure (g) and so forth (h) that is

3. Write the more common, shortened word for each of these.

(a) advert (b) influenza (c) delicatessen (d) examination

(e) bicycle (f) referee (g) microphone (h) omnibus

(i) perambulator (j) veterinary surgeon

4. Write the contractions for each.

(a) I would (b) have not (c) I have (d) she will

(e) they are (f) can not (g) we would (h) that has

(i) you have (j) are not (k) does not (l) has not

5. Write each sentence using the full form of all abbreviated words.

(a) It’d take us an hr to drive 65 km but they’re faster.

(b) She’s nervous about her appt. with Dr Stevens on Fri.

(c) Use the lat. and long. lines on the map to locate the SW and SE towns.

(d) NY and LA are two cities in the USA that’d be fun to visit.

(e) I can’t see if they’re outside but I’m sure they’ll be having fun before it’s time to go.

6. Make a list of abbreviated words that are typically used with modern technology. Write the full form of each abbreviation; e.g. blog (web log), CU (see you).

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Spelling and word studyIdentifying correct spelling

TEACHER INFORMATIONAnswers

1. (a) acceptable (b) irresistible (c) likeable (d) avoidable (e) convertible (f) manageable (g) dependable (h) destructible (i) lovable (j) responsible (k) recognisable (l) valuable (m) achievable (n) sensible (o) moveable

2. (a) recognising (b) independence (c) mysterious (d) annoyance (e) mouthful (f) requiring (g) operator (h) imaginary (i) electrical

3. (a) The students had to decide which candidate they would vote for at the election.

(b) It’s almost impossible to believe that the beginning of the year is just a week away.

(c) On the first Wednesday in February we always celebrate my grandparents’ anniversary.

(d) I truly don’t know if I have a decent explanation for my unacceptable behaviour.

(e) The neighbours were suspicious of the foreign car parked beside the school library.

4. (a) definitely (b) unconscious (c) especially (d) eighth (e) weird (f) guard (g) humorous (h) catalogue (i) millionaire

5. medicene (medicine) posession (possession) ocassion (occasion) peculier (peculiar) reccomend (recommend)

6. Alice has improved her results in maths but she needs to be more careful when checking for errors. Her English creative writing is usually interesting. She should pay more attention to sentence structure and edit for spelling mistakes. Alice often loses concentration in music class and will have to develop a better sense of discipline.

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Identifying correct spelling

1. Add the correct suffix -able or -ible to each word.

(a) accept (b) irresist (c) like (d) avoid (e) convert

(f) manage (g) depend (h) destruct (i) love (j) response

(k) recognise (l) value (m) achieve (n) sense (o) move

2. These words with a suffix are incorrect. Write each one correctly.

(a) recogniseing (b) independance (c) mysterios

(d) annoyence (e) mouthfull (f) requireing

(g) operater (h) imaginery (i) electricel

3. Underline the words spelt incorrectly. Write the words correctly above them.

(a) The studentes had to deside witch candadate they wood vote for at the electshion.

(b) It’s allmost impossable to beleive that the begining of the year is just a weak away.

(c) On the first Wendsday in Febuary we allways cellebrate my granparents' anniversery.

(d) I truely dont no if I have a desent explaination for my unaceptible behavor.

(e) The neighboures were suspicous of the foriegn car parked besid the sckool libray.

4. These words are often spelt incorrectly. Write each correctly.

(a) definately (b) unconsious (c) espeshially

(d) eigth (e) wierd (f) gaurd

(g) humourous (h) cataloge (i) millionair

5. Rewrite the five words that are spelt incorrectly.

cemetery medicene posession ocassion peculier

opportunity humorous argument reccomend accommodation

6. Below is a brief report written by a teacher who has forgotten how to spell. Rewrite the report correctly.

Alice has improoved her rezults in maths but she

needs too be more carefull wen cheking for erorrs.

Her Inglish creativ wrighting is usualy intresting.

She shood pay more attenshion

to sentense struckure and edet

for speling mistaks. Alice ofen

looses consentration in music

clas and will have two develep

a beterr sents of disiplin.

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Spelling and word studyConsonant digraphs

TEACHER INFORMATIONConsonants which form digraphs (i.e. two letters making one sound) with other consonants include:

• b—after m; e.g. bomb, thumb

• g—before n; e.g. sign, gnome, and with h; e.g. ghost

• k—before n; e.g. knee, knife

• l—e.g. calm, talk

• n—after m; e.g. hymn, autumn

• p—before n, s and t; e.g. pneumonia, psychology, pterodactyl

• t—after s; e.g. castle, listen, rustle

• w—before r; e.g. write, wring, and before h; e.g. whole

Some consonants are silent when in a digraph with a vowel; e.g. island, honest.

Answers

1. (a) (i) suggest (ii) accept (iii) disappear (iv) difficult (v) necessary (vi) occasion (vii) process (viii) pressure (ix) official (x) discussion (xi) awareness (xii) affectionate

(b) (i) After the bushfire there were many official investigations. (ii) We were asked to suggest an appropriate location for our new

computer. (iii) We are all involved in any discussion that affects our family. (iv) There was only one occasion last year when I was too ill to go to

training. (v) Our new puppy is affectionate to everyone he meets. (vi) Programming the new TV and DVD recorder was a challenging

process. (vii) It is absolutely necessary for young people to have a greater

awareness of the harm caused by cyber-bullying.

2. Clues will vary. (a) annual (b) excellent (c) opposite (d) intelligent (e) permission

3. (a) (i) character (ii) foreign (iii) schedule

(iv) subtle (v) science (vi) writer

(vii) crumbs (viii) condemned

(b) (i) The woman painted her bedroom a very subtle shade of green. (ii) The commissioner condemned the brutal attacks on police

officers. (iii) Our family schedule is quite flexible, except on a Monday and

Friday. (iv) A fantastic story has at least one main character who is

believable and interesting. (v) The family was delighted to accept a foreign exchange student

into their home.

4. Clues will vary. (a) yolk (b) wrinkly (c) signpost

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When two consonants together make one sound they are called a consonant digraph. For example: apple, knot.

1. (a) Write double consonant digraphs in each word.

(i) su est (ii) a ept (iii) disa ear (iv) di icult

(v) nece ary (vi) o asion (vii) proce (viii) pre ure

(ix) o icial (x) discu ion (xi) awarene (xii) a ectionate

(b) Choose one of the above words with a double consonant digraph to complete each sentence.

(i) After the bushfire there were many investigations.

(ii) We were asked to an appropriate location for our new computer.

(iii) We are all involved in any that affects our family.

(iv) There was only one last year when I was too ill to go to training.

(v) Our new puppy is to everyone he meets.

(vi) Programming the new TV and DVD recorder was a challenging .

(vii) It is absolutely for young people to have a greater

of the harm caused by cyber-bullying.

2. Write a clue to match each word. Underline the double consonant digraphs.

(a) annual

(b) excellent

(c) opposite

(d) intelligent

(e) permission

3. (a) Circle the consonant digraph in each word.

(i) c h a r a c t e r (ii) f o r e i g n (iii) s c h e d u l e (iv) s u b t l e

(v) s c i e n c e (vi) w r i t e r (vii) c r u m b s (viii) c o n d e m n e d

(b) Choose one of the above words with a consonant digraph to complete each sentence.

(i) The woman painted her bedroom a very shade of green.

(ii) The commissioner the brutal attacks on police officers.

(iii) Our family is quite flexible, except on a Monday and Friday.

(iv) A fantastic story has at least one main who is believable and interesting.

(v) The family was delighted to accept a exchange student into their home.

4. Underline the consonant digraphs. Write a clue to match each word.

(a) yolk

(b) wrinkly

(c) signpost

Consonant digraphs

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Spelling and word study

TEACHER INFORMATIONThis is a sample of a dictionary entry for the word key.

Key /ki/ n., pl. keys, adj., v., keyed, keyring 1. an instrument for fastening or opening a lock. 2. a means of understanding, solving etc.: the key to a problem. 3. a book or the like containing the solutions or translations of material. 4. the system or pattern used to decode. 5. an explanation of symbols used on a map etc. 6. one of a set of buttons or levers pushed to operate a typewriter, keyboard, piano etc. 7. tone or pitch 8. (mus.) system of related notes. 9. (bldg.) To prepare a surface by grooving, roughening etc. to receive paint. [ME key(e), kay(e) OF kei, kai]

The entry word (Key) shows how to spell the word.

Pronunciation (/ki/) shows how to say the word.

Part of speech (n.) shows if the word is a noun, verb, adjective etc.

Definition (1.–9.) shows the meanings of the word.

Usage (the key to a problem) shows how to use the word in a sentence.

Word origin ([ME—Middle English]) shows where the word comes from.

Question 3 provides students with the opportunity to become familiar with the use of a thesaurus.

Question 4 can be completed using a compact thesaurus in which only lists of synonyms are provided.

Answers

Note: Dictionary and thesaurus examples may vary.

1. (a) verb (b) to commit theft (c) stele (d) steak (e) how to use the word in a sentence

2. (a) model—a standard or example for imitation or comparison, a miniature representation; a person who poses for an artist or displays clothing for an audience

(b) advance—to move forward; payment before it is due (c) settle—to place in a desired position, to take up residence in a place; to pay a bill, account;

to bring to rest, make stable (d) vault—an underground chamber, arch, strongroom; to leap or spring over something

3. (a) result—remainder, follow, effect, conclusion, completion (b) attend—accompany, be present, follow, apply the mind, medically, aid, serve (c) leaf—part, layer, plant, of a book, turn over a new, green (d) question—inquiry, doubt, deny, in event, topic, danger, pop the, put to the, at issue

4. (a) country—region, nation (b) request—ask, beg (c) right—true, straight (d) promise—oath, honour (e) aid—help, assist (f) danger—peril, risk

Dictionary use

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This is a sample of a dictionary entry for the word steal.

Steal /stil/, v., stole, stolen, stealing 1. to take away dishonestly or wrongfully, esp. secretly. 2. to appropriate (ideas, credit, words etc.) without right or acknowledgement. 3. to take, get or win by sneaky or subtle means. 4. (in various games) to gain a point, goal etc. by strategy, chance or luck. 5. to gain more than one’s share: she stole everyone’s attention, he stole the show. 6. to commit theft. 7. to move, go or come secretly, quietly or unobserved. 8. something acquired at very little cost or at a cost well below its true value: the furniture was a steal. [ME stele]

1. Use the entry to answer the following.

(a) What type of word is steal?

(b) Write the sixth definition.

(c) From which Middle English word does steal originate?

(d) Circle the guide word most likely to be at the top of the page for this entry. save steak strand

(e) What information do the words in italics provide?

2. Use a dictionary to find each word. Write two sentences to show a different meaning for each.

(a) model

(b) advance

(c) settle

(d) vault

A comprehensive thesaurus provides synonyms by grouping words together according to topics. Topics listed for the word star include: luminary, actor, destiny, ornament, glory, decoration, success, of fashion, in drama, fame. Each of these topics will have a number that represents the page where similar words can be found.

3. Use a comprehensive thesaurus and write the topics listed for each word.

(a) result

(b) attend

(c) leaf

(d) question

4. Use a thesaurus and write two synonyms for each word.

(a) country (b) request

(c) right (d) promise

(e) aid (f) danger

Dictionary use

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Spelling and word studyWord origins

TEACHER INFORMATIONMany English words are derived from Latin and Greek words. See page xvii for a list of examples.

An eponym refers to a person who gives his or her name (usually last name) to words; e.g. Jules Leotard introduced a one-piece, close-fitting garment worn by acrobats and dancers. The word itself is also known as an eponym.

Many commonly used words in English are derived from other languages; e.g. ’siesta’ is a Spanish word for ’small sleep’.

Answers

1. (a) biannual—twice a year (b) anniversary—celebration of a yearly event

2. (a) sphere—hemisphere, stratosphere, atmosphere (b) meter—thermometer, barometer, speedometer, pedometer (c) aero—aeronaut, aerate, aerial, aeroplane (d) scribe—transcribe, describe, inscribe, scribble (e) centum—century, centimetre, centigrade, centipede, percent

3. (a) July (b) August (c) January (d) May (e) October (f) February (g) March (h) November (i) June (j) December (k) April (l) September

4. (a) banksia (b) Harley-Davidson (c) paparazzi (d) biro (e) teddy bear (f) Ferris wheel (g) cereal (h) volcano (i) hygiene (j) macadamia

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Many of the words we use come from other languages, places and people’s names.

1. The Latin word annu means ’year’. Write a definition for each word.

(a) biannual (b) anniversary

2. Write three words for each of the following. Their origin and meaning are shown in brackets.

(a) sphere (Gr. globe, ball)

(b) meter (Gr. measure)

(c) aero (Gr. air)

(d) scribe (Lat. writing)

(e) centum (Lat. a hundred)

Word origins

3. Write the names of the months of the year next to each origin.

(a) Named after the emperor Julius Caesar.

(b) Augustus Caesar named this month after himself.

(c) From the Roman god Janus, who is seen with two faces looking in different directions.

(d) Possibly named after the Roman goddess Maia, the goddess of spring and fertility.

(e) From the Latin word octo. Was the 8th month until Julius Caesar changed the calendar.

(f) Named after the Roman feast, februa, which was held on the 15th day of this month.

(g) From the Roman god Mars, the god of war.

(h) From the Latin word novem. Was the 9th month until Julius Caesar changed the calendar.

(i) Named after the Roman goddess Juno, the goddess of the moon, women and marriage.

(j) From the Latin word decem. Was the 10th month until Julius Caesar changed the calendar.

(k) Possibly from the Latin word aperire meaning, to open.

(l) From the Latin word septem. Originally the seventh month.

4. Find a word to match the description. Most are eponyms—words from a person or place name.

(a) A small tree native to Australia and named after the English botanist Sir Joseph Banks.

(b) A large powerful motorcycle made by the company founded by William S Harley and Arthur Davidson.

(c) An Italian word that means freelance photographers who pursue celebrities.

(d) A ballpoint pen named after the Hungarian inventor László Jozsef Biró.

(e) US president Theodore Roosevelt was nicknamed Teddy. A bear hunter, he once spared the life of a brown bear cub.

(f) This ride is named after the American engineer George Washington Gale Ferris.

(g) A breakfast food named after Ceres, the goddess of grain and agriculture.

(h) From Vulcan, the Roman god of fire, this is an opening in the earth that can erupt.

(i) From Hygeia, the Greek goddess of health, this is the science of good health and cleanliness.

(j) An Australian tree with edible nuts, named in honour of John Macadam.

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PunctuationCapital letters

TEACHER INFORMATIONA capital letter is used:

• to start a sentence; e.g. She is here today.

• for the pronoun I, including I’m, I’ve, I’ll and I’d

• as the first letter of a proper noun; e.g. Ireland, Thomas, Pacific Ocean

• to start direct speech; e.g. I said, ‘She is here today’.

• for the initial letter and proper nouns in titles of books, films etc.; e.g. Black Beauty, Finding Nemo.

Prim-Ed Publishing® employs minimal capitalisation for titles of books and other publications, as recommended by the Style manual for authors, editors and printers, sixth edition, 2002.

Answers

1. (a) The Conservative Party was elected in 2010 with David Cameron as Prime Minister of Great Britain.

(b) Stephenie Meyers‘s Twilight series of books have been on the Amazon bestseller list.

(c) Mr and Mrs Taylor purchased a new Toyota in April from the showroom in Bordertown.

(d) Dr Owen Russell operates at St Joseph Hospital and consults with patients in his Barker Rd rooms.

(e) President Barack Obama and first lady Michelle live in the White House in Washington D.C.

2. Answers will vary.

3. (a) Mark and Jennifer were planning to purchase their first home. They were interested in the residential areas of Ferntree, Rosebrook and Glenfield. With a mortgage from the National Bank, they were able to look at three- and four-bedroom homes. Their agent, Max Christian, had organised inspections on Saturday and Sunday afternoons. Mark‘s parents, Diane and James, were hoping the couple would buy in Rosebrook.

(b) It‘s hardly surprising that, on any given day, temperatures across Australia can differ greatly. Kununurra, in the far north of Western Australia, may reach 39 °C (102 °F) while Esperance in the south can be 20 degrees lower. The capital, Canberra, might expect an overnight minimum of zero (32 °F) and, along with Hobart in Tasmania, only reach 12 °C (54 °F )during the day. The Victorian capital, Melbourne, is notorious for abrupt variations during a single day! Since the far north of Queensland is tropical, rainfall is a prominent feature. Desert locations such as Alice Springs can have temperatures ranging from near freezing at night, to extreme heat during the day.

4. Answers will vary.

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1. Circle the letters that should be capitals.

(a) the conservative party was elected in 2010 with david cameron as prime minister of great britain.

(b) stephenie meyers‘s twilight series of books have been on the amazon bestseller list.

(c) mr and mrs taylor purchased a new toyota in april from the showroom in bordertown.

(d) dr owen russell operates at st joseph hospital and consults with patients in his barker rd rooms.

(e) president barack obama and first lady michelle live in the white house in washington d.c.

2. Complete these sentences with proper nouns.

(a) I‘ve recently visited and look forward to seeing .

(b) The most humorous film I‘ve seen is and the worst I‘ve seen is .

(c) Famous people such as and can be seen as good role models.

(d) Clothing I like the most comes from brands such as and .

3. Circle the letters that should be capitals.

(a) mark and jennifer were planning to purchase their first home. they were interested in the residential areas of ferntree, rosebrook and glenfield. with a mortgage from the national bank, they were able to look at three- and four-bedroom homes. their agent, max christian, had organised inspections on saturday and sunday afternoons. mark‘s parents, diane and james, were hoping the couple would buy in rosebrook.

(b) it‘s hardly surprising that, on any given day, temperatures across australia can differ greatly. kununurra, in the far north of western australia, may reach 39 °C (102 °F) while esperance in the south can be 20 degrees lower. the capital, canberra, might expect an overnight minimum of zero (32 °F) and along with hobart in tasmania, only reach 12 °C (54 °F) during the day. the victorian capital, melbourne, is notorious for abrupt variations during a single day! since the far north of queensland is tropical, rainfall is a prominent feature. desert locations such as alice springs can have temperatures ranging from near freezing at night, to extreme heat during the day.

4. Write the name of two:

(a) countries that begin with the letter S.

(b) famous landmarks.

(c) leaders of world countries.

(d) neighbouring secondary schools.

(e) breakfast cereals (brand names).

(f) animated films.

(g) popular authors.

(h) world-famous sporting teams.

Capital letters

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PunctuationSentence endings

TEACHER INFORMATIONA full stop ( . ) is used:

• to show the end of a statement; e.g. She went to school.

• for abbreviations when only the first part of the word is used; e.g. Feb., Capt.

A question mark ( ? ) is used:

• at the end of a sentence that asks a question; e.g. How are you?

• in direct and reported speech where a question is asked; e.g. ‘How are you?’ she asked.

An exclamation mark ( ! ) is used to show a strong feeling; e.g. That’s brilliant! Ouch!

Answers

1. (a) full stop (b) question mark (c) full stop (d) exclamation mark (e) question mark (f) question mark (g) exclamation mark (h) full stop (i) full stop

2. Answers will vary.

3. Answers will vary.

4. Answers will vary.

5. The storm was rolling in. You could feel the air change and the sky turn dark. I wondered how much it would rain. The first clap of thunder scared me half to death! Mum even dropped the glass she was holding! ‘Can you turn on the light, please?‘ she asked, as she picked up the broken shards. Final three sentences will vary.

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A complete sentence can end with a full stop, question mark or exclamation mark.

1. Write a full stop, question mark or exclamation mark at the end of each of these.

(a) The result of the referendum was so close that a few votes made the difference

(b) I‘m trying to decide which bank I should save with. What do you think

(c) The purpose of the documentary was to highlight poverty in developing countries

(d) That whole article is too disturbing

(e) I know your goal is to study medicine, but do you know what specialty you prefer

(f) Do you realise that the magazine pictures of models are all digitally enhanced

(g) I am so angry that I want to scream

(h) The novel was so enjoyable because the characters were interesting and the plot was mysterious

(i) You will need to ask for permission before you can join the after-school drama club

2. Write a statement about:

(a) a long-term goal you have

(b) a skill you‘d like to learn

(c) a place where you feel comfortable

(d) attending secondary school.

3. Write a question relating to:

(a) a character from a book you’ve read

(b) a charity you‘ve heard about

(c) a foreign country

(d) an environmental concern.

4. Write an exclamation about:

(a) a time you felt nervous

(b) homework

(c) something humorous

(d) an argument you’ve had with someone.

5. Add the correct punctuation. Then write three more sentences to end the paragraph.

The storm was rolling in You could feel the air change and the sky turn dark I wondered how much it would rain

The first clap of thunder scared me half to death Mum even dropped the glass she was holding ‘Can you turn on

the light, please’ she asked, as she picked up the broken shards

Sentence endings

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PunctuationCommas

TEACHER INFORMATIONA comma ( , ) suggests a short pause and is used to make meaning clearer by separating parts of a sentence. Use a comma to:

• separate items in a list; e.g. I took pens, pencils, paper and paints to the class.

• separate lists of adjectives; e.g. He is talented, smart, strong and mature.

• separate clauses in a sentence; e.g. If I see him today, I’ll definitely tell him.

• separate words, phrases and clauses at the start of a sentence; e.g. Firstly, I’m not going!

• separate words that add extra information; e.g. Kylie, my best friend, is coming to visit.

• separate the carrier (I replied) from the direct speech; e.g. ‘That is Kylie’, I replied.

Answers

1. (a) April, June, September and November all have thirty days. (b) Unless I finish this homework, I won’t be able to watch that DVD with you. (c) My favourite relative, Aunty Ellen, is celebrating the birth of her first child. (d) Although we were anticipating a close game, the away team won easily. (e) Mrs Fisher, our teacher, announced the winner of the short-story

competition. (f) She organised her schedule around the children’s school, tennis, art

class, the gym and work.

2. Answers will vary

3. (a) She applied for her passport, which arrived by courier. (b) He started a diet yesterday, eliminating cakes, ice-cream, chocolate and

pizza. (c) Unless I brush my teeth every morning, I’m not allowed out of the house. (d) How weird that Tom, Tim, Taj, Trent, Tyler and Tate are all at the same

club, The Townsville Titans. (e) Although the computer expert, Nathan Jones, knew about the virus, he

was unable to restore the data.

4. (a) During the storm on Saturday, there was thunder, lightning, rain and very dark skies.

(b) Rob Gale, the owner of the restaurant, has advertised for a kitchenhand, pastrycook, waiter and cleaner.

(c) Los Angeles, usually called LA, has mild weather, good beaches, amusement parks, celebrities and mansions.

(d) Although I went to three large department stores, two sports stores and a boutique, I was unable to find exactly what I was looking for.

(e) As well as promoting designer gowns, exclusive jewellery and expensive shoes, Stephanie Hawkins, the country’s most popular model, works tirelessly for charity.

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A comma can be used to: • separateitemsinalist • separatetwoormoresentencesorphrasesthatarejoinedtogether,and • separatewordsaddedforextrainformation.

1. Clearly show where the commas should be in the following sentences.

(a) April June September and November all have thirty days.

(b) Unless I finish this homework I won’t be able to watch that DVD with you.

(c) My favourite relative Aunty Ellen is celebrating the birth of her first child.

(d) Although we were anticipating a close game the away team won easily.

(e) Mrs Fisher our teacher announced the winner of the short-story competition.

(f) She organised her schedule around the children’s school tennis art class the gym and work.

2. Use commas in your answers to the following.

(a) What four foods do you most enjoy eating?

(b) Name four countries that end with the letter A.

(c) What four television shows do you most enjoy?

(d) Write four synonyms for the word ‘excellent’.

(e) Write four nouns that start with the letter P.

3. Delete the incorrectly placed commas in each sentence and show where they should be.

(a) She applied, for her passport which, arrived by courier.

(b) He, started a diet yesterday eliminating, cakes ice,cream chocolate and, pizza.

(c) Unless, I brush my teeth, every morning I’m, not allowed out, of the house.

(d) How weird, that Tom Tim Taj Trent Tyler and, Tate are all, at the same club The, Townsville, Titans.

(e) Although, the computer expert Nathan, Jones knew about, the virus he was unable to, restore the data.

4. Clearly show where the commas should be in the following sentences.

(a) During the storm on Saturday there was thunder lightning rain and very dark skies.

(b) Rob Gale the owner of the restaurant has advertised for a kitchen hand pastrycook waiter and cleaner.

(c) Los Angeles usually called LA has mild weather good beaches amusement parks celebrities and mansions.

(d) Although I went to three large department stores two sports stores and a boutique I was unable to find exactly what I was looking for.

(e) As well as promoting designer gowns exclusive jewellery and expensive shoes Stephanie Hawkins the country‘s most popular model works tirelessly for charity.

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PunctuationQuotation marks

TEACHER INFORMATIONQuotation marks ( ‘ ’ ) are used to:

• enclose direct speech; e.g. ‘I can see you’, said Tim.

• show quotations within quotations; e.g. ‘The song is called “Insects”, I think’, said Maya.

• enclose words that the writer may not be using in their usual sense; e.g. The learner driver ‘kangaroo-hopped’ down the road.

• enclose the meaning of a word; e.g. The Spanish word ‘siesta’ means a ‘short nap’.

• enclose titles of books, songs, special names, plays etc. (in handwritten work); e.g. ‘The lion king’ was playing.

Prim-Ed Publishing® follows guidelines for punctuation and grammar as recommended by the Style manual for authors, editors and printers, sixth edition, 2002. Note, however, that teachers should use their preferred guidelines if there is a conflict.

Answers

1. (a) ‘I’m really disappointed that I was too sick to visit’, she told her grandmother. (b) He told the gathering, ‘In my opinion, whales are the most fantastic creatures in the

world’. (c) ‘This competition will be judged by three people and the decision is final’, the host said. (d) Our teacher repeated, ‘The instruction is clear. Do not include any information from

unauthorised sites’.

2. (a) ‘I really don’t like arguing with you’, she told her brother. ‘Can’t you just leave it as it is?’ (b) ‘I’m sure I’d like an occupation similar to yours’, I told my uncle. ‘I like the idea of

creating things.’ (c) ‘It’s not necessary for you to behave like that,’ his father warned him. ‘I know it’s out of

character, so tell me what‘s wrong.’ (d) ‘Just let me know what decision you make,’ he asked Oscar. ‘Then I can ask my parents

for permission to go with you.’

3. (a) ‘The salesman asked me, “What quote did you get from the other store?”’ she told her husband.

(b) The official said, ‘I presume your coach has warned, “Don’t false start”, because I will eliminate you from the race’.

(c) She said to me, ‘The film is called “Zoe’s garden” and I thoroughly enjoyed it’. (d) ‘Can I make a suggestion?’ she asked. ‘Why don‘t you simply call it “Kane’s Story”?’

4. Owen called and asked, ‘Have you got time to come over for a visit?’ I thought about it for a second and said, ‘Sure, but I can‘t stay for long. I’m going out with my parents later’. ‘That’s fine,’ Owen said. ‘I just want to show you some designs I finished.’ ‘Great, I’ll be there soon’, I told him.

5. Answers will vary.

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Quotation marks are used to show the exact words that someone has spoken.

1. Show where the quotation marks should be.

(a) I’m really disappointed that I was too sick to visit , she told her grandmother.

(b) He told the gathering , In my opinion , whales are the most fantastic creatures in the world .

(c) This competition will be judged by three people and the decision is final , the host said.

(d) Our teacher repeated , The instruction is clear. Do not include any information from unauthorised sites .

2. Use quotation marks to show the speech breaks.

(a) I really don’t like arguing with you , she told her brother. Can’t you just leave it as it is?

(b) I’m sure I’d like an occupation similar to yours , I told my uncle . I like the idea of creating things.

(c) It‘s not necessary for you to behave like that , his father warned him. I know it‘s out of character, so tell me what’s wrong.

(d) Just let me know what decision you make , he asked Oscar. Then I can ask my parents for permission to go with you.

Quotation marks can be used for quotations within quotations. Double quotation marks are used for the ‘inside quotation‘.

3. Use quotation marks to show the two sets of quotations in each sentence.

(a) The salesman asked me , What quote did you get from the other store? she told her husband.

(b) The official said, I presume your coach has warned, Don‘t false start , because I will eliminate you from the race .

(c) She said to me , The film is called Zoe’s garden and I thoroughly enjoyed it .

(d) Can I make a suggestion? she asked. Why don‘t you simply call it Kane’s Story ?

4. The quotation marks are incorrectly placed. Write the passage correctly. Remember, each new speaker starts on a new line.

‘Owen called and asked,’ Have you got time to come over for a visit? ‘I thought about it for a second’ and said, ‘Sure, but I can‘t stay for long.’ I’m going out with my parents later. ‘That’s fine, Owen said.’ I just want to show you some designs. Great, ‘I’ll be there soon, I told him.’

5. Use quotation marks and write something:

(a) a computer saleswoman might say to a customer

(b) a director might say to an actor

(c) an instructor might say to a learner driver.

Quotation marks

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PunctuationApostrophes

TEACHER INFORMATIONAn apostrophe ( ’ ) is used:

• in contractions to show where letters have been dropped; e.g. I’ve taken it. She’s taken it.

• to show ownership with nouns in the possessive case, e.g. the boy’s bag, the children’s bags

• when parts of words are left out to show the way a character speaks; e.g. I like ‘em.

When used to show ownership, the apostrophe is placed directly after the owner(s); e.g. a lady’s hat, the ladies’ hats, the Smiths’ dog, Mrs Jones’s cat.

Possessive pronouns—its, his, hers, ours, yours—do not use an apostrophe.

Answers

1. (a) teacher’s (b) Riley’s (c) driver’s (d) team’s (e) man’s

2. (a) computers’ (b) Ross’s, waiters’ (c) members’, council’s (d) footballers’, coaches’ (e) ladies’, community’s

3. (a) don’t she’s I’ll mother’s (b) G’day that’s he’d (c) voters’ politcian’s wouldn’t (d) men’s there’s everyone’s (e) swimmer’s team’s

4. (a) The charity’s members were all volunteers. (b) It was hard to believe the child’s behaviour was so awful. (c) We heard the referee’s decision loud and clear. (d) I was excited before my cousin’s wedding. (e) The man’s cigarette smoke was disgusting. (f) The pressure on the athlete’s nerves was extreme.

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An apostrophe is used to show ownership. It is placed directly after the owner(s). It can also be used to replace missing letters when two words are contracted and when parts of a word are left to show the way a character speaks.

1. Underline the owner and clearly show where the apostrophe should be. For example: Amy’s hair is blonde.

(a) The teachers new car was parked in the staff car park.

(b) Rileys suggestion was to design a large mural.

(c) The truck was noisy so the drivers music was turned up loud.

(d) I noticed that the teams uniform was red, white and black.

(e) The lawnmower mans trailer was full of equipment.

2. Underline the words that need an apostrophe and clearly show where the apostrophe should be.

(a) All the computers hard drives needed to be updated before the start of school.

(b) Rosss restaurant was open six nights a week and the waiters shifts started at 4.30 pm.

(c) Five of the members arguments were heard at the councils general meeting.

(d) As a team, the footballers skills were terrible and the two coaches roles needed to be looked at.

(e) The ladies meeting was held to discuss the communitys contributions to the fundraiser.

3. Clearly show where all the apostrophes should be in each sentence.

(a) I dont know why shes absent today but Ill get her mothers number and call her to ask.

(b) The tourist asked if all Aussies said ‘Gday mate’ because thats what hed heard was true.

(c) The voters reactions to the politicians speech were varied, with some saying they wouldnt want to see him elected.

(d) The mens issues will be discussed when theres a suitable location found and everyones available.

(e) The experienced swimmers advantage was obvious when she beat the teams younger competitors.

4. Rewrite each sentence using an apostrophe where needed; eg. I heard the screams of the passenger after the accident. I heard the passenger‘s screams after the accident.

(a) The members of the charity were all volunteers.

(b) It was hard to believe the behaviour of the child was so awful.

(c) We heard the decision of the referee loud and clear.

(d) I was excited before the wedding of my cousin.

(e) The smoke from the mans cigarette was disgusting.

(f) The pressure on the athletes nerves was extreme.

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PunctuationColons

TEACHER INFORMATIONA colon ( : ) is used to introduce more information, which could be a list of words, phrases, clauses or a quotation; e.g. Use the following: eggs, bacon, milk, salt and pepper.

Answers

1. (a) For the recipe you will need: (b) The mystery was solved: (c) Wanted: (d) The man was worried: (e) Handyman available:

2. Answers will vary.

3. Answers will vary.

4. (a) The contents included: (b) The competitors are: (c) The prize: (d) Information required: (e) Your itinerary is as follows:

5. Answers will vary.

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A colon ( : ) is a punctuation mark used to introduce additional information. It can be used to introduce: • a word or phrase that expands, summarises or illustrates what has come before • aseriesofitemsthatgivemoreinformationaboutwhathascomebefore • adot-pointseriesthatprovidesmoreinformation • thesubtitlesofbooksetc.

1. Show where the colon should be in each of these.

(a) For the recipe you will need lettuce, cheese, tomato, mayonnaise and mustard.

(b) The mystery was solved the dog had taken the baby‘s toy.

(c) Wanted junior office worker to start immediately.

(d) The man was worried his wife had failed to arrive on time.

(e) Handyman available no job too small or too big.

2. Create a dot-point series to show the main responsibilities you have on a weekly basis.

3. Write or create five book, film or game titles that have a subtitle added.

4. Show where the colon should be in each of these.

(a) The contents included spelling, punctuation, grammar and phonics.

(b) The competitors are T O’Callaghan, M Martin, S Roberts, B Baker and L Taylor.

(c) The prize two first class return tickets to Paris, with accommodation and all meals.

(d) Information required full name, phone number, age, gender and preference.

(e) Your itinerary is as follows depart Los Angeles 5.55 pm, arrive Honolulu 8.50 pm.

5. Add more information after each colon.

(a) The countries involved are as follows:

(b) These celebrities were seen at the premiere:

(c) Occupations advertised include:

(d) Applications installed on this computer:

(e) Charities benefiting from this fundraiser include:

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PunctuationSemicolons, dashes and hyphens

TEACHER INFORMATIONThe semicolon ( ; ) is stronger than a comma but not as strong as a full stop. It is used to:

• separate short, balanced and linked phrases or clauses; e.g. I bought new shoes; they were on sale.

• separate items in a list of phrases or clauses; e.g. I need 12 pens, pencils and rulers; 24 books, 6 erasers and 2 bags.

A dash ( — ) is used to:

• provide additional information; e.g. I opened the gift—it was just what I wanted.

• show that something is unfinished; e.g. I’m not so sure—.

The hyphen ( - ) is used to:

• join two or more words or word parts; e.g. dark-blue, go-ahead.

• clarify meaning; e.g. re-signed a contract, resigned from the job.

• form some compound nouns and adjectival phrases; e.g. brother-in-law, she is a well-known poet.

• write whole numbers and fractions; e.g. twenty-one, three-quarters.

Answers

1. (a) university; (b) wedding; (c) recycled; (d) atrocious; (e) car; (f) different; (g) paper; (h) Greece; Australia;

2. Answers will vary.

3. (a) role-play (b) two-month-old (c) co-worker (d) short-sighted (e) go-ahead (f) 45-year-old

4. (a) forecast; (b) re-signed (c) five-part (d) following: (e) experience— (f) re-cover (g) re-audition are: (h) e-book online;View

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A semicolon shows a pause that is stronger than a comma but not as strong as a full stop. It is used to separate two parts of a sentence that are linked in meaning. It is also used to separate

items in a list when those items already use commas.

1. Clearly show where the semicolon should be.

(a) They met when they were at university now they are engaged.

(b) I bought a new dress to wear to my aunt‘s wedding it was more expensive than I expected.

(c) The computer had been recycled it functioned surprisingly well.

(d) Their behaviour was atrocious they obviously have no effective boundaries.

(e) The cyclist had been hit by a car he was lying unconscious on the road.

(f) My opinion is different I don‘t believe they are correctly implementing that policy.

(g) Please use white, beige or cream paper pencils, paint or charcoal and beads or feathers.

(h) There is news from Spain, Italy and Greece sport from England, South Africa and Australia world weather, including rainfall, and a variety of documentaries.

A dash is used to provide additional information, especially when the statement and list are part of the same sentence.

2. Provide your own information to complete each sentence.

(a) The main character had many qualities—

(b) The actor has appeared in many films—

(c) She had success in four countries—

(d) A number of emergency services were involved—

A hyphen is used to join words and word parts, make a word clearer, create an adjectival phrase and divide a word at the end of a line.

3. Write the words that need a hyphen.

(a) It‘s important for young people to join in at least one role play.

(b) The three two month old puppies were so gorgeous that I wanted them all.

(c) Her coworker was definitely not well enough to be at the office.

(d) It was difficult for him to get his licence because he was short sighted.

(e) The mayor gave the go ahead for the major redevelopment project.

(f) A 45 year old woman was involved in an accident.

4. Add the most appropriate punctuation mark—a colon, semicolon, dash or hyphen to these sentences.

(a) Another very cold day was forecast the same as yesterday.

(b) The manager resigned with his company for a further two years.

(c) I‘ve been watching the five part documentary series on television.

(d) Ensure you bring the following calculator, pencil, ruler and eraser.

(e) It was such a fantastic experience I‘ll go again next year.

(f) It took six weeks for the library assistant to recover all the new books.

(g) The students who need to reaudition are Cameron, Dean, Jake, Nick and Blake.

(h) Some people now enjoy reading an ebook online I prefer the paperback variety.

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PunctuationPunctuation

TEACHER INFORMATIONBrackets are used to enclose additional information such as a comment, example or explanation. There are different types of brackets:

• Parentheses, or round brackets ( ) are often used to enclose extra information that is less important than the rest of the sentence; e.g. Tia (my sister) showed me how to use the program. A comma or dash is used if the extra information is just as important.

• square brackets [ ] are used to enclose extra information that is part of information already in round brackets; e.g. The woman (Jane Doe [1962–99] of Perth) wrote the book in Italy. Square brackets are also used when insertions are made by someone other than the author.

• angle brackets < > are primarily used to enclose email and web addresses that are part of the text to lessen confusion with any other punctuation; e.g. Contact <[email protected]> for details.

• curly brackets { } are most often used in more technical contexts; e.g. mathematical equations.

• slant or diagonal brackets / / are most often used with web addresses.

An ellipsis ( … ) is three full stops used to show where letters or words have been left out; e.g. Her birthday party was wonderful … best ever! An ellipsis can also mark a pause or interruption; e.g. I just want to say … Yes? What is it, Ali?

The forward slash ( / ) is used:

• to show options; e.g. yes/no

• to show shortened forms; e.g. a/c.

• instead of per, an or a; e.g. 40 km/h

• in web addresses; e.g. <www.prim-ed.com>.

Answers

1. ( ) [ ] < > { } / /

2. (a) (details enclosed) (b) (Jack Taylor) (c) (won last year) (d) (my cousins)

3. Answers will vary.

4. (a) true/false (b) 60 km/h (c) www.grammarsearch.com/punctuation (d) pay the a/c

5. (b) forward slash The police officer stopped the man who was driving at 125 km/h. (c) ellipsis We downloaded 20 different music tracks … they were all brilliant! (d) square bracket Robert Atkin [1929–2009] was a distinguished, humble man who passed away peacefully. (e) angle brackets Please email your details to <[email protected]> and I will contact you soon. (f) curly brackets We wrote down the first equation which was {4x + 2y} = {2y + 4x}.

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Brackets are used to enclose additional information such as a comment, example or explanation. Round brackets are often used to enclose extra information that is less important than the rest of the

sentence. A comma or dash can be used if the extra information is just as important.

1. Show the different types of brackets.

(a) parentheses (b) square (c) angle (d) curly (e) diagonal

2. Use round brackets to enclose the extra information in each sentence.

(a) Win a luxury trip for two to beautiful Bali details enclosed.

(b) The sports writer Jack Taylor believes that all umpires should be paid more.

(c) His achievement award won last year takes pride of place in the living room.

(d) Ethan and Jade my cousins were involved in surf lifesaving, learning various skills and having fun.

An ellipsis is three full stops ( … ) used to show where letters or words have been left out; e.g. His strategy was perfect … the best I‘ve seen! An ellipsis can also mark a pause or interruption.

3. Provide your own information to complete each of these.

(a) The coach was pleased with his two players …

(b) She was very independent …

(c) His sense of humour irritated me …

(d) She felt isolated watching the others …

The forward slash ( / ) can be used to show options, shortened forms, be used in web addresses and instead of per, an or a.

4. Add a forward slash to the following.

(a) true false (b) 60 kmh (c) www.grammarsearch.compunctuation (d) pay the ac

5. Write the most appropriate addition—brackets, ellipsis or forward slash—and clearly show where to include it. The first one has been completed.

(a) Please define that word (the first one) before you use it in your writing.

(b) The police officer stopped the man who was driving at 125 kmh.

(c) We downloaded 20 different music tracks they were all brilliant!

(d) Robert Atkin 1929–2009 was a distinguished, humble man who passed away peacefully.

(e) Please email your details to [email protected] and I will contact you soon.

(f) We wrote down the first equation which was 4x + 2y = 2y + 4x.

Brackets, ellipses and forward slashes

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PunctuationPunctuationEditing

Answers

1. (a) Australians celebrated when Catherine Freeman won the 400 m gold medal at the Sydney 2000 Olympics.

(b) In 2008, American swimmer Michael Phelps won a record eight gold medals in Beijing.

(c) Please ask Mrs Craig if she remembers who previously lived at 16 Valley Road, Brookdale.

(d) I can’t believe it! How could Emma and Grace go to see High School Musical without inviting me?

(e) My Uncle Jake believes that the Prime Minister of Australia and the President of the United States of America are both working to combat world issues. Do you agree with his opinion?

2. (a) Did you know that the Commonwealth Games and the Olympic Games are held every four years, with two years between each event?

(b) I hope you know that January, March, May, July, August, October and December all have 31 days.

(c) It’s impossible to list all of them! I do know that Jake, James, Jackson, Jeff, Josh, Jack and Jai are all boys’ names that begin with the same letter.

(d) Dr Martin, on his way to work, stopped to assist the St John paramedics who attended the accident on the corner of High Street and Aztec Road.

(e) Peter Davies, owner of the new store, advertised for salespeople, computer experts, an accountant, cleaners and delivery drivers. The advertisement he wrote had two bold headings: ‘Fantastic opportunity!’ and ‘Are you looking for a great challenge?’

3. (a) ‘Did you complete the survey?’ I asked my dad. ‘Yes, though it took me nearly an hour to finish!’

(b) The surgeon told the woman, ‘The surgery was successful, though your son remains unconscious’. ‘Can I see him?’ she asked. ‘Of course. Just give the nurse a few minutes.’

(c) ‘I don’t know who I’m going to vote for. Those dancers are all brilliant!’ ‘I agree’, said Lily. ‘I think I’ll give each of them a vote.’

(d) ‘I am so exhausted’, Belle complained. ‘I don’t think I’ve ever played such a fast netball game.’ ‘Just watching was enough to tire me out!’ her father said.

(e) ‘Before the meeting comes to an end, does anyone have anything else to add?’ asked the director. ‘Yes, I have another suggestion.’ ‘I’d also like to add something after Russell speaks’, said Christian.

4. (a) ‘Emma’s painting of Alice is brilliant!’ I told Hayley. ‘You’ll have to go over and see it for yourself.’

(b) The ladies’ table was full of empty plates, cutlery and glasses that should’ve been cleared before their coffees arrived.

(c) After their dismal performance, the team’s meeting was held at the Brisbane Stadium’s conference room.

(d) Her parents’ success came from determination, commitment and confidence and they always told her, ‘Believe in yourself because we believe in you’.

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1. Show capital letters and the correct sentence endings.

(a) australians celebrated when catherine freeman won the 400 m gold medal at the sydney 2000 olympics

(b) in 2008, american swimmer michael phelps won a record eight gold medals in beijing

(c) please ask mrs craig if she remembers who previously lived at 16 valley road, brookdale

(d) i can‘t believe it how could emma and grace go to see high school musical without inviting me

(e) my uncle jake believes that the prime minister of australia and the president of the united states of america are both working to combat world issues do you agree with his opinion

2. These sentences need capital letters, a correct ending and commas. Clearly show the correct punctuation.

(a) did you know that the commonwealth games and the olympic games are held every four years with two years between each event

(b) i hope you know that january march may july august october and december all have 31 days

(c) it‘s impossible to list all of them i do know that jake james jackson jeff josh jack and jai are all boys' names that begin with the same letter

(d) dr martin on his way to work stopped to assist the st john paramedics who attended the accident on the corner of high street and aztec road

(e) peter davies owner of the new store advertised for salespeople computer experts an accountant cleaners and delivery drivers the advertisement he wrote had two bold headings: ‘fantastic opportunity’ and ‘are you looking for a great challenge’

3. Quotation marks need to be added to these sentences. Clearly show where they should be.

(a) Did you complete the survey? I asked my dad. Yes, though it took me nearly an hour to finish!

(b) The surgeon told the woman, The surgery was successful, though your son remains unconscious. Can I see him? she asked. Of course. Just give the nurse a few minutes.

(c) I don‘t know who I‘m going to vote for. Those dancers are all brilliant! I agree, said Lily. I think I‘ll give each of them a vote.

(d) I am so exhausted, Belle complained. I don‘t think I‘ve ever played such a fast netball game. Just watching was enough to tire me out! her father said.

(e) Before the meeting comes to an end, does anyone have anything else to add? asked the director. Yes, I have another suggestion. I‘d also like to add something after Russell speaks, said Christian.

4. Clearly show the correct punctuation for these sentences.

(a) emmas painting of alice is brilliant i told hayley youll have to go over and see it for yourself

(b) the ladies table was full of empty plates cutlery and glasses that shouldve been cleared before their coffees arrived

(c) after their dismal performance the teams meeting was held at the brisbane stadiums conference room

(d) her parents success came from determination commitment and confidence and they always told her believe in yourself because we believe in you

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GrammarNouns

TEACHER INFORMATIONNouns are naming words. They name people, places, things and ideas.

Common nouns are words naming general rather than particular things; e.g. apple, river, table, colour.

Proper nouns name specific people and things and use a capital letter; e.g. England, Luke.

Collective nouns name a group of people, animals or things; e.g. class, herd.

Abstract nouns name an idea, concept or quality; e.g. love, danger, youth, pain.

Nouns are often identified by the placement of a, an, the or some in front of the word.

Answers

1.–4. Answers will vary.

5. (a) children, school, opinions (b) accident, pain, paramedics (c) family, schedule, fridge (d) danger, pack, dogs, building (e) kilometre, Dad, tent, shed

6. Answers will vary.

7. Answers will vary. Proper nouns—Disneyland, Matilda, London, Mr Boyd Common nouns—calendar, violin, basketball, teacher Collective nouns—orchestra, team, family, class Abstract nouns—courage, loyalty, youth, ignorance

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Nouns

1. Proper nouns name specific people and things and have a capital letter. Write six proper nouns.

2. Common nouns are general names of a kind of person or thing. Write six common nouns.

3. Collective nouns name a group of people, animals or things. Write six collective nouns.

4. Abstract nouns name an idea, concept or quality. Write six abstract nouns.

5. Circle the nouns in each of these sentences.

(a) The children were surveyed at school because their opinions were important.

(b) After the accident, he remembered feeling pain before the paramedics arrived.

(c) Our family schedule is always on the fridge so we know where everyone is.

(d) He knew he could be in danger when he saw the pack of dogs near the building.

(e) We had only travelled one kilometre when Dad realised the tent was still in the shed.

6. Write a question that could have one of these nouns as the answer.

(a) beauty

(b) China

(c) data

(d) committee

7. Write four different sentences. Choose a proper, common, collective and abstract noun from the list to include in each sentence.

Disneyland orchestra courage team Matilda family calendar violin loyalty basketball teacher London youth Mr Boyd ignorance class

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GrammarVerbs

TEACHER INFORMATIONA verb is a word or group of words that names an action or state of being. Verbs are often called ‘doing words’; e.g. read, walks, speak, has broken, ate, will type.

Verbs can indicate tense, voice, mood, number and person.

Answers

1. (a) verb—accepted subject—Zoe (b) verb—arrived subject—Cody (c) verb—vacuum subject—Charlie (d) verb—was reheated subject—plate of food

2. Examples include: (a) frequently raining (b) nervously waiting (c) swimming across

3. (a) The people are standing outside the theatre discussing their views. (b) He is a kind, intelligent person, who is involved in the local community. (c) She does want the pizza after all so I will call and order enough for

everyone. (d) I was tired so I lay on the sofa while I watched television.

4. Answers will vary.

5. Answers will vary.

6. (a) The large dog bit Alice on the leg. (A)—bit (b) The older boy threw the ball. (A)—threw (c) Alice was bitten on the leg by the large dog. (P)—was bitten (d) The ball was thrown by the older boy. (P)—was thrown (e) She drove Dale to school in the new car. (A)—drove (f) Dale's mother was driving the new car. (A)—was driving

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Verbs

A verb is a word that names an action or state of being of the subject.

1. Write the verb and subject in each sentence. verb subject

(a) Zoe accepted the award for Best New Talent.

(b) Cody arrived at the empty house on time.

(c) ‘Please vacuum your room, Charlie.’

(d) The plate of food was reheated in the microwave.

2. Write a different verb to match each of these words.

(a) frequently (b) nervously (c) across

Action verbs tell what the subject does; e.g. drop, picked, called, will invite

Helping (auxiliary) verbs are added to an action verb to make the meaning clearer. The most common are forms of the verbs: ‘to be’ (e.g. am, is, are, was); ‘to have’ (e.g. has, had) and ‘to do’ (e.g. did, does). Other examples include can, may, will, must, might, could, should and would.

3. Underline all the verbs in each sentence.

(a) The people are standing outside the theatre discussing their views.

(b) He is a kind, intelligent person who is involved in the local community.

(c) She does want the pizza after all so I will call and order enough for everyone.

(d) I was tired so I lay on the sofa while I watched television.

4. Write five different sentences. Include the verb given and at least one other verb in each sentence. (You may add a prefix or suffix to the verbs.)

(a) frighten

(b) encourage

(c) connect

(d) develop

5. Write three verbs to show what each of these might do.

(a) actor

(b) lioness

(c) dentist

(d) tourist

A verb can be active or passive. An active verb describes the action of the subject; e.g. The bull chased me. A passive verb describes what was done to the subject; e.g. I was chased by the bull.

6. Underline the subject and write whether these sentences have active (A) or passive (P) verbs.

(a) The large dog bit Alice on the leg. (b) The older boy threw the ball.

(c) Alice was bitten on the leg by the large dog. (d) The ball was thrown by the older boy.

(e) She drove Dale to school in the new car. (f) Dale's mother was driving the new car.

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GrammarVerb tenses

TEACHER INFORMATIONThe tense of a verb is used to show the time at which the action of that verb takes place.

Most verbs are regular and follow the same pattern for the past, present and future tense. For example, with the verb to jump; I jump/I am jumping (present tense); I jumped/I was jumping (past tense), I will jump (future tense).

Irregular verbs are those that do not follow this pattern, particularly in the past tense. For example, I rise (rose), I teach (taught), I mean (meant), I win (won), I do (did), I begin (began).

An auxiliary verb helps to form the tense of a verb. The verbs to be, to have and to do are auxiliary verbs; e.g. I have eaten. The auxiliary verb used in the future tense is will; e.g. I will eat.

Answers

1. Present: recognise, desert, forget, disarm, invent, process, is discovering Past: began, have done, educated, stole, did, styled, furthered, have

examined Future: will require, will frighten, will breathe, will graze

2. (a) identified, will identify (b) issued, will issue (c) messaged, will message (d) confessed, will confess (e) stood, will stand (f) froze, will freeze

3. (a) She will eat all the fudge and will brush her teeth before she goes to bed.

(b) I will write a short story about the camp I will go/be going to in the holidays.

(c) Mum will employ two people who will help her manage the business. (d) My birthday is coming and I will receive what I will need for my

computer.

4. (a) She behaved badly then said sorry to her parents. (b) They will be lining/will line up outside the hall, then they will vote/be

voting. (c) The jury heard the facts when the lawyer spoke. (d) I never eat cabbage because Mum doesn‘t buy it.

5. Sentences will vary. Verbs may include: (a) rode, was/were ridden, proved, was/were proven (b) speaks, is/are speaking, hears, is/are hearing (c) will follow, will depend

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Verbs can be changed to show what is happening in the present, what has happened in the past and what will happen in the future.

1. Sort the verbs into present, past and future.

began recognise have done forget will require desert disarm will frighten educated stole did styled furthered invent process will breathe will graze is discovering have examined

Present

Past

Future

2. Write the past and future tense of these present tense verbs.

(a) identify (b) issue

(c) message (d) confess

(e) stand (f) freeze

3. Rewrite each sentence, changing the verbs to the future tense.

(a) She ate all the fudge and brushed her teeth before she went to bed.

(b) I wrote a short story about the camp I went to in the holidays.

(c) Mum employed two people who have helped her manage the business.

(d) My birthday came and I received what I needed for my computer.

4. These sentences are not written in a consistent tense. Rewrite each correctly.

(a) She behaved badly then will say sorry to her parents. (past)

(b) They are lining up outside the hall, then they voted. (future)

(c) The jury was able to heard the facts when the lawyer speak. (past)

(d) I have never ate cabbage because Mum doesn‘t bought it. (present)

5. Write sentences using the:

(a) past tense of ride and prove

(b) present tense of spoke and heard

(c) future tense of following and depended

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Grammar

TEACHER INFORMATIONA pronoun is used in place of a noun to avoid repetition.

Personal pronouns refer to people. They can be singular or plural, subjective or objective and may indicate gender. Examples are: I, you, he, she, we, they, me, him, her, his, them, mine, hers, theirs, ours.

Impersonal pronouns refer to everything but people. They can be singular or plural, subjective, objective or possessive. Examples are: it, they, them, theirs.

Relative pronouns refer to people and objects and connect clauses and sentences. They are used in the three cases:

• subjective – who, that, which• possessive – whose, of that, of which, of whose• objective – whom, that, which.

Other examples of relative pronouns are whoever, whomever, whichever and whatever.

Demonstrative pronouns replace nouns and function in the same way as nouns in a sentence. They have no gender but are used in the three cases:

• subjective – this, that, these, those• possessive – of this, of that, of these, of those• objective – this, that, these, those.

Other examples of demonstrative pronouns are: other, such, same, former, latter and ordinal numbers (first, second etc.)

Interrogative pronouns are used in asking questions. They include who, whose, whoever (used for people) and what, which and whatever (used for things).

Reflexive pronouns are used in sentences that contain verbs whose actions are directed toward the subjects of the verbs. Add the suffixes –self or –selves to the personal pronouns my, your, him, her, our, them and one.

Indefinite pronouns are words that refer to people or things without saying exactly who or what they are. Examples include all, another, any, anybody, anyone, anything, both, each one, either, everybody, everyone, everything, few, little, many, more, much, neither, nobody, none, no-one, nothing, other, others, several, some, somebody, someone, something and such. Note: Some indefinite pronouns can also be used as determiners.For example, I would like some (indefinite pronoun). I would like some apples (determiner).

Answers

1. (a) She, them (b) I, myself, I, you, it (c) his, hers, we, it (d) I, him, it, he

2. (a) he, they/we (b) we, her (c) it, we, it (d) he/she, it/him

3. (a) everyone (b) nothing (c) both (d) everything

4. Answers will vary.

5. (a) who (b) which (c) that (d) which

6. I know I need permission from my parents to go to your house. I want to go by myself but I am sure they will take me in their car. It is difficult to give you an exact time because they are still talking among themselves. When somebody tells me, I will send you an SMS.

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A pronoun is a word that takes the place of a noun.

1. Underline the pronouns in each sentence.

(a) She knows the best way to avoid arguments is to ignore them.

(b) The book is a biography I wrote myself so I hope you will enjoy it.

(c) Our family has a his and hers bathroom and we all find it easier in the mornings.

(d) I recognised him from the paper where it said he had won a competition.

Personal pronouns refer to people. Impersonal pronouns refer to everything else. They can be singular or plural.

2. Write the correct pronouns to complete each sentence.

(a) Adam asked his Dad if would suggest a film could watch together.

(b) My sister‘s friend came to our house and both played with .

(c) was a beautiful day so all went to the beach while was still warm enough.

(d) Mark's teacher decided his behaviour should improve so spoke to his parents about .

Indefinite pronouns are words that can refer to people or things without saying exactly who or what they are.

3. Underline the indefinite pronouns.

(a) I‘m sure the politician expects everyone to vote for her at the election.

(b) There is nothing I like better than a mystery novel I can read at night.

(c) Both are useful and are not that difficult to understand.

(d) We require an explanation that will make everything much clearer.

4. Write a sentence that includes the indefinite pronoun given and at least one personal pronoun.

(a) somebody

(b) something

(c) anyone

(d) anything

Relative pronouns refer to people and objects and introduce a clause.

5. Underline the relative pronouns.

(a) The student who wanted to study medicine was working hard.

(b) I‘d like to know more about the latest release cars which are automatic.

(c) We had an adventure that I never thought would be possible.

(d) It is an important decision which they have to make about the charity foundation.

6. Highlight all the pronouns.

I know I need permission from my parents to go to your house. I want to go by myself but I am sure they will take me in their car. It is difficult to give you an exact time because they are still talking among themselves. When somebody tells me, I will send you an SMS.

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GrammarAdjectives

TEACHER INFORMATIONAn adjective is a word that describes or gives more information about a noun or pronoun; e.g. pretty, thin, tall, delicious. It qualifies the word it describes by making it more specific; e.g. the red dress—the adjective red specifies the colour of the noun dress.

Adjectives can tell about the colour, size, number, classification or quality of a noun or pronoun. They can come before or after the noun and usually after the pronoun; e.g. the beautiful bird, The bird is beautiful. It is beautiful.

There are three forms of adjectives: absolute (e.g. small), comparative (e.g. smaller), superlative (e.g. smallest).

Answers

1. Examples include: (a) assembly—quiet, crowded, large, interesting, boring (b) entertainer—funny, pretty, popular, wonderful, great (c) instrument—noisy, classic, light, musical, large, small (d) scientist—intelligent, dedicated, careful, knowledgeable, famous (e) drought—terrible, annual, devastating, heartbreaking, long (f) camera—digital, expensive, new, small, advanced, latest

2. (a) more private, most private (b) more punctual, most punctual (c) prettier, prettiest (d) more severe, most severe (e) wealthier, wealthiest (f) lesser, least

3. (a) The nervous woman confided in her caring doctor about her troubling symptoms.

(b) The young woman was given ornamental jewellery by her generous mother.

(c) The most injured passengers were taken to the nearest hospital for urgent treatment.

(d) The courageous athlete continued her steady training despite a swollen face.

(e) He engaged in a criminal act that caused serious damage to the most expensive house.

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Adjectives are words that describe or give more information about a noun or pronoun. • Theycantellsomethingaboutthequality,characteristic,colourorsize. • Youcanidentifyanadjectivebylookingatthenounandasking,‘What’sitlike?’

1. Write three adjectives to describe each noun.

(a) assembly

(b) entertainer

(c) instrument

(d) scientist

(e) drought

(f) camera

Adjectives can be used to make comparisons. The three forms are:

absolute nice rare difficult intelligent good bad

comparative nicer rarer more difficult more intelligent better worse

superlative nicest rarest most difficult most intelligent best worst

2. Write the comparative and superlative forms of each adjective.

(a) private

(b) punctual

(c) pretty

(d) severe

(e) wealthy

(f) less

3. Underline the matching nouns and adjectives in each sentence.

(a) The nervous woman confided in her caring doctor about her troubling symptoms.

(b) The young woman was given ornamental jewellery by her generous mother.

(c) The most injured passengers were taken to the nearest hospital for urgent treatment.

(d) The courageous athlete continued her steady training despite a swollen face.

(e) He engaged in a criminal act that caused serious damage to the most expensive house.

4. Write a sentence that includes any form of the two adjectives given.

(a) suitable, terrific

(b) scarce, punctual

(c) unique, skilful

(d) fashionable, difficult

(e) mysterious, remarkable

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GrammarAdverbs

TEACHER INFORMATIONAn adverb can modify or add information about verbs (e.g. work quickly), adjectives (e.g. extremely pretty) and other adverbs (e.g. walking very quickly). They indicate when (soon), where (here), how (silently) and how often (frequently). Many adverbs end in ly; e.g. carefully, finally, nightly, exactly.

Adverbs can be categorised as:

• time – again, early, now, never, often, then, today, tomorrow

• location – above, below, away, down, up, inside, outside, here, there

• manner – fast, slowly, well, happily, creatively, politely, carelessly

• degree – almost, entirely, little, much, more, rather, too, very

• reason – so, why

• number – first, once, second, twice, third.

Answers

1. (a) quickly (b) vacantly (c) exactly (d) curiously (e) jealously (f) seriously (g) naturally (h) annually (i) completely

2. (a) snored loudly (b) acted courageously (c) spoke angrily (d) always hungry (e) worked quietly and independently (f) successfully managed (g) completely exhausted, extremely wet (h) was held annually (i) Sensibly, wore

3. Answers will vary.

4. Examples include: (a) strongly—held, believed (b) vacantly—stared, looked (c) thoroughly—worked, read (d) suitably—dressed, covered (e) informally—talked, wrote (f) exactly—spoke, guessed (g) rarely—slept, cried (h) seriously—looked, spoke (i) affectionately—hugged, kissed

5. Examples include: (a) difficult—extremely, very (b) intelligent—always, very (c) athletic—amazingly, very (d) expensive—terribly, more (e) scarce—almost, rather (f) annual—first, always (g) delicious—wonderfully, entirely (h) patient—cautiously, never (i) serious—definitely, completely

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An adverb modifies or gives more exact information, usually about a verb and sometimes about an adjective or another adverb. Many adverbs end in -ly and most answer the

questions; when? (time), how? (manner) or where? (place).It is not always clear if a word is being used as an adverb until you see what work it does

in a sentence; e.g. She works carefully (adverb). She is a careful worker (adjective).

1. Change these adjectives to adverbs.

(a) quick (b) vacant (c) exact

(d) curious (e) jealous (f) serious

(g) natural (h) annual (i) complete

2. Underline the adverb and write it and the word or parts of the sentence that are modified; e.g. He walked quickly. Quickly modifies the verb ’walked‘. She was definitely honest. Definitely modifies the adjective ’honest‘.

(a) Her husband snored loudly.

(b) She acted courageously.

(c) He spoke angrily.

(d) The children are always hungry.

(e) She worked quietly and independently.

(f) They successfully managed their small business.

(g) He was completely exhausted and extremely wet.

(h) The concert was held annually.

(i) Sensibly, they wore hats.

An adverb can be placed at the beginning, middle or end of a sentence; e.g. Sometimes I listen to music. I sometimes listen to music. I listen to music sometimes.

3. Write two sentences to show each adverb used in different positions.

(a) eventually

(b) gradually

4. Write a verb to match each adverb.

(a) strongly (b) vacantly (c) thoroughly

(d) suitably (e) informally (f) exactly

(g) rarely (h) seriously (i) affectionately

5. Write an adverb to go with each adjective.

(a) difficult (b) intelligent (c) athletic

(d) expensive (e) scarce (f) annual

(g) delicious (h) patient (i) serious

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GrammarConjunctions

TEACHER INFORMATIONA conjunction is a word (or words) that connects words, phrases, clauses and sentences; e.g. and, but, because, so, that.

• Conjunctions used to join sentences of equal importance are called coordinating conjunctions; e.g. I like apples and oranges. They include and, but, for, yet, or, as well as, both, so, therefore and nor.

• Conjunctions used to join clauses are called subordinating conjunctions; e.g. She was happy because I arrived. They include because, before, if, while, until, like, though, although, unless, as, since, where, whenever, wherever.

Answers

1. (a) The unconscious passenger was checked at the scene and taken to hospital.

(b) The police officer has a description but it is not as clear as he would like.

(c) The instructions were difficult to follow because they were translated from a foreign language.

(d) The possible sequence of events is shown although we are unsure of the final result.

(e) It will be impossible to get permission unless I have completed everything I‘m supposed to.

(f) The campaign was aired in the media so that everyone would be aware of the dangers.

2. Answers will vary.

3. Answers may include: (a) because, as (so) (b) after, when (before) (c) unless, until, so (and) (d) if, when (but) (e) and, as well as (or) (f) so (because)

4. Answers will vary.

5. Answers will vary.

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Conjunctions are words that join other words, phrases and sentences.

1. Circle the conjunctions.

(a) The unconscious passenger was checked at the scene and taken to hospital.

(b) The police officer has a description but it is not as clear as he would like.

(c) The instructions were difficult to follow because they were translated from a foreign language.

(d) The possible sequence of events is shown although we are unsure of the final result.

(e) It will be impossible to get permission unless I have completed everything I‘m supposed to.

(f) The campaign was aired in the media so that everyone would be aware of the dangers.

Some joining words called coordinating conjunctions are used to connect two parts of a sentence that have an equivalent value; e.g. Either you help me now or help me tomorrow.

2. Write a sentence that includes each pair of conjunctions given.

(a) both, and

(b) not only, but

(c) either, or

3. Write a more appropriate conjunction for the incorrect ones provided.

(a) It was a suitable outfit so it was such a formal occasion.

(b) I‘m sure the players can only attend the party before the football match is finished.

(c) My nanna said she wouldn‘t know how to use her new phone and I helped her.

(d) Being fit is a great advantage but you want to make the team.

(e) I think it‘s important to know about environmental or political issues in our country.

(f) It really is necessary to have a sense of humour because the negatives don‘t depress you.

4. Add to each sentence after the conjunction.

(a) You can watch that film, provided

(b) It‘s extremely hot, though

(c) Are you serious about that or

(d) I would like you to see this as soon as

(e) I hope you can manage so that

(f) I do recognise it; however,

5. Write a sentence that includes all the conjunctions given.

(a) and, but, because

(b) so, and, unless

(c) but, before, or

(d) after, because, so

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GrammarPrepositions

TEACHER INFORMATIONPrepositions are words that show the relationship between two words or phrases in a sentence. They show the relationship between time and space and are always attached to a noun or pronoun; for example: Tim walked to school. The cat was under the tree. I sat behind Max.

Prepositions are usually short words such as on, above, in, with, by, near, down, off and along.

More complex prepositions include instead of, apart from, ahead of, with reference to and in addition to.

Answers

1. (a) The medicine was in a safe place. (b) They conducted a survey on eating habits. (c) His role was to patrol around the area. (d) The fiction book was near the atlas. (e) There was a suitcase underneath the bed. (f) The herbs are planted beside the roses.

2. Answers may include: (a) about (b) from/of (c) among/in

(d) near (e) onto (f) down

3. Answers will vary.

4. (a) I think her poor behaviour was because of a sleepless night. (b) According to the fire service, the blaze was deliberately lit. (c) In spite of her best intentions, she was unable to complete everything. (d) He was very nervous when the man stood right in front of him.

5. Examples may include: (a) location—aboard, above, by, near, down, up, on, off, underneath (b) time—after, before, until, past, since, during (c) direction—across, around, from, to, toward, via

6. (a) The politician was elected by the people because of her honesty about the relevant issues.

(b) The disappearance was unsolved within 24 hours despite the work of the police.

(c) He was at the back of the bus and sat beside a man with a scruffy appearance.

(d) We travelled via the small town and along the coast road until we reached our destination.

7. Answers will vary.

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Prepositions are words that show how one thing is related to another. A preposition shows position, direction and time.

1. Underline the preposition in each sentence.

(a) The medicine was in a safe place. (b) They conducted a survey on eating habits.

(c) His role was to patrol around the area. (d) The fiction book was near the atlas.

(e) There was a suitcase underneath the bed. (f) The herbs are planted beside the roses.

2. Write a suitable preposition to complete each sentence.

(a) The essay was written politics. (b) He had a description the witness.

(c) I couldn‘t find Tia the crowd. (d) We were seated the stage.

(e) She stepped the stage to perform. (f) The unconscious man fell the stairs.

3. Prepositions can be more than one word. Write a sentence for each prepositional phrase.

(a) in place of

(b) in addition to

(c) instead of

(d) aside from

4. Underline the prepositional phrases in each sentence.

(a) I think her poor behaviour was because of a sleepless night.

(b) According to the fire service, the blaze was deliberately lit.

(c) In spite of her best intentions, she was unable to complete everything.

(d) He was very nervous when the man stood in front of him.

5. Write four prepositions that represent:

(a) location

(b) time

(c) direction

6. Circle all the prepositions in each sentence.

(a) The politician was elected by the people because of her honesty about the relevant issues.

(b) The disappearance was unsolved within 24 hours despite the work of the police.

(c) He was at the back of the bus and sat beside a man with a scruffy appearance.

(d) We travelled via the small town and along the coast road until we reached our destination.

7. Write a sentence that includes all of the prepositions given.

(a) beneath, with, on

(b) after, by, through

(c) over, since, under

Prepositions

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Grammar

TEACHER INFORMATIONA sentence is a group of words that makes sense on its own. The main parts of a sentence are the verb and the subject of the verb. Other elements of a sentence include the direct object of the verb, an indirect object and modifiers such as adverbs and adjectives, phrases and clauses.

To identify:

• the verb ask, what action is being taken?

• the subject ask, who or what is doing the action?

• the direct object ask, who or what receives the action?

• an indirect object ask, who or what is receiving the direct object?

There must be a direct object to have an indirect object which is always a noun or a pronoun. The indirect object comes before the object and although not stated 'to' or 'for' the indirect object is understood.

For example, He (subject) gave (verb) me (indirect object) the ball (object).

Modifiers affect the meaning of another word in some way by giving more information. They might describe, define or make a meaning more precise. A modifier can be one word or a group of words.

Answers

1.

2.

3. Examples include: (a) expensive, exclusive (b) annual (c) completely (d) with the large spire (e) demanding (f) fashionable, beautiful

4. Answers will vary.

Sentence Verb Subject Direct object

(a) I avoided the argument. avoided I the argument

(b) She will deliver the invitations. (will) deliver she the invitations

(c) They recognised each other. recognised they each other

(d) The doctor prescribed medication. prescribed the doctor medication

(e) His patient required surgery. required his patient surgery

(f) Ruby suggested the novel. suggested Ruby the novel

Sentence Verb Subject Direct object Indirect object

(a) Lily cooked breakfast for her Mum. cooked Lily breakfast Mum

(b) Jess showed me the new table. showed Jess the table me

(c) The business offered us the car. offered the business the car us

(d) Lewis showed the doctor his rash. showed Lewis his rash the doctor

(e) The snake gave us a fright. gave the snake a fright us

(f) He took them a painting. took he a painting them

Elements of a sentence

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A sentence is a group of words that makes sense on its own. The main parts of a sentence are the verb and the subject of the verb. Other elements of a sentence include the direct object of the verb, an indirect

object and modifiers such as adverbs and adjectives, phrases and clauses.

1. Write the verb, subject and direct object in each sentence.

Sentence Verb Subject Direct object

(a) I avoided the argument.

(b) She will deliver the invitations.

(c) They recognised each other.

(d) The doctor prescribed medication.

(e) His patient required surgery.

(f) Ruby suggested the novel.

An indirect object is a noun or pronoun that refers to who benefits from the action of a verb.

2. Write the elements of each sentence in the correct category.

Sentence Verb Subject Direct object Indirect object

(a) Lily cooked breakfast for her Mum.

(b) Jess showed me the new table.

(c) The business offered us the car.

(d) Lewis showed the doctor his rash.

(e) The snake gave us a fright.

(f) He took them a painting.

Modifiers affect the meaning of another word in some way by giving more information. They might describe, define or make a meaning more precise. A modifier can be one word or a group of words.

3. One modifier is already underlined. Write another suitable modifier to complete each sentence.

(a) The wealthy woman lived in an house.

(b) The school concert was an tradition that everyone enjoyed.

(c) No-one could believe that the entire town was destroyed.

(d) The building is situated in the centre of Sydney.

(e) She was an extremely successful athlete who retired from her sport to raise a family.

(f) The dress looked fantastic on the confident woman.

4. Write sentences that include the three main elements: verb, subject and modifier. Include the verb given.

(a) removed

(b) occupied

(c) inform

Elements of a sentence

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GrammarPhrases and clauses

TEACHER INFORMATIONA phrase is a group of two or more words that does not contain a verb and its subject. It does not make sense on its own. For example: She walked towards the house. Towards the house is the phrase of this sentence. It gives more information, or modifies the verb walked. She is the subject.

A clause is a group of words that does contain a verb and its subject. It can be a simple sentence; e.g. We had very little rain last month.

There are two types of clauses:

• The main or independent clause, which can stand by itself and make complete sense; e.g. I ate a salad sandwich.

• The subordinate or dependent clause, which does not make sense on its own. It depends on the main clause for its meaning; e.g. because I was hungry.

Answers

1. (a) away from the school grounds (b) as soon as possible (c) with the short hair (d) in the garden (e) across the small creek

2. Answers will vary.

3. (a) After the award ceremony finished, all the actors enjoyed a huge party.

(b) Our family purchased a new television when we went to the store. (c) The charity event raised a substantial amount of money to help

children. (d) When she arrived home from school, she realised she had left her

jacket on the back of her chair. (e) The new technology represents a change at the company which is

located in Asia.

4. Answers will vary.

5. (a) phrase (b) phrase (c) clause (d) clause (e) clauseView

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A phrase is a group of two or more words that does not contain a verb with a subject.

1. Write the phrase in each sentence.

(a) They cycled away from the school grounds.

(b) She is leaving as soon as possible.

(c) The model with the short hair looks best.

(d) My neighbour is working in the garden.

(e) They waded across the small creek.

2. Add a phrase to the subject and verb given to create a complete sentence.

(a) The actor developed .

(b) An experienced nurse recognised .

(c) The President suggested .

(d) Her parents discussed .

(e) Pete explained .

A clause is a group of words that does contain a verb and its subject. There are two types of clauses: • Themain or independent clause which can stand by itself and make complete sense. • Thesubordinate or dependent clause which does not make sense on its own. It depends on the main

clause for its meaning.

3. Highlight the main clause in each sentence.

(a) After the award ceremony finished, all the actors enjoyed a huge party.

(b) Our family purchased a new television when we went to the store.

(c) The charity event raised a substantial amount of money to help children.

(d) When she arrived home from school, she realised she had left her jacket on the back of her chair.

(e) The new technology represents a change at the company which is located in Asia.

4. Write a sentence that includes a main clause and the subordinate clause given.

(a) won the race

(b) because I was early

(c) when she was younger

(d) where there is no security

(e) as they discussed

5. Decide if the underlined words are a phrase (P) or a clause (C).

(a) The groom in the new suit was waiting nervously.

(b) Our tiny black and white dog was asleep on the floor.

(c) My aunt knitted me a scarf to wear to the football match.

(d) When school was finished, our family went on a camping trip.

(e) My brother eats a lot of cereal because he is always hungry.

Phrases and clauses

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GrammarSentences

TEACHER INFORMATIONA simple sentence has one main idea and usually contains only one verb and one subject. It cannot be broken down into other clauses; e.g. Mark (subject) threw (verb) the ball is an example of a simple sentence.

A compound sentence has two (or more) independent clauses with a conjunction; e.g. Tim and I saw the film but I didn’t enjoy it.

(Clauses can be separated by a comma, semicolon or colon.)

A complex sentence has a main (independent) clause and at least one subordinate (dependent) clause; e.g. The doctor worked long hours at a hospital where there were many very sick children.

Answers

1.–4. Answers will vary.

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A simple sentence has only one verb with a subject.

1. Add a subject and adverb to each verb given and write a simple sentence. Note the different sentence type required.

(a) (statement) disappeared

(b) (question) recognise

(c) (statement) think

(d) (statement) compete

(e) (question) instructed

A compound sentence is made up of two or more simple sentences joined by a conjunction.

2. Add to the simple sentence to create a compound sentence.

(a) She proudly represented the school

(b) Dale and Sam rode 10 km

(c) Oscar planned his adventure holiday

(d) The students completed a punctuation review

(e) Mrs Harris requested an information package

A complex sentence is made up of a main clause and one or more subordinate clauses. Each clause contains a verb. The main clause can go at the beginning, middle or end of the sentence.

3. Create a complex sentence by adding a subordinate clause to the main clause given.

(a) Lucy caught the bus

(b) He gave his opinion

(c) Blake wore his football boots

(d) The celebrity performed on stage

(e) They waited at the hospital

4. Use at least one word from each list to create three complex sentences with at least one subordinate phrase.

• Nouns—scientist,actor,Australia,Africa,class,DrAdams,LosAngeles,Sienna,Josh,home

• Verbs—accept,identify,recognise,require,argue,decide,discuss,perform,explain,laugh

• Adverbs—annually,occasionally,seriously,happily,honestly,beautifully,horribly,successfully

• Adjectives—fantastic,youngest,national,wealthiest,average,traditional,environmental,nervous

Sentences

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GrammarParagraphs

TEACHER INFORMATIONA paragraph is a group of sentences about one main idea. The sentences should follow in a logical order. It is usual to start a new paragraph when introducing a person, new place, change of time or idea.

Answers

1. (a) The main idea is a family’s involvement with football. The sentence incorrectly placed is ‘She dreams of refereeing a final’.

It should be placed before the sentence that starts with ‘Our whole family …’.

The sentence that does not belong is ‘We did travel overseas during our last holiday’.

(b) The main idea is bullying. The sentence incorrectly placed is ‘The damage inflicted by these

newer tactics is often tragic’. It should be placed before the sentence that starts with ‘Most schools …’.

The sentence that does not belong is ‘Police officers often deal with traffic offences’.

(c) The main idea is creating a healthy lifestyle. The sentence incorrectly placed is ‘It’s the time when your mind and

body can repair and rejuvenate’. It should be the last sentence of the paragraph.

The sentence that does not belong is ‘I already have a list of songs I’d like to listen to’.

2. Answers will vary.

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A paragraph is a group of sentences in logical order about one main idea.

1. Identify the main idea of each paragraph. Write the sentence that is incorrectly placed and the one that does not belong.

(a) Once the football season begins, our weekends become very busy. My youngest brother plays quite early on a Saturday morning. She dreams of refereeing in a final. Sometimes the games are held on pitches that are a long way from home. We did travel overseas during our last holiday. My eldest sister has a passion for the game and is now an referee. Our whole family supports the same team. That means we are either at the match or flopped in front of the TV. No matter when the match is on my parents always organise a barbecue, or a roast if it‘s a wintry day.

The main idea is

The sentence that is incorrectly placed

The sentence that does not belong

(b) It seems that no matter who you are or where you are, bullying behaviour is a major issue. The damage inflicted by these newer tactics is often tragic. So many young people are affected, some in extreme ways. Face-to-face bullying can involve physical altercations with a range of injuries reported. Police officers often deal with traffic offences. With the prevalence of mobile technology, victims are often persecuted through cyberspace. Most schools and parents do their best to deal with the problem, but is enough being done?

The main idea is

The sentence that is incorrectly placed

The sentence that does not belong

(c) Creating a healthy, balanced life doesn‘t need to be complicated. It’s the time when your mind and body can repair and rejuvenate. Eat well, exercise often and get the right amount of sleep. Most of us know which foods are healthy and which are not. Physical activity is basically free—walk, run, jump, skip, cycle, swim … an endless list really! I already have a list of songs I'd like to listen to. A regular sleep routine is vital.

The main idea is

The sentence that is incorrectly placed

The sentence that does not belong

2. Include the sentence given in a paragraph. Think carefully about the main idea you want to convey.

(a) I had an extremely interesting conversation with my parents.

(b) The concept was brilliant!

Paragraphs

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Grammar Review

TEACHER INFORMATIONAnswers

1. Answers will vary. Examples include: (a) proper nouns—London, Melbourne, Jennifer, Eiffel Tower, Mr Clark, Lake Ontario (b) abstract nouns—love, danger, pain, jealousy (c) collective nouns—class, hive, team, herd, pack, convoy (d) common nouns—girl, pencil, computer, country, house (e) pronouns—he, she, I, it, hers, theirs, we, they (f) conjunctions—but, and, because, so, unless, although (g) prepositions—on, behind, underneath, below, near, over, across (h) adverbs—lazily, quickly, thickly, nicely, calmly (i) adjectives—short, largest, beautiful, nasty, boring, excellent

2. (a) thought, will think (b) decided, will decide (c) argued, will argue (d) estimated, will estimate (e) achieved, will achieve (f) identified, will identify (g) recognised, will recognise (h) disappeared, will disappear

3. (a) something, I, it (b) its, someone‘s, it (c) them (d) you, me, it, I, it, myself (e) I, anyone, you

4. Examples include: (a) computer—small, large, square, heavy, black (b) Australia—vast, wonderful, varied, diverse, unique (c) mobile phone—tiny, useful, convenient, pink, expensive (d) koala—cute, furry, lazy, hungry, cuddly (e) water—plain, clear, tasteless, vital, essential

5. Adverbs: (a) nervously (b) automatically (c) frequently (d) seriously

(e) definitely (f) extremely (g) gradually (h) emotionally Suitable verbs will vary.

6. Answers will vary.

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Review

1. Give two examples for each.

(a) proper noun (b) abstract noun (c) collective noun (d) common noun (e) pronoun

(f) conjunction (g) preposition (h) adverb (i) adjective

2. Write the past and future tense of each verb.

(a) think (b) decide (c) argue (d) estimate

(e) achieve (f) identify (g) recognise (h) disappear

3. Circle the pronouns in each sentence.

(a) There was something not quite right, but I couldn‘t work out what it was.

(b) The best way to find its definition is to use someone‘s dictionary and look it up.

(c) The doctor who had just operated told them their son would be fine now his surgery was over.

(d) If you can tell me how to do it, I will go right ahead and finish it by myself.

(e) I don’t know of anyone who will agree to go with you to that place.

4. Write three adjectives to describe each noun.

(a) computer (b) Australia (c) mobile phone (d) koala (e) water

5. Change each word to an adverb and add a suitable verb.

(a) nervous (b) automatic (c) frequent (d) serious

(e) definite (f) extreme (g) gradual (h) emotional

6. Use both conjunctions in a sentence.

(a) and, because (b) either, or (c) although, before (d) as soon as, unless

(a)

(b)

(c)

(d)

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GrammarEditing

TEACHER INFORMATIONAnswers

1. Incorrect nouns as shown. Alternative nouns are example answers. (a) disaster (holiday) Neptune (Paris) (b) countries (cities, towns) metres (kilometres) (c) spiders (bees) grass (flowers) (d) crossword (document, form) personality (identity) (e) victim (criminal, offender) vacation (imprisonment)

2. Answers may include: (a) Oliver wanted to go to the beach so he asked permission. (b) Mr Dean called his wife and asked her to meet him at the restaurant. (c) Captain Jones stepped into the cockpit and spoke to the copilot before

they took off. (d) Natalie put her clothes in the drawer before breakfast and told

anybody who would listen. (e) They were playing football outside when the ball landed on the roof

and they couldn‘t get it.

3. Incorrect conjunctions as shown. Alternative conjunctions are suggested answers.

(a) but (and) (b) unless (because) (c) because (unless) (d) because (so)

4. (a) I‘m almost certain that these cakes and biscuits are too stale to eat. (b) My parents have decided that everyone is going to the cinema

together. (c) Several of us from class are going on a camping trip to the rainforest. (d) The lawn mower and trimmer were stored in the backyard shed.

5. (a) The national museum has artwork and exhibits on display that people can enjoy whenever they visit.

(b) When we were living in a different neighbourhood, I was easily able to walk to school in less than ten minutes.

(c) Mitch and Zoe have joined our group to train in first-aid and give themselves a better understanding.View

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Editing

1. Underline the two incorrect nouns in each sentence and write more suitable words above them.

(a) We had a wonderful disaster when we travelled overseas to Neptune.

(b) The distance between the countries was 400 metres so it took us over four hours by car.

(c) The swarm of spiders buzzed around the garden looking for sweet-smelling grass.

(d) Complete the crossword carefully when applying for a passport; it’s proof of your personality.

(e) The victim was sentenced to fifteen years’ vacation for the horrible crime.

2. Replace the incorrect pronouns and prepositions in these sentences.

(a) Oliver wanted to go over the beach so she asked permission.

(b) Mr Dean called his wife and asked him to meet him under the restaurant.

(c) Captain Jones stepped beneath the cockpit and spoke to the copilot after they took off.

(d) Natalie put her clothes on the drawer during breakfast and told nobody who would listen.

(e) They were playing football inside when the ball landed beside the roof and he couldn‘t get them.

3. Underline the incorrect conjunctions and write a more suitable word for each.

(a) The fire officer surveyed the damage but identified where the blaze had started.

(b) I can’t give any quick suggestions unless I need to think carefully about it.

(c) We are all going because someone is unwell during the week.

(d) It‘s best to wait and ask because we don‘t make a mistake.

4. These sentences have incorrect subject and verb agreements. Write the verb correctly.

(a) I‘m almost certain that these cakes and biscuits is too stale to eat.

(b) My parents have decided that everyone are going to the cinema together.

(c) Several of us from class is going on a camping trip to the rainforest.

(d) The lawnmower and trimmer was stored in the backyard shed.

5. Identify the errors and write each sentence correctly.

(a) The national museum have artwork and exhibit on displays that persons can enjoy wherever they visit.

(b) When we was living on a different neighbourhood, I were easy able to walk past school in less than ten minute.

(c) Mitch and Zoe has joined ours group to training in first-aid and give yourselves a best understanding.

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