g n i t e g r Ta
UPPER PRIMARY
r a m m a r g g for teachin
e c r u o es r e t K The ultima MERRIC DEL
un) (proper no Includes
Australian Curriculum Correlations
BOY ) n (nou
DOG (noun) GREEN (adjective)
HE RUNS (pronoun)(verb)
QUICKLY (adverb)
AUSTRALIAN CURRICULUM CORRELATIONS ELABORATIONS
Language
ACARA CODE
Pages
Task card pages
ACELA
Text structure and organisation Understand that cohesive links can be made noting how writers often leave out words that have already been in texts by omitting or replacing words mentioned (for example 'Tina ate three apples and Simon ate two. [apples]’) noting how writers often substitute a general word for a more specific word already mentioned, thus creating a cohesive link between the words (for example 'Look at those apples. Can I have one?') recognising how cohesion can be developed through repeating key words or by using synonyms or antonyms
1520
49-50
178
32-3, 85,
176, 181, 187
Understand the uses of commas to separate clauses
identifying different uses of commas in texts
1521
116
186
Understand the use of punctuation to support meaning in complex sentences with phrases and embedded clauses
discussing how qualifying statements add meaning to opinions and views in texts
1532
116
Investigate how clauses can be combined in a variety of ways to elaborate, extend or explain ideas
knowing that a complex sentence typically consists of an independent clause and a dependent clause connected by a subordinating conjunction (for example ‘because’, ‘when’, ‘after’, ‘if’, ‘while’, ‘although’). Note: Dependent clauses of time, purpose,reason, concession, condition and so on are referred to as ‘adverbial clauses’ knowing that the function of complex sentences is to make connections between ideas, such as: to provide a reason (for example 'He jumped up because the bell rang'); to state a purpose (for example 'She raced home in order to confront her brother'); to express a condition (for example 'It will break if you push it'); to make a concession (for example 'She went to work even though she was not feeling well'); to link two ideas in terms of various time relations (for example 'Nero fiddled while Rome burned')
1522
99-120
183-6
Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverbials.
knowing that verbs often represent actions and that the choice of more expressive verbs makes an action more vivid (for example 'She ate her lunch' compared to 'She gobbled up her lunch') knowing that adverbials can provide important details about an action (for example 'At nine o'clock the buzzer rang loudly throughout the school.') knowing the difference between the simple present tense (for example 'Pandas eat bamboo.') and the simple past tense (for example 'She replied.') knowing that there are various ways in English to refer to future time (for example 'She will call you tomorrow'; 'I am going to the movies tomorrow'; 'Tomorrow I leave for Hobart')
1523
53-75, 77-87, 65-66
179-80, 181-4
59, 77, 82
182
Expressing and developing ideas
Literature
ACELT
Responding to literature Identify and explain how choices in language, for example modality, emphasis,repetition and metaphor, influence personalresponse to different texts
noting how degrees of possibility are opened up through the use of modal auxiliaries (for example 'It may be a solution'; 'It could be a solution.') as well as through other resources such as adverbs (for example 'It's possibly/probably/certainly a solution.'); adjectives (for example 'It's a possible/probable/certain solution')
Literacy
1615
ACELY
Interacting with others Participate in and contribute to discussions, recognising that closed questions ask for precise responses while clarifying and interrogating ideas, open questions prompt a speaker to provide more information developing and supporting arguments, sharing and evaluating information, experiences and opinions
1709
47, 104
© Australian Curriculum, Assessment and Reporting Authority 2010. This is a modified extract from the Australian Curriculum. ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/Home This modified material is reproduced with the permission of ACARA.
Targeting UPPER PRIMARY
Del Merrick
1
ABOUT THE AUTHOR Del is an experienced teacher currently in the employ of Education Queensland as a Support Teacher, Learning Difficulties. She has taught in primary schools both nationally and internationally. During a career that spans many years, Del has undertaken various educator positions including Key Teacher, English; Further Literacy In-service Project Consultant; ‘First Steps’ Tutor, Education Adviser, Literacy and Key Learning Area Regional Coordinator, English. Del has worked extensively with educators in both the state and non-state systems, providing strong leadership and professional expertise while guiding and supporting changed classroom methodology and improved literacy practices. She is the author of many educational materials, both published and unpublished, and has designed an extensive range of professional development workshops and resource materials for educators. Her personal interests include a passion for poetry and music.
First published 2007 by Blake Education Pty Ltd ABN 50 074 266 023 108 Main Rd Clayton South VIC 3168 www.blake.com.au Copyright © Blake Education 2007 Reprinted 2012, 2014 ISBN 978 978 1192526 937702 6 1 92136 Targeting Grammar - Upper Primary Written by Del Merrick Publisher: Lynn Dickinson Editor: Shelley Barons Design & Illustration: Janice Bowles Printed by Tara TPS COPYING OF THIS BOOK BY EDUCATIONAL INSTITUTIONS A purchasing educational institution may only photocopy pages within this book in accordance with The Australian Copyright Act 1968 (the Act) and provided the educational institution (or body that administers it) has given a remuneration notice to the Copyright Agency Limited (CAL) under the Act. For details of the CAL licence for educational institutions, contact: Copyright Agency Limited Level 15, 233 Castlereagh Street Sydney NSW 2000 COPYING BY INDIVIDUALS OR NON-EDUCATIONAL INSTITUTIONS Except as permitted under the Act (for example for fair dealing for the purposes of study, research, criticism or review) no part of this book maybe reproduced, stored in a retrieval system, or transmitted in any form by any means, without the prior written approval of the publisher. All enquiries should be made to the publisher.
photocopiable pages & teaching notes
Section 1 vi Introduction How to use this book vii i–xv Assessment Records vii Games & Task Cards xvi Grammar Focus
NOUNS Teaching notes Work sheet 1 Nouns Work sheet 2 Common Nouns Work sheet 3 Singular and Plural Nouns 1 Work sheet 4 Singular and Plural Nouns 2 Work sheet 5 Proper Nouns Work sheet 6 Compound Nouns Work sheet 7 Collective Nouns Work sheet 8 Possessive Nouns- Singular Work sheet 9 Possessive Nouns- Plural Work sheet 10 Verbal Nouns Work sheet 11 Abstract Nouns 1 Work sheet 12 Abstract Nouns 2 Work sheet 13 Noun Groups Articles Work sheet 14 Articles Worksheet 15 Nouns with Suffixes 1 Work sheet 16 Nouns with Suffixes Assessment — Nouns
1 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
ADJECTIVES Teaching notes Work sheet 17 Work sheet 18 Work sheet 19 Work sheet 20 Work sheet 21
Describing Adjectives 1 Describing Adjectives 2 Number Adjectives Verbal Adjectives Adjectives with Suffixes 1
23 26 27 28 29 30
Contents Work sheet 22 Adjectives with Suffixes 2 Work sheet 23 Antonyms 1 Work sheet 24 Antonyms 2 Work sheet 25 Adjectives of Degree 1 Work sheet 26 Adjectives of Degree 2 Work sheet 27 Homographs & Homophones Work sheet 28 Adjectives in Similes Work sheet 25 Adjectives in Context Assessment — Adjectives
PRONOUNS Teaching notes Work sheet 30 Personal Pronouns Work sheet 31 Pronouns Person Work sheet 32 Possessive Pronouns Work sheet 33 Interrogative Pronouns Work sheet 34 Indefinite Pronouns Work sheet 35 Pronouns – Cohesive Ties 1 Work sheet 36 Pronouns – Cohesive Ties 2 Assessment — Pronouns
41 44 45 46 47 48 49 50 51
VERBS Teaching notes Work sheet 37 Work sheet 38 Work sheet 39 Work sheet 40 Work sheet 41 Work sheet 42 Work sheet 43 Work sheet 44 Work sheet 45 Includes
Australian Curriculum Correlations © Blake Education ISBN 978 1 92136 702 1
31 32 33 34 35 36 37 38 39
Targeting Grammar Upper Primary
Verbs ‘Saying’ Verbs 1 ‘Being’ and ‘Having’ Verbs ‘Helping’ Verbs 1 ‘Helping’ Verbs 2 Verbs Contractions Verbs Subject Agreement Verbs Contractions Verbs Infinitives
See inside front cover for Australian Curriculum Correlations
53 56 57 58 59 60 61 62 63 64
iii
teaching notes & photocopiable pages
Section 1 Verb Tense Work sheet 46 Work sheet 47 Work sheet 48 Work sheet 49 Work sheet 50 Work sheet 51 Work sheet 52 Work sheet 53
65 Verbs Tense 1 67 Verbs Tense 2 68 Verbs in Narrative 69 Verbs in Reports 70 Verbs in Procedures 71 Verbs with Suffixes 1 72 Verbs with Suffixes 2 73 Homographs and Homophones 74
Assessment — Verbs
Contents SENTENCES Teaching notes Work sheet 66 Work sheet 67 Work sheet 68 Work sheet 69 Work sheet 70 Work sheet 71
75
Sentences Sentences Statements Sentences Questions Sentences Exclamations Sentences Commands Sentences Subject and Predicate
Work sheet 55 Work sheet 56
Adverbs Manner, Time, Place 2 81 Adverbs Intensify and Modify 82
Work sheet 57
Adverbs showing Degree
83
Work sheet 58
Adverbs Ending in -ly
84
Work sheet 59
Adverbs Antonyms
85
Work sheet 60
Interrogative Adverbs
86
Conjunctions Work sheet 72 Clauses Work sheet 73 Work sheet 74 Work sheet 75 Work sheet 76 Work sheet 77 Punctuation Work sheet 78 Work sheet 79
87
Assessment — Sentences
ADVERBS Teaching notes 77 Work sheet 54 Adverbs Manner, Time, Place 1 80
Assessment — Adverbs
PREPOSITIONS & PHRASES Teaching notes Work sheet 61 Prepositions & Phrases
89 92
Work sheet 62
Prepositions
93
Work sheet 63
Adjectival Phrases
94
Work sheet 64
Adverbial Phrases
95
Work sheet 65
Noun Phrases
96
Assessment — Prepositions & Phrases
97
iv © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Compound Sentences Complex Sentences 1 Complex Sentences 2 Adverbial Clauses 1 Adverbial Clauses 2 Noun Clauses Sentences in Dialogue Sentences Paragraphs
99 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118
119
photocopiable gaMes & activities
Section 2
Contents
GAMES WordWorks Instructions Progress Charts 30 Wordworks Cards
123 124 125-130
GRAMMAR FLAPS Instructions 20 Grammar Flaps cards
131 132-136
FACT FINDERS Instructions Progress Charts 30 Fact Finder word cards 30 Fact Finder Activity Cards
137 138 139-153 153-168
WORD CHALLENGE Game boards Call cards
170 172
GRAMMAR TASK CARDS
Nouns Adjectives Pronouns Verbs Adverbs Preposition & Phrases Sentences
WORD BANKS
173 175 177 179 181 183 185
Antonyms Collective Nouns Compound Words Gender Words Homographs Homophones Prefixes change word meaning Suffixes Adjective-forming suffixes Suffixes Noun-forming suffixes Language Roots Latin, Greek etc.
187 188 189 190 191 192 193 197 198 200
ANsWErs
206 v
© Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
taRgeting gRaMMaR – intRoDUction
Like art and music, language can rise to the highest form of expression. Like art it has composition, balance and colour. Like music it has rhythm, harmony and fluidness. And like all art, it can touch the heart and inspire the soul. We speak and our words fade away on a breath. Yet what impressions we can leave behind! In a busy modern world, language, in all its technical and creative brilliance, is often outshone by the very audio-visual world of the multimedia. Many of our children are stepping into a world of virtual reality, which only requires their passive acquiescence. As teachers in this modern world, we have to equip our young people with the skills they need to communicate easily and successfully. It is not enough to get by with an oral vernacular and text message shorthand. Employers require workers who can speak eloquently and confidently. They need workers who can write in succinct and precise ways using correct grammar and spelling. Without the facility of using language to express themselves orally and in the written form, people can become excluded and powerless in many areas of business and society. For too long, the teaching of grammar has been discounted as being outdated and irrelevant. Yet grammar is at the heart and soul of language. As teachers, we need to help our young people develop the skills they need to express themselves creatively and meaningfully; to be able to critically evaluate the myriad texts that surround them every day. This book is intended for use by teachers to help their students build a strong and solid foundation for language use. It draws on a traditional model relevant to a modern world. We cannot be critical of what we see, hear and read if we don’t know how the creators of text manipulate words and language through their grammatical choices. As teachers we need to instruct our students in these underlying structures and patterns and ways of making meaning. Part of using text ‘in context’ is to understand how the text itself is created. Grammar does and will continue to play a central role in the composition of our language, both oral and written. Language has not been ‘created’ for our use. We use it to create our reality, our lives, our relationships. Without it we are powerless. This book presents detailed knowledge of the grammar of English and its application in spoken and written language, relevant to this level of schooling. It sets forth a metalanguage, which both teacher and students can use to examine and explore language, leading to deeper understandings and improved technique.
vi © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
how to Use this book
Section 1 of this book is divided into the following subsections: 1 2 3 4
Nouns Adjectives Pronouns Verbs
5 Adverbs 6 Prepositions and Phrases 7 Sentences
Each subsection contains: A Note to the Teacher Knowledge of the topic is stripped to its Bare Bones. This information serves as the basis for the explicit teaching to follow. For some, this will be a refresher course, for others it may be a first introduction to grammar in all its depth and beauty. Introducing Ideas
Included in the notes are suggestions for ways of introducing specific grammar concepts to students. The ideas begun here are developed in the work sheets that follow.
Exploring Ideas
This page offers ideas for getting students actively involved in an exploration of the area of study to build understanding.
Work sheets
The work sheets have been designed for students to examine and explore the technical aspects of grammar and its practical application. Scaffolds are in place to support learning with each grammar concept written at the top of each work sheet. Teachers need to explicitly teach these concepts before presenting the work sheet to students.
Assessment
Assessment items have marks allocated. The marking system allows teachers to evaluate, analyse and pinpoint areas of individual and class need. Photocopiable marking grids for each section have been provided on the following pages to assist with monitoring individual students and/or whole class progress.
Section 2 of this book includes: Games
Pre-prepared game materials for use with small groups of students. Games are an enjoyable way of reinforcing the metalanguage students need to successfully use and understand grammar. Group games can help to reinforce students’ understanding of grammar and, in many cases, the spelling closely associated with its use.
Task Cards
The Task Cards have been designed especially for practising grammatical concepts and knowledge. Like any other endeavour, we need exposure, focused attention, trial and error, application and technical know-how. Above all we need to practise what we think we know. Task cards are for individual use. They may be used by all students within a literacy centre or by any individual student who requires further practice.
Word Banks
A range of practical reference materials designed to save teachers’ time.
Answer section vii © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Check 3
5
8
5
50
Check 4
Check 5
Check 6
Check 7
Check 8
TOTAL
identify abstract nouns
Check 2
6
apply knowledge of the function of nouns
Check 1
85
use apostrophes to show possession
Student names
5
apply spelling rules to form plurals
pages 21 – 22
5
identify common nouns
Nouns
5
use suffixes appropriately
7
Maximum mark
build compound nouns
taRgeting gR aMMaR
use articles correctly
assessMent RecoRD
56
viii © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
8
5
5
5
Check 1
Check 2
Check 3
Check 4
Check 5
Check 6
Check 7
identify and use similes
use suffixes appropriately
apply knowledge of adjectives of degree
Student names
5
apply knowledge of antonyms
pages 39 – 40
10
identify adjectives
Adjectives
12
apply knowledge of adjective/noun relationship
Maximum mark
assessMent RecoRD
identify adjectives
taRgeting gR aMMaR
50 TOTAL
ix © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
8
5
4
10
Check 2
Check 3
Check 4
Check 5
Check 6
Check 7
apply pronoun/noun relationship
Student names
recognise pron
pages 51 – 52
5
choose appropriate interrogative pronouns
Check 1
8
use pronouns correctly in writing text
Pronouns
10
understand pronoun/ noun relationship
Maximum mark
use possessive pronouns
taRgeting gR aMMaR
apply knowledge of the function of pronouns
assessMent RecoRD
x © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
50 TOTAL
taRgeting gR aMMaR 3
2
5
50 TOTAL
Check 3
Check 4
Check 5
Check 6
Check 7
Check 8
form contractions correctly
10
use suffixes appropriately
55
understand the function of verbs in sentences
Check 2
105
identify verb tense
5
proofread and edit text
Student names
5
apply knowledge of participles
pages 75 – 76
Check 1
5
form contractions
Verbs
10
identify verbs/verb groups
Maximum mark
assessMent RecoRD
xi © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Adverbs
pages 87 – 88
Student names
© Blake Education ISBN 978 1 92136 702 1
xii
Targeting Grammar Upper Primary
5
Check 5 Check 6
5 15 50
Check 7 Check 8 Check 9 TOTAL
identify adverbs
5
understand adverb/ verb relationship
4
understand the role of antonyms
apply knowledge of interrogative adverbs
5 3 5 3 5 6 5 Check 2 Check 3 Check 4
form adverbs from adjectives
Check 1
discriminate between adjective and adverb
4
understand use of modifiers
Maximum mark
understand use of intensifiers
apply knowledge of adverbs
assessMent RecoRD taRgeting gR aMMaR
Prepositions & Phrases
pages 97 – 98
Student names
© Blake Education ISBN 978 1 92136 702 1
5 5
55 55
Check 4 Check 5
Targeting Grammar Upper Primary
5 10 5 50
Check 6 Check 7 Check 8 TOTAL
formulate phrases
5
apply knowledge of prepositions
Check 3
recognise the function of adjectival/ adverbial/noun phrases
5
apply knowledge of noun phrases
Check 2
recognise adjectival phrase/noun relationship
Check 1
understand the function of adverbial phrases
10
recognise phrase as part of a sentence
Maximum mark
identify phrases
taRgeting gR aMMaR assessMent RecoRD
xiii
Sentences
pages 119 – 120
Student names Maximum mark Check 1
© Blake Education ISBN 978 1 92136 702 1
Check 5 Check 6
xiv
Targeting Grammar Upper Primary
punctuate dialogue
formulate noun clauses
4
use relative pronouns appropriately
5
formulate adverbial clauses
use conjunctions to form compound sentences
identify the subject of a sentence
5 8 5 5 5 5 5 Check 2 Check 3 Check 4
identify the principal clause in a sentence
12 form statements and questions
identify sentences within a paragraph
assessMent RecoRD taRgeting gR aMMaR 3 3 5 50
Check 7 Check 8 Check 9 TOTAL
Student names
50
50
350
TOTAL
50
SENTENCES
50
assessMent RecoRD
PREPOSITIONS AND PHRASES
50
ADVERBS
NOUNS
Summary
50
VERBS
50
PRONOUNS
Maximum mark
ADJECTIVES
taRgeting gR aMMaR
xv © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
gR aMMaR FocUs MatRiX
Focus Adjectival phrases Adjectives Adverbial phrases Adjectives - degree Adverbs Adverbs - degree Antonyms Articles Clauses Collective nouns Compound sentences Compound nouns Conjunctions Contractions Definitions Dictionary use Fact or opinion Gender Homographs Homophones Noun groups Nouns Noun phrases Phrases Plurals Predicates Prefixes Prepositions Pronouns Proper nouns Punctuation Questions Research skills Sentences Similes Statements Subjects Suffixes Tense Verbal adjectives Verbs Verbs - doing Verbs - helping Verbs - saying Vocabulary skills Words in context
gaMes & task caRDs – section 2
Wordworks pages 123 –130
Grammar Flaps Fact Finders Word Challenge Task Cards pages 131 –136
pages 137–168
pages 170 –172
pages 173 –185
xvi © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
NouNs
e to A Not her a the Te c A sentence is a meaningful chunk of language, complete in itself. It is bound by a capital letter and a full stop. Red dust covered the town.
Nouns are the words that name the people, places, animals and things in sentences.
Carl went to the shop to buy person
place
bones for his dog.
It leaked through doors and windows.
things
animal
Soon it lay thick on tables and chairs.
Different nouns have different jobs to do.
We speak and, especially, write in sentences. A sentence is made up of a string of words, with each word having a particular job to do. Some words only ever have one job to do (e.g. and, the, a, but…). Others have different jobs in different sentences (e.g. Red dust covered the town. We will dust the tables and chairs.) Some words, such as pronouns, also link ideas across sentences. Because they refer backwards and forwards to people and things, they tie ideas together and give text fluency and cohesion.
Common nouns name the everyday things
A deep understanding of how words work enables speakers and writers to use language to communicate easily and successfully.
The Bare Bones
around us. e.g. cup, horse, tree, arm, cheese, book, parrot, basket, clock, pie, pencil, car, rabbit, bridge, computer, soup
Proper nouns give people, places, objects and events their given or special names. They are easily recognised because they always begin with a capital letter. e.g. Jane, Mars, Olympic Games, Sydney, K-mart, Ayres Rock, Sunday, Christmas, April, Swan River, India
Compound nouns are made by joining two words together. e.g. snowflake, heartbeat, tablecloth, sandcastle, penknife, butterscotch, basketball
Possessive nouns show ownership. An apostrophe is always used. e.g. Jack’s horse; children’s shoes; the teacher’s book; Dad’s beard; the cats’ whiskers; six hens’ eggs
Collective nouns are names given to groups of persons or things. e.g. flock (of birds); herd (of cows); crowd (of people);
mob (of kangaroos); swarm (of bees)
Verbal nouns are present participles used as nouns. e.g. Skiing is a winter sport. Let’s go bowling. Skating on thin ice is dangerous. Seeing is believing.
Abstract nouns give names to the thoughts and feelings within our hearts and minds. e.g. love, hope, despair, gratitude, anger, joy, beauty, greed Nouns may be singular or plural.
Singular nouns name one thing. e.g. box, train, football, flower, match, rose
Plural nouns name more than one thing. e.g. boxes, trains, footballs, flowers, matches, roses Most plural nouns are formed by adding ‘s’ or ‘es’ to the singular noun. Some plural nouns are formed by changing the vowels or adding ‘en’. e.g. foot – feet; man – men; child – children Some words, French in origin, form their plural by adding ‘x’. e.g. gateau – gateaux; plateau – plateaux Some nouns are both singular and plural. e.g. sheep, fish, deer Some nouns are only plural. e.g. trousers, scissors, cutlery, crockery
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
1
teaching notes
nouns
A noun group is a group of words built around a noun. e.g. a tiny, black spider; a squat, brown teapot; one chocolate cake; long-awaited news; my straw hat These noun groups name the participants in text. e.g. The three inexperienced schoolboys became lost in the rainforest. Many local people joined in the search for them. They found the cold, hungry and frightened boys sixteen hours later.
they don’t point to a particular thing. An is used before a word beginning with a vowel, or an unsounded ‘h’. e.g. a boy, a dog, a racing car, an egg, an ant, an old man, an opera, an hour The is a definite article because it points to a known or particular thing. e.g. the sun, the moon, the boy by the door, the house on the hill, the last page
Noun-forming suffixes A suffix (word ending) changes the way a word is used in a sentence. Some suffixes added to words form nouns. e.g. kindness, judgment, justice, intention, dancer, violinist, deliverance, babyhood
Articles The articles a, an, and the are often used to introduce noun groups. A and an are indefinite articles because
Reviewing nouns • Explain to the students that we use our language all the time either in our speaking or in our writing. We ask for what we want. We explain things and tell others what we think and how we feel. Tell the students we need to understand how words work for us; how we play with them and manipulate them, so that what we say and write is clear and eloquent and powerful. Tell them that there is some basic knowledge about how language works that they need to understand and apply, in order to become effective language users. This basic underpinning of our language is called grammar. Explain also that many of them will have already mastered much of the grammar of our language.
• Tell them that you are going to talk about a group of words with a very simple job to do. They are the nouns. Write this word on the board. • Continue by saying that their job is simply to name or label all the everyday things in our world. They name people, places, animals, things (objects), thoughts and feelings. Explain that most of our spoken and written language is woven around the nouns. • Continue with a brainstorming session where the students identify everyday nouns under five categories. Begin a brainstorming chart. • Write lots of words to ensure the students understand the concept that nouns name people, animals, places, things and feelings.
• Tell the students that the words we use when we speak and when we write have different jobs to do.
People
Animals
Places
Things
Feelings
children teacher boys girls sister brother shopkeeper doctor
cat dog horse giraffe elephant cow emu parrot
school home house shop park farm river street
blackboard chalk duster book bike car truck tree
love hope despair fear anger grief sadness joy
2 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
nouns
exploring
teaching notes
NouNs
hot Potato
Prepare five A3 sheets headed with the different noun categories – PEOPLE, ANI MALS, PLACES, THINGS and FEELINGS. Divide the class into five groups. Ask each group to nom inate their best speller as the recorder for the group. Give each group a black marking pen and noun sheet. Ask them to list as many nouns in their category as quickly as they can. Give them five minutes. At the end of that time, each she et is passed to the next group, so they can add anything extra. Allow only three minutes . After one more rotation, return the sheets to their original groups. Ask each group to check the entries for errors (ie words not nouns or in the wrong category). Cross out any words tha t do not fit the category. Ask each group to present their list and place on display.
m
oe un P
noun ral a e e ents to wriitsts of a pluabet. t i r W e stud cons e alph th em th Ask . The po letter of words. r poem for each ains fou to have es s t n noun line con student air of li e p h h c Ea urage t in each s s Enco st noun dart arts , s t o a rr , he the l ing. rs, ca , ghosts , legs a e m b rhy ngels, , fairies s, kings gs... e s A e.g. lephant jellybean peras, p E , ,o pots ours Inks , neighb e Mic
a No
World Class Nouns
Magazine Mobiles Place the class in groups of five. Each group is to prepare a magazine noun mobile. Ask each member to select a noun category – people, animals, places, things and feelings – and find small magazine pictures of nouns in that category. Instruct each member to paste his or her pictures onto both sides of a disk, and also to label each picture with a noun. When the five disks are completed the group is to assemble them into a mobile. When all mobiles are prepared, the groups are to present and hang their mobiles.
e come Tell students that many nouns hav rld, and to us from countries all over the wo such are used in our everyday life – words tti. as pizza, gazebo, croissant and spaghe s 1. Ask the students to begin a clas er collection of World Class Nouns, eith ey on a wall chart or in a scrapbook. Th y of could write the name of the countr origin in brackets after the noun. . 2. Place your class in small groups the Give each group an outline map of ns. nou n world, and about ten foreig up After doing some research, the gro ir writes the nouns in or beside the countries of origin.
3 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Work sheet 1
nouns name people, places, animals, feelings and the everyday things around us.
Nouns nouns
1 Highlight the nouns in this nursery rhyme.
CHECK… Does this word name something?
There was a crooked man who had a crooked smile. He found a crooked sixpence upon a crooked stile. He bought a crooked cat that had a crooked mouse And they all lived together in a little crooked house.
2 Now try spotting the nine nouns in this extract from the poem, Killarney. Killarney’s hills are purple still In shadowed mists they lie Till dawn creeps in with fingers chill And the magpie’s wakening cry Stirs the echoes in the sleeping valley.
3 Write a two-line poem of your own, using only nouns. The last two nouns should rhyme. Choose any topic such as sport, shops, toys or clothes. Here is one called Breakfast. ________________________________________
Breakfast Bread, butter, eggs, ham Sausages, tea, toast, jam.
________________________________________ ________________________________________
4 Alliteration is a language device where a number of words in a row begin with the same letter, such as pork pies or sizzling sausages. Alliteration makes language rich and colourful, and appeals to the ear of the listener. Complete these word pairs by adding a noun beginning with the same letter.
4
broken _________
slippery _________
rough _________
happy _________
terrible _________
fantastic_________
dirty
_________
bony _________
sleepy _________
plump
_________
mighty _________
heavy _________
creamy _________
baggy
_________
bizarre _________
errant _________
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Work sheet 2
1 Add a common noun. The word in brackets will help you. a Dairy farmers send creamy _________________ to the butter factory.
(thing)
b Driftwood, seaweed and shells lie scattered on the ____________________.
(place)
c The cage door was left open and the __________________ escaped.
(animal)
d The __________________ discovered clay pots buried in the sand.
(person)
e __________________ showed on their little faces.
(feeling)
nouns
Common Nouns
nouns that name everyday things are called common nouns, for example: farmer, goat, hunger, mountain, movie, statue, dentist, friend, fear, cow.
2 How many common nouns can you spot in each sentence? a With beating hearts and trembling knees, they crept towards the dark cave.
_____
b I need butter, sugar, eggs, milk, vanilla and flour to make this cake.
_____
c I visited my aunt and uncle who live on a farm in the country.
_____
d The camel-traders rode across the desert under a blazing sun.
_____
e We watched the launching of a rocket into space on television.
_____
f None of us could believe that he was ninety years old.
_____
3 Write three sentences. Include these pairs of common nouns: chef, minestrone
geologist, rock
teenagers, laughter
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
4 Let’s pretend. You are walking along a sandy beach. Name some interesting things you can see. _______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
5
Work sheet 3
Most nouns can be both singular and plural. singular nouns name one thing, for example: cow, peach, mother-in-law. Plural nouns name more than one thing, for example: cows, peaches, mothers-in-law.
nouns
Singular and Plural Nouns 1
Most plural nouns are formed by adding ‘s’ or ‘es’ to the singular noun, for example: bag, bags fox, foxes train, trains
1 Add a plural ending to the nouns. a The room was decorated with bowl__ of flower__ – rose__ and tulip__. b Pack all your old book__, toy__ and game__ into these cardboard box___. c Dad lost the car key__ , but Mum found them behind some cushion__. d I bought two plum__, three orange__, four banana__ and two peach___. e Tourist___ arrive daily in plane____, train___, car___ and bus____. *Spelling alert!
Note the rules for forming the plural of nouns ending in ‘y’.
Change the ‘y’ to ‘i’ and add ‘es’ when the letter before the ‘y’ is a consonant, for example: baby babies; lady ladies.
Just add ‘s’ if the letter before the ‘y’ is a vowel, for example: key keys.
2 Write the plural of the noun in brackets. a Many _______________ (family) from other _________________ (country) come to Australia. b The _______________ (gully) are dry, but the _______________ (valley) are green. c Some of the _______________ (lady) were nursing their sleeping _______________ (baby). d Sara picked a bunch of red _______________ (poppy) and white _______________ (daisy). e Are there really _______________ (fairy) at the bottom of the garden? 6
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Singular and Plural Nouns 2
*Spelling alert!
note the rules for forming the plural of nouns ending in ‘f’ or ‘fe’: change the ‘f’ to ‘v’ and add ‘es’, for example: leaf, leaves; life, lives. some don’t follow the rule, for example: chief, chiefs; roof, roofs.
1 Change the nouns in brackets to their plural form in the sentence. a (wolf)
The shepherds could hear the howling of _______________ in the distance.
b (knife)
Set the _______________ , forks and spoons on the table.
nouns
Work sheet 4
c (tealeaf) Put _________________ in the pot and add boiling water. d (calf)
The farmer put ear tags on the newly-born _______________.
e (loaf)
The baker sold many _______________ of fresh brown bread.
Some nouns have irregular plural forms. They are not formed by adding ‘s’ or ‘es’, for example: tooth teeth; man men; oasis oases.
2 Use different colours to show the singular nouns with their irregular plurals. woman
goose
foot
child
man
mouse
children
feet
men
mice
geese
women
3 Some nouns are both singular and plural, for example: fish, sheep, deer.
Can you list some more?
Some nouns are only plural, for example: trousers, scissors, cutlery.
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
7
Work sheet 5
nouns give people, places, objects and special events their proper names, for example: Mr Smitt flew to the Olympic Games in Greece. Proper nouns always begin with a capital letter.
nouns
Proper Nouns 1 Circle all the proper nouns.
a The students of Pottsville School will visit the Australia Zoo in September. b Jack bought a copy of “Harry Potter and the Chamber of Secrets” at the book shop. c Last Christmas, George Jenkins flew to New Zealand on a QANTAS plane. d Many tourists travel on the Ghan from Adelaide to Darwin. e Frances is studying biology at Macquarie University.
2 Locate the proper nouns. Mark all capital letters in red. a Many cricketers come to play in australia during december and january. b jenna’s favourite book character is willy wonka. c shymal left his home in india to live in australia. He lives in melbourne. d As you sail into new york, you will see the statue of liberty. e The soccer team, the red dragons, flew to germany to play in the world cup.
3 Skim through a magazine and list at least ten proper nouns. _______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
4 Search out the proper nouns. November Myer Jackson Broome Friday Italy Easter Victoria
8
L M A B U A O J
T Y L A T I F Y
E E E S N R R R
A R M Z A O I L
S E O U E T D M
T N O S K C A J
E K R W U I Y P
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
R E B M E V O N
Work sheet 6
Compound Nouns
1 Choose a word in the top row and one in the bottom to make a compound noun. Colour the compound nouns, using a different colour for each one. post
hair
pigeon
drain
sun
drum
tooth
flowers
hole
pick
card
stick
pipe
brush
nouns
a compound noun is made up of two words joined together, for example: cornflakes, football, footprints, streetlight.
2 Write sentences using these compound nouns: masterpiece
cornstalks
spotlight
passers-by
riverbank
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
3 Join the two words that make a compound noun. a hay
shelf
___________________
b fence
storm
___________________
c hair
post
___________________
d thunder
stack
haystack
e book
beans
___________________
f jelly
piece
___________________
4 Word challenge. How many compound words can you make by putting two of these words together? Any word can be used more than once. Write a minimum of 20 words. Decide who has the record for the most words. fire place room
river head side
line bed hill
farm house life
way light under
bush clothes time
water land top
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
9
Work sheet 7
nouns
Collective Nouns
collective nouns name groups of people or things, for example: a herd of goats, a fleet of ships, a school of fish.
1 Living things usually live and move together in groups. Match these animals with their groups. lions
monkeys
a a herd of
cubs
whales
elephants
wolves
fish
geese
_____________________
e a pack of _____________________
b a school of _____________________
f a flock of _____________________
c a troop of
_____________________
g a litter of _____________________
d a pod of
_____________________
h a pride of _____________________
2 Circle the collective nouns in this text. Up in the rafters of our hayshed lives a family of pigeons, while below, amongst the straw, Bessie watches over her litter of tiny white kittens. In one paddock we have a flock of sheep. Dad keeps a watchful eye on them, because of the pack of wild dogs that sometimes roam the hills. We have a large herd of cows, which are brought in for milking twice a day. Occasionally we see a flock of wild ducks fly overhead on their way to the waterhole.
3 Complete and search out the collective nouns. a litter of p___________ a herd of e______________ a brood of ch___________ a shoal of f___________ a mob of k____________ a flock of sh________ a swarm of b______ a pride of l________ a troop of m ___________ a crowd of p____________ 10
T E F S H E E P K R
B L J N Y S R G I P
R E I L I O N S B U
A P K P E O P L E P
L H M L B R L Q E P
P A O Z X A W V S I
G N T P S G I P T E
Y T J M O N K E Y S
H S I F T A U H D T
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
E C H I C K E N S D
Work sheet 8
Possessive Nouns – Singular
tiP: ask who is the owner? – that is where you put the apostrophe.
nouns
Possessive nouns name the single owners of things, for example: Brenna’s bucket, Jim’s Akubra, the boy’s dirty hands. You will need an apostrophe. use ’s for single owners.
1 Highlight the possessive nouns. a Where is Harry’s football? b I put on Tania’s hat by mistake. c That is David’s model plane. d What is Rhys’ last name?
NOTE: If the owner ends in s, just add an apostrophe.
e My brother’s new car is a Ferrari.
2 Use apostrophes to show ownership. a Mum found my brother in Dad
socks
If there are two different owners, add ’s after the second owner.
sock drawer.
b This is my aunt and uncle old stone farmhouse. c Which is Tessa
house?
d Lachlan made a pirate
sword, and I made a knight
e Is this schoolbag Ben f Jacqui and Omar
or Eric
shield.
?
lunchboxes are exactly the same.
3 Write 3 sentences. Choose from the following subjects: parrot’s feathers river’s edge player’s injuries magician’s wand farmer’s cows Rupert’s violin _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
11
Work sheet 9
nouns
Possessive Nouns – Plural
Possessive nouns name the plural owners of things, for example: zebras’ stripes, four dogs’ bones, the boys’ muddy clothes. You will need an apostrophe. Place the apostrophe after the plural owners.
tiP: ask who is the owner? – that is where you put the apostrophe. 1 Are the owners singular or plural? a Dad buys dogs’ bones once a week.
_________________
b Jockeys’ shirts are made of colourful silks.
_________________
c David’s remote-controlled car is very fast.
_________________
d Birds’ feathers lay scattered below the tree.
_________________
e I climbed onto the horse’s back and off she trotted. _________________
2 Add apostrophes correctly to show ownership. a We heard the beat of eagles wings. b Most of the citys buildings were damaged in the storm. c The cars tyre is flat. d All the swimmers times have improved with training. e Elephants tusks are made of ivory. If the plural noun is irregular, just add ’s, for example: children’s toys, men’s golf clubs, women’s shoes.
3 Who owns the objects that are underlined?
12
a It is the builder’s toolbox.
builder ______________
b Owls’ eyes peered in the dark.
______________
c He’s in the teachers’ staffroom.
______________
d She designs women’s clothes.
______________
e I soaked up the sun’s warmth.
______________
f These are Tom’s shorts.
______________
g There’s a ribbon on the lady’s hat.
______________
h Look at the babies’ photos.
______________
i
You’ll find men’s shoes on that shelf. ______________
j
The cars’ windows are dirty.
______________
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Work sheet 10
some forms of the verb* can be used as nouns. They are called verbal nouns. They end in –ing, for example: Walking is good exercise. I enjoy swimming in summer.
1 Underline the verbal nouns. a A constant buzzing could be heard coming from the laboratory.
nouns
Verbal Nouns
*These are present participles doing the work of a noun.
b Horseracing is a favourite Australian sport. c Jake enjoys bike riding, but Paul prefers skateboarding. d I don’t approve of the hunting and shooting of wild animals. e Stargazing is a fascinating hobby.
2 Top and tail these sentences. Underline the verbal nouns. a The sheep were frightened
is dangerous.
b Abseiling requires
woke me from my sleep.
c We heard the croaking of frogs
by the howling of wolves.
d Playing on the street
a lot of skill and training.
e The baby’s crying
in the waterhole.
3 Highlight the verbal nouns in these sentences. a Bushwalking is my favourite pastime. During the last holidays, I walked through the lovely valleys of the eastern ranges. All was hushed and quiet. The only sounds I heard were the soft rustlings of leaves, the humming of insects, the chiming of bellbirds and the occasional croaking of green tree frogs. b Waiting for the storm to hit was scary. The wind started with a soft murmuring, which soon grew to a terrible roar. The constant screaming of the wind soon filled our ears and rattled the windows. Then there was the unmistakable cracking of branches being broken by the storm’s fury. In horror we watched as the fierce wind tore the roofing off the shed. The whistling and whining of the wind seemed to go on for a very long time. Gradually it died down to a low moan, followed by a deathly silence. The storm had finally passed.
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
13
Work sheet 11
nouns
Abstract Nouns 1
nouns that name our thoughts and feelings are called abstract nouns, for example: hope, anger, love, disappointment, greed, beauty, tolerance.
1 You cannot see or touch abstract ideas – they exist in your thoughts and in your feelings. Circle only the nouns that name abstract ideas. sorrow
porcupine
glamour
clarinet
chieftain
hope
anger
lantern
container
tolerance
happiness
laundry
despair
chalk
grief
2 Find and circle the abstract nouns in these sentences. a We watched in despair as the dam levels dropped lower and lower. b It was such a disappointment when our team lost the match. c The story tells of great moments of sadness and of happiness. d The searchers gave up all hope of finding the missing boy before nightfall. e With longing in his heart, the puppy watched the people passing the pet shop.
3 Write three sentences beginning with these abstract feelings. a In a fit of anger _________________________________________________________ b In a voice filled with fear, _________________________________________________ c With great excitement, ____________________________________________________
4 Write three sentences about these abstract thoughts: honesty confidence solitude _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
14
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Work sheet 12 5
nouns
Abstract Nouns 2
abstract ideas are often explained through metaphors, for example: Sadness is the lonely cry of a seagull. Happiness is running barefoot in the rain.
Some other examples: Embarrassment is a red face and shaky knees. Fear is the thunder of a beating heart. Comfort is hot chocolate at bedtime. Love is the joy of a bird in flight.
Write a poem, design a sign, or compose a greeting card to define an abstract idea or feeling. Choose one of these, or choose one of your own. trust friendship happiness disappointment sadness love
excitement
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
15
Work sheet 13
a group of words built around a noun is called a noun group. They more clearly identify the ‘things’ we want to speak and write about, for example: a clock, a grandfather clock, the clock in my bedroom, an old, wind-up clock.
nouns
Nouns Groups
1 Complete the noun groups with nouns of your own choice. the long and dusty ____________________ a brown, leather ____________________ our favourite ____________________ a quiet and peaceful ____________________ an isolated, country ____________________ a wet and windy ____________________ a new, multicoloured ____________________ an old and wise ____________________
2 Select three of the noun groups above. Build sentences around them. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
3 Use the ideas listed below to form a noun group. For example: cave, damp, dark, underground = the dark and damp underground cave book, old, faded, leather = an old book with faded leather binding a day, windy, wet, cold
_______________________________________________
b dress, red, new, pretty
_______________________________________________
c bike, old, rusty, blue
_______________________________________________
d explorers, brave, adventurous _______________________________________________ e rocks, granite, rough, grey
_______________________________________________
4 Box the noun groups in these sentences. a The Year 7 class watched an interesting television program about global warming. b A white, shining angel was placed on top of the green Christmas tree. c A mean, old fox was prowling around the farmer’s henhouse. d A family of magpies lives in a shady tree in our garden. 16
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
✤ A word about
articles
Three articles are used to signal nouns or noun groups:
a
an
the
✤ A and an are only used with singular nouns. They are indefinite because they point to something that is not known by the reader or the listener.
✤ A is used before a word beginning with a consonant, for example: a rose, a computer, a clever girl.
✤ An is used before a word beginning with a vowel, for example: an orange, an odd person, an igloo.
✤ An is also used before a word beginning with an ‘h’ (not sounded), for example: an hour, an historic event.
✤ The is a definite article because it points to something that has been made known to the reader or listener, for example: the cap I wear, the ball in the box.
✤ The is always used before plural nouns, for example: the eggs in the nest, the children at school.
✤ The is also used when it points to a common noun known by everyone, for example: the sun, the morning. NOTE: A character in a story is usually introduced as ‘a’ (for example: There was once a giant, a red fox, a beautiful princess, a brave knight…). Once the character has been introduced, they can be referred to as ‘the’ (for example: The giant spoke…, The red fox prowled…, The princess lived…).
✤
✤ 17 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION
© Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Work sheet 14
‘The’ is definite about what it names. readers and listeners can identify what it is, for example: the latest movie; the prime minister; the sun, moon and stars. ‘a’ and ‘an’ point to something readers and listeners only know in general terms, for example: a fast car; a new discovery; a rare painting; a ticket to the game.
nouns
Articles
1 Choose ‘a’ or ‘an’ or ‘the’ to complete the sentences. a Gently place _____ egg into _____ pot of boiling water. b _____ player bought _____ football at _____ sports shop. c He is _____ odd person, but _____ honest one. d Put _____ lid back on _____ saucepan. e Mum made _____ apple pie and _____ batch of scones. f He is _____ oldest person in _____ team. g I had _____ cup of tea out on _____ deck.
2 Fill in the missing articles.
The School Disco _____ Year 7 students planned ____ disco for _____ last day of term. _____ five best artists in _____ class each prepared ____ poster to advertise _____ disco. ____ group of students helped _____ teacher to decorate _____ hall with balloons and streamers. _____ ladies from _____ canteen set up ___ stall to sell _____ refreshments – ice blocks, drinks and snacks. _____ group of four students set up _____ sound system. Another small group organised _____ lighting. On _____ night of _____ disco, _____ students all arrived in their favourite after-school clothes. _____ decorated hall, under _____ coloured lights, looked like _____ fairyland. It was _____ amazing sight! _____ students all had _____ wonderful time. They enjoyed _____ dancing, and _____ company of their friends. For them, this had been _____ memorable evening.
18
Come and join our Year 7 classes as we celebrate the end of term with a
DISCO Dance Night Thursday 7:30pm School Hall Prizes to be won: Lucky Spot Best solo item Best RAP dance Admission: $2
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
suffixes are word endings that change the grammar of a word, for example: • suffixes er, or and ist form nouns: dance – dancer; sail – sailor; violin – violinist • suffixes ion and ance form nouns: elect – election; revise – revision; attend – attendance.
Nouns with Suff ixes 1
Noun-forming suffixes include: –acy, –ant, –ence, –ism, –ice, –hood, –ship, –ary, –ory, –ery, –ium, –or, –ar, –ment, –ness
nouns
Work sheet 15
1 The suffixes –er, –or, –ar, –ist, –ant and –ent all mean ‘one who…’. For example: One who sings is a singer. One who plays the cello is a cellist. Match the definition to the correct word. a One who performs in a movie.
traveller
b One who studies knowledge.
resident
c One who helps another person.
actor
d One who lives in a house.
soloist
e One who goes from one place to another.
assistant
f One who performs on their own.
scholar
2 Many nouns are formed by adding the suffix –ion to the verb. –ion means ‘the act of…’, for example: operate operation; extend extension. Write the noun form of these words. a complete __________________
e prevent
__________________
b nominate __________________
f televise
__________________
c divide
__________________
g attend
__________________
d invite
__________________
h provide
__________________
3 Scan through a book, magazine or newspaper. Record as many words ending in –ion as you can find. If needed, attach an extra page. _______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
19
Work sheet 16
suffixes change the grammar of a word, for example: friend friendship, electric electricity, guard guardian.
nouns
Nouns with Suff ixes 2
1 Write sentences to include these nouns: friendship distance neighbourhood _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
2 Rewrite these words as nouns, using the suffixes –ance and –ence. a perform
____________________
e pretend
b enter
____________________
f correspond ____________________
____________________
c abundant ____________________
g persist
____________________
d disturb
h refer
____________________
____________________
3 Search out these nouns. All end in a suffix. servant announcer justice cemetery privacy sculptor recreation vision opinion
R D Y O P I N I O N
E V E A R T J F A L
C I G N I Z G A N O
R S E R V A N T N W
E I F R A C T I O N
A O K E C I T S U J
T N I U Y R N W N H
I Y R E T E M E C S
O L H G U O R J E A
N S C U L P T O R D
4 Use these nouns in sentences: guitarist factory stadium _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 20
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Assessment - Nouns
Date ____________
✿ CHECK 1 Find the different nouns in this nursery rhyme.
/7
nouns
The lion and the unicorn Were fighting for the crown The lion beat the unicorn All round about the town. Some gave them white bread Some gave them brown Some gave them plum cake And drummed them out of town.
✿ CHECK 2 Write the plural form of these nouns: a church
b
c
chief
____________ ____________
chimney
____________
/5 d
e
invention
____________
lullaby
____________
✿ CHECK 3 Add the correct article.
/8
Freddo Frog was invented by Harry Melbourne for _____ McPherson Chocolates company. Freddo was going to be _____ mouse, but Harry convinced _____ company that ____ public, generally, would not like mice. Harry made _____ demo Freddo and got _____ thumbs-up. _____ first Freddos appeared in 1930. They were not wrapped and cost _____ penny. Now 180 million Freddo Frogs are produced annually.
✿ CHECK 4 Write six compound words using the following listed words. (Words can be used more than once.) day yard
junk time
house light
water life
farm back
side play
/6
sun line
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
21
Assessment - Nouns ✿ CHECK 5 Using suffixes, build a noun from these words. nouns
a serve
b build
c private
d happy
/6
e safe
f locate
___________ ___________ ___________ ___________ ___________ ___________
✿ CHECK 6 Use apostrophes to show ownership.
/5
a I heard the umpire whistle. b I look after my family pets c Birds wings beat in the darkening sky. d They will soon know the voters preferences. e There are hundreds of sheep on my aunt and uncle farm.
✿ CHECK 7 Add the missing nouns in this text.
/6 /2
Give the story a title. _________________________________________________________________ Once, a sly, mean fox invited a stork to dinner. The fox thought he would play a _________ on the stork. The only _________ he served was some thin soup in a shallow dish. The fox lapped up his own soup very quickly. Because the stork had a long, thin _________, she could not lap up even a mouthful. At the end of the _________, the stork was still hungry. “What a pity, my _________ that you are not hungry. The _________ was very tasty!”
✿ CHECK 8 Circle the abstract nouns in these sentences.
/5
a In great excitement, the children opened their Christmas presents. b As the storm raged around us, we gave up all hope of saving our boat. c My grandfather is a man of great wisdom. d He found it hard to accept the criticism of his coach. e With great determination, Kara completed the marathon. Student Name: __________________________ Year Level: _____
Total Score: ____/50
22 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
e to A Not her a the Te c Speakers and writers create images of people and things through their choice of adjectives. Adjectives give meaning and life to nouns. They are often chosen specifically to give a positive or a negative view of people, places, events and objects. Advertisers know this very well, and choose adjectives that will display their products in the most desirable way. They use words like reliable, charming, immaculate, heavyduty etc. Value can be outstanding, great or unbeatable. The media too, selects adjectives designed to sway the audience to a particular view. Of a dictator it may use words like evil, vicious, ruthless, and the acts of such a person may be described as despicable, brutal, inhuman. Whereas a princess may be described as beautiful, stylish, graceful, performing acts that are generous, compassionate and admirable. Adjectives give life and personality to all the people and things we speak and write about.
ADJECTIVES
Adjectives are words that give colour, shape, size, sound and feeling to nouns. Their job is to paint clearer pictures of nouns.
Carl, a tall man, went to the local shop to buy big bones for his shaggy, brown dog.
The Bare Bones
Indefinite adjectives give uncertain quantity to the noun. e.g. some children; few coins; many soldiers; most people Adjectives may show degree.
Adjectives can be placed before the noun they describe. e.g. I stroked the soft fur of the tiny, white kitten. Adjectives can be placed after the noun they describe. e.g. The door was wooden and heavy. This orange is sweet and juicy. Different adjectives have different jobs to do.
Descriptive adjectives give colour, shape, size and feeling to nouns. e.g. sharp pencil; choppy seas; haunting melody; scruffy dog; long, dusty road; quaint, white-washed cottages
Verbal adjectives are participles used as adjectives. Participles end in –ing or –ed. e.g. a walking stick; falling rocks; a deafening roar; scented roses; a puzzled look; a dazed expression Number adjectives give quantity to the noun. e.g. ten geese, five marbles, sixth person, first place
Adjectives of degree may describe nouns as they are (positive degree) e.g. I have a long rope, or compared to another (comparative degree) e.g. My rope is longer than yours, or compared to all others (superlative degree) e.g. Todd has the longest rope of all. Suffixes –er and –est are usually used to make adjectives of degree. e.g. old, older, oldest; sweet, sweeter, sweetest Other adjectives of degree are formed by placing more or most before the adjective. More and most are used before adjectives that already end in a suffix. e.g. beautiful, more beautiful, most beautiful; helpful, more helpful, most helpful; famous, more famous, most famous
Similes Adjectives are used in similes – a figure of speech which likens one thing to another, to provide a clearer word picture of something or someone. e.g. as light as a feather; as cold as ice; as white as snow 23
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
teaching notes
aDJectiVes
Adjectives show opposite ways of describing nouns. Because the work of adjectives is to describe nouns, it is possible to use them in ways that will give opposing views of people and things. These adjectives are called antonyms. e.g. a short/tall person; fresh/stale cake; sweet/sour oranges; dull/bright day; rough/smooth road
Adjective-forming suffixes A suffix (word ending) changes the way a word is used in a sentence. Some suffixes added to words form adjectives. e.g. funny, helpful, careless, comfortable, famous, tiresome, attractive, foolish, dependent
Reviewing adjectives • Remind the students that adjectives are very powerful • Discuss how we order adjectives in a logical way – a big, fat man rather than a fat, big man. tools that writers use to give life and meaning to people and things. Like artists, they paint pictures, • Discuss the use of commas when using more than one using words as their colours. They have a large adjective – a tall, skinny, long-legged man. palette of words, from which they constantly draw, to give their nouns shape and colour, size and feeling. • Tell the students that the adjective/s can be placed Writers, especially, create pictures of story settings and before or after the nouns they describe, e.g. an angry characters using word pictures. man, bald and overweight; a large man, kind and friendly. • Tell the students that together you are going to paint a picture of a man. Write the word ‘man’ on the board. • Show the students how to build sentences around Say that today they are going to create that picture these words e.g. An angry man, bald and overweight, using adjectives. stomped into the room; He was a large man, kind and friendly. • Write the key headings (below) across the board. Brainstorm a list of adjectives and write them under each heading.
The Look
The Shape
The Size
The Colour
The Feeling
bald bearded stooped flamboyant handsome regal ...
plump thin fat skinny long-legged stocky ...
tall short towering large overweight small ...
pale ginger-haired freckled pimply dark-skinned swarthy ...
sad angry old friendly lonely excited ...
• Ask the students to choose three adjectives to describe the man. Write several responses on the board. Explain that writers, generally, only use between 1 and 3 adjectives at any one time – more would be cumbersome, e.g. a short, plump, bearded man; a handsome, dark-skinned man; a stocky, ginger-haired man.
• Ask the students to build a picture of a man using adjectives, then to build a sentence around them. Share their responses. • Ask them to reflect on how their choice of words changed the picture of the man.
24 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
aDJectiVes
exploring
teaching notes
ADJECTIVES
Setting the Scene Prepare some sheets of paper headed with a range of story settings, e.g. beach, city, sporting venue, countryside, train station, street carnival, the mountains etc. Give each pair of students a prepared sheet of paper. Ask them to list some ‘things’ they would expect to see, hear, feel and touch in that setting. They could then add one or two adjectives to describe their ‘things’, e.g. golden sand; broken shells; loud, crashing waves; colourful beach umbrellas; laughing children; rocks, wet and jagged… After 15 minutes or so, pairs present and display their lists. In a second session, you could return the lists to their authors and ask them to write a short paragraph to describe their particular setting.
collectors’ c orne
r Divide the c la ss into small g Supply each roups. g ro u p w it h magazines, and junk ma papers il. Nominate a topic for e e.g. sport, fa ach group, shion, cars, animals, mo v ie /rock stars, Ask each gro food, travel etc. up to find an their topic, collage-style d paste pictures about , onto an A3 paper. Ask th -sized sheet em to write of any number adjectives o of describing n a label to past picture. On c ompletion, th e on/below each e groups cou up their she ld p ets, side by side, to crea in a large mura te l of adjectiv es.
ies es d o Go addi llers use uild B b e and at storyt tively to ther
ei ec th lain very eff racters, ive way. p x E a s egat ir ch d ctive adje s of the ay or a n rella an e e g imag ositive w of Cind d Ridin e s p e in a exampl isters, R vide the es, o s l Give gly step- wolf. Pr f fairyta k s e o the u and th a range ends. A d g Hoo nts with s and le o list the ies’ h e t d stud les, myt in pairs the ‘goo a e t k folk to wor describ their t e them tives tha es’. Shar i c adje he ‘ badd t and gs. in find
Point of View
in Explain that most material we read the – way e newspapers is biased in som m reporter or advertiser is writing fro the e a particular point of view. Provid m students with newspapers. Ask the to work in pairs to scan some articles and advertisements and list adjectives under two headings: Positive and Negative. Direct the students to the tor, real estate section, letters to the edi l articles about political, environmenta or economic issues, and to general advertising. Share their findings.
25 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Work sheet 17
Describing Adjectives 1
adjectives are words we use to give life and meaning to noun: for example: a famous actor; a long-awaited letter; exciting news; a shaggy, black dog.
aDJectiVes
Adjectives and nouns work together to give clear pictures of people, places and things.
Adjectives give shape, size, sound, colour and feeling to nouns.
1 We can place an adjective in front of the noun we want to describe. Write one or two adjectives in each space to describe the noun. (You might like to try some alliteration.) a He looked in the ______________ mirror, and what do you think he saw? b I have two ______________ sandwiches in my lunch box and a piece of ______________ cake. c ______________ lions and ______________ elephants roam the grasslands of Africa. d In the heart of Australia there is a _____________________ desert. e The students made some ______________ puppets for the ______________ concert.
2 We can place adjective after the nouns we want to describe. Circle the adjectives that describe the underlined nouns. a I stepped into the room. It was cold and uninviting. b Thomas will be anxious if I’m not there. c The miners stood, alert and watchful, as the fuse was lit. d A man rushed into the room, his face flushed and angry. e Strange creatures, wild and untamed, roam the high mountains.
3 Place the adjectives in the best order before the noun.
26
a __________________________________________ apples
(red, tasty, six)
b __________________________________________ geese
(wild, seven, flying)
c __________________________________________ books
(well-read, dusty, old)
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Work sheet 18
Describing Adjectives 2
adjectives are used to describe nouns: for example: an open window; sticky fingers; clothes, elegant and expensive.
1 Replace each space with a suitable adjective from the list below. Sports Day finally arrived! T-shirt and c _________________ shorts, and pulled on my d _________________ sneakers, with their e _________________ laces. I had a f _________________ breakfast and rushed off to school on my g _________________ bike. After Assembly, we all gathered on the oval in our teams.
aDJectiVes
It was a a _________________ day. I dressed quickly in my b _________________
I was the h _________________ runner in my race. We all rushed over the finishing line. I was i _________________. Wait till you see what a j _________________ jumper I am! a b c d e f g h i j
sunny new black well-worn fluoro quick racing slowest first great
cloudy green comfortable white unmatched tasty shiny youngest disqualified awful
cold school old smelly flat light mountain fastest last wonderful
windy clean grey favourite multicoloured hot red fittest fifth awkward
2 Use these adjectives in sentences: popular
tasty stubborn
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
27
Work sheet 19
Number Adjectives
adjectives show number, for example: five sheep, two tickets, first place, ninety-nine dollars, last chance. adjectives also show colour, size and shape, for example: red apples, green grass, large buildings, tiny ants, round table, rectangular paddock.
1 Complete these sentences using number adjectives.
aDJectiVes
a Leopards have ________ eyes, ________ ears and ________ legs. b A passionfruit has _________ seeds.
If we are unsure of the exact number, we use: some, few, many, most
c A spider has ___________ legs. d A bi-plane has _________ wings. e I found _________ green ants under the garden wall. f I only have a ________ chips left.
2 Sort these adjectives into the correct columns below. rotund short silver
crimson oblong enormous
mammoth huge azure
Colour
circular purple oval
ebony triangular tiny
Size
speckled gigantic square
Shape
3 Do some research. What do these expressions mean?
28
a feeling blue
d black and blue
g red as a beetroot
j green thumbs
b in the pink
e get the green light
h the grey army
k a black day
c good as gold
f silver-tongued
i
l red hot tip
out of the blue
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Work sheet 20
some forms of the verb can be used as adjectives. They are called verbal adjectives. They end in –ing or –ed, for example: a walking stick, falling rocks, a winding road, loaded trucks, a puzzled look.
Verbal Adjectives
a a chiming
wind
g roasted
truck
b exciting
vehicle
h a haunted
jumper
c a wailing
news
i a knitted
cacti
d puzzling
clock
j branded
peanuts
e a howling
questions
k a bogged
house
f a speeding
siren
l potted
cattle
aDJectiVes
1 Join these verbal adjectives to the nouns they describe.
2 Build sentences around five noun groups of your choice. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
3 Choose a verbal adjective in the top line to describe a noun on the bottom line. Colour each pair the same colour. melted
walking
setting
knotted
dancing
boiled
preserved laughing
shoes
rope
butter
eggs
fruit
stick
clown
sun
painted
growing
chewing
ploughed
gaping
bundled
cooked
cheering
sticks
meat
fence
crowd
plants
field
gum
hole
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
29
Work sheet 21
Adjectives with Suffixes 1
suffixes are special word endings, which change the way words are used, for example: rely (verb); reliably (adverb); reliable/ unreliable, reliant (adjective); reliance (noun).
aDJectiVes
Adjective-forming suffixes include: -al, -ant, -able, -ible, -ial, -ic, -ish, -ive, -er, -est, -ent, -ful, -less, -some, -ous, -ious, -y
1 Some adjectives are formed by adding –al, –ous, and –y to the noun form, for example: music – musical, fame – famous, fun – funny. Build adjectives from these nouns. (*Spelling Alert!) –al
–ous
–y
a comic
g adventure*
m trick
b exception
h glamour*
n grease*
c region
i mountain
o hunger*
d coast
j nerve*
p taste*
e occasion
k venom
q sun*
f person
l danger
r risk
2 The suffixes –able and –ible are easily confused. –able is usually at the end of ‘real’ words, for example: notice noticeable. –ible is usually at the end of words that don’t make sense, for example: horrible. Choose the correct suffix to complete the adjectives these sentences. a Is it poss______ for man to live on the moon? b He is such a sens______ fellow. c Because of heavy cloud the eclipse of the moon was not vis______. d Twenty is div______ by five. e Before us stood a very fashion______ young man. f The weather in some parts of Australia is very change______. g Be reason______!! It’s pouring rain outside! 30
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Work sheet 22
Adjectives with Suffixes 2
suffixes are special word endings, which change word grammar, for example: attract (verb); attractive (adjective); attractively (adverb); attraction (noun).
1 Fill in the missing adjectives, choosing from the box below. a It was such a ______________ occasion – fairy lights, balloons b A ______________ helicopter rescue was carried out today in ______________ country near Dawsonville. c He is an ______________ man with ______________ decisions to make. d I am ______________ to know whether angels really exist.
aDJectiVes
and streamers everywhere.
e We are ______________ that the problem of ______________ warming can be resolved. f That restaurant serves ______________ , ______________ food. dramatic influential
curious confident
global healthy
festive important
delicious mountainous
2 Write five sentences using your choice of noun groups. an optimistic person a terrible dust storm precious jewels a spacious room casual clothes a comfortable chair
an effective solution an incredible sight
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
31
Work sheet 23
adjectives can describe people and things in opposite ways, for example: happy face – sad face; old books – new books; a long road – a short road.
Antonyms 1
aDJectiVes
1 Write antonyms for these adjectives. a expensive ____________
d narrow ____________
g dark ____________
b high
____________
e fresh
____________
h long ____________
c smooth
____________
f empty
____________
i ugly ____________
2 Now complete these sentences by using the correct antonyms. a Because of the drought, fruit that was once _______ is now _________. b The tanks were _______, but now they are ________. c The hikers emerged from the __________ cave into _________ sunlight. d Rivers are ________, but creeks are _____________. e The ____________ Cinderella stood before her _________ step-sisters. f Do you want a ________ or a ________ piece of string? g The bread is ________, but the buns are __________.
3 Search out the antonyms of the adjectives in the list. old
______________
large ______________ wrong ______________ wild
______________
top
______________
new
______________
hot
______________
small ______________ heavy ______________ tall
______________
wet
______________
S D Y U D S H O B S
T A M E I T E F O R
P B G N R I G H T O
S H O R T E R E T P
N L L O Y L A P O X
C D D Z B L L A M S
J R P B I I T W A D
O Y O U N G M G Y L
K L H G U H R J P O
clean ______________ 32
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
W E N L P T L K N C
Work sheet 24
Antonyms 2
adding certain prefixes or suffixes can also form antonyms, for example: appear – disappear; possible – impossible; helpful – helpless.
Prefixes that form antonyms include: dis-, un-, in-, im-, il-, ir-, misSuffixes that form antonyms include: -ful, -less
1 Add a prefix to show adjectives of opposite meaning. aDJectiVes
a The journalist was ___armed as he went into the battle zone. b The ____literate man signed his name, but it was ____possible to read. c It is highly ____ likely that Jonathan will be _____obedient. d Our coach made the ____accurate statement that our team was ___beatable. e It was an ___believable sight! The comet was suddenly ____visible.
2 Complete this table of antonyms. -ful
-less
-ful
a help
f thought
b use
g colour
c care
h power
d hope
i doubt
e pain
j cheer
-less
3 Highlight the correct adjective in each pair. a The river was flowing so swiftly, we were (powerful, powerless) to help. b It is (probable, improbable) that man will one day live on the moon. c It is (legal, illegal) to park in a bus stop. d I had the (fortune, misfortune) to win first prize in the competition. e Your answer is (correct, incorrect). You will need to try again. f I’m sure he will be here soon – he is very (reliable, unreliable). g Thank you for waiting for me. You are most (thoughtful, thoughtless). h It was very (responsible, irresponsible) to leave your young sister behind. Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
33
Work sheet 25
Adjectives of Degree 1
adjectives of degree show how people and things compare with each other, for example: tall taller tallest; long longer longest; old older oldest. to show degree we usually add –er and –est.
1 Colour the matching adjectives of degree.
aDJectiVes
Positive
2 Complete the table of adjectives.
Comparative Superlative
Positive
loud
wetter
strongest
long
tall
thinner
loudest
old
fierce
louder
fiercest
sharp
wet
stronger
wettest
wild
thin
fiercer
tallest
soft
strong
taller
thinnest
brave
Comparative longer
Superlative longest
3 Complete the adjectives of degree correctly. Add –er or –est. a That was the cold_____ day in winter. b It is hot today, but I think it was hot______ yesterday. c My grandma is old_____ than yours, but young_____ than Henry’s. d Jackson is the fast_____ runner in our class. e The yellow box is large, but the pink one is large____.
4 Some adjectives of degree are not formed by adding –er and –est, for example: good, better, best; bad, worse, worst; many, more, most; little, less, least. Use the correct adjective to complete these sentences. a The coach told us it was the ________ game we had played this season. b He told us that we must do ________ next time. c He really wanted us to be the ________ team in the district. d However, things went from _______ to _________. e By the end of the season, our team had the _______ number of points. 34
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Work sheet 26
Adjectives of Degree 2
adjectives of degree show how people and things compare with each other. There are three degrees: positive, comparative and superlative.
aDJectiVes
When an adjective already ends in a suffix, we add more and most to show comparative and superlative degrees.
1 Highlight the correct word – more or most. a That is the (more most) beautiful sunset I have ever seen! b The main bedroom is (more most) spacious than all the others. c Tito is the (more most) adventurous person in our group. d The machine will be (more most) efficient if you oil the motor. e Tina’s picture is (more most) colourful than mine.
2 Add more or most to the following sentences. a That is the __________ unusual building I have ever seen. b Jerry grew __________ despondent as each day passed. c The director told us she needed a __________ dramatic performance. d Is the taipan the __________ venomous snake found in Australia? e Sitting in the dentist’s waiting room, I became __________ and __________ nervous.
3 Complete the sentences by using the correct degree. a He is the __________________________ composer I know.
(famous)
b Chen is ____________________ than his older brother now.
(big)
c Ask Shelley – she is ____________________ than Jo.
(reliable)
d March, this year, was the ____________________ on record.
(dry)
e She became ____________________ when her friends came to visit.
(cheerful)
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
35
Work sheet 27
Homographs and Homophones
some words can be used as both a noun anD an adjective. These words are called homographs, for example: This is a safe place to swim. Her money and jewels are kept in a safe.
1 Indicate whether the underlined words are nouns (N) or adjectives (A). a She is such a sweet ( b With a grave (
aDJectiVes
red cross (
) and kind (
) person.
) face, the teacher put a
) on my work.
c Raise the blind (
) and let in some light (
).
d Stand at the back (
) of the room and be patient. (
e I have had a cold (
), but now I am well. (
)
)
2 Use top and kind in sentences – first as an adjective, then as a noun. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
some words are pronounced in the same way, but have different spelling and different meaning. These words are called homophones. 3 Choose the correct word in the brackets. a Kevin was sure he had all the answers (write right). b She carried a (bridal bridle) bouquet of pink roses.
For example: weak week fair fare new knew foul fowl bare bear
c He was a (bawled bald) man wearing a shabby grey suit. d I cannot (bare bear) the thought of your leaving. e The students had their projects completed within a (weak week).
4 Write sentences to show the meanings of each homophone: idle, idol bold, bowled. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 36
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Work sheet 28
Adjectives in Similes
adjectives are often used in similes. similes paint a clear picture by saying how one thing is like something else, for example: as cold as ice; as old as the hills; as white as snow.
1 Spot the simile in each sentence and circle it. a During the performance, you must be as quiet as a mouse. b He was as busy as a bee in his vegetable garden.
aDJectiVes
c The road across the Nullabor Plain is as straight as an arrow. d The night sky was as black as ink, until the moon rose. e Her face was as pale as a ghost.
2 Complete these similes using words from the box. a as gentle as a __________________ b as light as a
__________________
c as high as the __________________ d as pretty as a __________________ e as white as a __________________ f as cool as a
__________________
g as regular as __________________ h as deep as the __________________
sheet picture clockwork cucumber feather ocean sky lamb
3 Write some similes of your own. as blue as
__________________
as young as __________________
as hard as
__________________
as wide as
__________________
as poor as
__________________
as old as
__________________
as shiny as
__________________
as clever as __________________
as silent as
__________________
as green as __________________
as pleased as __________________
as sad as
__________________
4 Choose any three similes and use them in sentences. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
37
Work sheet 29
Adjectives in Context
adjectives play an important role in describing the characters in a story and the backdrop against which they perform.
aDJectiVes
1 Highlight at least ten adjectives in this description. I was not prepared for Professor Splott. He oozed into the room like a long, brown stick insect. He was taller than I thought anyone could be, and his long face was like stretched chewing gum. His bald head shone like a polished egg. He stalked across the room, his long, skinny, bony fingers clutching a short stick. His beady brown eyes bored into my brain. ‘Well, Brown, what have you done this time?’ he said in a menacing kind of way.
2 Fill in the missing adjectives using words from the box below. An ____________ sandstone house rose out of the ____________ wood. In the distance, thunder crackled, and ____________ flashes of lightning lit up the ____________ roof and ____________ shutters. The two children moved cautiously toward the heavy ____________ door. It looked solid and impassive. Jo peered through the large keyhole. Flashes of lightning lit up a single box in the centre of an ____________ room. It was a large, ____________, wooden box with a curved lid and ____________ brass latches. Her eyes took in the long, ____________ cobwebs in the high corners of the room and the deep scratches on the walls. A dank, ____________ smell filled her nostrils. She felt strangely excited… broken brief
empty shiny
carved old
dark decaying
wooden draping
strange falling
3 On a piece of paper, draw the three characters in this interaction. Construct a web of adjectives around each one to give them life and personality. “Sit, Toby, sit!” commanded Bill, smacking the dog hard across the nose with a thin stick. Toby lowered his head and whimpered. “Stop that, Bill!” shouted Emily, throwing her arms around Toby’s neck. 38
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Assessment - Adjectives Date ____________
/5
gradual
thumb
adventure
shabby
responsible
grotto
lonely
shadow
object
golden
✿ CHECK 2 Sort the adjectives below into the correct columns. impatient motorised crowded
barren volcanic brazen
PEOPLE
metal artistic striped
/12 courteous overgrown sour PLACES
THINGS
aDJectiVes
✿ CHECK 1 Circle only the adjectives.
✿ CHECK 3 List the adjectives in this report.
/10 Gold, like iron, lead, tin and copper is a metal. It can be dug out of the ground as ore, or panned from shallow creek beds as gold dust, flakes or nuggets. Gold is easy to hammer flat and shape because it is soft. It can be beaten into paper-thin sheets or stretched into fine wire. Gold will only melt at very high temperatures and will not rust or tarnish. These qualities make it a long-lasting metal of great beauty. It is possible that the lovely statues and ornaments crafted in ancient times have been melted down and re-used over and over again. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
39 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Assessment - Adjectives
aDJectiVes
✿ CHECK 4 Write the antonyms (opposites) of these adjectives.
/8
a high
________________________
e careful
________________________
b beautiful
________________________
f important
________________________
c dangerous ________________________
g smooth
________________________
d responsible ________________________
h appropriate ________________________
✿ CHECK 5 Complete the similes. Use one in a sentence.
/5
a as busy as ________________________
c as silent as ________________________
b as pretty as ________________________
d as light as ________________________
_________________________________________________________________________
✿ CHECK 6 Use suffixes to change these words to their adjective form. a bear
b harm
c adventure
____________
___________ _____________
d exception
/5
e depend
____________ _____________
✿ CHECK 7 Complete the adjectives of degree.
/5
a Ganga is a _____________ runner than Jenny.
(fast)
b Death Valley is one of the _____________ places on Earth.
(hot)
c I am good at chess, but Jeff is much __________________.
(good)
d Hugh is much _________________________ than I am.
(curious)
e Bailey is the __________________________ boy I know.
(sensible)
Student Name: __________________________ 40
Year Level: _____
Total Score: ____/50 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION
© Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
PRONOUNS
e to A Not her a the Te c Texts, both spoken and written, are made up of sentences whose ideas connect to each other in meaningful ways. Pronouns are used to replace nouns to avoid the monotony of repetition.
Sarah lost her hat in the park. Mark said that he would help her look for it. He said that it was bright red, so they should find it easily. These pronouns refer back to nouns already mentioned and give the text fluency and cohesion.
Pronouns are the words that are used instead of nouns in text. They can be singular or plural, masculine or feminine, and they do the same work as nouns.
Pronouns have three different forms:
First-person pronouns are used when a writer, a speaker or character is doing the ‘talking’. e.g. I eat my greens.
Second-person pronouns are used when someone is spoken to. e.g. If you look, you will see your hat.
Third-person pronouns are used when a writer or speaker talks about other people and things.
•
The Bare Bones
Third-person pronouns are: he, his, him, she, her, hers, it, its, they, them, their, theirs
Possessive pronouns show ownership. NO apostrophes are needed. These pronouns are: my, mine, our, ours, your, yours, his, hers, its, their, theirs
Interrogative pronouns are used to ask certain questions – Who? Whom? (rarely used) Whose? Which? What? e.g. Who ate all the cakes? Whom did you see?
e.g. They left them behind with their teacher.
Whose books are on the floor?
Different pronouns have different jobs to do.
What is your address?
Which bus do you catch?
Personal pronouns replace the names of the people, places, animals and everyday things around us. •
First-person pronouns are: I, me, my, mine, we, us, our, ours
•
Second-person pronouns are: you, your, yours
41 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
teaching notes
PRonoUns
Reviewing pronouns •
Sometimes pronouns do point forward.
Write two sentences on the board, the second using one or two pronouns.
e.g. The girl has the latest Harry Potter
e.g. “We can’t come with you,” said Jasmine
and Fay together. •
Begin a list of personal pronouns with the students’ help. You may wish to list them under first, second and third person pronouns.
•
Give the students a short piece of magazine (or other) text, and five minutes to locate the pronouns that have been used. Share their findings.
•
Do some oral cloze activities.
book. She is looking forward to reading it. •
Ask who the ‘she’ and the ‘it’ refer to. Use arrows to show the link between ‘she’ and ‘girl’ and ‘it’ and ‘book’. Write and discuss other examples using different personal pronouns.
e.g. Bill and Jack are friends. They like to
go riding on their bikes.
e.g. The dog bit Bradley and ____ began to cry.
•
Review the term pronouns – words that take the place of nouns. Discuss the reason for using pronouns instead of repeating the nouns.
•
Point out that pronouns usually refer back to nouns in the text. Pronouns help tie ideas together and keep text flowing smoothly.
Rowan and Cal have skateboards. ______ go to the skate park every day to ride ______.
42 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
PRonoUns
exploring
teaching notes
PRONOUNS
sort it out
Make enlarged copies of texts containing different personal and possessive pronoun s. Give each student one copy. Ask the stud ents to write all the different pronouns they can find on slips of paper. Now place the class in small groups, and ask them to sort their words into categories. Some groups could sort them among male, female, both or neither. Some cou ld sort them as singular and plural. Some could sort them according to person – first, second and third. Some could sort them between pers onal and possessive. Give the groups charts hea ded with the various categories. Ask the stud ents to place their pronoun slips onto the chart. Share and discuss their findings.
t e tex v i t a rr Co a piece of nadialogue.nd whiteme ct ya Sele ining so ged cop e copies irs r a k a cont an enla ns. Ma sk the p u e o Mak e pron dents. A nouns. o u th out irs of st issing pr sk a A . for p in the m ponses. choices ut s l r o l i to fi their re tify the talk ab . e s t o Shar nts to ju rtunity t es in tex i e t o stud his opp hesive o t Use uns as c o pron
up ver-
Contraction Action
second seaso n
Use the pron o previous acti un slips from the vity. In turn , ask each student to se lect a prono u n class, and o ffer a senten , show the ce containin g that pronou n. When a stud ent another stud gives a sentence, ask ent to offer a noun might replac e that prono that un, e.g. She is le arning to dri ve a “She” = Joan ne or The wo car. man.
Give each Prepare about 30 contraction cards. tence on student one card. Write a brief sen , e.g. ___ the board with a missing contraction who can all seen the movie. Ask any students traction to complete the sentence with their con completed stand. Ask them, in turn, to read the vie. or We’ve sentence, e.g. They’ve all seen the mo cy. all seen the movie. Check for accura e the Vary the sentences to accommodat ber of turns, different contractions. After a num on, and ask the students to pass their card continue offering sentences orally. Contractions: you’ve you’ll I’d I’ve I’ll I’m we’re he’ll she’ll he’s you’re she’s y’ll it’s we’ve we’ll they’ve they’re the
43 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
PRonoUns
WoRk sheet 30
Personal Pronouns
Pronouns are used instead of nouns in speaking and writing. Personal pronouns replace the names of people and things.
Singular: I, me, my, mine you, your, yours she, her, hers he, him, his it, its Plural: we, us, our, ours you, your, yours they, them, their, theirs
1 Highlight the pronouns in these sentences. a She showed us some photos of China. They were very interesting. b I asked my mother if you and I could go shopping with her. c Have you seen the latest Shrek movie? It is really funny. d Let me read your story, and I’ll let you read mine. e He asked them to bring some field mushrooms back to him.
Pronouns are singular or plural. They are male, female or neutral depending on the nouns they replace. 2 Indicate whether the pronouns are: S– singular, P– plural, M– male, F– female, N– neutral e.g. she (SF) a He ( b I(
) bought a yo-yo and gave it ( ) asked them (
) to his (
) brother.
) to sit down and talk to me. (
c Hello Jacob. Do you (
) know where they (
d He (
) told her (
e She (
) collected six eggs and put them (
)
) have all gone?
) not to go with them. (
) ) in the fridge.
3 Use a ^ to show where to place the missing pronouns.
44
a He cleaned and polished black leather shoes.
____________
b I gave kitten a dish of warm milk.
____________
c The teacher told to sit down.
____________
d Stella hung new hat on a hat peg.
____________
e They pushed bikes up the steep hill.
____________
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WoRk sheet 31
Pronouns – Person
Pronouns have three different forms: first person second person The speaker: The person being I, me, my, mine spoken to: we, us, our, ours you, your, yours
third person The person/s being spoken about: he, his, him she, her, hers, they, them, their, theirs, it, its
1 Diaries are written in first person. Write three personal diary entries. Monday 12th __________________________________________________________ __________________________________________________________ Friday 16th __________________________________________________________ Sunday 18th __________________________________________________________ __________________________________________________________
2 Which ‘person’ is engaged in these statements. Indicate 1st, 2nd or 3rd. a Possums are nocturnal animals. They hunt for their food at night.
________
b You should collect your things and hurry home before you get wet.
________
c I joined my team on the field for our final soccer game.
________
PRonoUns
__________________________________________________________
For the subject of a sentence we use: I, you, we, he, she, it, they For the object of a sentence we use: me, us, you, him, her, it, them 3 Highlight the correct pronoun. a (Them They) will have a game of handball after (them they) have lunch. b (We Us) went to the train station to see (they them) off. c You and (I me) will eat our lunch with (he him) down by the river. d (She Her) read (she her) latest poem to (they them). e The teacher spoke to (she her) and (I me) before (us we) went home. Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
45
WoRk sheet 32
Possessive pronouns show ownership. no apostrophe is needed. The possessive pronouns are: my book (mine), your book (yours), his boat (his), her car (hers), our pots (ours), their dogs (theirs).
Possessive Pronouns
1 Circle the possessive pronouns. Use an arrow to show what they ‘own’. a Kenji showed his parents his report card. b Dad told me to give my bike to my sister to ride. c The parrot flapped its wings and flew onto her shoulder. d We thought the ball was ours.
PRonoUns
e When I saw that cap, I knew it was yours.
2 Complete these sentences. a After we had our lunch, __________________________________________________ b Put your ______________________________________________________________ c On the last day of their holidays, __________________________________________ d Deep in its burrow ______________________________________________________ e With her hand in mine, __________________________________________________
3 Don’t confuse it’s, meaning it is, with the possessive pronoun its. Add the correct word – it’s or its. a _______ many long years since last I saw you. b The cat sharpened _______ claws on the rough bark of the tree. c Did you see _______ eyes! They were fiery red and wild. d Finally he cried, “_______ no use. I just can’t go any further.” e The wren dipped _______ beak in the water and drank _______ fill.
46
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WoRk sheet 33
Interrogative Pronouns
some pronouns are used to ask questions, such as: Who? Which? What? Whose? Whom?
1 Answer these questions. a What do you like for breakfast?_______________________________________________ b Who is your favourite actor? ________________________________________________ c Whose house is next door to yours? ___________________________________________ d Which TV show do you like best?______________________________________________
2 Now it’s your turn. Write four questions and ask a friend to answer them. ________________________________________________________________________ b Which __________________________________________________________________? ________________________________________________________________________ c What __________________________________________________________________?
PRonoUns
a Who ___________________________________________________________________?
________________________________________________________________________ d Whose _________________________________________________________________? ________________________________________________________________________
3 Fill in the missing pronouns to complete the questions. a _______ is going with you to the football game on Sunday? b _______ is the way to get to the skateboard park? c _______ shoes were left on the school oval? d _______ do you like to do at the weekend?
4 Unscramble these questions. Remember to use question marks. a gold lost a this Who watch morning __________________________________________ b socks lying the are dirty floor Whose on _______________________________________ c birthday your What you like for would _________________________________________ d bench with Who sitting park the on was you ___________________________________ e is to coast it Which way the ________________________________________________
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
47
WoRk sheet 34
Indef inite Pronouns
indefinite pronouns refer to people and things in a general way. any all anyone anybody each everyone everybody everything few many no-one none nothing some someone something somebody several
1 Add an indefinite pronoun to complete each sentence. a Does ____________ know if Sam is coming to school today? b When he scored the winning goal, ____________ cheered.
PRonoUns
c It looked very much like rain, but ____________ fell. d The captain asked for volunteers, but ____________ came forward. e I thought I saw ____________ at the window. f We’re having pizza. Do you want ____________?
Demonstrative pronouns refer to specific people and things. The pronouns are: this (sing), these (pl); that (sing), those (pl). 2 Add a demonstrative pronoun to complete each sentence. a __________ is the house that Jack built. b “Who said __________?” The teacher glared at her students. c Dad picked up a coin. “Does __________ belong to you?” he asked. d “Put __________ on your brother’s cake,” said Mum, handing me six birthday candles. e __________ was a very silly thing to do! f I know what to do with __________ books, but what should I do with __________?
48
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WoRk sheet 35
Pronouns – Cohesive Ties 1
Pronouns refer backwards and forwards to people and things. They ‘tie’ ideas together.
1 One pronoun has been underlined. What noun does it replace? _______________________ _______________________ _______________________ _______________________ _______________________
2 Pronouns usually refer backwards to a person or thing that has already been mentioned. Underline the pronouns. Draw an arrow back to the ‘things’ to which they refer.
PRonoUns
a “Will you make cakes for the school fete?” Joanna asked her mum. b Tess pointed to her brother and said, “I think he will win today.” c “Will you let me have just one more turn, please?” asked Michael. d “Let us make a pavlova,” said Dale to her friend. e Leanne gave me the book and said, “Please put it on the shelf.”
a The hikers, with backpacks on their backs, climbed steadily to the base camp of Mt Everest. The mountain towered above them. It looked impossible for them to climb. b Bradley and his two brothers joined the crowd that lined the streets of Brisbane for the ANZAC Day parade. They came to honour the memory of their grandfather. He had served in New Guinea during the war. c Molly was a collector. She collected all kinds of frogs – big and little. She had glass frogs and stuffed frogs. She had plastic frogs, cloth frogs and clay frogs. She even had painted wooden frogs. Her father often could not understand it at all. Can you? d The plane took off in light rain. The passengers sat back in their seats for take-off, with their seat belts fastened. The plane was soon in the air. It climbed rapidly and within fifteen minutes, it was cruising at very high altitude. A flight attendant walked down the aisle. She handed headphones or magazines to each passenger. Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
49
WoRk sheet 36
Pronouns – Cohesive Ties 2
Pronouns are an important feature of narrative writing. They ‘tie’ ideas together. They constantly refer backwards and forwards, to people and things.
1 Highlight the pronouns. Draw an arrow back to the ‘things’ they refer to. Peter Sox was thirsty. He really wanted a cup of tea. He had been out in his hot tin shed all morning, straightening the weather vane. The red tin rooster on top had screeched to a halt one windy Saturday back in May. It had refused to move after that.
PRonoUns
Peter entered the kitchen through the screen door. It squeaked in protest. ”I need to grease that,” he thought, “but a cup of tea is what I need just now.”
2 Continue the story by adding in the missing pronouns. Bobbie Sox looked up when Peter entered the kitchen. _______ noticed the grease under _______ fingernails. “_______’ve been greasing the gate … again!” Bobbie Sox grimaced. _______ went back to _______ scribbling at the kitchen table. Peter realised that if _______ wanted a cup of tea, _______ would have to get _______ himself!
Personal pronouns are not used in information reports. Reports describe facts from an impersonal point of view. 3 Read the extract from a report on gold. Write an observation about pronouns. The discovery of gold in California in 1849, and in Australia in 1851, gave wealth to these young nations and led to population growth, new industries and improved transport and communication. The most famous goldfields in the world were discovered in 1886 in South Africa. Now the world’s largest producer of gold, South Africa controls the price of gold on world markets. Observation: ______________________________________________________________________ ______________________________________________________________________ 50
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Assessment - Pronouns Date ____________
✿ CHECK 1 Find and highlight the pronouns.
/10
Two roosters once had a fight to decide who would be king of the farmyard. After a long, hard struggle one rooster could fight no more. He crept into the darkest corner of the henhouse to hide his shame. The winner flew to the top of the farmhouse, crowing and flapping his wings, to let the world know he was the new king. “Look at me!” he crowed. “I am the King of the farmyard.” Just then an eagle flew by. She swooped down and seized
✿ CHECK 2 Pronouns are missing from each sentence. Mark the spot with a ^ and say what the pronouns are. a Jessica and are going to visit uncle.
____________________
b Where would like to go for holiday?
____________________
c Dad told to get coats.
____________________
d Let’s wave to when pass by.
____________________
✿ CHECK 3 Fill in the spaces with possessive pronouns.
/8
PRonoUns
the rooster in her talons and carried him off.
/5
a The kitten put _________ sooty footprints everywhere. b I will plant a summer-flowering tree in _________ garden. c He put _________ finger on the buzzer and pressed hard. d They went out in the wind to fly _________ kites. e Please hand it back to Sally. It’s _________.
✿ CHECK 4 Use arrows to show which nouns are replaced by pronouns.
/8
a Joe couldn’t read the sign because it was too far away. b Billy and Taj built a treehouse in their backyard. c I help Dad in the shed by handing him the tools he needs. d Ms Jensen frowned at Jane, so she put her pen down right away. e “Do you want to come to the library with me?” Ben asked Kate. 51 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Assessment - Pronouns ✿ CHECK 5 Write sentences using the pronouns: mine, we, them, us and its.
/5
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
✿ CHECK 6
Add the correct pronoun – who, which, what or whose.
/4
PRonoUns
a _____________ ingredients do I need to make pancakes? b _____________ owns that beautiful, blue vintage car? c _____________ bike is Gillian’s? d _____________ dirty shoes are lying on the floor?
✿ CHECK 7 Circle ONLY the pronouns which replace Hans Christian Andersen.
/10
Hans Christian Andersen was born in Denmark in 1805, the son of a poor shoemaker. His father died when he was only eleven years old. After attending a school for the poor, he left for Copenhagen at the age of fourteen. Here Hans met Jonas Collin who helped him to obtain a royal scholarship, which enabled him to continue his education for the next six years. Hans was deeply unhappy and called these days “the most bitter of my life”. In 1835 he published the first of 156 fairytales. These tales made him rich and famous. He died at the age of 70. Hans Christian Andersen is still regarded as the world’s greatest teller of fairytales.
Student Name: __________________________ 52
Year Level: _____
Total Score: ____/50 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION
© Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
VERBS
e to A Not her a the Te c Verbs are the essential ingredient of any sentence. Without them, communication is, at best, poor. A verb gives a sentence a reason for ‘being’. It informs of some process occurring between people and things. In the fast growing world of telecommunications, new language is being created all the time. New verbs are being born, while others are being discarded or archived. We now have, for example, the verbs skype, email, text, merge, autoformat. Verbs tie ideas together and make sense of them. They contextualise the events surrounding people, places and things. Verbs are very powerful tools used by writers and speakers. Writers, especially, recognise the power in verbs to create strong images of movement, action and behaviour. Like adjectives, verbs give colour and interest to sentences. They create vivid pictures of motion and movement, so can be used to great effect, especially in descriptive writing and poetry. Help students create a verb-consciousness, to build a vocabulary that is colourful and imaginative. Help them leave words like ‘got’ behind, and strive for words of colour, precision and expression.
Verbs consist of one or more words that show the particular interactions and relationships between people, places, events and objects.
Different verbs have different jobs to do.
Doing verbs show the actions of people and things. e.g. fly, swim, sleep, break, spill, dance, cry, wrap
Being verbs show that people and things exist. e.g. am, is, are, was, were, be, being, been Having verbs show what people and things ‘have’. e.g. has, have, having, had
Saying verbs show how living things (or personified objects) express themselves. e.g. growl, squeak, shout, whimper, howl, whisper, say, call, cry
Thinking verbs show how people mentally process ideas. e.g. imagine, think, ponder, believe, visualise, reminisce, cogitate, remember Verbs have different forms. An infinitive is the simple verb form. e.g. play, swim, eat, take
Finite verbs work on their own. They have someone or something as the subject. e.g. Golden autumn leaves fall from the trees. The jet plane flew to Melbourne.
Non-finite verbs cannot work on their own. They consist of: 1. infinitives, e.g. I want to eat. Jani wants to play. 2. present or past participles with an auxiliary verb, e.g. She is singing on stage. He was playing hockey.
The Bare Bones Mum has baked a hot roast dinner. Ferris had kicked the winning goal.
The present participle is formed by adding –ing to the infinitive. e.g. fly, flying; jump, jumping The past participle is formed by adding –ed to the infinitive. e.g. kick, kicked; play, played
Auxiliary (helping) verbs are used with present and past participles to make a complete verb. Their job is to show tense or possibility. e.g. We are eating dinner. (present tense) They were eating chips. (past tense) I may go to Sydney next week. (possibility) Verbs are singular or plural. A singular verb is used with a singular subject. e.g. A dog chews bones. A cat drinks milk. A plural verb is used with a plural subject. e.g. The dogs chew bones. The cats drink milk. Verbs show tense. It is the verb in a sentence that determines when something occurs. Verbs indicate three different times, called tenses. 1. present tense: I am playing tennis. 2. past tense: Shane played cricket for Australia. 3. future tense: They will play the final match on Saturday.
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
53
teaching notes
VeRBs
Reviewing verbs Regular/Irregular verbs Most verbs show tense in a regular way through the use of present or past participles. e.g. I am dancing. (present) I danced. (past) He is washing his car. (present) He washed his car. (past) Irregular verbs change their spelling in the past tense and the past participle. e.g. ring rang rung; do did done Other irregular verbs include: go, fly, eat, give, take, know A verb group is a group of words built around a verb. They contain auxiliary verbs, participles or infinitives. e.g. He was having a sleep. Tom wanted to go early. I have been living here for six months. These verb groups indicate the processes in text. (See ‘Different verbs have different jobs to do’ above.)
Contractions We often contract verb and (pronoun) subject. e.g. I am = I’m; it is = it’s; they are = they’re We often contract verb and negative. e.g. will not = won’t; cannot = can’t; did not = didn’t
Homographs Many words can do the work of both a noun and a verb. e.g. Her hand is steady as a rock. Don’t rock the boat. Their work is determined by the context. Others include: bear, paint, play, plan, block, post
Verb-forming suffixes Some verbs are easily identified by their suffixes (word endings). e.g. operate, televise, identify, lighten, waiting, tramped
• Write the word Olympians on the board. Ask the students to imagine they are Olympic athletes in their favourite sport. Ask them to write several words that say what they can do, e.g. jump, run, swim, sprint, skate, kick, cycle. Write a web of these words (infinitives) around the word Olympians. • Review the term verb – a word that says what people and things do. • If necessary, make other webs of verbs around other themes such as wild animals, cooks or students. • Remind students that when they write reports, action (‘doing’) verbs are an important feature (along with nouns). • Ask the students to go back in role as an Olympian. This time ask them to write several words about how they express their feelings, e.g. shout, grunt, whisper, speak, squeal. Add these words to your Olympian web using a different colour. Remind students that we use both action (doing) verbs and verbal (saying) verbs when we write about characters in stories. Like adjectives, verbs paint strong pictures of what people are doing and saying. • Write the subject Gold medallist on the board. Ask the students to write two sentences – one using an action verb and one using a ‘saying’ verb from the word web. Write some of their responses. • Most students will offer a sentence where the verb has been formed by changing or adding to the infinitive. This will give you the opportunity to speak about the verb in a sentence being one or more words AND that verbs show when things happen. • Hand out a prepared text and ask the students to highlight the verbs or ask them to list some verbs from a book they are reading – at least five action words and five saying words. Share their findings.
54
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
VeRBs
exploring
teaching notes
VERBS
Body Parts
Draw a large body shape in the centre of a piece of butcher paper – one per small group. Give each group one sheet and a large marking pen. Ask the students to start at the top of the head and work down to the toes. They are to think about what the different parts of their bod y DO. Ask them to make a web of words around their body. Do this for perhaps ten minutes. The n allow the groups to walk SILENTLY round the room to observe what others have written. They may then return to their work and add any other words they wish. Allow at least two sess ions to encourage much deeper thinking. Display these sheets and use them as a basis for some fiveminute writing activities.
have Your say Divide the class into groups of four. Provide any number of narrative texts. Tell the students that they will be skimming through some books looking for dialogue between characters. Tell them that writers always tell the reader who is speaking and how they are expressing their words. Young writers often over-use the word ‘said’. Tell the students that their job is to make a list of the different ways the characters express themselves, e.g. they could shout their words, or growl them, call, whisper, grunt and so on. As the groups report back, write a master list of all the different words they offer. Ask the students to think of a title for the list. This master list could be displayed for student reference when they write their own narrative texts.
Spin a Word Web
Divide the class into groups of four or five students. Provide each group with a larg e sheet of paper, a marking pen, and a top ic. Ask the students to write their topic in a circle in the centre. Topics might include : Football Game, Tennis Match, Shopping Spree, The School Band, The Beach Sce ne, Camping or Leisure Time. Ask each gro up to make a web of at least twenty verbs aro und their topic. Tell them the verbs will larg ely be action verbs, e.g. run, kick, hit, throw, tack le, push, grab. Ask them to also include sayi ng and thinking verbs, e.g. shout, cheer, sque al, plan, decide, hope. Allow about 20 minutes. Encourage them to keep adding to their web by thinking mo re broadly and deeply about their topic. At the end of this time, ask each group to presen t and display their word webs.
55 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WoRk sheet 37
Verbs are the heart of a sentence. They bring people and things to life by telling us what they are, what they are doing, what they are saying, thinking and feeling.
Verbs
i am a person.
i run
1 We build our communications around the verb. Highlight the verb in each sentence.
i shout
a Daniel kicked the ball over the goal post. b Harry asked his dad for a dollar. c I dreamed of a magic castle high on a mountain top. d His parachute collapsed to the ground.
VeRBs
e The children enjoyed their trip to the fun park.
2 Many verbs are action verbs. They give us strong pictures of what people and things are doing. Highlight the verbs.
i think
a The horse galloped across the field b My sister baked a large chocolate cake. c I wrote a letter to my uncle in Cairns. d Wait for me! e The small seed grew into a tall sunflower.
i love
3 Circle the action verbs in red. a A strong wind blew the sails of the windmill. b Dad burnt the sausages on the barbecue. c Earth revolves around the sun. d Hot air balloons drifted high over the countryside. e The car screeched to a halt at the red light. 56
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WoRk sheet 38
‘saying’ verbs show how people express their feelings, for example: Sean shouted. Cal complained. Mary mumbled. Barry bragged.
‘Saying’ Verbs
1 Choose a verb to show how these people are expressing themselves. promised
whispered
growled
complained
shouted
a “Hold on! I’ll save you,” ____________________ the SES man. b “Bloggs, you’re always late!” ____________________ the teacher. c “Psst!” ____________________ Dave. “Come and listen to this!” d “Yes, but I always have to do it!” ____________________ Kim. e “I’ll buy you a football for your birthday,” Dad ____________________.
2 Complete these sentences. a Under his breath, Stan muttered _____________________________________________ b Patiently, Tom explained ___________________________________________________ ________________________________________________________________________
VeRBs
________________________________________________________________________
c Ella screamed, “ ___________________________________________________________ ________________________________________________________________________
3 How many alternative verbs for ‘said’ can you think of?
said
____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
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WORK SHEET 39
’Being’ and ‘Having’ Verbs
The word ‘be’ is used as a verb. The ‘being’ verbs are: am, is, are, was, were *be, *being, *been *Be, being and been are only used with other verbs.
1 Complete the sentences using ‘being’ verbs. a Hansel and Gretel _______ characters in a fairytale. b I _______ only joking! c She _______ twelve years old today. d Last year they _________ too young to go by themselves. e It _______ too cold to go for a swim today.
The words has, have and had are also used as verbs. 2 Underline the verbs in red. a Where were you last night?
VERBS
b The players had special jerseys to wear for the final game. c He is a fast runner, but you are faster. d Sarah has a new pony. e I am upset because he is so far away. f I once had a pet guinea pig. g The teacher was happy because we were early. h She has breakfast every day at 6:00 am.
3 Complete these sentences. a Why were you ___________________________________________? b Have you been ___________________________________________? c She was ________________________________________________. d The players had ___________________________________________. e He has just been __________________________________________.
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Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WoRk sheet 40
’Helping’ Verbs 1
some verbs help other verbs do their work. together they make a verb group. helping verbs tell us when something is happening.
1 Highlight the verb groups. a Our family is flying to Canada in May. b You could come with us to the netball game. c Jane has been waiting for her plane for three hours. d We might go to the movies this afternoon. e They are having a good time at the party.
Meet the Helpers! am, is, are, was, were, be, being, been, do, does, did, has, have, had, shall, will, can, must, may, might, could, would, should
2 Complete the verb groups. a I will be
in the cricket match on Saturday.
b He has been
in the school pool.
c Next week I will be
my birthday.
d I can
as well as you can. .
Some helpers show: • Possibility: I may go. He might come. • Ability: Bees can produce honey. They could ride their bikes. • Obligation: You must stay indoors. She should save her money. The choice of helping verb can subtly change a message.
VeRBs
e After their long trek, they were
3 Choose a helper to complete these sentences. a The problem of global warming ________ be solved.
(show obligation)
b Scientists ______ discover life on other planets.
(show possibility)
c Recycled water _______ solve the problem of water shortages. (show ability) d All assignments ________ be handed in by next Friday.
(show obligation)
e If it rains, the game _______ end in a draw.
(show possibility)
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
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WoRk sheet 41
’Helping’ Verbs 2
a verb is sometimes separated from its helper by another word, for example: I have often seen him here. Did you go home early?
1 Underline the verb groups. a Autumn leaves have just started to fall. b Calum has always been my friend. c The voters will probably elect a new president. d Did you know that a new planet has recently been discovered? e He will be sadly missed by us all. f You can always depend on Leo to help.
a sentence can be made negative by placing not or never after the helper, for example: I have not eaten yet. They will never win the game. She cannot see without glasses. 2 Rewrite the sentences in their negative form. a I can take you with me.
VeRBs
____________________________________________________ b You might see him tomorrow. ____________________________________________________ c We will be travelling to the coast in June. ____________________________________________________ d The surfers should wait for the tide to turn. ____________________________________________________ e The bushfire is burning across the eastern ridge. ____________________________________________________
3 Complete these negative statements. a They could not see ____________________________________________________ b Benji did not like _____________________________________________________ c I have never seen _____________________________________________________ d Maggie does not want _________________________________________________ e The teacher might not let us ____________________________________________ 60
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WoRk sheet 42
Many negative verbs are written as contractions, for example: did not = didn’t is not = isn’t have not = haven’t.
Verbs – Contractions The helping verb and not contract into one word. An apostrophe replaces the ‘o’ in not.
1 Underline the contractions. Write the words they replace in the brackets. a We couldn’t enter the store until 9:00 am.
( could not )
b The disappointed crowd didn’t wait for the final score.
(
)
c Shouldn’t you be in bed?
(
)
d Kang hasn’t seen a lunar eclipse before.
(
)
e It isn’t raining yet.
(
)
f Porter wasn’t driving a red Ferrari.
(
)
i haven’t
do not
was not
j aren’t
have not
g can’t
cannot
k don’t
could not
h wasn’t
did not
l couldn’t
a doesn’t
had not
e didn’t
b won’t
were not
f wouldn’t
c hadn’t
does not
d weren’t
will not
would not
VeRBs
2 Match and colour the contractions with the words they replace. Use a different colour for each contraction.
are not
3 Rewrite in negative form using contractions. a The men are diving for pearls.
_______________________________________
b He was climbing up onto the roof.
_______________________________________
c Do you have a home computer?
_______________________________________
d The table has been set for dinner.
_______________________________________
4 Complete the sentences. a His friends aren’t _______________________________________________________. b Won’t you come _______________________________________________________? c She hasn’t bought _____________________________________________________. Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
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WoRk sheet 43
Verbs - Subject Agreement
a simple sentence has two parts: the subject and the predicate. The verb ties the parts together.
A cheering crowd
gathered along the shores of Sydney.
SUBJECT
PREDICATE
1 Box the subject in each sentence in red. a After dark, nocturnal animals hunt for food. b Urick had failed in his quest to find the lost tribe of Slovia. c The bus stopped to pick up more passengers. d Within a month, the farmer had harvested his entire wheat crop. e The professor peered closely at the bubbling blue liquid in the test tube.
2 Underline the verb. To find the subject, ask who or what ‘did’ this. Highlight the subject. a During the holidays, Mr and Mrs Flynn visited Tasmania. b The long and winding road led to a quaint old farmhouse.
VeRBs
c There are joggers down by the river. d The children skipped through the soft carpet of fallen leaves. e Both adults and children enjoy the rides at the fun park.
a singular subject has a singular verb, for example: The mouse was frightened. a plural subject has a plural verb, for example: The mice were frightened. 3 Rewrite the sentences in plural form. a The climber stands at the peak of Mt Everest. __________________________________________________________________ b The child is playing computer games. __________________________________________________________________ c The man was watching the Grand Prix on television. __________________________________________________________________ d A wild goose flies across the darkening sky. __________________________________________________________________
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Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WoRk sheet 44
Verbs – Contractions
Many subjects and verbs are written as contractions, for example: she will = she’ll I would = I’d we have = we’ve they are = they’re
Usually, a pronoun subject and a helping verb contract to one word. an apostrophe marks the missing letters, for example: You’ve been eating mulberries! 1 Match and colour the contractions with the words they replace. Use a different colour for each contraction. they have
I’m
it is
I’ve
we will
he’s
you have
you’re
we have
you’ll
they would
they’ve
I will
they’re
you are
he’d
you will
we’re
she would
it’s
he will
she’s
I have
she’d
he is
he’ll
they are
they’d
he would
you’ve
we are
we’ve
I am
we’ll
she is
VeRBs
I’ll
2 Circle the contractions. Write the two words in full. a She knew I’d seen the movie before.
(
b I’m so glad that you’re finally here.
(____________) (____________)
c We’d like her to come home when she’s finished.
(____________) (____________)
I had
)
d It’s exciting to think that we’ll soon be in Prague. (____________) (____________) e You’ll be surprised how tall he’s grown.
(____________) (____________)
f They’re late. I wonder if they’ve lost their way.
(____________) (____________)
3
Highlight the correct word in the brackets.
a If (your you’re) sure (its it’s) safe, I’ll come with you. b (There They’re) very far from their seaside home. c (Where We’re) leaving on the five o’clock train. d Didn’t you know that we (were we’re) leaving? e (Were We’re) sure (its it’s) the best thing to do. Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
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WoRk sheet 45
The infinitive is the simple form of the verb, for example: play, see, eat, catch. it is often preceded by the word ‘to’, for example: I want to play chess. I went to see a movie. They like to eat popcorn. He has to catch the bus.
Verbs – Inf initives
1 Add the missing infinitive. a She went to ____________ her elderly grandparents. b They began to ____________ they had not gone so far. c Caleb wants to ____________ the planet Venus. d I can’t wait to ____________ my birthday gift. e John is waiting to ____________ the plane.
research visit board wish open
as a general rule, we do not split ‘to’ from the infinitive, for example: She decided to walk home slowly not She decided to slowly walk home.
VeRBs
2 Use a ^ to show where the missing words should be placed. a The recipe says to fry the onions.
(gently)
b The detective started to study the clues.
(carefully)
c He began to limp back to the campground.
(painfully)
d Your job is to count the children on the bus.
(simply)
e I wanted to shout when I won first prize.
(loudly)
3 Have some fun with infinitives. Work with a partner to decide on the meanings of these idioms. Share your ideas with the class. to keep it under your hat to hit the hay to smell a rat to pull someone’s leg to be dressed to kill to work like a dog to cost an arm and a leg to beat around the bush to call it a day
64
to turn over a new leaf to see eye to eye to go downhill to eat like a horse to sit on the fence to keep the ball rolling to bring down the house to break the ice to make time
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
✤
VeRB tense
A word about
Verbs have different tenses to show when things happen: in the present The plane is flying.
in the past The plane flew.
in the future The plane will fly.
How to write verbs in the present tense: singular – He plays football. plural – They play football.
• the infinitive
• the (present) participle with a helper
singular – He is playing football. plural – They are playing football.
How to write verbs in the past tense: • the (past) participle
singular – He played football. plural – They played football.
• the (present) participle with a helper
singular – He was playing football. – He has been playing football. plural – They were playing football. – They have been playing football. singular – He has played football. plural – They have played football.
• the (past) participle with a helper
How to write verbs in the future tense: • the infinitive with the helpers shall and will
singular – He will play football. plural – They will play football.
• may and might indicate a possible future
singular – He may play football. plural – They might play football.
• Future tense can be shown in other ways:
I am going to play football. Tomorrow, I am playing football. I am about to play football.
✤
✤ 65
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
A word about
✤ VeRB tense continued...
Tenses allow speakers and writers to express exactly what they want to say. PRESENT TENSE VERBS Tense
Number
Simple present
Singular
I eat fish
You eat fish.
He/she/it eats fish.
Plural
We eat fish.
You eat fish.
They eat fish.
Present continuous
Singular
I am eating fish.
You are eating fish.
He/she/it is eating fish.
Plural
We are eating fish.
You are eating fish.
They are eating fish.
Present perfect
Singular
I have eaten fish.
You have eaten fish.
He/she/it has eaten fish.
Plural
We have eaten fish.
You have eaten fish.
They have eaten fish.
Perfect continuous
Singular
I have been eating fish.
You have been eating fish.
He/she/it has been eating fish.
Plural
We have been eating fish.
You have been eating fish.
They have been eating fish.
1st person
2nd person
3rd person
PAST TENSE VERBS Tense
Number
Simple past
Singular
I ate fish
You ate fish.
He/she/it ate fish.
Plural
We ate fish.
You ate fish.
They ate fish.
Past continuous
Singular
I was eating fish.
You were eating fish.
He/she/it was eating fish.
Plural
We were eating fish.
You were eating fish.
They were eating fish.
Past perfect
Singular
I had eaten fish.
You had eaten fish.
He/she/it had eaten fish.
Plural
We had eaten fish.
You had eaten fish.
They had eaten fish.
Perfect continuous
Singular
I had been eating fish.
You had been eating fish.
He/she/it had been eating fish.
Plural
We had been eating fish.
You had been eating fish.
They had been eating fish.
1st person
2nd person
3rd person
FUTURE TENSE VERBS Tense
Number
Simple future
Singular I will eat fish
You will eat fish.
He/she/it will eat fish.
Plural
You will eat fish.
They will eat fish.
Future continuous
Singular I will be eating fish.
You will be eating fish.
He/she/it will be eating fish.
Plural
You will be eating fish.
They will be eating fish.
Future perfect
Singular I will have eaten fish.
You will have eaten fish.
He/she/it will have eaten fish.
Plural
You will have eaten fish.
They will have eaten fish.
Future perfect continuous
Singular I will have been eating fish. You will have been eating fish. He/she/it will have been eating fish. Plural
1st person We will eat fish. We will be eating fish. We will have eaten fish.
2nd person
3rd person
We will have been eating fish. You will have been eating fish. They will have been eating fish.
We can even add other verbs to clarify our meaning, for example: I could have been eating fish. They should be eating fish. He might have eaten fish. We can eat fish. 66 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WoRk sheet 46
Verbs – Tense 1
Verbs tell us when things are happening: in the present in the past or in the future.
1 Fill in the missing verb from these present tense happenings and then draw them. The sun ____ shining
A helicopter ____ hovering
Someone ____ knocking
P L U R A L
The balls ____ bouncing
We ____ reading
They ____ skateboarding
VeRBs
S I N G U L A R
2 Add a verb or verb group in the past tense. a The skydiver _____________________ to the ground. b The mountaineer _____________________ the high alpine peaks. c He ____________________ a taxi and _____________________ to the train station. d The athletes _____________________ flags for the final march-past. e Fearlessly, he _____________________ beneath the waves.
3 Write the past tense of these verbs.
Regular past tense is formed by adding –ed.
*Spelling alert!
a gather _______________ f stumble _______________ k throb b float
_______________ g untie
_______________ l
_______________
scan
_______________
c unlock _______________ h receive _______________ m hum
_______________
d display _______________ i
score
_______________ n grin
_______________
e wander _______________ j
invite _______________ o spot
_______________
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
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WoRk sheet 47
some past tense verbs are irregular in their spelling. They are not formed by adding ‘ed’ to the infinitive.
Verbs – Tense 2
1 Complete this table of common past tense verbs. a eat
_______________
i
run _______________
b give _______________
f sing _______________
j
has _______________
c come _______________
g grow _______________
k stand _______________
d dig
h do
l
_______________
_______________
e is
_______________
break _______________
2 Change the present tense verb (underlined) to past tense.
VeRBs
a We buy eggs.
bought
f We spend money. __________
b I light a candle.
__________
g He goes home.
__________
c He sees a crow.
__________
h I catch a ball.
__________
d They sit on chairs. __________
i
He throws darts.
__________
e She keeps a cow. __________
j
We go to school.
__________
3 Write sentences to say what you think you will be doing: a tomorrow b next week c this evening d at lunch time e when you grow up a _________________________________________________________________________ _________________________________________________________________________ b _________________________________________________________________________ _________________________________________________________________________ c _________________________________________________________________________ _________________________________________________________________________ d _________________________________________________________________________ _________________________________________________________________________ e _________________________________________________________________________ _________________________________________________________________________ Go back and highlight your verb groups. These verbs show FUTURE tense.
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Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WoRk sheet 48
Verbs play a colourful role in story writing. Writers recognise the power in verbs to create strong images of movement, action and behaviour. Most narratives are written in the past tense. Dialogue, however, can slip from one tense to another.
Verbs in Narrative
1 Highlight at least twenty past tense verbs in this story extract. The Tale of a Ten-cent Coin I clearly remember that Thursday – the Thursday that changed my life forever. It started quietly enough. I lay with an odd assortment of coins on Mr Grant’s bedside table. He usually left me behind these days – I guess I’m just not worth much anymore. Not so today. Today was different. I felt myself being scooped up with the rest of the coins and dropped with a jingle, deep into a trouser pocket. Squashed at the bottom, I was uncomfortable and more than a little breathless.
Just then the bus appeared at the corner. Mr Grant closed his hand, but I felt myself slipping through the crack in his fingers. The thunder of the approaching bus swallowed my cries as I fell and hit the footpath spinning and jarring. The crunch of a boot grazed my side and sent me flinging end over end into the street. The world spun out of control as I rolled helplessly towards a grate. Then I was falling noiselessly, down, down, down. I landed in a soft puff of dust. Then all was silent. So silent. At the bottom of my prison all was dark and dank and cold and dusty.
VeRBs
As Mr Grant waited for the bus, he wrapped his podgy fingers around a bunch of coins, with me in the middle. He took us out of his pocket and spread us out on his palm. I guessed he was counting out his fare. I couldn’t help but think that I wouldn’t be of any use to him, not with all those smart one and two dollar coins.
2 Now continue the story with some verbs of your own choice. I don’t know how long I ___________ there in the silence. I lost track of time. I _________ that I was back in Mr Grant’s room. I thought about all the rooms I’d been in, all the pockets and purses, and all the hands I’d passed between. Suddenly, something _____________ my reverie. I listened. Rain? Unmistakably rain. I could _________ it far above. I could __________ its wet fingers as it gathered and ____________ into my prison, turning my bed into mud, then lifting me and carrying me along in its strengthening flow. Faster and faster I was __________dizzily through a web of interconnecting tunnels. I was ___________ in the torrent now, but glad to be free of the silent dust… Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
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WoRk sheet 49
Verbs play an important part in passing on factual information. They are definite about the way things are, for example: Mt Everest is the tallest mountain... Parrots live on a diet of fruit, seeds…
Verbs in Reports
1 Locate the verbs in this report. Make an observation about tense. The Eiffel Tower The Eiffel Tower was designed by Gustave Eiffel for the World’s Fair of 1889. It stands 352 metres above the Champs de Mars in Paris. The tower is an elegant wrought-iron skeleton structure built from 6400 metric tons of iron and steel. The Eiffel tower contains restaurants, and a television and weather station. Lifts and stairs lead to the top. For many years the Eiffel Tower was the highest structure in the world. Observation: ___________________________________________
VeRBs
______________________________________________________
2 Add the missing verbs to this report on mosquitoes. Mosquitoes _____ very small, slender, frail insects. They _____ only two wings and ________ found in all parts of Australia. Mosquitoes breed in still water during the warmer months of the year. The female mosquito ______ blood from humans so she is able to _____ her eggs. Mosquito bites _______ swollen itchy spots on the skin that ______very irritating. In many parts of the world, mosquitoes ________diseases such as yellow fever and malaria. Many humans have died as a result of mosquito bites. In Australia, most mosquitoes are harmless though annoying. Some, however, ______ carriers of diseases like dengue fever and Ross River fever, which cause severe joint pain. Although they ______ small and fragile, mosquitoes remain the most irritating of all insects to humans.
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Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WoRk sheet 50
Verbs play an important part in giving instructions about how to do or make something. Most instructions are written as commands. each instruction is introduced by a verb in the present tense.
Verbs in Procedures
1 Choose the correct verbs from the box to complete this old Australian recipe.
Bread and Butter custard INGREDIENTS: 4 slices of white bread 1/4 cup sultanas 3 eggs
2 tablespoons sugar 2 cups milk pinch salt
METHOD: ______________ crusts from buttered bread. ______________ into fingers. ______________ the fingers in a pie dish, buttered side down, in layers. ______________ sultanas between layers. ______________ eggs, sugar and salt together in a bowl.
VeRBs
______________ milk. ______________ until the sugar has dissolved. ______________ over the top of the bread. ______________ in a baking dish of hot water. ______________ at 180° C for 40 minutes, or until custard is set. The top should be golden brown. stir bake
cut sprinkle
stand remove
arrange beat
add pour
2 Write some instructions for making your favourite sandwich. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
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WoRk sheet 51
some suffixes (word endings) point out the verbs, for example: separate, operate, weaken, lengthen, gargle, huddle, advertise, recognise. -ing and -ed are common verb suffixes.
Verbs with Suff ixes 1
1 Add the correct ending to the underlined verbs in this extract. The Nemean Lion
VeRBs
A savage lion live on the moon, in a cave of grey rock. At night it lay sleep , huddled in a corner for warmth. By day it hunt . But there was no food on the moon, and the lion grew hungrier and fiercer. At last it could bear it no longer. It lay wait until the moon-goddess, Selene, gallop past in her chariot. He pounce on one of her chariot horses. Just in time Selene flick the horses with her whip and the chariot went flash past out of range. The lion miss its footing and plunge down through the sky like a shooting star. It land on Earth, in Nemea in Greece. Like all cats, it fell on its feet, and so was unharmed. It look around with angry yellow eyes, still ravenous for food. It saw an olive tree, a cave, and a boy play .
2 All the verbs below end in the suffix –er. Here is a quick quiz for you. Name something that: a would make your teeth chatter.
____________________
b you would consider to be heavy. ____________________ c might flicker in the dark.
____________________
d might make you snigger.
____________________
e would meander.
____________________
f you could hammer flat.
____________________
g would shimmer in the light.
____________________
h you will always remember.
____________________
3 Write sentences around the verbs: recognise, criticise, apologise. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
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Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WoRk sheet 52
Verbs with Suff ixes 2
suffixes change the way words are used. suffixes –en, –ate and –ify indicate verbs.
1 Search out the verbs. They all end in the suffix –le . gargle stumble juggle chuckle startle tremble struggle sidle sparkle dangle
S T R U G G L E N
W R C R O A O M E
S E H D S R P E D
L M U J U G G L E
G B C A I L N B L
U L K B F E F M D
K E L G N A D U I
R H E L T R A T S
T E L K R A P S E
a I know a thunderstorm would ___________________ my kitten.
(terror)
b Put your hand up to ___________________ you are ready.
(sign)
c I’m sorry I could not ___________________ you earlier.
(note)
d The council will ___________________ our city parklands.
(beauty)
e Could you ___________________ the person you saw at the window? (identity)
VeRBs
2 Add the missing verbs. Use the suffix –ify. Check your spelling.
3 Use the correct verb from the list. a The police will ___________________ the robbery.
irrigate
b Did the doctor need to ___________________ on her patient?
operate
c Will they ___________________ the building site?
nominate
d I intend to ___________________ Joel for school captain.
investigate
e The farmer needs to ___________________ his cotton crop.
excavate
4 Match the antonyms (opposites). a shorten
weaken
b darken
tighten
c strengthen
lighten
d loosen
lengthen
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
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WoRk sheet 53
Homographs and Homophones
some words can be used as both a noun anD a verb. These words are called homographs, for example: She rocks the cradle. She threw rocks into the creek.
1 Indicate whether the underlined words are nouns (N) or verbs (V). a I had a free pass (
) to the tennis match. (
b He held onto the post ( c He will train ( d Autumn leaves ( e They race (
) with all his might. (
) )
) his dog to pick up his walking stick. ( ) litter (
)
) the footpath.
) round the block (
) every day.
2 Use waves and roll in sentences – first as a verb, then as a noun. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
VeRBs
_________________________________________________________________________
some words are pronounced in the same way, but have different spelling and different meaning. These words are called homophones. 3 Choose the correct word in the brackets. a The anxious father (paced paste) the floor. b Ointment will help to (heel heal) the wound. c She was a (guessed guest) at the wedding.
be alter hear daze see
bee altar here days sea
d They all (knew new) the answer to the first question. e If you (break brake) the vase, you must (by buy) me another.
4 Write sentences to show the meanings of each homophone: wear, where choose, chews _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ 74
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Assessment - Verbs Date ____________
✿ CHECK 1 Highlight ten verbs or verb groups in this story extract.
/10
Bobbie Sox had a bee in her bonnet! She sat at her kitchen table with a soft pencil and a blank sketchpad. She began to hum as she scribbled in her sketchpad. Scrunched balls of paper soon littered the floor around her. She muttered and mumbled. She pursed her lips. She sat back in her chair and looked at the ceiling. She scribbled some more…
✿ CHECK 2 Write the contraction of the underlined words. a We could not see the house in the fog.
_____________
b They are playing indoor cricket.
_____________
c Mr Jones said he would soon be eighty.
_____________
d Can you not see where you are going?
_____________
e You are just in time for tea.
_____________
✿ CHECK 3 Add the correct suffix: –ing or –ed.
/5
/10
VeRBs
One day, a boy and his dog were walk___ along a wide, sandy beach. The boy whistle____ as he walk____. The dog follow____ closely behind. They had not walk____ far, when the dog spot____ a crab. He chase____ the tiny creature, bark____ and snap____ his teeth. The crab scurry____ away and disappear____ into the sand. The dog tried to grab it, but he miss____.
✿ CHECK 4 Spot the mistakes. Rewrite the sentences correctly.
/5
a I done my homework. _______________________________________________________________ b They seen the latest James Bond movie. _______________________________________________________________ c Its too late to go to the park now. _______________________________________________________________ d There going to walk to Table Top Mountain. _______________________________________________________________ e Has she went with them? _______________________________________________________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
75
Assessment - Verbs ✿ CHECK 5 Find the verb or verb group in each sentence. Circle the: verbs in the PAST TENSE in red verbs in the PRESENT TENSE in blue verbs in the FUTURE TENSE in green.
/10
a The concert will begin at eight o’clock tonight. b Beat the butter and sugar until creamy. c Debbie bought a gold and garnet ring. d The farmer is planting a crop of oats. e The people will vote in an election in October. f Many stone buildings were built by convicts. g Jordan and his brother are playing chess.
VeRBs
h Sammi drove to the coast in her sports car. i
We’ll enter the rowing competition.
j
Vermeer painted many beautiful portraits.
✿ CHECK 6 Write three sentences using these verbs: qualify advertise wonder stumble (Choose your tense.)
/3
strengthen
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
✿ CHECK 7 Write a verb form of the words: a horror _____________________
b
/2
terror _____________________
✿ CHECK 8 Write these words as contractions. a they have
b we are
c it is
/5 d he will
e I am
_____________ _____________ _____________ _____________ _____________ Student Name: __________________________ Year Level: _____ 76 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Total Score: ____/50
ADVERBS
e to A Not her a the Te c While nouns give the things around us a name, adjectives give them a face and verbs give them something to do or say. Adverbs are the words that create the context of those actions. They tell us about the movements, mood, mannerisms and body language of the people or objects involved. They tell us about the times and the places where events occur.
Adverbs are the words that add meaning to the actions of people, places, events and objects. They tell us how, when and where things happen.
Adverbs add meaning to: • a verb (e.g. He runs fast.) • an adjective (e.g. He is a very fast runner.) • another adverb (e.g. He runs too fast for me.) Different adverbs have different jobs to do.
Adverbs of manner tell how something is done. e.g. He nodded anxiously. She spoke slowly. Many adverbs of manner end in –ly. e.g. quickly, lazily, fiercely, silently, busily, angrily, warily NOTE: Some words ending in –ly are adjectives. e.g. kindly man, early bird, curly hair It is easy to spot the adverb – they add meaning to verbs, adjectives and other adverbs, NEVER to nouns.
Adverbs of time tell when things happen. e.g. yesterday, tomorrow, long ago, next week, on Tuesday, now Adverbs of time also tell how often things happen. e.g. often, seldom, usually, occasionally, once, twice, daily
Adverbs of place tell where things are happening. e.g. here, there, everywhere, somewhere, away, around, over
The Bare Bones
Interrogative adverbs are used to ask certain questions. e.g. How are you? Where did you come from? Why have you come? When will you go?
Negative adverbs are used to make sentences negative. e.g. I do not agree. They have not come yet. In speech and informal writing, they are often written as contractions. e.g. I don’t agree. They haven’t come yet.
Affirmative adverbs give the sentence a positive feel. e.g. yes, certainly, undoubtedly, surely
Modal adverbs add a sense of possibility. e.g. We probably will go. She possibly won’t. Perhaps you will.
Adverbs of degree show the extent to which something happens. e.g. very, almost, nearly, scarcely, completely, absolutely Adverbs, like adjectives, also have three forms: • positive degree e.g. He shouted loudly. • comparative degree e.g. He shouted more loudly still. • superlative degree e.g. He shouted most loudly of all. 77
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
teaching notes
aDVeRBs
Generally, we add –er or –est to adverbs of one syllable. e.g. high, higher, highest; hard, harder, hardest Thus, some adverbs of degree will look like adjectives. Always remember that adverbs add meaning to verbs, adjectives and other adverbs, NEVER to nouns.
Adverbs ending in –ly have more or most before them. e.g. silently, more silently, most silently Some adverbs of degree are irregular. e.g. well, better, best; much, more, most; badly, worse, worst
Reviewing adverbs • Remind the students of the way we use adverbs. Adverbs are words that tell us how, when and where things happen. Write this sentence on the board:
The man drove. • Ask students to jot down some adverbs to say HOW he drove. Share and list several responses, e.g. recklessly, dangerously, safely, carefully, cautiously. Next write this sentence:
The man drove cautiously. • Ask students to jot down some adverbs to say WHERE he drove. Share and list several responses, e.g. anywhere, everywhere, somewhere, here, there. Now write this sentence:
The man drove there cautiously. • Ask students to jot down some adverbs to say WHEN he drove. Share and list several responses, e.g. yesterday, recently, sometimes, often, occasionally. Write the sentence:
• Discuss how the adverbs give a much clearer picture of how, when and where things happen. Ask the students to write two sentences about the man, using different adverbs. Share and discuss several examples. • Remind students that adverbs can also say more about adjectives and other adverbs. Write this sentence:
The man always drove there extremely cautiously in his very old car. • Discuss the use of adverbs to modify or intensify adjectives and other adverbs. List some on the board, e.g. very, extremely, absolutely, quite, fairly, rather. • Ask the students to write two other sentences about the man, using some of these adverbs to alter the meaning a little.
The man always drove there cautiously in his old car.
78 TARGETING GRAMMAR – MIDDLE PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
aDVeRBs
exploring
teaching notes
ADVERBS
Thinking Mats
Provide a range of books, magazines and newspapers. Divide the class into groups of four. Give each group an A3 ‘thinking mat ’ as illustrated, with –ly written in the centre. Each of the four students sits facing a qua drant.
us s evio n r p o i e ers s from th f four. s have v n o d o C ist
or ps el n th he grou f these w e, e.g. r u t v Re ty to t ost o adjecti grand; i m v i t t n a c a m a th ow from ly fro lain Exp formed ; grand iscuss h y s fe been from sa peace. D ly, e.g. ea grily. n p y m safel fully fro rules ap comes a onvert e c e peac spelling , angry b empt to ives. t y t e l t i som es eas ts to a to adjec n m t e beco he stud their lis ng. t i Ask verbs in up shar lists. d o r a g eir the th a splay th i w End ct or di e Coll
-ly
Ask the students to skim the reading mat erials and, without speaking, list as many adv erbs as they can, which end in –ly. Allow 10-15 minutes. One student then reads the words he or she has written. The others cross out any they hav e that are the same. Repeat for each student. The group then makes a list of their wor ds down the left-hand side of a sheet of A3. Allo w time for sharing. Collect or display lists.
Adverb Sorts
Prepare a number of sets of adverb wor d cards. Each set has 24 cards – 8 adverb s of manner, 8 adverbs of time and 8 adverbs of place. Store sets in zip-lock bags. Divide the class into pairs or sma ll groups. Give each group a set of adverb s and ask them to sort them into HOW, WHEN and WHERE adverbs. Groups report back to the class. Word cards are returned to the bags for re-use.
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WoRk sheet 54
Adverbs – Manner, Time, Place 1
adverbs add meaning to verbs, adjectives and other adverbs, for example: She runs fast. She is a very fast runner. She runs too fast for me.
There are three types of adverbs that say more about verbs. 1 ManneR – tells how an action occurs. 2 tiMe – tells when an action occurs. 3 place – tells where an action occurs.
aDVeRBs
1 The adverb in each sentence is underlined. Does it say HOW or WHEN or WHERE about the verb? a Honeyeaters often come to drink in our bird bath.
__________
b I couldn’t find my car keys anywhere.
__________
c Tomorrow we are going to visit the historical museum.
__________
d She spoke hesitantly, as if she didn’t know what to say.
__________
e Sit here and wait till I come back.
__________
f Dad was pleasantly surprised when he opened his gift.
__________
2 Highlight the adverbs in each sentence. Remember adverbs tell HOW, WHEN and WHERE. a Donna is catching a train early this morning. b He tapped his fingers impatiently on the table. c I will stay here with all my friends. d The farmers looked anxiously at the dark storm clouds. e I seldom see my cousin since she left our town. f Sometimes my brother and I go bush walking. g The man always drives carefully.
3 Use these adverbs in sentences: everywhere, occasionally, kindly. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
80
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WoRk sheet 55
Adverbs – Manner, Time, Place 2
adverbs add meaning to verbs. They tell us how, when and where things happen.
1 Add an adverb from those listed below. a The couple waltzed __________________ round the dance floor. (how) b _____________ I went to the science museum.
(when)
c The students worked __________ on their clay models.
(how)
d We _______________ go skiing in winter.
(when)
e Tiny crabs scuttled ___________ across the sand.
(where)
f The helicopter lifted __________ into the air.
(where)
upwards sometimes
once gracefully
yesterday often
sideways busily
2 The adverbs have been underlined. Draw an arrow from the adverb to the verb it tells more about. Do the adverbs say HOW, WHEN or WHERE about the verb? a Linton called excitedly to his friends.
________ how
b Occasionally we go swimming in the creek.
________
c If you arrive late, you may not get a seat.
________
d Sit there and read your book quietly.
________
e Autumn leaves fell down on the soft ground.
________
f Our cousins arrived from Sweden yesterday.
________
aDVeRBs
________
3 Write sentences using the adverbs: homewards, tomorrow, sadly. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
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WoRk sheet 56
adverbs add meaning to adjectives and other adverbs. These adverbs modify or intensify the meaning, for example: extremely fit very old fairly slow nearly there (intensifiers) (modifiers)
Adverbs – Intensify and Modify
1 Complete the sentences with adverbs from the box. Compare your answers with others. Note how the choice of adverb modifies or intensifies the meaning. a The building was constructed from _______________ new materials. b We were not _______________ concerned about the results of the match. c I am _______________ puzzled by your answer. d The journey was _______________ long and _______________ tiring. e He was _______________ worried about the situation on the island. f She was feeling _______________ lonely and _______________ unhappy.
aDVeRBs
g We know they are _______________ slow creatures. h I am not _______________ sure they are telling the truth.
entirely deeply
very somewhat
too extremely
overly rather
quite absolutely
fairly really
2 Write sentences with these modified adjectives. quite long
rather silly
almost ripe
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
3 Write sentences with these intensified adjectives. incredibly bright
extremely fast
deeply troubled
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ 82
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WoRk sheet 57
Adverbs showing Degree
adverbs need to be placed correctly in a sentence, or they can change or confuse the meaning. These adverbs are often misplaced: only, just, also, almost, even, mainly. These adverbs should be placed before the words they modify.
1 Place a ^ where you think the adverbs should go. Compare your answers with your classmates. Note any differences in meaning. a Fritz gave Fred three dollars.
(only)
b He got home as the sun went down.
(just)
c Michelle was told to rewrite her report.
(also)
d It was Jonah who was to blame.
(mainly)
e Amy thought she saw a falling star.
(even)
2 Write sentences using: just, only, also. _________________________________________________________________________ _________________________________________________________________________
like adjectives, adverbs show degree. and like adjectives, many are formed by adding –er and –est. adverbs ending in –ly need more or most, for example: soon sooner soonest evenly more evenly most evenly 3 Colour the matching adverbs of degree. Adverb
Comparative
late
4 Complete the table using more and most. Superlative
Adverb
harder
highest
easily
early
further
hardest
often
high
later
earliest
carefully
hard
higher
farthest
eagerly
far
earlier
latest
happily
Comparative
Superlative
more easily
most easily
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
aDVeRBs
_________________________________________________________________________
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WoRk sheet 58
Adverbs Ending in –ly
Many adverbs are formed by adding –ly to the adjective, for example: quick quickly, helpful helpfully, lazy lazily.
1 Complete the sentences by adding adverbs. Make the adverbs by adding –ly to the adjectives in the box. Note your spelling. a Jenny smiled ________________ at her mother. b It rained ________________ for days and days. c ________________ we had brought raincoats with us. d Fiona listened ________________ to her brother’s story. e The plane landed ________________ on the wet tarmac. f That morning the street was ________________ quiet.
unusual steady patient safe grateful fortunate
2 Have some fun with adverbs. Complete each alliterative sentence with an adverb.
aDVeRBs
a Roger runs recklessly round the rugged rocks. b Jordan juggles jellybeans ______________. c Cameron _____________ carries carrots and corn. d Pink poodles parade ____________ in the park. e Martin motored ____________ in the mountains. f Sausages sizzle ____________ in the silver saucepan.
3 Add three more alliterative sentences of your own. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
4 Circle the correct word in brackets. a (Gentle gently) they placed the grapes in the basket. b We cheered (loud loudly) for the marathon runners. c I could hear a (faint faintly) sound behind the door. d Sit (quiet quietly) beside your big sister. e He is very (kind kindly) to his pets. 84
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WoRk sheet 59
adverbs can show actions in opposite ways. These adverbs are called antonyms, for example: Was she speaking loudly or softly?
Adverbs – Antonyms
1 To complete each sentence, write an antonym for the adverb underlined. a The puppy ran here, ____________ and everywhere. b I always come here, but he ____________ does. c You go now and I’ll come ____________. d She did ____________ in the test, but I did badly. e While Ben went ____________, we travelled south.
2 Write the antonyms, then complete the word search.
________________
Y
G
L
O
U
D
L
Y
K
R
usually ________________
L
S
M
O
O
T
H
L
Y
B
forwards ________________
H
I
G
H
P
R
Q
K
L
D
inside
________________
G
E
A
R
L
Y
U
A
I
E
high
________________
U
D
A
C
K
W
A
E
P
V
below
________________
T
I
G
H
T
L
Y
W
P
O
roughly ________________
R
S
D
R
A
W
K
C
A
B
quickly ________________
D
T
S
L
O
W
L
Y
H
A
late
________________
R
U
N
U
S
U
A
L
L
Y
loosely ________________
L
O
W
Y
L
W
O
L
S
D
sadly
softly
aDVeRBs
strongly ________________
________________
3 Use these words in sentences:
inside out
upside down
_________________________________________________________________________ _________________________________________________________________________ Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
85
WoRk sheet 60
Interrogative Adverbs
some adverbs are used to ask questions. How? When? Where? Why? These questions are useful when doing research and taking notes. Where is the Great Pyramid? How was it constructed? When was it finished? Why was it built?
1 Complete the sentences with interrogative adverbs. a ___________ did you last go fishing? b ___________ are you wearing odd socks? c ___________ can I buy an old rocking chair? d ___________ do I get to the train station? e ___________ do you leave for Thailand?
aDVeRBs
2 Answer the following questions. a When do we celebrate Australia Day? _________________________________________ b How many legs has a scorpion?
_________________________________________
c Where would you buy pate?
_________________________________________
d Why do surgeons wear gloves?
_________________________________________
e Where is the Statue of Liberty?
_________________________________________
3 Write five questions about this text. Ask a classmate to answer your questions. Florence Nightingale was born in Italy in 1820, but grew up in England. The daughter of a wealthy family, she was bright and well educated. Against her parents’ wishes, she decided to become a nurse. A war had broken out against Russia in the Crimean Peninsular. Florence was asked to go there to nurse the wounded soldiers. She took very great care of the men. Each night she would walk through the wards to make sure the soldiers were comfortable. She became affectionately know as The Lady with the Lamp. After the war, she returned to England in poor health and did not nurse again. She died in 1910 at the age of ninety.
86
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Assessment - Adverbs
Date ____________
✿ CHECK 1 Add a suitable adverb.
/4
a He walked ___________ into the damp, dark cave.
(how)
b ___________ I will have a game of tennis with Patrick.
(when)
c We are going ___________ for a holiday in August.
(where)
d I’ll post the letter ___________ .
(when)
✿ CHECK 2 Add different adverbs to intensify (strengthen) meaning.
/3
a We were ___________ pleased when our team came first. b He is ___________ fit and healthy.
✿ CHECK 3 Add different adverbs to modify (soften) meaning.
/3
a She looked ___________ disappointed when I left to go home. b Jesse was ___________ scared when the storm struck.
aDVeRBs
c I am ___________ glad you like your gift.
c I am glad we are ___________ there.
✿ CHECK 4 Write two sentences for each word – first as an adverb, then as an adjective.
early
hard
/6
round
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
87
Assessment - Adverbs ✿ CHECK 5 Form adverbs from these adjectives.
/5
a heavy
b quiet
c fortunate
d pleasant
e safe
___________
___________
___________
___________
___________
✿ CHECK 6 Add an interrogative adverb.
/4
a ___________ did you find such beautiful shells? b ___________ do you make burritos? c ___________ are you travelling to India? d ___________ are you standing in the rain?
aDVeRBs
✿ CHECK 7 Write antonyms for:
/5
a strongly
b later
c luckily
d here
e smoothly
___________
___________
___________
___________
___________
✿ CHECK 8 The adverbs are underlined. Draw a line to the verbs to which they add meaning. Do they tell HOW, WHEN or WHERE? a Niko darted sideways and grabbed the ball.
____________
b Volunteers worked tirelessly to repair the stadium.
____________
c Suddenly, an avalanche rolled down the mountain slope.
____________
d There she was, on a hill, painting a landscape.
____________
e The horse paced restlessly about the stable.
____________
✿ CHECK 9 Highlight all the adverbs.
/5
/15
a I woke very early this morning and now I’m rather tired. b Jacob stood there patiently for about ten minutes. c Sometimes a flock of wild geese fly noisily overhead. d I screamed so loudly that the mouse scurried away quickly. e My kite blew way and landed upside down in those trees. Student Name: __________________________ 88
Year Level: _____
Total Score: ____/50 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION
© Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Now we come to prepositions, a wonderful bundle of bread-and-butter words that mean almost nothing on their own, but have the important job of positioning people and objects in space. They often stand at the front of a group of words called a phrase, and give language its rhythmical flair. Jack and Jill went out their back door, up the hill, and over the top, down the lane, into the park, up the tree and over the fence, into the barn, among the cows, through the paddock, in front of the fence, behind the gate… and sat under the apple tree. Phrases, having no verb or subject, only make sense within a sentence, never on their own. However, readers would get little information without the use of a phrase.
PREPOSITIONS & PHRASES Prepositions are little words whose job is to tell us about the position of someone or something. A phrase is a group of words without a verb or subject, often beginning with a preposition.
A preposition introduces a phrase, a group of words containing a noun or pronoun, but no verb. e.g. My hand could be: on the table, above the table, under the table, beside the table, over the table, below the table, behind the table, on top of the table etc. Other examples: for Edward, to her, among the chickens, until tomorrow
Phrases add meaning and detail to sentences. e.g. They are walking in the park. They are walking along the beach. They are walking to get some fresh air. Different phrases have different jobs to do.
Prepositional phrases begin with a preposition. e.g. into the park, over the road, beside the creek, under the tank stand, up the ladder, around the bend
Adjectival phrases (which?) do the same work as adjectives. They can begin with: • a preposition e.g. A boy with red hair walked past the window. • a present participle e.g. The diver, wearing a wet suit, slipped into the sea.
The Bare Bones
• a past participle e.g. We found a kitten abandoned in the street. • an infinitive e.g. I got a message to wait here.
Noun phrases (what?) do the same work as nouns. e.g. Walking every day is good exercise. I like climbing trees.
Adverbial phrases do the same work as adverbs. There are four types of adverbial phrase: • TIME (when?) e.g. I meet my friends after school. On weekends we like to go fishing. • PLACE (where?) e.g. Put the box on the table. The cat is under my chair. • MANNER (how?) e.g. He pushed with all his strength. She waited with great patience. • REASON (why?) e.g. The game was stopped because of rain. They worked hard to earn some money.
ADVERBS
e to A Not her a the Te c
89 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
tEAching notES
pREpoSitionS & phR ASES
Reviewing prepositions and phrases • Write a short sentence starter on the board, e.g. The man drove...
• Explain that the work of these phrases is to say WHEN the man drove.
• Ask the students to give you some words to add that could tell you where he drove. They will probably respond with phrases. Write these in a list and select students to read the created sentences.
• Re-state that a phrase is a group of words with no verb. Tell the students that phrases can do the same work as adjectives, adverbs and nouns. (Introduce adjectival and noun phrases in later lessons.) Tell them that without phrases, you often don’t get enough information. Illustrate with the starter and the sentences the students have just created by adding phrases.
e.g. The man drove down the street.
along the road to Sydney under a bridge
• Write one phrase on the board, e.g. over the hill.
• Introduce the word phrase – a group of words with no verb. Explain that the work of these phrases is to say WHERE the man drove. • Rewrite the sentence and add a phrase such as at high speed. Explain that this tells us how the man drove. Ask them to give you some more, e.g. at top speed, in a dangerous manner, below/above the speed limit. • Again talk about what a phrase is. Explain that the work of these phrases is to say HOW the man drove. • Now ask the students to add a phrase that says when the man drove. Write their answers, e.g. last week, on Friday, all through the night. Select students to read the newly created sentences.
• Explain that the first word in a phrase is very often a preposition. This is a word that puts people and things in certain positions, e.g. up the ladder, down the ladder. Ask what makes the two phrases different. Try some others, e.g. in the box, beside the box; over the gate, under the gate. • Go back and ask the students to pick out the prepositions in the earlier phrases, and circle them. • Have a list of commonly-used prepositions prepared. Display and ask students, orally, to think of a phrase beginning with a preposition from the list. • Ask the students to write a phrase beginning with a preposition. Then ask them to use their phrase in a sentence. Take time to share and discuss their responses.
PrePosiTioNs
90
aboard about above across after against along among around
at before behind below beneath beside between by
down during except for from in into near
of off on over past since through till
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
to towards under until up upon with without
pREpoSitionS & phR ASES
Exploring
tEAching notES
PREPOSITIONS & PHRASES Leaves Fall
Divide the class into groups of four, eac h with a large sheet of paper and a marking pen. Give each group one of three topics – LeAVes, rAiN, sNoW. Ask some groups to list phra ses to describe their topic (adjectival phrases). Ask other groups to write phrases that say where, how or when these fall (adverbial phrases) , e.g. • leaves – on the roof, against the fenc e, with wrinkled faces, in autumn, in dancing colours, of sunny-warm hue • rain – down the drain, into gullies, duri ng summer storms, in large drops, like dazzling diamonds • snow – like tiny feathers, on high mou ntain tops, over the sleeping city, in silence it is recommended that the students do this over two sessions so they get to deeper, more imaginative levels of thinking. share and display their lists. These lists could become the basis for writing poetry.
ver i l e D
e rang e a g n i th ntain s, e.g. to ith d o c n s e Prepare some sentence strips using this pattern: a d strip al phras e river, w ark, n d + ct r subje ibing descr a se a phra Subject + adjectival St e some c adverbi across th , in the p se. d phra r d t, rbial adve + verb past tense repa ctival an the stree rey bear P g e p j s g, e.g. An old lady + with grey hair + limped + past the of ad station, u ith a lon card ce d r o en w shop window. train en leg, etc. wo w ort sent t r o k e.g. A noisy group + of boys + hurried + to the park. a bro the bed ent one rite a sh e lady is r d unde each stu hrase. W ch as: Th s you are after You will need five strips to make a set. t u Give ining a p board, s studen e placed ose place and parts four its into nce sente Cut each onta on the . Tell the could b e. Ask th to c for cards of set t a in a zip-lock bag. You will need arter her dog rase tha sentenc ke sense d. t s g a e n h each pair or group engaged in the activity. Divide alkin for a p nd of th ould m to respo es w g w e c each give n p s the class into pairs or small groups, and ooki or at the phrase stand u e senten es. l ’, o se ci th a set of cards. Ask the students to rearrange the ‘ lady nts who w all wh hether naccura i e w cards into sentences that make sense. Share some stud up. Allo o judge uss any rters. t a d sc the make s to n responses. Now ask the students sta he clas not. Di tence st t n r Ask sense o other se funniest sentence they can with their word cards e mak at, using and write it down for sharing. e Rep When the activity is complete, return cards to bags for re-use.
Sentence Scramble
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WoRk ShEEt 61
A phrase is a group of words within a sentence. The group has no verb, for example: in the library; on the shelf; at the skate park; after the disco; off to sleep.
Prepositions & Phrases
1 Phrases add important information. Join the parts to make sense. a The weary sailors returned
in the blink of an eye.
b There were severe water restrictions
in such polluted water.
c The meteor disappeared
on the walls of the cave.
d
after months at sea.
There are ancient rock paintings
e You will not be able to swim
during the drought.
2 Write three possible phrases to complete the sentences. _______________________________ . a The hot air balloon floated _______________________________ . _______________________________ . _______________________________
pREpoSitionS & phRASES
b An old man
_______________________________ walked past our gate. _______________________________ _______________________________ .
c Wild horses thundered _______________________________ . _______________________________ . _______________________________ d _______________________________ there are many wild creatures. _______________________________
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Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
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WoRk ShEEt 62
Many phrases begin with a preposition, for example: among the rubbish; beneath the sea; at noon; in a feeding frenzy. prepositions position people and things in space.
between by down during except for from in into near of off on
over past since through till to towards under until up upon with without
1 Write some phrases beginning with different prepositions. _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________
2 Choose a preposition to fill the gaps. a i will not go __________ you __________ that cave. b __________ the night, we had a shower __________ rain. c He stood __________ top of the mountain and looked __________ his new land.
ADVERBS
about above across after against along among around before behind below beneath beside
pREpoSitionS & phRASES
Prepositions
d Pick a number __________ one and ten. e The horse galloped __________ the open gate. f There are gardens of coral __________ the sea. g We run __________ the oval twice each morning. h They cast their votes __________ the election. i
is it far __________ Adelaide __________ Alice springs?
j
Flowering native trees grow __________ the river bank.
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WoRk ShEEt 63
Adjectival phrases do the same work as adjectives, for example: the girl with blue eyes; a box of chocolates; the bird in the cage. They can begin with prepositions, participles or infinitives, for example: the boy in the blue cap; the boy wearing a blue cap; a message to wear a blue cap.
Adjectival Phrases
1 The adjectival phrases have been underlined. Circle the nouns they describe. Note the position of the adjectival phrase. a The shoes in the box are new and expensive. b The boy riding that horse is only six years old. c she handed the note from her mother to the teacher. d Mr Brodie is proud of the flowering orchids in his greenhouse. e At the corner shop, we bought two packets of potato chips. f The students, dressed in school uniform, arrived at the history museum.
2 Choose an adjectival phrase to complete each sentence. a At the picnic we shared a plate ______________________. b Her gift was in a box ______________________. c The leaves ______________________ are crisp and brown.
pREpoSitionS & phRASES
d Miss Betts finally decided to buy the dress ______________________. e The jockeys, ______________________, lined their horses up at the barrier. f Little Miss Ginny, ______________________, stepped out onto the stage. wearing colourful silks of buttered pikelets
tied with silver ribbon beneath our feet
wearing a brave smile with sequins round the hem
3 Don’t misplace adjectival phrases. Rewrite these sentences correctly. a The students went to see the elephants wearing their broad brimmed hats. _____________________________________________________________________ b The boys were a menace to the walkers riding around in the park. _____________________________________________________________________ c The tourists with their webbed feet enjoyed seeing the platypuses. _____________________________________________________________________ 94
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WoRk ShEEt 64
Adverbial phrases do the same work as adverbs, for example: He ran past the gate. The sun set in the west. She arrived home before dark.
Adverbial Phrases
Adverbial phrases tell us HoW, WHeN, WHere and WHY things happen.
__________
b i need twenty dollars for a ticket to the soccer game.
__________
c Without fear, the skier set off down the mountain.
__________
d There was little or no rain during April.
__________
e Wait for me!
__________
f They dived beneath the waves in search of the wrecked ship.
__________
g The sale will continue until 30 June.
__________
h on Christmas morning, i woke up in great excitement.
__________
2 Add the missing adverbs or adverbial phrases. During the holidays, i like to go (where) ____________________________________. it is a busy, bustling place (where) ________________________________________. There are hundreds of tiny stalls, selling food, clothing, books and jewellery (how) ____________________________. it is a colourful, noisy exciting place. i like to collect old coins. i look (where) ____________________________ for them.
pREpoSitionS & phRASES
a Ferries chug across the brown, slow-flowing river.
ADVERBS
1 Do the adverbial phrases say HOW, WHEN, WHERE or WHY?
(when)____________________________, i’m lucky and find a stall tucked away (where) ____________________________. often the stall keeper has some rare old coins (where) ____________________________ on his table. Unfortunately, i can seldom afford to buy any. However, i can usually pick up an old penny or a foreign coin (why) ____________________________. everywhere to the marketplace to add to my collection
in a corner somewhere near the main railway station at bargain prices
in a glass case sometimes
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WoRk ShEEt 65
noun phrases do the same work as nouns, for example: Walking every day is good exercise. I like climbing trees.
Noun Phrases
Noun phrases can be the subject of a sentence, for example: Playing the piano is great fun. Noun phrases can be the object of a sentence, for example: i like walking my dog.
1 Highlight the noun phrases in these sentences. a We wanted to go swimming on sunday. b Being school captain was her greatest dream. c seeing you there was such a surprise. d We must learn to care for each other. e riding skateboards is not allowed here!
2 Select a noun phrase to complete each sentence. a Mr Costa enjoys __________________________________________ in his greenhouse. b ___________________________________________________________ was really sad. c Jayden wanted _____________________________________________ before nightfall. pREpoSitionS & phRASES
d __________________________________________ is hard when you are really excited. e _________________________________ was sir edmund Hilary’s greatest achievement. f smithy’s dream was ____________________________________ across the Tasman sea. climbing Mt Everest to get home
to fly solo growing orchids
leaving all my friends waiting patiently
3 Write four sentences using these noun phrases: playing the violin
eating popcorn
to sing a song
flying kites
________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 96
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Assessment Prepositions & Phrases ✿ CHECK 1
Underline the phrases.
/10
on saturday morning, we drove to Leslie Dam for the day. We had a picnic lunch in a shady area overlooking the dam wall. in the afternoon, we went boating on the calm water. Later, we played a game of football on the grassy banks with some other families. Before we went home, we walked across the dam wall and watched the water cascading down its steep sides.
✿ CHECK 2
Build sentences around these phrases.
a without any money b during the carnival
c after the flood d with large claws
/5
e in London
a ___________________________________________________________________ b ___________________________________________________________________ c ___________________________________________________________________ e ___________________________________________________________________
✿ CHECK 3 Do the adverbial phrases tell us HOW, WHEN, WHERE or WHY? a italy, shaped like a boot, extends into the Mediterranean sea.
________
b During the winter months, many families go skiing in the high alps.
________
/5
c Many tourists visit rome to see the spectacular churches and museums. ________ d People travel all over the country by road and train.
pREpoSitionS & phRASES
ADVERBS
d ___________________________________________________________________
________ ________
e in 79 AD, Mt Vesuvius erupted and destroyed the town of Pompeii.
________
✿ CHECK 4 Use an arrow to show which noun the adjectival phrase describes. a The man in the blue overcoat quickly left the building.
/5
b everyone, except Bill, has joined our junior cricket club. c every saturday afternoon, they play a game of hockey. d A girl, dressed in a grey tracksuit, passed me as i walked in the park. e All the people supporting the local team sat together in the stand. TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
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Assessment Prepositions & Phrases ✿ CHECK 5 Do the phrases tell us – which (adjectival) or where (adverbial) /5 or what (noun)? a Children without hats cannot play out in the sun. ___________ b sign your name at the bottom of the page.
___________
c Can you see the man with snowy white hair?
___________
d Dad keeps all his tools in a wooden tool box.
___________
e Freya always wants to be first in line.
___________
✿ CHECK 6 Write sentences using the noun phrases as subjects or objects. eating chocolate
riding horses to help people collecting souvenirs feeding ducks /5
a ________________________________________________________________________ b ________________________________________________________________________ c ________________________________________________________________________ d ________________________________________________________________________ e ________________________________________________________________________
✿ CHECK 7 Add a preposition to complete each phrase. pREpoSitionS & phRASES
a Did you look
the cupboard
b Dad bought a packet
fish sinkers
your missing sock? the sports store.
c she wrapped a ribbon
the parcel and tied it
d My dog likes to trot
me when i go walking
e
night, owls search
/10
a bow. the beach.
food.
✿ CHECK 8 Complete the phrases.
/5
a We looked at the diagram displaying
.
b i threw the ball and it disappeared over
.
c He went home from the park without
.
d During
, there was heavy rain.
e Please don’t go near
.
student Name: _______________________________________ 98
Year Level: _____
Total score: ____/50 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION
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to A Note her a the Te c A sentence is a meaningful chunk of language. It contains a complete idea. Sentences are the building blocks of our language, and it is through our spoken and written language that we understand each other and the world. It is through language that we interact with each other, statement by statement, question by answer, request by response. We have a vast array of words to choose from, to enable us to give our utterances precise, unambiguous meaning. We have a whole range of techniques that enable us to manipulate our language. We can inspire and uplift our audience and move them to laughter or tears. Language gives us the power to control the many situations that arise in our lives.
SEntEncES
A sentence is a chunk of language, which must have at least one verb, and make sense. In written English it is bound by a capital letter and a full stop, question or exclamation mark.
A baby deer bounded across the snow. When the curtain went up, everyone stopped talking. Different sentences have different jobs to do.
Statements relate facts (or opinions) and are bound by a capital letter and a full stop. e.g. He is entering university this year. There are thirty students in my class. Uniforms should be worn in all schools. The moon landing was the greatest event in history.
Questions ask questions and expect answers. They are bound by a capital letter and a question mark. • They can begin with an interrogative adjective, adverb or pronoun. e.g. Where did you find my keys? Whose are these? Which shirt do you like? Why didn’t you wait? • They can be written as a statement with a tag on the end. e.g. You will buy a ticket, won’t you? They went swimming, didn’t they?
Exclamations stress the importance of the words in the sentence. They are bound by a capital letter and an exclamation mark. e.g. What! You forgot your money! I’m going now, and I’m not coming back!
Commands request or demand an action from the listener or reader. They are bound by a capital letter and a full stop or exclamation mark. Commands usually begin with a verb in the present tense. e.g. Cut out all the pictures on the page. Don’t forget to bring a raincoat.
The Bare Bones
Switch on the light, please. Get out! And don’t come back! Sentences have three forms.
Simple sentences have two parts – a subject and a predicate, which contains the verb.
Little Bo-Peep
lost her sheep.
Compound sentences consist of two simple sentences joined by a co-ordinate conjunction – and, but, so, yet, or. e.g. Jake drove the car and Mary read the map. I’d like to go to the football game, but I don’t have a ticket. Jane is coming over, so we can play chess. Would you like to read, or do you want to play Monopoly?
Complex sentences are made up of a main (principal) clause and one that depends on it (subordinate). The subordinate clause begins with a relative pronoun (who, whom, which, that) or a subordinate conjunction. Common conjunctions include: though, although, after, as, before, because, since, then, once, until, unless, where, wherever, when, whenever, while.
Punctuation of sentences Capital letters are used: • for the first word in a sentence. e.g. There’s a hole in my pocket. • for proper nouns within sentences. e.g. She handed Mr Jazz his ticket to Darwin. • for the first spoken word in dialogue. e.g. Jim said, “My mum bought a rug at the market.” His brother added, “And a little brown teapot.”
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teaching notes
sentences
• to emphasise words in a sentence. e.g. You’re SO bossy. You did WHAT?
Speech marks are used around spoken words in dialogue. e.g. “Dinner is at seven o’clock,” called Mum. Jo replied, “What are we having?”
Full stops end statements and commands. e.g. The waterfall was spectacular. Close the gate.
Apostrophes are used:
Question marks end questions.
• with nouns to show possession. e.g. Jack’s clothes
e.g. I’m thirsty, aren’t you? Do you want a can of cola?
Exclamation marks end exclamations. e.g. Trust Eddie to forget! What a surprise!
Commas are used:
• to separate words in a list. e.g. At the fruit shop, I bought apples, pears, bananas, figs and watermelon. • to separate a beginning phrase or clause from the rest of the sentence. e.g. Late that afternoon, we arrived home from our trip. Although we were tired, we unpacked the car. • to separate an embedded phrase or clause from the rest of the sentence. e.g. Aunt Jean, wearing her purple hat, drove off to the shops. The storm, which we had been promised, did not eventuate. • to separate spoken from unspoken words in dialogue. e.g. “This is the house I once lived in,” sighed Madison. “It must have been fun,” said Sue, “to sleep up in that attic room.”
• to contract pronouns and helping verbs. e.g. We’ve packed a picnic lunch. You’re invited to come. • to contract helping verbs and negatives. e.g. I can’t sleep. Ben didn’t win. She wasn’t lost. Sentences can be written from three different points of view. • First-person point of view is when a writer, speaker or character is doing the ‘talking’. e.g. I eat my greens. • Second-person point of view is used when someone is spoken to. e.g. If you look, you will see your hat. • Third-person point of view is used when writers and speakers talk about other people and things. e.g. They were left behind with their teacher.
Paragraphs consist of any number of sentences, grouped around a single main idea.
Connectives are words used to sequence ideas across text. e.g. Last Sunday, first, then, soon, afterwards, suddenly
Reviewing sentences • Write a colourful verb on the board, e.g. crash. • Ask the students what they think about when they see that word. Pick up on a topic from the answers they give you and write it on the board, e.g. truck. • Ask them how we might say something about the truck and the crash. They will probably respond in sentences. Write some of these on the board: e.g. The truck crashed into a tree. The truck was going too fast and crashed. A truck and a car crashed. The truck crashed and the driver was hurt.
idea. Remind them that a sentence begins with a capital letter and ends with a full stop. This ‘fences in’ the idea. We can tell where it starts and where it ends. • Write another colourful verb, e.g. squeeze, on the board. This time list a number of topic words, such as oranges, hand, toothpaste, hole in the wall… and ask the students to pick one and think of one idea for a sentence. Write several responses on the board. • Ask the students for their understandings about a sentence.
• Tell the students that here are four ideas about a truck and a crash. Each idea is called a sentence.
• Write two more great verbs on the board, and ask students to write a sentence for each. Share, discuss and reflect on their learning.
• Repeat this process with another word, e.g. melt. Again talk about the concept of a sentence being one
• Return to this process at a later date, to extend their learning by introducing adjectives or adverbs.
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sentences
exploring
teaching notes
SEntEncES
Fact Packs
Students, individually, select five pictures of different products – food, clothing, footwear, whi te goods, cars etc. (Use magazines or junk mail.) Each student prepares five sentences strips, using Mic rosoft Word. The sentences should give facts about the product, but not name the product, e.g. This product is sold in a department store. It is an article of clothing worn by a male. It would be purchased to wear in winter. This item has been made from wool. It would be quite expensive to buy. Ask the students to print and cut out the five sentences strips. These are placed in a ziplock bag, with their corresponding pictures. Place the work of four students in one bag. Divide the class into groups of four. Give each group a bag, and ask them to sort out which sen tences belong with which picture. When all have been placed, ask the original writers of the material to mov e round the room and check accuracy. Discuss the com position and clarity of the sentences. Variation: Use this activity to explore and share a topic of class research.
Keywords
un rds containing a no Prepare a set of ca t en – one for each stud and a related verb urry; ck, crash; mouse, sc in the class, e.g. tru e. ar discover; chef, prep to boat, drift; statue, r student. Ask them pe e on s, rd ca e th Distribute ords on using the two keyw ce en nt se t ea gr a write eir card them to exchange th the card. Then ask sentence and write a second t en ud st r he ot an with ords. around the two keyw ete, When this is compl Repeat a third time. e sentences share and discuss th tructed. that have been cons n of sentence, Discuss compositio type of sentence, punctuation etc.
News Views
Cut out some captioned photos from a newspaper, from 6–10 for every pair of students. Cut off the captions and store captions and photos in a zip-lock bag. Give each pair of students a bag and ask them to match captions and photos. Ask them to note the number of sentences in a caption. Pairs should take turns to read the matched captions to each other. Discuss captions with the whole class. Captions and photos are then returned to their bag for re-use. Variation: Give each student a newspaper photo to paste on a sheet of paper. Ask the students to draft and write a one-sentence caption underneath. Photos with captions could be presented and displayed.
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WorK sheet 66
a sentence is a group of words, which houses a complete idea. it is bound by a capital letter and a full stop. a sentence has a verb and always makes sense.
Sentences Sentences are the building blocks of communication.
We use sentences to talk to each other.
1 Tick only the sentences. a over the great Himalayas
f They received the winning trophy.
b He was voted president of the USA.
g Start your engines.
c the boy on his skateboard
h several hours before sunrise
d Pass the pepper, please.
i
I can’t play badminton.
e in our charming city
j
Let’s get out of here, fast!
2 Read the following text and locate the sentences. Show sentence boundaries with red capital letters and blue full stops. Spain is a land known for its sunny beaches, its castles, its wine, olives and bullfights it shares the Atlantic coast with Portugal the Bay of Biscay lies to the north and the Mediterranean Sea to the south the capital of Spain is Madrid Columbus set sail from Barcelona in 1492 to discover America
sentences
3 Write a sentence around each pair of keywords. Australian lifestyle hearty meal
valuable artworks treasured memory
fashion trends standing ovation
a _________________________________________________________________________ b _________________________________________________________________________ c _________________________________________________________________________ d _________________________________________________________________________ e _________________________________________________________________________ f _________________________________________________________________________
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Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION
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WorK sheet 67
Sentences – Statements
Many sentences are statements. They begin with a capital letter and end in a full stop, for example: She won the game. Their main diet is rice. We are studying the solar system.
1 Write a statement about each picture.
a _________________________________________________________________________ b _________________________________________________________________________ c _________________________________________________________________________ d _________________________________________________________________________
Sentences state FAcTS or OpiNiONS.
a Raisins and sultanas are produced from grapes.
_______________
b Gravity on the moon is much less than on Earth.
_______________
c Horseracing is Australia’s favourite sport.
_______________
d The platypus is the strangest creature in the world.
_______________
e Mushrooms have no flowers, seeds, leaves or roots.
_______________
f Most people prefer Rugby League to Rugby Union.
_______________
3 Write two facts and two opinions about a game you know well. Game: Facts Opinions
sentences
2 Are these statements facts or opinions?
____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
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WorK sheet 68
Sentences – Questions
Many sentences ask questions and expect answers. They begin with a capital letter and end in a question mark, for example: What is your name? Where do you live? Do you play tennis? Can you swim?
1 in TV quiz shows, the host asks the contestants questions. How many of these questions can you answer correctly? a In what year did man land on the moon?
_______________________
b How many toes does a monkey have?
_______________________
c What are the three colours of the Italian flag?
_______________________
d Where do monks live?
_______________________
e Who was Australia’s most famous bushranger?
_______________________
f What are five wind instruments?
_______________________
g Why were cane toads introduced into Australia?
_______________________
h When did Australia win the America’s Cup?
_______________________
i
Who has the best batting average in test cricket? _______________________
j
What is the Aboriginal name for Ayers Rock?
_______________________ Your score:
/10
sentences
2 Read this information about chocolate and prepare five questions. chocolate is made from the seeds of the cocoa tree. Cocoa trees grow only near the equator because they need lots of warmth. They grow about six metres in height and produce thousands of small pink blossoms. Only some blossoms remain on the tree and grow into seedpods. When the pods are ripe, they are removed from the tree and cut open. The pulp and seeds are carefully removed and put in piles to ferment. After a few days the beans are removed and dried. The dried beans are shipped to factories where they are roasted and their thin skins removed. The remaining kernels are ground between rollers to make chocolate. Today millions of tonnes of chocolate are used each year – in drinks, sweets, cakes, puddings and pies. Most of the world’s supply of chocolate now comes from Africa. a _________________________________________________________________________ b _________________________________________________________________________ c _________________________________________________________________________ d _________________________________________________________________________ e _________________________________________________________________________ 104
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION
© Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WorK sheet 69
Sentences – Exclamations
Many sentences express sudden surprise, joy, anger or danger. They are called exclamations. They are marked by an exclamation mark, for example: Stop! Help! I don’t believe it! What! Late again! Get out!
1 complete each sentence with a full stop or an exclamation mark. Justify your reasons. a What? You left your hat on the bus b
I went shopping for a new pair of denim jeans
c
What a beautiful day it is
d
Dad’s going to take us for a drive in his new car
e
Let’s go roller skating on Saturday afternoon
f
What a wonderful party
exclamation marks also follow words and phrases expressing strong emotion, for example: Ouch! Oops! Man overboard! My goodness! What fabulous earrings! 2 Write an exclamatory sentence for each picture.
___________________________________
sentences
___________________________________
3 illustrate these exclamations.
That’s so funny!
Stand back!
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WorK sheet 70
Many sentences give commands and expect action. They begin with an infinitive, for example: Close the door please. Add one cup of flour. Return all books to the library.
Sentences – Commands
The subject of these sentences is usually understood and therefore not mentioned, for example: [You] get ready for school.
1 circle the verb in each command. What do you notice? a Whip the cream until it is thick. b Bake the scones in a hot oven. c Sign your name at the bottom of the page please. d Row as hard as you can! e Bend the wire to make a hook. Observation: ______________________________________________________________
2 Add verbs from the box to complete the instructions for this science experiment. BReAk OuT A glass jar with lid Dried peas or beans Water A plastic bucket
You will need:
Instructions:
____________ the jar with the dried peas or beans.
sentences
____________ the jar lightly to settle the seeds snugly. ____________ more seeds until the jar is full. ____________ water into the jar, filling it completely. ____________ the lid on tightly ____________ the jar in the bucket and leave overnight. screw tap
fill place
pour add
When you examine your experiment next morning, the jar will be broken. What do you think has happened? ___________________________________________ 106
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION
© Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WorK sheet 71
Sentences – Subject and Predicate
sentences have two parts: • the subject – the person or thing the sentence is about; • the predicate – what is written about the subject. The predicate always includes the verb. flew low over the mountains.
The small plane
The PREDICATE
The SUBJECT
1 put a box around the subject of each sentence. Observe where subjects are placed in sentences. a An exploding volcano often sends out a cloud of poisonous gases. b A cold front is the leading edge of a moving mass of cold air. c Faster and faster, the skier sped down the mountain slope. d From all over the world came messages of sympathy. e At the factory, pineapples are processed and canned. f In no time at all, Julie had finished reading her book. Observation: _______________________________________________________________
a simple sentence has only one subject and one verb. a singular subject has a singular verb. a plural subject has a plural verb, for example: The player is wearing a red jersey and blue shorts. The players in the team are wearing red jerseys and blue shorts.
the Australian flag
a flash of lightning
the stricken plane
honeybees
the heavy drawbridge
a large, beautiful rose garden
a _________________________________________________________________________ b _________________________________________________________________________ c _________________________________________________________________________
sentences
2 Write simple sentences using these subjects:
d _________________________________________________________________________ e _________________________________________________________________________ f _________________________________________________________________________
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
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✤ A word about conjunctions ✤
Conjunctions are joining words. They join ideas together in a meaningful way. co-ordinating conjunctions include: and, but, for, yet, so, or, nor
✤
Co-ordinating conjunctions join words that are the same, for example: NOUNS Jack and Jill; tea or coffee; money for lunch ADJECTIVES tired but happy; ripe and juicy; yellow or orange ADVERBS here and there; fast or slow; quickly but carefully PRONOUNS she and I; us or them; no-one but me
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Co-ordinating conjunctions join phrases, for example: Sue went up the steps and into the house. They battled across the raging river and up the steep, slippery bank.
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Co-ordinating conjunctions join simple sentences. These are now compound sentences, for example: Jack is leaving now but he’ll be back later. Sarah is going to Melbourne and I’m going with her. It is getting dark, so I’ll walk home with you. correlative conjunctions include: whether…or, both…and, as…as, either…or, neither…nor, not…but, not only…but also
✤
Correlative conjunctions are used in pairs, for example: I can’t decide whether to go to the skate park or to the movies. Both Angela and Carol left early. I will come as soon as I can. Subordinating conjunctions include: after, as, although, before, once, because, then, though, therefore, until, unless, where, wherever, when, whenever, while
✤
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Subordinating conjunctions are used to link a subordinate clause to a principal clause, for example: She was late because she lost her way. I will wait until my friends arrive. When the lights went out, we lit a candle. I’ll look after the animals while you’re away.
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WorK sheet 72
a compound sentence is made up of two or more simple sentences joined by a conjunction, for example: I bought apples and Jane bought figs. Tom likes pears, but his sister likes plums. It is wet, therefore I can’t play outside.
Compound Sentences
1 Join the two sentences, using these conjunctions: and
but
so
yet
or
a Jane has an appointment at three o’clock, _____ she must leave early. b I would like to buy this violin, _____ it is too expensive. c I am going to New Zealand _____ I’d like you to come with me. d She went away for a very long time, _____ she never forgot us. e Would you like orange juice, _____ would you prefer lemonade?
2 Add a second sentence to make a compound sentence. a Jackson gazed through the telescope and ______________________________________. b My friend gave me a dollar, but ______________________________________________. c I needed a haircut, so ______________________________________________________. d Did you buy a new T-shirt, or ________________________________________________ . e He knew the forest well, yet _________________________________________________.
3 Join the sentences to make a compound sentence. a Dark storm clouds gathered in the west. Thunder rolled across the sky. _________________________________________________________________________ b It was late at night. The weather remained warm and humid.
sentences
simple sentences can be joined by a conjunction, or separated by a comma, to make a compound sentence, for example: Jill wants to go swimming, Mia would rather play tennis and Jo wants to play cards.
_________________________________________________________________________ c Tom collects stamps. Jerry sketches birds. Bill doesn’t have a hobby. _________________________________________________________________________ Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
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109
✤ A word about ✤
cLauses
A clause is a group of words with a subject and a verb. for example:
Dad and I went fishing. The athlete won a blue ribbon.
✤
A principal clause contains the main idea. A simple sentence has just one principal clause. For example:
Bill likes watching action movies. Birds fly home at sunset.
✤
A subordinate clause can be placed at the beginning, the middle (embedded clause) or at the end of a sentence. A clause at the beginning, or embedded in the middle, is separated from the rest of the sentence by commas. For example: I will get out of bed when the sun rises. When the sun rises, I will get out of bed. If you call me, when the sun rises, I will get out of bed.
✤
A subordinate clause is joined to the principal clause by a conjunction or a relative pronoun. For example: She was late (principal) because she lost her way. (subordinate) This is the house (principal) that Jack built. (subordinate)
✤
These are the relative pronouns we use to join clauses: who, whom (used when talking about people) which, that (used when talking about things) These are the conjunctions we most often use to join clauses:
after although and as
because before but once
or so then therefore
though unless until when
✤
whenever where wherever while
✤
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WorK sheet 73
a complex sentence is made up of a principal clause and a subordinate clause. They can be joined by a conjunction, for example: Put your scraps in the bin when you have finished eating.
Complex Sentences 1 A subordinate clause can be at the beginning or at the end of a sentence, or it can be embedded in the middle.
Before we left for Perth, we checked the map. The car, because it is new, is quiet and reliable. Our water tanks will be full when the drought breaks.
1 Highlight the principal clauses. Remember a main idea may be interrupted by an embedded clause. a Check the depth of the pool before you dive in. b The soldier, although he was wounded, struggled back to camp. c When she finished reading her book, she returned it to the library. d We are going camping this weekend unless it rains. e Whenever I go walking, my dog, Rusty, comes with me. f I will make the beds while you cook breakfast.
2 Highlight the subordinate clauses. They may appear at the beginning, in the middle or at the end of a sentence. a Diamonds are very valuable because they are rare, hard and beautiful. b Deserts become very cold when the sun disappears in the afternoon. c When the Brisbane River flooded in 1974, many properties were destroyed. d Beetles keep their thin wings folded unless they are flying. f Not many adults ride bicycles although they are an easy form of transport.
3 complete the sentences by adding a subordinate clause. a It started to rain before _____________________________________________________.
sentences
e The first books, as far as anyone knows, were made in Egypt 5000 years ago.
b When___________________________________________, the bird flew away in fright. c I go to my training session then _____________________________________________. d Because __________________________________________, I had to stand in the rain. Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
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WorK sheet 74
a complex sentence is made up of a principal clause and a subordinate clause. They can be joined by a relative pronoun, for example: she is a person who is very fond of animals. This is the costume that I will wear on stage.
Complex Sentences 2
I’ll use who to talk about people.
I’ll use which and that to talk about animals and things.
1 complete the subordinate clauses. a A botanist is a person who _________________________________________________. b I have a book, which ______________________________________________________. c A sports coach is one who __________________________________________________. d I want you to know that____________________________________________________. e You’ll never guess who _____________________________________________________! f This is my new watch, which ________________________________________________. g It is a problem that _______________________________________________________.
2 use which, that or who to fill the gaps.
Use a comma before which but not that.
a Is this the chess piece _________ you lost? b Picasso painted many pictures,
sentences
_________ are now famous. c I am sure _________ all my answers are correct. d Mozart was a composer _________ wrote many wonderful pieces of music. e I made a great big mud cake, _________ everyone enjoyed. f Alexander Bell, _________ was born in Scotland, invented the telephone. g In the middle of the forest, there was a house _________ looked like a castle. h Jack Doolan was a bushranger _________ was nicknamed ‘The Wild Colonial Boy’. 112
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION
© Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WorK sheet 75
Many subordinate clauses do the work of adverbs. They are called adverbial clauses, for example: He went to bed because he was very tired. I will buy a football when I have enough money.
Adverbial Clauses 1 Adverbial clauses tell us more about the verb. They tell us: How Where When Why
conjunctions link them to the principal clause.
1 Note what the adverbial clauses tell us – how, when, where or why. a The astronauts needed oxygen tanks while they were on the moon.
___________
b The Aboriginal guide showed us a cave where we saw wonderful cave paintings. ___________ c After I do all my research on fungi, I will table my information.
___________
d We sat round the campfire because it was so cold.
___________
e I will come as fast as I can.
___________
f Once we’re at the shopping mall, you may go wherever you wish.
___________
g Although an emu has wings, it cannot fly.
___________
h I am not going unless you come with me.
___________
i
People could not cross rivers and seas until they invented boats.
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j
When gold was discovered, many people made their fortune.
___________
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Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
sentences
2 Write the conjunctions from the above sentences. Then search them out here.
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WorK sheet 76
Many subordinate clauses do the work of adjectives. They are called adjectival clauses, for example: Bell is the man who invented the telephone. It was a meteor that flashed across the sky.
nouns
Adjectival Clauses 2
I’ll use who to talk about people.
I’ll use which and that to talk about animals and things. Adjectival clauses always follow the noun they describe.
1 underline the noun or pronoun that the adjectival clause describes. a The planet, which has just been discovered, may contain life. b A geologist is a person who studies rocks. c It is an invention that could change the way we shop. d All the tourists who visit Prague agree that it is a wonderful old city. e He discovered a fossil, which the museum could not identify. f The refugees, who had queued for several hours, finally received a bag of rice. g Mr Brunsden picked all the peaches that were ripe.
2 Add who, which or that to complete the clauses. a The replay showed the player ________ had been injured during the tackle. b Chris washed all the clothes ________ he had worn at the school camp.
sentences
c I didn’t know the person ________ knocked on the door. d The cave, ________ we discovered by accident, was small, dark and musty. e There is the clock, ________ is known throughout the world as ‘Big Ben’. f This is just one of the many castles ________ overlook the Danube River.
3 use who, which and that in sentences of your own. a _________________________________________________________________________ b _________________________________________________________________________ c _________________________________________________________________________ 114
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION
© Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WorK sheet 77
Noun Clauses
Many subordinate clauses do the work of nouns. They are called noun clauses. noun clauses usually tell what someone is thinking, saying or feeling, for example: He asked what time it was. They once believed that the world was flat.
1 Highlight the noun clauses in these sentences. a He found it hard to believe that Juanita was a champion horse rider. b I don’t know when I’ll be back. c You can tell I’ve never done this before! d After I won a trophy at the swimming carnival, Dad said he was proud of me. e We couldn’t tell who was leading the great cycle race. f The boys in the rowing team think they will win their race on Saturday.
2 complete the sentences using noun clauses. Tip: Ask the question WHAT? a I thought _________________________________________________________________ b No-one could guess__________________________________________________________ c Do you know ______________________________________________________________ d I smiled when Josef said _____________________________________________________ e He pretended ______________________________________________________________
3 Locate the seven noun clauses in this account. was a great singer, was next. You could tell he was feeling very nervous. However, he sang well and the audience clapped loudly. Later he said that he had relaxed once he was out on stage. Soon it was my turn. I stepped onto the stage to play a lively piece on the piano. I had been practising for weeks and I felt that I knew it well. Seated at
sentences
The night of the school concert arrived. Our senior choir opened the show. Jackson, who
the piano, I sensed that everyone’s eyes were on me. Nevertheless I played my best. The audience cheered and Marty said that he didn’t know I could play so well. The concert finished with our massed choirs. Mr G said that we had all performed very well. He said we should feel very proud of ourselves. Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
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✤
Punctuation
A word about
capital letters are used for: ❥ the first word in a sentence. ❥ proper names. ❥ the first spoken word in dialogue. ❥ to emphasise important words.
Come to the circus with me. Cinderella danced with Prince Charming. He said, “Let’s play cricket.” You did WHAT?
Full stops end statements and commands.
That is a fine straw hat. Put it on, please.
Question marks end questions.
How long will you be away?
exclamation marks end exclamations.
What! Late again!
commas are used: ❥ to separate words in a list. ❥ to separate a beginning phrase. ❥ to separate a beginning clause. ❥ to separate an embedded phrase. ❥ to separate an embedded clause. ❥ to separate spoken and unspoken words. Speech marks are used around spoken words. Remember: NEW speaker NEW line. Apostrophes are used: ❥ with nouns to show possession. ❥ to contract pronouns and helping verbs. ❥ to contract helping verbs and negatives. A colon is used: ❥ after a character’s name in a script.
❥ to introduce a list of items. (A bullet point often precedes each item.)
✤
I like apples, pears, plums and grapes. Later that day, we went for a swim. When I broke my leg, I used crutches. Jess, waving her umbrella, hurried away. My dog, which is old now, still does tricks. “A dingo is a wild dog,” said Bradley. “Dinner is on the table,” called Brenda. “Thank you,” Jess replied. “Me too!” shouted Jack. Joel’s toys; dog’s collar; teachers’ staffroom I’ve packed lunch. You’re invited. It’s fun. He can’t swim. I couldn’t sing. Don’t shout. THE GIANT: You thief! Come back! JACK: Come on big guy! Catch me! You will need to bring: • a raincoat • stout walking shoes • extra food
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✤
WorK sheet 78
Sentences in Dialogue
sentences can record the speech of one person to another. This is called dialogue. Speech marks are placed around the spoken words, for example: “I went to Darwin last holidays,” said Josh. “Was it hot there?” asked Rhys.
1 using a different colour for each speaker, highlight the spoken words in this dialogue. Note the placement of the speech marks. “What can you tell me about the moon?” asked the teacher. “It is a satellite of the earth,” said Raj immediately. Sarah added, “It is our nearest neighbour.” “And it is much smaller than the Earth,” said Timothy. The teacher then asked, “What do people see when they look at the full moon?“ Raj said, “The face of a man.” “A girl reading a book,” said Sarah. Timothy laughed, “Sometimes they see a jumping rabbit.” “And sometimes they see an old man with a bundle of sticks on his back,” added the teacher, smiling. Spoken words are separated from unspoken words by a comma, question mark or exclamation mark. Note their placement. The first spoken word has a capital letter. Each new speaker is given a new line.
a Will you sponsor me in the Walk against Want asked Todd Yes said Mrs Jiggs I’ll give you $2 per kilometre b Have you read the latest Gordon Black novel asked Joy
sentences
2 punctuate these questions and answers. • Highlight the spoken words. • put speech marks around the spoken words. • Give the first spoken word a capital letter. • Separate the spoken words from the unspoken words.
Speech can be written in present, past or future tense.
No sighed Jayne I haven’t been able to buy a copy anywhere c Did you win your hockey game Blake asked No, the Banshee Blues won by one point said Jake sadly
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
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WorK sheet 79
a paragraph is a block of sentences built around one main idea. a paragraph begins with an idea or topic and the following sentences add details.
Sentences – Paragraphs
Paragraphs can be separated by a line space OR by indenting the first line. As a general guideline, paragraphs have at least two sentences, but no more than ten. Here is an example: Antarctica is the coldest, highest, windiest, loneliest continent on Earth. It is bigger than Australia, but almost no-one lives there. Much of the continent remains unexplored. The South Pole is in the middle of Antarctica. This region has very long winters where the sun may not rise for months. The winters are the coldest on Earth…
sentences
1 Divide this extract from a report on the eclectus parrot into paragraphs. Draw a line around each paragraph, or use different highlighters. The eclectus parrot is unique among the many species of parrot. Unlike other parrots, both the male and the female have brilliantly coloured plumage. This parrot is large and stocky with a short squat tail and long round-tipped wings. The male is brilliant green with bend of wing blue. The underwing and sides of his body are red. The female is mostly bright red with a blue-purple lower breast. Eclectus parrots live in the canopy of forests in New Guinea. They extend west to the Moluccas, east to the Solomon Islands and south to the tip of Cape York in Australia. They nest in hollows in fig, milkwood and black bean trees. Their nest hollows can be 20 to 30 metres above the ground. The female eclectus parrot almost never leaves the vicinity of her nest, relying on the male birds to bring her food. If disturbed, she flies off with raucous cries to a nearby tree, but returns as soon as it is safe. Even when the chicks are fledged, she continues to return and jealously guard her nest. Eclectus parrots live on a diet of fruit, seeds, leaf buds, blossoms and nectar. A number of male parrots feed the female at the nest entrance, and she in turn, feeds her chicks. The female lays two eggs in spring. Eggs hatch in about 30 days and the chicks leave the nest around 3 months. Many chicks are lost to predators, especially pythons, or are drowned when heavy rain fills the nest hollow. In the past eclectus parrots have fallen victim to poachers and the lucrative bird-smuggling trade. The near extinction of these beautiful birds has been prevented because of laws for the protection of wild life, and the successful breeding of these parrots in captivity. Research continues into the complex social systems and the breeding habits of the wild eclectus parrot.
2 Write two paragraphs about two of the following items. You will need to say what each look like and what it does. You may choose to illustrate. a hot air balloon 118
a windmill
a suspension bridge
a parachute
Name ___________________________________________ Date _________________ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION
© Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Assessment - Sentences Date ____________
✿ cHeck 1 Locate the sentences. use capital letters and full stops.
/12
alchemists lived in the Middle Ages they were not very good scientists and often relied on magic rather than careful study alchemists dreamed of changing cheap metal into gold they tried to make a magic substance which they called the ‘philosopher’s stone’ they said this would also cure diseases and keep people young however no stone ever appeared and alchemists fell into disrepute
✿ cHeck 2 Write a statement and a question about each subject.
/8
an echidna _____________________________________________________________ _____________________________________________________________ lightning
_____________________________________________________________ _____________________________________________________________
a compass _____________________________________________________________ _____________________________________________________________ oil
_____________________________________________________________ _____________________________________________________________
✿ cHeck 3 Box the subject in each sentence.
/5
a The first known Olympic contest was held in 776BC in southwest Greece. b In October 1970, the West Gate Bridge collapsed in a pile of steel and concrete. d By the time he was eighteen, Grant Kenny had won eight Iron Man titles. e Hawaii may have the best surf in the world, but Australia has the best surfers.
✿ cHeck 4 Join the two sentences to make a compound sentence.
/5
sentences
c Learning to roller skate is not an easy thing to do.
a I stood on the hilltop _____ I could see the faraway city of Blod. b We drove to the lavender farm, ______ it was closed. c I haven’t eaten for hours, ______ I am still not hungry. d Would you like some ice cream, ____ would you prefer fruit? e There was a power blackout, ____ we lit a candle. TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
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Assessment - Sentences ✿ cHeck 5 Highlight the principal clause in each sentence.
/5
a When we arrived at the theatre, we bought a program of the show. b While you do your homework, I’ll get dinner ready. c We will have to hurry home from the station because it is getting dark. d Once I have finished all my chores, I’ll go ice skating with you. e Pat promised to run as fast as she could in our age relay.
✿ cHeck 6 Add an adverbial clause to say HOW, WHeN, WHeRe or WHY.
/4
a I will have to hurry ________________________________________________________ b We will wait here __________________________________________________________ c You must deliver this note __________________________________________________ d My dog follows me _________________________________________________________
✿ cHeck 7 Add WHO, WHicH or THAT to complete the adjectival clauses.
/3
a I don’t know the boy ______ became the top gymnast, do you? b We built a holiday cabin ______ was made of logs. c It was his dog, ______ had been his most faithful friend.
✿ cHeck 8 Add a noun clause to say WHAT.
/3
a For a moment I thought ____________________________________________________ b Dad guessed ______________________________________________________________
sentences
c He didn’t know ____________________________________________________________
✿ cHeck 9 punctuate this dialogue. (1 mark per line)
/5
What do you know about Bert Hinkler the teacher asked I think he flew solo from England to Australia replied Sami Yes indeed the teacher nodded do you know when that was It was 1928 and it took him sixteen days said Jeff confidently The teacher nodded did you know he died while attempting a second flight
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Student Name: __________________________ Year Level: _____ TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION
© Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Total Score: ____/50
Tin e g r Ta
g gramma
UPPer
© Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
r
PrimarY
© Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WORDWORKS
teaching nOteS
Wordworks
This set of materials is designed for use by students, working independently or in pairs, to improve their knowledge (and language) of grammar.
itor, elpers) train, mon Teachers (and h rvene as needed. scaffold and inte ion, students are During each sess ies. se their dictionar encouraged to u ment record of achieve s rk o w rd o W A aintained as a matrix can be m ed by of cards complet rd co re al on rs pe students. g always on learnin The emphasis is t on that learning, no and reflecting on any rds completed by the number of ca one student.
Students will become familiar with the terms: ❥ Antonyms ❥ Compound sentences ❥ Nouns ❥ Adjectives ❥ Plurals ❥ Verbs ❥ Adjectival phrases ❥ Adverbial phrases
❥ ❥ ❥ ❥ ❥ ❥ ❥ ❥
Base words Word building Prefixes Suffixes Principal Clauses Adjectival Clauses Adverbial Clauses Noun Clauses
erials Preparing the Mat
rability. and laminate for du rd ca to on s rd ca 1 Copy the task box is ideal.) a small box. (A gift in e or st d an s rd 2 Cut out the ca page with formation on this in e th e or st d an y 3 Cop the materials. r student. sufficient for one pe – t ar ch ss re og pr work book. 4 Copy the e it into a specified st pa to ts en ud st Ask lours the ted, the student co ec rr co d an ed et pl m chart. 5 As a card is co ber on the progress g in correspond num
123 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Wordworks
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124 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
❂
nOUn-FORMing SUFFiXeS
1
Add the correct suffix – or or ist. ★ irrigate
★ violin
★ drama
★ compete
★ elect
★ solo
★ instruct
★ illustrate
★ social
★ journal
★ create
★ union
❂
nOUn-FORMing SUFFiXeS
2
Add the correct suffix – ance or er or ment. Some words may have more than one suffix. ★ assist
★ depart
★ preach
★ resist
★ import
★ bank
★ punish
★ perform
★ cricket
★ entertain
★ state
★ announce
Wordworks © 2007 BLAKE EDUCATION
❂ 3
aDJectiVe-FORMing SUFFiXeS
Wordworks © 2007 BLAKE EDUCATION
❂
VeRB-FORMing SUFFiXeS
4
Add the correct suffix – able or ful or ic.
Add the correct suffix – ise or en. ★ terror
★ familiar
★ hard
★ social
★ optimist
★ glad
★ straight
★ joy
★ care
★ legal
★ patron
★ idiot
★ agree
★ advert
★ flat
★ change
★ pessimist
★ wide
★ light
★ rely
★ hand
★ doubt
★ acrobat
★ avail
Wordworks © 2007 BLAKE EDUCATION
❂ 5
BaSe WORDS Write the base from which these words are built.
★ childhood
★ foolish
★ assistant
Wordworks © 2007 BLAKE EDUCATION
❂ 6
nOUn-FORMing SUFFiXeS
Suffixes er and or are used to name people by the jobs they do.
★ greasy
Name one who: ★ teaches
★ acts in plays
★ privacy
★ similarity
★ dances
★ is in the army
★ decision
★ active
★ bakes
★ carves statues
★ coastal
★ fairness
★ plays cricket
★ speaks on radio
★ illustrator
★ homeward
★ treats the sick
★ surfs the waves
★ chops meat
★ is in the navy
Wordworks © 2007 BLAKE EDUCATION
Wordworks © 2007 BLAKE EDUCATION
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
125
❂
❂
PLURaLS
7
PReFiXeS
8
Write the plural form of these words.
★ donkey
★ tooth
★ purse
★ robot
★ tax
★ symphony
★ daisy
★ chief
★ deer
★ journey
★ wolf
★ fungus
Add pre or fore (meaning before).
★ cooked
★ arrange
★ historic
★ caution
★ head
★ arm
★ front
★ judge
★ fix
★ tell
★ see
★ shadow CheCk meANiNgS
Wordworks © 2007 BLAKE EDUCATION
❂ 9
Wordworks © 2007 BLAKE EDUCATION
antOnYMS
Add the correct prefix – un or in (meaning not).
❂ 10
PReFiXeS
Add the correct prefix – under or up.
★ neath
★ start
★ visible
★ attentive
★ sized
★ roar
★ sure
★ credible
★ grade
★ weight
★ available
★ fortunate
★ cover
★ nourished
★ direct
★ equal
★ right
★ set
★ fertile
★ capable
★ stand
★ date
★ changing
★ balanced
CheCk meANiNgS
Wordworks © 2007 BLAKE EDUCATION
❂ 11
126
Wordworks © 2007 BLAKE EDUCATION
BaSe WORDS
Write the base from which these words are built.
★ underarm
★ impatient
★ ultrasound
★ perimeter
★ transplant
★ miscalculate
★ subtitle
★ hyperactive
★ reorganise
★ disagree
★ overflow
★ deformed
❂ 12
PReFiXeS Create two new words using up and down.
★ stairs
★ right
★ stream
★ grade
★ hill
★ stage
★ town
★ side
★ draft
★ turn
CheCk meANiNgS Wordworks © 2007 BLAKE EDUCATION
Wordworks © 2007 BLAKE EDUCATION
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
❂ 13
SentenceS Write sentences using the keywords. ★ wheel, spin ★ clown, perform ★ shadow, hide ★ butterfly, flit ★ fashion, sell ★ game, cheer
❂ 14
WORDS and MeaningS
★ one who doesn’t eat meat ★ one who plays music ★ a street walker ★ one who wires houses ★ one who protects things ★ one skilled in maths ★ one skilled in politics ★ one who lays out dead bodies ★ one who makes people laugh ★ a person from italy
Wordworks © 2007 BLAKE EDUCATION
❂ 15
PReFiXeS
The prefix tri- means three.
Wordworks © 2007 BLAKE EDUCATION
❂ 16
What do these words mean?
PReFiXeS The prefix bi- means two What do these words mean?
★ triangle
★ triple
★ bicycle
★ bicentenary
★ tricolour
★ triad
★ biannual
★ bifocal
★ tricycle
★ triceps
★ biennial
★ biplane
★ triplets
★ triennial
★ binoculars
★ bisect
★ tripod
★ trident
★ bilingual
★ bilateral
Wordworks © 2007 BLAKE EDUCATION
❂ 17
veg_ mus_ ped_ ele_ gua_ mat_ pol_ mor_ com_ ita_
cOMPOUnD SentenceS
Wordworks © 2007 BLAKE EDUCATION
❂ 18
Write compound sentences using:
PReFiXeS Write the opposites of these words by using prefixes un or dis.
★ and
★ pleased
★ regard
★ but
★ wanted
★ clean
★ so
★ believe
★ credit
★ or
★ deserved
★ armed
★ yet
★ like
★ place
Wordworks © 2007 BLAKE EDUCATION
Wordworks © 2007 BLAKE EDUCATION
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
127
❂ 19
aDJectiVaL PhRaSeS Add an adjectival phrase where indicated by a ✷.
❂
aDJectiVaL PhRaSeS
20
Add an adjectival phrase where indicated by a ✷.
the horse ✷ stumbled and fell.
the curtains ✷ were white and lacy.
i want a skateboard ✷.
i picked the dog ✷ at the pet shop.
the motor bike ✷ is very expensive.
mum wanted a cup ✷.
the painting ✷ won first prize.
the snake ✷ slid into a hollow log.
mary chose a cake ✷.
the milk ✷ is sour.
✷ You may like to refer to an Index of Useful Phrases
✷ You may like to refer to an Index of Useful Phrases
Wordworks © 2007 BLAKE EDUCATION
❂ 21
Wordworks © 2007 BLAKE EDUCATION
aDVeRBiaL PhRaSeS Add an adverbial phrase where indicated by a ✷.
❂
aDVeRBiaL PhRaSeS
22
Add an adverbial phrase where indicated by a ✷.
the children went swimming ✷ .
Let us go for a ride ✷.
i wandered ✷ with my friends.
✷ branches broke like matchsticks.
hang the painting ✷ .
Wait ✷ for the bus.
✷ i clean my teeth and comb my hair.
one driver was injured✷.
he kicked the ball ✷.
the dolphin dived ✷.
✷ You may like to refer to an Index of Useful Phrases
✷ You may like to refer to an Index of Useful Phrases
Wordworks © 2007 BLAKE EDUCATION
❂ 23
Wordworks © 2007 BLAKE EDUCATION
❂
aDD a PhRaSe
24
★ Put the pot of spaghetti (where). ★ We are going to a street carnival (when). ★ She polished the kettle (which). ★ Lean your bike (where). ★ She spoke (how). ★ the coat (which) was thrown (where).
★ Wait (where) until the rain stops. ★ the book (which) was fascinating. ★ Lightning flashed (when). ★ the children (which) were singing (how). ★ mum is cooking eggs (why). ★ (when) i spoke to the swimmer (which).
✷ You may like to refer to an Index of Useful Phrases 128 128
aDD a PhRaSe
Wordworks © 2007 BLAKE EDUCATION
✷ You may like to refer to an Index of Useful Phrases Wordworks © 2007 BLAKE EDUCATION
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
❂ 25
aDJectiVaL cLaUSeS Add a clause where indicated by a ✷.
❂ 26
aDVeRBiaL cLaUSeS Add a clause where indicated by a ✷.
these are scientists ✷ .
✷ we will ride on the ferris wheel. (when)
Vegetables, ✷ , are fresh and tasty.
he couldn’t go to the game ✷. (why)
the lamb, ✷ , was lonely and hungry.
the rescue helicopter arrived ✷. (how)
this book, ✷ , is full of fascinating facts.
they set sail for an island ✷ . (where)
her leg, ✷ , is still swollen and painful.
Wordworks © 2007 BLAKE EDUCATION
❂ 27
nOUn cLaUSeS Add a clause where indicated by a ✷. Did you know ✷? my dad soon guessed ✷. i think ✷.
Wordworks © 2007 BLAKE EDUCATION
❂ 28
★ port ★ face ★ elect ★ side
Can you imagine ✷!
Wordworks © 2007 BLAKE EDUCATION
❂
aDJectiVe-FORMing SUFFiXeS Create two new words using ful and less.
★ use
★ care
★ hope
★ doubt
★ thought
★ colour
★ joy
★ cheer
★ help
★ fear
Build as many words as you can using prefixes and/or suffixes.
for example: form: perform, formal, formality, informal, informality, conform, formation, information, deform, reform, unformed …
Scientists believe ✷.
29
WORD BUiLDing
★ use ★ safe ★ grade ★ part Wordworks © 2007 BLAKE EDUCATION
❂ 30
PRinciPaL cLaUSeS Give each sentence a principal clause.
★ When the dam burst, ___ . ★ As the plane plummeted to earth, ___ . ★ ___ because it hasn’t rained in months. ★ When they raise the flag, ___. ★ ___ as fast as he could.
Wordworks © 2007 BLAKE EDUCATION
Wordworks © 2007 BLAKE EDUCATION
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
129
inDeX OF USeFUL PhRaSeS 1
inDeX OF USeFUL PhRaSeS 2
about birds
among the trees
beside the river
from the window
above the city
around the paddock
between the trees
further away
across the bridge
at the circus
by the house
in the snow
after school
before the party
down the street
into a hole
against the wall
behind the cupboard
during the night
near the cave
along the road
below the waves
for a friend
next to me
Wordworks © 2007 BLAKE EDUCATION
Wordworks © 2007 BLAKE EDUCATION
inDeX OF USeFUL PhRaSeS 3
inDeX OF USeFUL PhRaSeS 4
of books
to the car
about animals
among the children
off the table
towards the light
above the clouds
around the lake
on her head
under the chair
across the street
at my friend’s place
over the fence
up the road
after the game
before nightfall
round the corner
with a beard
against the team
behind the door
through the night
without a coat
along the way
below ground
Wordworks © 2007 BLAKE EDUCATION
Wordworks © 2007 BLAKE EDUCATION
inDeX OF USeFUL PhRaSeS 5
130
inDeX OF USeFUL PhRaSeS 6
beside me
from overseas
off the floor
to the shop
between the bricks
in the hallway
on the floor
towards the sea
by bus
into the kitchen
onto the branch
under the bed
down the mountain
near the table
over the hill
up the river
during the storm
next to the car
round the bend
with freckles
for you
of eggs
through the day
without shoes
Wordworks © 2007 BLAKE EDUCATION
Wordworks © 2007 BLAKE EDUCATION
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
GRAMMAR FL APS
teaching notes
Grammar Flaps Preparation of Materials
1
Copy all the Grammar Flaps ont o card. Laminate for durability. Cut out all the cards.
2
Cut along the dotted line of each car d. Attach this bottom strip to the line on the Grammar Flaps card to ma ke a flap that covers the answers. Do this by placing a piece of sticky tape on the underside of the flap.
3
point value
✂
How to Play 1
Two players challenge each other to a game.
2
Shuffle the cards and place face-down between the two players. Place a box of counters on the table also.
3
Player 1 draws the top card, and asks Player 2 the question or direction. For example: For 4 points – what is the past tense of these verbs? For each correct answer, the Player 1 gives Player 2 a counter. Player 1 checks the answers by lifting the flap.
4
Some cards are marked with a Spelling Bonus. This means that a player can win an additional point for each answer correctly spelt.
5
Player 2 now has a turn asking the question.
6
When all cards have been played, the players count all the counters they have won. The player with the most counters wins. NOTE: This game may be played by a small group. In this case, a player would ask the person on his or her left for an answer. 131 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION
© Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Grammar Flaps 1 What are the collective nouns?
What are the plurals of these nouns? (Spelling must be correct)
2
a ___ of puppies
3
a ___ of wolves
4
a ___ of kangaroos
5
a ___ of seagulls
6
a ___ of people
Grammar Flaps © 2007 Blake Education
Grammar Flaps © 2007 Blake Education
1 a ___ of whales
2 monkey 3 gully 4 daisy 1 countries 3 gullies
2 monkeys 4 daisies
6
4
What are the plurals of these nouns? (Spelling must be correct)
Name four compound nouns containing the word:
1 roof
Grammar Flaps © 2007 Blake Education
Grammar Flaps © 2007 Blake Education
1 pod 2 litter 3 pack 4 mob 5 flock 6 crowd
1 country
2 child 3 mouse 4 peach 5 knife 1 roofs 2 children 3 mice 4 peaches 5 knives
time
timetable timepiece
timeline playtime bedtime overtime
5
4
132 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Grammar Flaps 2 Name a person who: 1 performs in a movie 2 writes novels 3 constructs houses 4 performs on their own
1 actor 3 builder
1 adventure
Grammar Flaps © 2007 Blake Education
Grammar Flaps © 2007 Blake Education
What is the adjectival form of these words? (Spelling must be correct)
2 author/ novelist 4 soloist
2 change 3 person 4 hunger 5 space 1 adventurous 2 changeable 3 personal 4 hungry 5 spacious
4
5
What are antonyms for:
Name the antonyms of these words: (use prefixes or suffixes)
1 strong Grammar Flaps © 2007 Blake Education
Grammar Flaps © 2007 Blake Education
2 heavy 3 wrong 4 ugly 5 clean 6 rich 1 weak 2 light 3 right 4 beautiful 5 dirty 6 poor
1 2 3 4 5
accurate helpful legal appearance responsible
1 inaccurate 2 helpless 3 illegal 4 disappearance 5 irresponsible
6
5 133 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION
© Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Grammar Flaps 3
1 2 3 4
as light as a ______ as heavy as ______ as white as ______ as pretty as a ______
Grammar Flaps © 2007 Blake Education
1 feather 3 snow
1 We went ___ to see the fossils. 2 The students took ___ notebooks. 3 ___ was no reason to
Grammar Flaps © 2007 Blake Education
Spell the missing word: there or their.
be scared.
2 lead 4 picture
1 there
2 their
3 there
4
3
What is the past tense of these verbs? (Spelling must be correct)
Spell the contractions of these words:
1 go
4 see
2 ring
5 do
3 grow
6 swim
1 went 4 saw
2 rang 5 did
3 grew 6 swam
Grammar Flaps © 2007 Blake Education
Grammar Flaps © 2007 Blake Education
Complete these similes:
1 could not
4 it is
2 was not
5 they are
3 does not
6 you have
1 couldn’t 2 wasn’t 3 doesn’t 4 it’s 5 they’re 6 you’ve
6
6
134 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Grammar Flaps 4 What is the noun form of these verbs?
Form adverbs from these adjectives
Grammar Flaps © 2007 Blake Education
Grammar Flaps © 2007 Blake Education
1 operate 2 signify 3 gather 4 advertise 5 qualify
1 operation 2 sign 3 gathering 4 advertisement 5 qualification
1 usual 2 patient 3 grateful 4 fortunate
1 usually
2 patiently
3 gratefully
4 fortunately
5
4
Does the phrase do the work of an adjective or adverb?
What are the antonyms of these adverbs?
1 tightly Grammar Flaps © 2007 Blake Education
Grammar Flaps © 2007 Blake Education
2 smoothly 3 late 4 northwards (Spelling Bonus)
1 I bought two tubs of popcorn. 2 Without fear, he dived into the lake. 3 The coins in the glass case are rare. 4 Wearing a brave smile, he went to see the principal. 5 Wait for me! I can’t keep up!
1 loosely
2 roughly
1 Adj.
2 Adv.
3 early
4 southwards
4 Adj.
5 Adv.
4
3 Adj.
5 135 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION
© Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Grammar Flaps 5
Grammar Flaps © 2007 Blake Education
1 over 4 of
2 across 5 around
Grammar Flaps © 2007 Blake Education
1 He hit the ball __ the fence. 2 She ran __ the street to the other side. 3 He leaned his bike __ the wall. 4 Would you like a cup __ tea? 5 A marching band came __ the corner. 6 The car skidded __ a stop.
What is the missing word – which, that or who? 1 Is this the ring __ you lost? 2 She wrote a book, __ is now a bestseller. 3 You’ll never guess __ phoned me! 4 It is a game __ requires 4 players. 5 A philatelist is someone __ likes to collect stamps. 1 that 4 that
3 against 4 to
2 which 5 who
3 who
6
5
Which word in each group is NOT a noun?
What is the missing word – did or done?
1 2 3 4 5 6
courage, straight, strength slender, craft, greed planet, nuisance, casual toxic, climate, diary subway, global, condition hope, downpipe, chronic
1 I __ my homework. Grammar Flaps © 2007 Blake Education
Grammar Flaps © 2007 Blake Education
What are the missing prepositions?
2 The cook __ some baking. 3 He hasn’t __ anything wrong. 4 __ you watch the Grand Final? 5 I haven’t __ this for a long time.
1 straight 2 slender 3 casual 4 toxic 5 global 6 chronic
1 did
2 did
4 did
5 done
6
5
136 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
3 done
FACT FINDERS
teaching notes
Fact Finders
Fact Finders is a set of materials designed for use by a whole class, with students working in pairs. It supports the development of language use, vocabulary and grammar. Dictionary skills underpin this work.
Preparation of Materials
1
Copy all the materials onto card. Laminat
e for durability. Cut out the Fact Finders cards, and stac k in a box. 3 Cut out the Fact Finders words and meanings. There are eight words/ meanings per set, with a number corresp onding to a Fact Finders card. Place these in B5 envelopes and clearly number them. Store the envelopes in the box with the Fact Finders cards. Tip: Place a strip of sticky tape over the adhesive on the envelope, so students can’t seal the envelope after use. 4 Copy the Progress Chart – sufficien t for one per student. Ask students to pas te into a specified work book. 2
Using the Materials 1 Each pair selects a Fact Finders card and corresponding envelope. 2
Ask the students to remove the words and meanings from the envelope.
3 4
The students first place the words in alphabetical order. Students match the meanings to the words. Suggest that they match those they know first then refer to a dictionary for those they don’t. Note: If students need to look up five or more words, this activity is probably too difficult for them. Once words and meanings are assembled, ask the students to use them to complete the work on the Fact Finders Card. Although they may confer, both students write their own answers. The required sentences must be composed and written by each student separately. Teachers need to check cards on completion for accuracy and understanding. Both students then colour the corresponding number on their progress charts. All word and meaning cards are returned to the envelope. The envelope and Card are filed back in the Fact Finders box.
5
6 7 8
137 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Fact Finders
PrOgrESS ChArT 1 2 3
4
5
6
7
8
16
19
20
21
22
23
17
18
9
Name: 10
11
12
13
14
15
24
25
26
27
28
29
30
11
12
13
14
15
Fact Finders
PrOgrESS ChArT 1 2 3
4
5
6
7
8
9
Name: 10
16
19
20
21
22
23
24
25
26
27
28
29
30
11
12
13
14
15
17
18
Fact Finders
PrOgrESS ChArT 1 2 3
4
5
6
7
8
9
Name: 10
16
19
20
21
22
23
24
25
26
27
28
29
30
11
12
13
14
15
26
27
28
29
30
17
18
Fact Finders
PrOgrESS ChArT 1 2 3
4
5
6
7
8
9
Name: 10
16
19
20
21
22
23
24
25
17
18
138 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Fact Finders 1
scrutiny
1
distant
1
ovation
1
congregate
1
skiff
1
vanilla
1
tantalise
1
detergent
1
close examination far away; aloof great applause gather or crowd together small, light boat flavouring used in food tempt cleaning product
1
1
1
1
1
1
1
1
Fact Finders 2
figure
2
artificial
2
mature
2
puffin
2
secluded
2
detective
2
umpire
2
inexpensive
2
a shape or form not natural ripe, fully grown seabird with a coloured bill quiet and private person investigating crimes judge in a game or dispute cheap
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
2
2
2
2
2
2
2
2
139
Fact Finders 3
turnstile incubator rickshaw rogue halter attend horizon diagram
revolving gate
3
warm box for hatching eggs
3
cart drawn by two people
3
rascal or cheat
3
rope for leading a horse
3
to be present
3
where earth meets sky
3
sketch, plan or illustration
3
3
3
3
3
3
3
3
3
Fact Finders 4
monarch brittle simulate vegetation authentic mermaid oilskins 140
hurricane
king, queen or chief ruler
4
easily broken, fragile
4
to pretend or imitate
4
plant life
4
real, genuine
4
legendary sea-woman
4
waterproof clothes
4
storm with violent wind
4
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
4
4
4
4
4
4
4
4
Fact Finders 5
parrot
5
aviary
5
sleet
5
prank
5
genius
5
marathon
5
gait
5
chronicle
5
brightly coloured bird large bird cage partly frozen rain a mischievous joke or trick a very, very clever person a very long race a way or manner of walking list events in order of time
5
5
5
5
5
5
5
5
Fact Finders 6
sapling
6
shrivel
6
similar
6
slink
6
strenuous
6
a young tree wither or become wrinkled alike or nearly the same creep or sneak about needing effort and hard work
subterranean underground 6
symphony
6
splendid
6
musical piece for orchestra magnificent, grand
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
6
6
6
6
6
6
6
6
141
Fact Finders 7
custom mystery smoulder satellite nectar nutmeg auburn average
habit, something usually done
7
something not understood
7
burn slowly without a flame
7
object in orbit round Earth
7
collected from flowers by bees
7
hard nut used as a spice
7
golden brown colour
7
midway between high and low
7
7
7
7
7
7
7
7
7
Fact Finders 8
tough tabulate knuckles karate pygmy popular boisterous 142
brandish
hard to break or cut
8
arrange in the form of a list
8
finger joints
8
Japanese form of self-defence
8
member of African tribe
8
widely liked by others
8
rough and noisy
8
to wave something about
8
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
8
8
8
8
8
8
8
8
Fact Finders 9
embarrass
9
nocturnal
9
sabre
9
collate
9
antagonise
9
purchase
9
scheme
9
snigger
9
make one feel uncomfortable active at night time heavy, slightly curved sword put together in order make angry to buy, pay for a plan of action give a rude laugh or giggle
9
9
9
9
9
9
9
9
Fact Finders 10
timid violet retaliate scribe twilight edgy rickety stingy
10
10
10
10
10
10
10
10
easily frightened small purple flower get even, take revenge a writer or author soft light in sky after sunset anxious, nervous weak or shaky mean about spending money
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
10
10
10
10
10
10
10
10
143
Fact Finders 11
incredible bric-a-brac byte ballad triangle perimeter peak porpoise
hard to believe
11
11
various old-fashioned ornaments
11
11
unit of information on computer
11
11
poem or song telling a story
11
a three-sided figure
11
outside edge of a shape
11
to reach the highest point
11
sea mammal, blackish on top
11
11
11
11
11
11
Fact Finders 12
crestfallen conquer chalet cicada sampan scholar swelter 144 144
snorkel
disappointed or sad
12
overcome by force
12
mountain cottage
12
large, flying insect
12
small Chinese boat
12
a student or pupil
12
to feel very hot
12
tube for breathing air in water
12
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
12
12
12
12
12
12
12
12
Fact Finders 13
parasol
13
small sun umbrella
blackcurrant small black fruit 13
dwarf obedient robust grimace lop-sided ache
13
13
13
13
13
13
someone shorter than normal doing as one is told strong and healthy to pull a face
13
13
13
13
13
13
bigger on one side than the other
13
continuous pain
13
Fact Finders 14
placid evergreen climax funeral nomad rescue vocabulary
14
14
14
14
14
14
14
calm or peaceful having leaves all year round most important exciting point service held for dead person a wanderer to save from danger words used by someone
investigate examine closely 14
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
14
14
14
14
14
14
14
14
145
Fact Finders 15
Stetson trespass skittles capsize filthy penalty terminus aquarium
hat often worn by cowboys
15
to enter without permission
15
game using pins and a ball
15
turn over a boat
15
very dirty
15
price paid for breaking rules
15
final bus or train station
15
glass fish tank
15
15
15
15
15
15
15
15
15
Fact Finders 16
locate kilt tornado tinge hammock blossom alligator 146
yearling
to find where something is
16
tartan skirt worn in Scotland
16
violent whirlwind
16
colour slightly
16
a hanging bed
16
a flower
16
large reptile, like a crocodile
16
one-year-old animal
16
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Targeting Grammar Upper Primary
16
16
16
16
16
16
16
16
Fact Finders 17
decorate dais disembark dormitory dwelling dyke duel dingy
17
17
17
17
17
17
17
17
make bright or pretty raised platform or stage leave a ship or plane a big room with many beds place where someone lives bank built to hold back sea
17
17
17
17
17
17
fight/contest between two people
17
looking shabby; dull-coloured
17
Fact Finders 18
beckon bald brawny break busker bogus billabong bamboo
18
18
18
18
18
18
18
18
signal by waving hand without hair strong and muscly to smash; fall to pieces street musician not real; untrue waterhole
18
18
18
18
18
18
tree-like plant with hollow stem
18
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18
Targeting Grammar Upper Primary
147
Fact Finders 19
mayonnaise kind of salad cream 19
debris specimen sinister wrangle warn elevate energetic
scattered wreckage
19
one thing taken as a sample
19
evil-looking, threatening
19
argue noisily
19
inform someone of danger
19
to lift up
19
very active
19
19
19
19
19
19
19
19
19
Fact Finders 20
pellet jasmine junction abundant adversary regular visible 148
vicinity
little ball like a pill
20
flowering shrub
20
a joining or meeting place
20
plentiful
20
opponent, enemy
20
orderly, even
20
able to be seen
20
neighbourhood, place nearby
20
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Targeting Grammar Upper Primary
20
20
20
20
20
20
20
20
Fact Finders 21
imminent mural whirl hovercraft
21
21
21
21
about to happen painting on a wall turn or spin quickly vehicle that rides on air
conversation talk with someone 21
feign marigold solar
21
21
21
pretend plant with yellow flowers concerning the sun
21
21
21
21
21
21
21
21
Fact Finders 22
delicate hazy refuge walnut chafe radish kink viaduct
22
22
22
22
22
22
22
22
fine, dainty slightly misty or smoky place of safety, shelter nut-bearing tree to rub, irritate small red salad vegetable a twist in a rope or hose a bridge across a valley
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Targeting Grammar Upper Primary
22
22
22
22
22
22
22
22
149
Fact Finders 23
victory lobster evacuate dawn insolent rotate aroma cylinder
the winning of a contest
23
a shellfish with strong claws
23
to go out, leave empty
23
day break, sunrise
23
rude and insulting
23
turn like a wheel
23
fragrance, smell
23
object shaped like a roller
23
23
23
23
23
23
23
23
23
Fact Finders 24
cushion tangle yacht dumb journalist keel scurry 150
moist
stuffed bag or soft pillow
24
muddled, twisted mess
24
a light, swift sailboat
24
unable to speak
24
newspaper reporter
24
bottom ridge of ship’s frame
24
scamper, run hurriedly
24
damp, slightly wet
24
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
24
24
24
24
24
24
24
24
Fact Finders 25
foreboding fascinate falter flexible familiar fault fudge figment
25
25
25
25
25
25
25
25
feeling something is about to happen
25
attract and hold interest to stumble or hesitate easily bent or stretched well-known weakness/reason to blame soft sweet something that’s imaginary
25
25
25
25
25
25
25
Fact Finders 26
squadron stadium peevish chunk census winch occupy onion
26
26
26
26
26
26
26
26
section of the air force/navy sports arena cross or irritable large lump or slice official count of the population machine for pulling rope to live in vegetable with bulbous root
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Targeting Grammar Upper Primary
26
26
26
26
26
26
26
26
151
Fact Finders 27
fillet fugitive zany russet kurrajong fallacy crumpet avenue
fish/meat without the bones
27
someone who is running away
27
funny in a silly, crazy way
27
reddish-brown in colour
27
flowering Australian tree
27
misleading or false idea
27
flat cake, toasted and buttered
27
road lined with trees
27
27
27
27
27
27
27
27
27
Fact Finders 28
fidget melody ravenous rugged unkempt unruly vermin 152
verify
to move about restlessly
28
sweet music, tune
28
very hungry
28
uneven and rough
28
untidy, not combed
28
hard to manage, untamed
28
animals/insects that are pests
28
to prove to be true
28
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
28
28
28
28
28
28
28
28
Fact Finders 29
sanctuary salmon spectator soprano sphere suffocate skunk senior
29
29
29
29
29
29
29
29
a place of safety a large pink-fleshed fish a person who looks on the highest singing voice a globe or ball choke by stopping the breath furry animal with a bad smell older or more experienced
29
29
29
29
29
29
29
29
Fact Finders 30
wary prohibit duet judge rhinoceros oasis nowadays pelican
30
30
30
30
30
30
30
30
cautious/on the look-out to forbid piece of music for two people to give an opinion
30
30
30
large, horned, thick-skinned animal
30
green fertile place in desert in this present time
30
30
water bird with pouch under bill
30
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
30
Targeting Grammar Upper Primary
153
t Finder c a F s
1
Close in on the facts – use the context as a clue to the missing words. ❥ All the students were asked to _____________ on the sports oval.
❥ The chef often adds ___________ when cooking cakes.
❥ ______________ in the water will clean the greasy pots and pans. research and sketch a skiff. Write sentences containing these words: tantalising ovation Write the verb form of scrutiny. Write the noun form of distant. Fact Finders © 2007 Blake Education
t Finder c a F s
2
Close in on the facts – use the context as a clue to the missing words.
❥ The accident victim now has an _______________ leg. ❥ I could not recognise the strange___________ in the misty rain. ❥ The ____________ gathered evidence for forensic examination. research and sketch a puffin. Write sentences containing these words: inexpensive umpire Write the noun form of secluded. Write the noun form of mature.
154
Fact Finders © 2007 Blake Education
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
t Finder c a F s
3
Close in on the facts – use the context as a clue to the missing words.
❥ She pushed through the _________ to enter the supermarket. ❥ Draw a ______________ of your house and yard. ❥ he put a _____________ on the horse and led it away. research and sketch a rickshaw. Write sentences containing these words: rogue attend Write the adjective form of horizon. Write the verb form of incubator. Fact Finders © 2007 Blake Education
t Finder c a F s
4
Close in on the facts – use the context as a clue to the missing words.
❥ The jeweller claims the pink diamond is _______________. ❥ There was little _______________ in the vast desert. ❥ That is one of many countries ruled by a ____________ research and sketch a mermaid. Write sentences containing these words: hurricane oilskins Write the noun form of simulate. Write the noun form of brittle. Fact Finders © 2007 Blake Education
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
155
t Finder c a F s
5
Close in on the facts – use the context as a clue to the missing words.
❥ This book _____________s the events of the twentieth century. ❥ The weather forecast was for heavy cloud and _________. ❥ he played a rather silly ___________ on his friends. research and sketch a parrot. Write sentences containing these words: genius marathon Choose the correct word from each pair: ❥ The horse jumped the (gait gate) and fled. ❥ Bees are kept in an (aviary apiary). Fact Finders © 2007 Blake Education
t Finder c a F s
6
Close in on the facts – use the context as a clue to the missing words.
❥ A game of football is ___________ and tiring. ❥ There was a fox ______________ing around the henhouse. ❥ The ____________s in the park need to be protected from frost. research and sketch a subterranean creature. Write sentences containing these words: splendid similar Write the past tense form of shrivel. Write the adjective form of symphony.
156
Fact Finders © 2007 Blake Education
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
t Finder c a F s
7
Close in on the facts – use the context as a clue to the missing words.
❥ Bees extract ____________ from flowers to make honey. ❥ he is a man of ___________ build with greying hair. ❥ Be careful that the fire is not still _____________ ing. research and sketch a satellite. Write sentences containing these words: auburn nutmeg Write the adjective form of mystery. Write the verb form of custom. Fact Finders © 2007 Blake Education
t Finder c a F s
8
Close in on the facts – use the context as a clue to the missing words.
❥ The brave knight burst into the room __________ing his sword. ❥ he rapped on the door with his ____________. ❥ her job on Sports Day is to ____________ all the results. research and sketch a pygmy. Write sentences containing these words: popular karate Write the noun form of tough. Write the adverb form of boisterous.
Fact Finders © 2007 Blake Education
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
157
t Finder c a F s
9
Close in on the facts – use the context as a clue to the missing words.
❥ A possum is a ______________ animal. ❥ When you finish all your stories, we will _______ them into a book. ❥ Joe has a ___________ for raising the money we need. research and sketch a sabre. Write sentences containing these words: purchase snigger Write the adjective form of antagonise. Write the noun form of embarrass.
Fact Finders © 2007 Blake Education
t Finder c a F s
10
Close in on the facts – use the context as a clue to the missing words. ❥ In ancient Egypt the __________ wrote on papyrus.
❥ The traffic rollicks on the ___________ bridge.
❥ Don’t be ____________. Share your chips with your friend. research and sketch a violet. Write sentences containing these words: edgy twilight Write the noun form of retaliate. Write the adverb form of timid.
158
Fact Finders © 2007 Blake Education
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
t Finder c a F s
11
Close in on the facts – use the context as a clue to the missing words.
❥ The antique shop displayed a range of beautiful ______________. ❥ The hikers tried to reach the ______ of Mount Everest. ❥ The country and western singer sang a sad ________. research and sketch a porpoise. Write sentences containing these words: byte
perimeter
Write the adjective form of triangle. Write the adverb form of incredible. Fact Finders © 2007 Blake Education
t Finder c a F s
12
Close in on the facts – use the context as a clue to the missing words.
❥ We stay at a __________ for our winter holiday and ski every day. ❥ The ____________s in the trees in summer are very noisy. ❥ She was _____________ when her flight to hawaii was cancelled. research and sketch a sampan. Write sentences containing these words: swelter scholar Write the past tense form of snorkel. Write the noun form of conquer.
Fact Finders © 2007 Blake Education
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
159
t Finder c a F s
13
Close in on the facts – use the context as a clue to the missing words.
❥ ❥ ❥ ❥
I enjoy a glass of ____________ juice every morning. The fisherman was a ___________ lad of seventeen. She ______________ed when the doctor gave her an injection. I hung the picture on the wall, but it was rather __________.
research and sketch a parasol. Write a sentence containing this word: ache Write the plural form of dwarf. Write the noun form of obedient.
Fact Finders © 2007 Blake Education
t Finder c a F s
14
Close in on the facts – use the context as a clue to the missing words.
❥ We looked out over the ________ waters of the lake. ❥ A helicopter was used to __________ the stranded mountain climber. ❥ To be a good speaker and writer, we need a rich ____________. research and sketch an evergreen tree. Write sentences containing these words: climax funeral Write the adjective form of nomad. Write the noun form of investigate.
160
Fact Finders © 2007 Blake Education
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
t Finder c a F s
15
Close in on the facts – use the context as a clue to the missing words.
❥ huge waves _________d the tiny dinghy. ❥ My friend and I won the game of _____________. ❥ When the bus driver reaches the __________ his shift is finished. research and sketch a Stetson. Write sentences containing these words: aquarium filthy Write the verb form of penalty. Write the noun form of trespass.
Fact Finders © 2007 Blake Education
t Finder c a F s
16
Close in on the facts – use the context as a clue to the missing words.
❥ We went to the __________ sale to buy a horse. ❥ There is just a _________ of grey in his black hair. ❥ Each Scottish clan has its own __________. research and sketch a hammock. Write sentences containing these words: alligator blossom Write the noun form of locate. Write the plural form of tornado.
Fact Finders © 2007 Blake Education
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
161
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17
Close in on the facts – use the context as a clue to the missing words.
❥ When we arrived, the flight attendants helped us __________. ❥ The prime minister stepped onto the _________ to deliver his speech. ❥ If the ______ breaks, seawater will flood the crops. research and sketch a dwelling. Write sentences containing these words: duel dingy Write the plural form of dormitory. Write the adjective form of decorate.
Fact Finders © 2007 Blake Education
t Finder c a F s
18
Close in on the facts – use the context as a clue to the missing words.
❥ The curator of the museum discovered the Egyptian vase was _______. ❥ The fishing rod was made from lightweight _________. ❥ When I saw the ________ playing his violin, I put money in his case. research and sketch a billabong. Write sentences containing these words: bald brawny Write the noun form of break. Write the past tense form of beckon.
162
Fact Finders © 2007 Blake Education
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
t Finder c a F s
19
Close in on the facts – use the context as a clue to the missing words.
❥ The boys were _______ing over whose turn it was to kick the ball. ❥ After the wild storm _________ lay scattered along the streets. ❥ The __________of fungus was carefully examined under a microscope. research and sketch mayonnaise. Write sentences containing these words: warning sinister Write the adverb form of energetic. Write the noun form of elevate.
Fact Finders © 2007 Blake Education
t Finder c a F s
20
Close in on the facts – use the context as a clue to the missing words.
❥ An electrician placed a power point near the _______ of the two walls. ❥ You will find many parks and play areas in this ________ . ❥ he fired small ________s with his slingshot. research and sketch two adversaries. Write sentences containing these words: abundant jasmine Write an antonym for visible. Write an antonym for regular.
Fact Finders © 2007 Blake Education
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
163
t Finder c a F s
21
Close in on the facts – use the context as a clue to the missing words.
❥ I looked at the swollen black clouds and knew a storm was _______. ❥ I have a calculator powered by _______ energy. ❥ he tried to _______ illness to avoid going to the dentist. research and sketch a hovercraft. Write sentences containing these words: marigold mural Write the verb form of conversation. Write the past tense form of whirl. Fact Finders © 2007 Blake Education
t Finder c a F s
22
Close in on the facts – use the context as a clue to the missing words.
❥ I love to wander through the fields on warm _______ summer days. ❥ The train crossed the stone _______ high above the green valley. ❥ My legs are _________d from riding bareback on my horse. research and sketch a radish. Write sentences containing these words: walnut kink Write the adverb form of delicate. Write the noun form of refuge.
164
Fact Finders © 2007 Blake Education
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
t Finder c a F s
23
Close in on the facts – use the context as a clue to the missing words.
❥ The wonderful _______ of strong coffee filled the morning air. ❥ Many people had to be ______d from their homes during the bushfire. ❥ The helicopter blades began to ________ faster and faster. research and sketch a lobster. Write sentences containing these words: dawn insolent Write the adjective form of victory. Write the adjective form of cylinder. Fact Finders © 2007 Blake Education
t Finder c a F s
24
Close in on the facts – use the context as a clue to the missing words.
❥ The keen yachtsman has designed a new _______ for his yacht. ❥ The ropes were all in a __________ on the bottom of the boat. ❥ That person is not only deaf but _______ also. research and sketch a yacht. Write sentences containing these words: cushion journalist Write the noun form of moist. Write the past tense form of scurry. Fact Finders © 2007 Blake Education
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
165
t Finder c a F s
25
Close in on the facts – use the context as a clue to the missing words.
❥ With a sense of ___________ we entered the abandoned cabin. ❥ he ran the cross country race without ___________ing. ❥ A monster under the bed sounds like a _____ of your imagination! research and sketch chocolate fudge. Write sentences containing these words: flexible fault Write the verb form of familiar. Write the noun form of fascinate. Fact Finders © 2007 Blake Education
t Finder c a F s
26
Close in on the facts – use the context as a clue to the missing words.
❥ he is a pilot in a fighter __________. ❥ She cut off a large __________ of cheese to eat with her bread. ❥ Every five years the government conducts a _________. research and sketch a winch. Write sentences containing these words: onion stadium Write a noun form of occupy. Write the adverb form of peevish.
166
Fact Finders © 2007 Blake Education
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
t Finder c a F s
27
Close in on the facts – use the context as a clue to the missing words. ❥ The ________ eluded the police for several days.
❥ Yellow and _______ autumn leaves gathered against the fence. ❥ high in the _________ tree we spotted a lorikeet. research and sketch a crumpet. Write sentences containing these words: zany avenue Write the adjective form of fallacy. Write the past tense verb form of fillet. Fact Finders © 2007 Blake Education
t Finder c a F s
28
Close in on the facts – use the context as a clue to the missing words. ❥ The old woman who lived in a shoe could not control her _____ children. ❥ Traps were laid in the hold of the ship to get rid of the _______. ❥ I had to ________ my whereabouts on the night of the 11th. research and sketch some rugged scenery. Write sentences containing these words: ravenous unkempt Write the past tense form of fidget. Write the adjective form of melody. Fact Finders © 2007 Blake Education
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
167
t Finder c a F s
29
Close in on the facts – use the context as a clue to the missing words.
❥ The fugitive reached the _____ of a disused gold mine. ❥ She has a beautiful _____ singing voice. ❥ There were thousands of ________s at the grand Final. research and sketch a skunk. Write sentences containing these words: senior salmon Write the noun form of suffocate. Write the adjective form of sphere. Fact Finders © 2007 Blake Education
t Finder c a F s
30
Close in on the facts – use the context as a clue to the missing words.
❥ It is _________ed to feed any of the animals at the zoo. ❥ Bradley and Jane sang a ________ at our school concert. ❥ I’m always _______ of snakes when I’m hiking in the Bunya Mountains. research and sketch a pelican. Write sentences containing these words: nowadays rhinoceros Write the plural form of oasis. Write the noun form of judge.
168
Fact Finders © 2007 Blake Education
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WORD CHALLENGE
teaching notes
Word Challenge Preparation Copy, cut and laminate the four Gamebo
ards and the Call Cards. The game requires four players and a Call er. Each player requires 12 coloured counte rs.
How to Play 1
Each player chooses a Word Challenge Gameboard and 12 counters.
2
The Caller selects a Word Challenge Call Card and reads the first (bold) word in the list.
3
The players are challenged to form a new word by adding a suffix from their Word Challenge Gameboard. The Caller allows the players 20 seconds to do this.
4
If a player can form a new word, and the Caller confirms that the word is on the list, a counter is placed on that suffix on the Word Challenge Gameboard. (Note: Not all players will be able to form a new word each time.)
5
The Caller continues to read the bold words from the list, one at a time, challenging the players to form a new word by using a suffix from their boards.
6
A player may only place one counter each time the Caller reads a word from the list.
7
The first player to place all of his or her counters on the board is the winner. The Caller may begin calling the words again if no-one has placed their 12 counters. Continue until there is a winner.
8
If a second game is played, the winner of the first game may become the Caller, using a different Word Challenge Call Card.
169 TARGETING GRAMMAR: UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
-ship
-y
-ent
-tion
-al
-ed
-ment
-ance
\]\]\]
\]\]\]
\] Word Challenge Gameboard 1 ]\
-fy -ence -ing -en \]\]\]\]\]\] \] Word Challenge ]\
170
-less
-ed
-ice
-hood
-tion
-est
-ance
-or
\]\]\]
\]\]\]
Gameboard 2
-ity -ent -ing -en \]\]\]\]\]\] TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
-ing
-en
-able
-ed
-er
-ance
-ism
-ive
\]\]\]
\]\]\]
\] Word Challenge Gameboard 3 ]\
-or -ly -tion -ant \]\]\]\]\]\] \] Word Challenge ]\ -ous
-tion
-ish
-ance
-ful
-ise
-ness
-ed
\]\]\]
\]\]\]
Gameboard 4
-ian -en -ing -ist \]\]\]\]\]\]
171
TARGETING GRAMMAR: UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
CaLL Card 1
]\
CaLL Card 2
]
sweet: sweetly, sweeter, sweetest, sweetness, sweetish brother: brotherly, brotherhood fear: fearless, fearful, feared, fearing late: later, latest, lately, lateness defend: defender, defending, defended, defence cool: cooling, cooled, coolly, coolish secure: security, securely, securing, secured amaze: amazing, amazed, amazement invent: inventing, invented, inventor, invention risk: risky, risking, risked weak: weaker, weakest, weakly, weakness, weaken note: notify, notice, noted, noting, notable piano: pianist attract: attracting, attracted, attractive, attraction thick: thicker, thickest, thickly, thicken, thickness music: musical, musician agree: agreeing, agreed, agreeable, agreement study: student, studious, studying, studied disturb: disturbance, disturbing, disturbed just: justice, justly, justness, justify adventure: adventurous, adventurer partner: partnership, partnering, partnered sail: sailing, sailed, sailor continue: continual, continuous, continued, continuing effect: effective
\]\]\] \]\]\]
\]\]\]
isolate: isolating, isolation, isolated fame: famous horror: horrify rely: reliable, reliance, reliant, relying, relied electric: electricity, electrician, electrical wait: waiter, waiting, waited friend: friendly, friendship, friendless violin: violinist act: acting, acted, actor, action judge: judgement, judging, judged critic: criticise, criticism, critical pretend: pretence, pretender, pretending, pretended rest: restful, restless, rested, resting, restive serve: serving, served, servant, service, server neighbour: neighbourly, neighbourhood, neighbouring light: lighter, lightest, lighting, lightly, lightness visit: visiting, visited, visitor apply: appliance, applying, applied, application race: racy, racist, racism, racer, racing, raced taste: tasty, tasteful, tasteless, tasting, tasted hard: harder, hardest, hardy, hardly, hardness idiot: idiotic depend: dependent, dependence, dependable, depending/ed fool: fooling, fooled, foolish capture: captive, captured, capturing
Word Challenge
\]\]\]
\
Word Challenge
\]\]\]\]\]\] CaLL Card 3
]\
\]\]\]
create: creating, created, creative, creator, creation interfere: interference, interfering, interfered mother: motherly, motherhood, mothering, mothered build: builder, building baby: babyhood, babyish employ: employer, employment, employing, employed honest: honestly, honesty short: shortly, shorter, shortest, shortness, shorten operate: operating, operated, operation, operator sleep: sleepy, sleeping, sleepless fast: fasten, faster, fastest, fasting, fasted censor: censored, censoring, censorship guard: guarding, guarded, guardian colour: colouring, coloured, colourist, colourful, colourless attend: attention, attentive, attending, attended serve: serving, served, server, servant, service lazy: lazier, laziest, lazily, laziness solo: soloist comfort: comfortable, comforter, comfortless instruct: instructing, instructed, instructor, instruction curious: curiously, curiosity, curiousness terror: terrorise, terrify, terrorism, terrorist glory: glorious, glorify personal: personality, personalise, personify confide: confident, confidence, confiding, confided
172
Word Challenge CaLL Card 4
]
mountain: mountainous just: justify, justly, justice, justness calm: calmer, calmest, calmly odd: oddity, oddness, oddly, odder, oddest false: falseness, falsehood, falsify, falsely command: commander, commandant, commanded, commanding geology: geologist commune: communal, communism, communist hand: handy, handful, handing, handed announce: announcer, announcement, announcing/ed time: timely, timeless, timed, timing, timer wide: widen, wider, widest, widely pollute: polluting, polluted, pollution, pollutant taste: tasteful, tasteless, tasty, taster, tasting adjust: adjustable, adjustment, adjustor, adjusting/ed form: forming, formed, formal, formation, formative comedy: comedian radiate: radiation, radiant, radiating, radiated material: materialise, materially, materialism correspond: correspondence, correspondent distant: distance, distantly relation: relationship parent: parenthood, parental, parenting, parented elegant: elegance, elegantly react: reaction, reactor, reacting, reacted
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Word Challenge
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\]\]\]\]\]\] TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Nouns
1
1 Locate the nouns. Write a sentence for each one. spaghetti bald optometrist lost
jockey shabby
invisible portrait
scatter message
Task Cards © 2007 Blake Education
2 Add the apostrophes to make the underlined nouns possessive. TIP: Ask who is the owner – THAT is where you put the apostrophe. a my mum
velvet coat
f that woman
b Joseph
prize
g winter
golf club
chill
c the factory
chimney
h all the students
d some birds
feathers
i the city
e those children behaviour
j the lizard
books
water supply long tail
Nouns
2
1 Complete these collective nouns. a a ____________ of sheep
f a ___________ of whales
b a __________ of kangaroos
g a __________ of scones
c a __________ of robbers
h a ___________ of people
d a ____________ of kittens
i a __________ of wolves
e a __________ of ships
j a ___________ of roses
Task Cards © 2007 Blake Education
2 Give the proper nouns capital letters. We have a new boy in our class. His name is niko. He came from germany with his mum and dad, and his sister, cristal. They arrived in december, just before christmas day. His father is going to teach at telford university. I think niko and I will be great friends because we both love to play soccer. Maybe one day, we will play for australia.
173 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION
© Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Nouns
3
1 Change these words to their noun form by adding a suffix. a assist
c create
e imagine
g bake
i endure
b act
d reside
f lazy
h divide
j visit
2 Complete the noun groups.
Task Cards © 2007 Blake Education
a b c d e
The clock stopped ticking around midnight. The boys paddled out on the dam. A bright and colourful hung above the cot. The roads are rough and dangerous. In the distance, I could see a small, frightened .
3 Make a sketch to illustrate these abstract nouns. a freedom b love
c happiness d boredom
e dishonesty f memories
Nouns
4
1 Name three things that are: a round and soft b smooth and warm c old and interesting
d new and exciting e noisy f hot and tasty
2 Add a or an or the.
174
Task Cards © 2007 Blake Education
a b c d e f
I saw ___ girls going into ___ dress shop. ___ shy creature lived in ___ sandy cave. I had to wait ___ hour for ___ bus to ___ city. This is ___ photo of _____ Swiss alps. She has ____ orange and ____ apple in her lunch box. ___ wild horses galloped across ___ grassy plain.
3 Write ten compound words from the words in the boxes. grand life
time light
night stand
head father
piece dress
over line
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
under weight
Adjectives
1
1 Expand each sentence by adding adjectives. a b c d e
From the mountaintop we could see the town. There are cars in his garage. The horse galloped away across the paddock. Birds flew across the ocean. We watched clouds gathering in the west.
Task Cards © 2007 Blake Education
2 Use one or two adjectives to describe the nouns. a b c d e
I rushed into an alley. It was _______________. My new jeans are _____________________. The TV show was ___________ and ____________. This latest comic is _______________. Dad was ____________ when I lost the remote control.
Adjectives
2
1 Choose a verbal adjective in the top line to describe a noun on the bottom line. deserted glowing waiting whipped sparkling puzzled branded deafening look noise building cattle embers jewels cream room
2 Sort these adjectives into three columns – describing PEOPLE or THINGS or PLACES.
Task Cards © 2007 Blake Education
intelligent mountainous meeting
polished rugged deserted
isolated creative carved
determined broken friendly
electric unfair plastic
3 Circle the adjectives. Use them in sentences. accurate cathedral
magnet code
venomous cordless
musician obedient
physical museum
175 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION
© Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Adjectives
3
1 List the adjectives in this story.
Task Cards © 2007 Blake Education
The two boys reached an old, iron gate. The rusty lock fell apart when they touched it. The heavy gate swung open. The boys walked down the rough, overgrown path. An old, crumbling, sandstone house seemed to appear out of nowhere. Trembling, the two boys shone their torches on the falling roof and twisted shutters. A large wooden door stood open at the top of some broken stairs. It seemed to be inviting them in. Thick fog began to swirl around the boys. They were very scared.
2 Add the correct adjective suffix to these words – able or ible. *Spelling alert a love___ * c reason___ e poss___ g comfort___ i respons____ b understand___ d aud____ f depend____ h invis_____ j rely_____*
Adjectives
4
1 Adjectives of degree – fill in the gaps. a b c d
big proud brave little
bigger _______ _______ _______
biggest _______ _______ _______
e f g h
lazy good heavy fierce
________ ________ ________ ________
2 Write the comparative and superlative degree of these adjectives. a handsome b positive
c delicious d dependent
e efficient f diligent
Task Cards © 2007 Blake Education
3 Write the antonyms of these words.
176
________ ________ ________ ________
a reliable
c possible
e obedient
g unhappy
i grateful
b painful
d regular
f important
h useless
j visible
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Pronouns
1
1 Don’t confuse its and it’s. The horse swished its tail. It’s very cold today. a b c d e
The dog put ___ head on ___ paws. ___ too early to tell who will win. Come inside. ___ too hot out there. I held the rabbit and stroked ___ soft coat. The lion broke free from ___ cage. Write your own sentences using its and it’s.
Task Cards © 2007 Blake Education
2 Don’t confuse their and there. They will put on their shoes. Stand over there by the wall. a b c d e
I went _____ but the gate was locked. Everyone was _____ with ______ backpacks. _____ are bunk beds in ______ room. _____ shoes and ______ socks are all muddy. Look over _____! Isn’t that Charlie? Write your own sentences using there and their.
Pronouns
2
1 Rewrite the sentences, adding in the missing pronouns. a b c d e
Kang waited for father, but never came. The men put clubs back in golf bags. Who did see at window? Wait for and can go together. “Give back eraser, please,” said.
2 Use these pronouns in sentences. him your
Task Cards © 2007 Blake Education
our we
they her
us mine
3 Begin these questions with who, which, what or whose. a b c d e
_______ will help me paint the fence? _______ girl has the longest hair? _______ would you like for lunch? _______ is better for you, butter or margarine? _______ money is this?
177 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION
© Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Pronouns
3
1 Add a possessive pronoun. a b c d e
She decorated ____ hat with pink ribbons. That’s ____ hat. Have you seen _____? We handed ____ homework to the teacher. He had to tell ___ dad that he lost ____ book. The kitten is rubbing ___ paws over ____ ears.
Task Cards © 2007 Blake Education
2 Rewrite the sentences using the correct pronoun. a b c d e
Give the books to Milly and (I me). Did you see (us our) friends on (them their) bikes? The loud bang gave (they them) such a fright. I left (my mine) CD in (him his) player. Is this coat (your yours), or is it (she hers)?
Pronouns
4
1 Add indefinite pronouns to complete the sentences. a b c d e
We emptied ____ the crackers out of the box. Has _____ found the dollar I lost? I opened the door, but _____ was there. There are only a _____ chocolates left. ______ of my classmates are from Italy.
178
Task Cards © 2007 Blake Education
2 What nouns do the underlined pronouns replace? a b c d e
“Stella, come and look at the view. It is stunning,” said Kerri. “When can you come and visit me?” Stan asked James. Claire looked at Chris and said, “Shall we go for a swim?” “Mum, will you help me make a glove puppet?” Ryan asked. “I cannot hear you Bennett,” the teacher roared.
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Verbs
1
1 Word trap – did or done? Fill in the gaps. TIP: Done always needs a helper. I did my work. I have done my work. a We ____ our best. e The cook ____ some baking. b They have ____ all they can. f Have you ____ your work? c I have not ____ anything wrong. g She knew he had _____ it. d ____ you see the rowing boat? h Have you _____ your hair? Write your own sentences using did and done.
2 Word trap – saw or seen? Fill in the gaps.
Task Cards © 2007 Blake Education
TIP: Saw always needs a helper. They saw the movie. They have seen the movie. a I ____ you feeding the dog. e You ____ the fire, didn’t you? b Have you _____ my pet puppy? f We ____ the stone statues. c He ____ me on the bus. g Has he ____ your new hat? d She has not ____ an eclipse. h I don’t know who you ____. Write your own sentences using went and gone.
Verbs
1 Rewrite the sentences correctly. a b c d e
2
They gone with there friends to the zoo. I done my homework well. If its fine, we’re going for a picnic. Has he went to the library yet? They seen the car races on television.
2 List only the verbs.
Task Cards © 2007 Blake Education
fry stable weight shorten
leather dissolve
grind tragic
3 Write homophones for these verbs. a b
grate meet
c wait d caught
e heard f rode
g weigh h creak
suppose bent
lately shine
wake coal
plain grimace
i ate j saw
179 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION
© Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Verbs
3
1 Complete this table of verbs. a b c d e
throw go fly swim ring
threw _________ _________ _________ _________
has thrown _________ _________ _________ _________
f g h i j
give spend grow bring catch
_________ _________ _________ _________ _________
_________ _________ _________ _________ _________
2 Write these negative verbs as contractions. Task Cards © 2007 Blake Education
did not could not has not
cannot is not would not
will not was not are not
have not do not were not
Verbs
4
1 Use these words in sentences – first as a verb, then as a noun. rock place
watch trip
seal water
2 Sort these verbs into DOING verbs and SAYING verbs. mutter drift
tremble declare
collect flourish
stammer complain
shout whisper
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Task Cards © 2007 Blake Education
3 Some more contractions for you to write. a b c
she will they have you are
d he is e we are f I would
g they are h he would i she has
j we would k I am l we will
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
investigate glisten
Adverbs
1
1 Add an adverb to say more about the verb. a b c d e
________ we are going ice skating. He ran _______ to sea when he was very young. The driver shouted ________ at the cows on the road. She stroked the little kitten ___________. He crossed the road ___________.
Task Cards © 2007 Blake Education
2 List the adverbs in these sentences. a b c d e
The visitor came inside and spoke politely to my mother. “I can’t go any further,” said Anna tearfully. “Here are all the very latest books,” said Tim happily. You will need to fly there. It is too far by road. The queen smiled broadly and accepted the gift graciously.
Adverbs
2
1 Write antonyms for these adverbs. a b
c backwards e strongly d high f always
luckily early
g fast h tightly
i unusually j westwards
2 Change these adjectives to adverbs. Watch your spelling. a b
c cruel d greedy
foolish tender
e angry f nervous
g clean h clear
i crazy j hungry
3 Write sentences, using these intensifiers. extremely fast
absolutely true
entirely sure
Task Cards © 2007 Blake Education
very quiet
181 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION
© Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Adverbs
3
1 Write sentences, using these modifiers. rather proud
quite sleepy
almost right
fairly certain
2 Use the correct word in the brackets.
Task Cards © 2007 Blake Education
a b c d e
He treats his animals (bad badly). Rain fell (heavy heavily) all day. Speak (soft softly). You are too (loud loudly). Shh! Be (quiet quietly) so I can hear the results. The eagle spread its wings (wide widely) and flew away.
3 Write sentences using the words listed first as an adverb, then as an adjective. high
east
hard
late
fast
Adverbs
4
1 List the words that the adverbs modify. a b c d e
“I’m too old to go chasing rainbows,” Grandpa said. Are you absolutely sure the Grand Final is on the 19th? “Not long now,” said their guide. “We’re almost there.” I was quite certain I had ten dollars in my pocket! She walked into her new classroom feeling extremely anxious.
182
Task Cards © 2007 Blake Education
2 Complete the tables, listing adverbs of degree. a b c d
soon high long far well
sooner _________ _________ _________ _________
soonest _________ _________ _________ _________
loudly e patiently f loosely g seldom h often
more loudly _________ _________ _________ _________
TARGETING UPPER – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
most loudly _________ _________ _________ _________
Prepositions & Phrases
1
1 Sketch the following. The phrases will help you. a b c d e f
a pair of jeans with a red leather belt a car on a race track the view through a telescope the sun setting in the west a plate of lamingtons on a table a coral garden under the sea
Task Cards © 2007 Blake Education
2 Add a preposition to complete each phrase. a b c d e
He hit the ball high ____ the fence. She caught a fleeting glimpse ___ the tiny grey mouse. The car screeched ___ the corner and skidded __ a stop. ____ the two acts, there is an interval ___ twenty minutes. Leaning _____ the wall was a red racing bike.
Prepositions & Phrases
2
1 Complete the phrases in these sentences a b c d e
She walked across and into We sat in to watch the game of The spider under is waiting to He stood up on . A mouse scampered past and into
. . . .
2 Add phrases to complete the sentences.
Task Cards © 2007 Blake Education
a b c d
We saw many strange animals (where) . (how) William moved his last chess piece. We heard the terrible news (when) . Ms Paul went to the shopping centre (why) .
3 Build sentences from these phrases. a b c
down the gutters along a rocky ledge among the rock pools
d during the storm e across the avenue f below the volcano 183
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Prepositions & Phrases
3
1 Use these prepositions in sentences. through
until
among
beside
above
2 Write sentences using these noun phrases as subjects or objects. a making popcorn b to be captain of the team c riding a surfboard
d walking the dog e collecting old stamps f to be first
Task Cards © 2007 Blake Education
3 Add an adjectival phrase to describe the noun. a b c d e
The cat is fast asleep. We all rushed to see the clown . The clothes are dancing in the wind. At the pet shop, we chose the puppy . The clouds must surely bring rain.
Prepositions & Phrases
4
1 The adverbial phrases are underlined. Do they tell us how, when, where or why? a b c d e
Let’s travel throughout Europe in the summertime. You need to walk every day for thirty minutes. Without a sound, the comet streaked across the sky. I will wait for you but only until five o’clock. Yesterday afternoon, we went to an exhibition at the art gallery.
184
Task Cards © 2007 Blake Education
2 Rewrite these sentences correctly. a b c d e
The girl bought a puppy in a yellow straw hat. Divide the pizza between the four of you. The police down the hill followed the truck. You will need to sign your name after you go. The tired children climbed in bed.
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Sentences
1
1 Write a statement and a question about each subject. a b c
motorbike stunt-rider skyscraper coal mine
d parachute e eyewitness f lifeboat
2 Write two facts and two opinions about each subject. a b c
d a sports trophy e floodwaters f comics
dolphins bungee jumping lamingtons
3 Punctuate this brief report. Task Cards © 2007 Blake Education
francis greenway was australias first and finest architect he arrived in sydney as a convict in 1814 governor macquarie heard that greenway could design buildings and appointed him as civil architect over the next few years greenway designed several beautiful buildings some of these buildings can still be seen in sydney today
Sentences
2
1 Write sentences around these ideas. a b c
helicopter; rescue competition; win crowd; cheer
d bushfire; spread e fog; swirl f wreckage; survive
2 What are the subjects of these sentences? a
Task Cards © 2007 Blake Education
b c d e
The Winter Olympics include ice skating, skiing, bobsledding and ice hockey. When it first comes out of the ground, crude oil is dark and thick. Clothing made from nylon dries fast and needs no ironing. Long ago, the people of China built the Great Wall as protection from nomads. In ancient Greece, an olive branch was a sign of peace.
185 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION
© Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Sentences
3
1 Add an adverbial clause - how, when, where, why.
a b c d
Tourists visit Tasmania (why) Come and join me (when) I found a cave (where) Quickly! Come (how)
. . . .
2 Add an adjectival clause – which?
Task Cards © 2007 Blake Education
a b c d e
A camel is an animal _________________. Bessie, ___________, squeezed through the gap in the fence. He invented a machine, _______________. This is the house _______________. Gillian is a person _______________.
3 Add a noun clause – what? a I don’t know ____________. b Can you believe _________! c Mum guessed ___________.
d For a moment, I thought_______________. e After the game, the coach said _________.
Sentences
4
1 Punctuate this dialogue. What are you bringing for our shared lunch asked Julie Mums going to help me make a quiche answered Gemma That sounds yummy said Julie I’m bringing a lettuce and tomato salad.
186
Task Cards © 2007 Blake Education
2 Place in order these instructions for making a cake. •
Stir in the flour.
•
Add egg, banana, yoghurt and nuts.
•
Bake in a moderate oven for 45 minutes.
•
Cream butter and sugar.
•
Pour into a greased tin.
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WORD BANKS
Antonyms Opposites
Adjectives awake black bright clean cold dear expensive far fast fat fat fresh full great high ill kind light light little long old old right right sad small smooth smooth soft soft top ugly wet wide wild © Blake Education ISBN 978 1 92136 702 1
asleep white dull dirty hot cheap cheap near slow thin lean stale empty small low well unkind dark heavy big short new young wrong left happy large rough coarse loud hard bottom beautiful dry narrow tame
verbs come ebb open sink throw
open sleep stand stop win
go flow shut float catch
close wake sit go lose
nouns day love morning
night dawn hate friend afternoon life
dusk foe death
Adverbs late sooner
early later
now often
then seldom
prepositions above after off up
Targeting Grammar Upper Primary
below before on down
behind in over with
ahead out under without
187
WORD BANKS a brood of chickens a business of ferrets a cete of badgers a cloud of flies a clowder of cats a clutch of eggs a flock of birds a gaggle of geese a herd of buffalo a herd of elephants a litter of cubs a mob of cattle a murder of crows a pack of dogs a rake of colts a shoal of fish a shrewdness of apes a siege of herons a skulk of foxes a sloth of bears a swarm of bees an army of frogs
collective nouns a bevy of quail a convoy of trucks a covey of partridges a flock of sheep a kindle of kittens a leap of leopards a mob of kangaroos a pack of wolves a parliament of owls a pod of whales a pride of lions a rafter of turkeys a school of porpoises a smack of jellyfish a string of racehorses a team of horses a tiding of magpies a troop of monkeys a warren of rabbits a watch of nightingales a wedge of swans an exaltation of larks
188 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WORD BANKS afternoon anthill armchair backside bandstand barnyard baseball basketball bathroom bedroom/ bedtime bellboy birthday blackboard bookcase bookends bookmark bridegroom broomstick bulldozer bullseye buttercup buttermilk butterscotch cardboard carthorse cartwheel catfish cornflakes cowboy/ cowgirl daybreak daydream daylight daytime dipstick doorbell doorknob/ doorknock doorstep doorstop doorway downhearted downhill downstairs downstream downtown downtrodden drainpipe driveway
eggplant eggshell eyebrow eyelash eyeliner failsafe fairway fairytale farmland farmyard fingernail fireball/ firefly firelight/ fireplace fireman/ firestorm fireproof foolhardy football/ footman footbridge/ footloose footpath/ footprint fullback gentleman goalkeeper godmother/ godfather grandmother/grandfather grandstand grapefruit grapevine halfback handbag handheld handlebar handmade handstand haystack headlight/ headstand heartbeat/ heartfelt herself/ himself hillside homeland homesick homestead horseback/ horseplay horsehair/ horseshoe hornpipe houseboat household inland/ inlet
compound Words
inside jumpstart junkyard kickboxer landslide/ landline leeway lifeline/ lifetime lighthouse lightweight lunchbox manhole manpower matchbox matchstick merry-go-round milkman milkshake moonlight/ moonbeam mothballs mudpie nevermore nickname nightdress nightfall night-time nursemaid offside outpost outside overall overeat overleaf overstay overtime paperweight pathway penknife pickpocket pigsty pinwheel playtime/ playhouse policeman popcorn porthole postcard postman pothole
quarterback quarter-time railway/ railroad rainbow/ raindrops raincoat rosebud sandbag sandcastle scarecrow shockproof shoelace/ shoestring showtime skylight slipstream/ slipway snowball/ snowflake snowman softball starlight/ starburst steamroller stopwatch sunbeam/ sunburst sunlight/ sunshine tablecloth teapot telltale timeline timepiece toenail toothpaste/ toothbrush topside towbar toyshop washstand watchmaker waterbed/ watermelon watercolour/ waterway watercourse/ waterproof waterfront/ watercress waterhole/ watertight watermark / waterfall waterworks waxworks weekend/ weekday whirlwind windmill witchcraft 189
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WORD BANKS
Gender
masculine, feminine
Gender refers to whether something is male, female or neither (neuter). Pronouns he, his, him, she, her, hers, it and its show the gender of someone or something in English. Some suffixes show whether something is male or female. Nowadays these suffixes tend not to be used with people, as they are considered to be sexist, for example actor, actress; hero, heroine. boar, sow bull, cow cob, swan dog, bitch drake, duck fox, vixen gander, goose gentleman, lady lion, lioness man, woman ram, ewe rooster, hen stag (or buck), doe stallion, mare steer, heifer tiger, tigress
actor author aviator baron, baroness count, countess duke, duchess emperor, empress hero king, queen lord, lady poet prince, princess sir, dame sir, madam uncle, aunt waiter, waitress
190 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WORD BANKS angle arms back ball bank bar bark base bat bay beam bear beat bill bit blind block blow board booty bow brand cape case cast change charge chop club coach coat coast cold column corn count court craft crane cricket crop cross
crow dock down draught draw drill drive drone duck express fair fast felt file fill fine fire fit flag fleet float fold foot form game gape grain grate grave ground gum hail hamper hand hide hit hold host iron jam jar joint
jumper June just kid kind kite lap last lay lead lean leaves left let letter lie lift light line list litter lock log mail march mass master match may mean might mine mint mould mount nail nature note order organ page palm
Homographs
words that are identical with another in spelling but different in meaning. pass patient peal plot plug pole port post pound power private prune pupil race range rank record rent rest rifle right ring rock roll rose round row ruler rung sack safe save scale scales seal season shed sheet sign sink smoke soil
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
sound sow speaker spell spoke spring squash staff stage stall stand star state steer stern stick stock stole strike stud stump suit swallow swift table tear temper tile till top train trip tumbler turn vote wake watch wave well wind work yawn
191
WORD BANKS
192
ail / ale air / heir aisle / isle / I’ll allowed / aloud alter / altar arc / ark arms / alms ascent / assent ate / eight aunt / aren’t awe / or / oar / ore bail / bale bald / bawled bare / bear bark / barque barren / baron base / bass be / bee beach / beech been / bean beer / bier bell / belle berry / bury birth / berth bite / bight blew / blue boar / bore board / bored boarder / border bold / bowled born / borne bough / bow bow / beau boy / buoy braid / brayed braise / brays brake / break bread / bred brews / bruise bridal / bridle but / butt buy / by / bye cannon / canon canvas / canvass capital / capitol carrot / carat cast / caste caw / core / corps cede / seed ceiling / sealing
cellar / seller cent / scent / sent centred / scented cents / scents / sense cereal / serial cheap / cheep check / cheque chews / choose choral / coral cite / sight / site clause / claws coarse / course coat / cote colonel / kernel council / counsel creak / creek crews / cruise cue / queue curb / kerb currant / current cygnet / signet days / daze dear / deer dew / due die / dye died / dyed dies / dyes doe / dough draft / draught draw / drawer dying / dyeing earn / urn ewe / you / yew ewes / use eye / I eyelet / islet faint / feint fair / fare farther / father fate / fete feat / feet find / fined fir / fur flaw / floor flea / flee flew / flu / flue flocks / phlox flow / floe flower / flour for / fore / four
© Blake Education ISBN 978 1 92136 702 1
Homophones
fort / fought foul / fowl frays / phrase freeze / frieze gait / gate gamble / gambol genes / jeans gild / guild gnaw / nor gored / gourd gorilla / guerrilla grate / great grater / greater groan / grown guest / guessed hail / hale hanger / hangar hart / heart heal / heel / he’ll hear / here heard / herd hears / here’s hew / hue higher / hire him / hymn ho / hoe hoard / horde hoarse / horse hose / hoes hole / whole holy / wholly hour / our idle / idol in / inn island / Ireland jam / jamb key / quay knave / nave knead / need / kneed knew / new knight / night knot / not know / no knows / nose lacks / lax lain / lane laps / lapse larva / lava lead / led leak / leek
Targeting Grammar Upper Primary
lessen / lesson liar / lyre licence / license lieu / loo / Lou lightening / lightning links / lynx load / lode loan / lone loot / lute made / maid mail / male main / mane maize / maze mall / maul manner / manor mantel / mantle mare / mayor marshal / martial meat / meet / mete medal / meddle metal / mettle metre / meter might / mite mined / mind miner / minor missed / mist moan / mown moat / mote mode / mowed more / moor morn / mourn morning / mourning muscle / mussel mustard / mustered nay / neigh none / nun ode / owed one / won paced / paste packed / pact pail / pale pain / pane pair / pare / pear passed / past patience / patients paw / poor / pore peace / piece peak / peek peer / pier pedal / peddle
WORD BANKS
prefixes
change word meaning
a-
ab-
ad-
after-
ante-
aboard about adrift afoot alight along aloud among anew away
abduct abhor abnormal abort absent absolute absolve absorb abstain abstract
adjacent adjourn adjudicate adjust admire admit advance advantage adversity advocate
afterburner afterimage afterlife aftermath afternoon aftershave aftershock aftertaste afterthought afterwards
antebellum antecedent antechamber antedated antelope antemeridian antemundane antenatal anterior anteroom
anti-
arch-
auto-
bene-
bi-
arch fiend arch rival arch villain archangel archbishop archdeacon archduchess archduke archenemy archetype
autobiography autocrat autocue autograph autoharp automatic automaton automobile autopilot autosuggestion
benediction benedictory benefaction benefactor benefice beneficial beneficiary benefit benevolence benevolent
bicentenary bicycle biennial bifocal bilingual binoculars biped biplane bipolar bisect
circum-
co-
com-
con-
contra-
circumference circumfluent circumlocutory circumnavigate circumscribe circumspect circumstance circumstantial circumstantiate circumvent
coagulate coaxial co-dependence coerce coexist cohabit cohesive coincidence cooperate coordinate
combination combine combustion commence commute complacent complain complete compose compute
concentrate condition confide congenial congratulate connect consent consider converge convince
contraband contrabass contraception contraceptive contradict contralto contravene
on, in, into, to
before in space/time antibiotic anticlimax anticlockwise antidote antifreeze antigovernment antioxidant antiperspirant antisocial antivenene
round
off, away, from
first, chief
direction, addition
self
association/action
with, jointly
afterwards
well
with, jointly, in combination
before in space/time
two
opposite/opposing
193
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WORD BANKS
prefixes
change word meaning
counter-
de-
di-
through, between, across, by
away, apart, reversing effect
dis-
down-
counteract counterattack counterbalance counterintelligence countermand counteroffensive counterpart countersign countersink counterweight
debrief decay decide decompose deduct delay depend destroy determine develop
digest digress dilate dilute dimension direct divergent divert divest divulge
disagree disappear disband discard discourage discover dislocate disobey displace dissolve
downfall downgrade downhearted downhill downpipe downpour downstairs downstream downtown downtrodden
dys-
e-
en-
epi-
eu-
dyscalculia dysentery dysfunctional dysgenic dyslexia dyspepsia dysphasia dysphonic dysphoria dysplasia
elaborate electric emerge enormous eradicate erase erect evacuate evaluate evolve
enable enchant encircle encourage encroach enforce engulf enlighten enliven entreat
ex-
extra-
fore-
hyper-
hypo-
excavate exclaim exhale explain explore export ex-president exterminate extreme ex-wife
extradite extragalactic extrajudicial extraneous extraordinary extrapolate extrasensory extraterrestrial extraterritorial extravagant
foreboding forecast forefront forego foreground forehead foreshadow foretaste foretell forewarn
hype hyperactive hyperbole hypermarket hyperphysical hypersensitive hypersonic hyperspace hypertension hyperventilate
hypoactivity hypochondriac hypocrite hypocritical hypodermic hypoglycaemia hypotenuse hypothermia hypothesis hypothetical
contrary to
difficulty, poor condition
from, out of, utterly, thoroughly
separation, negation, reversal
variant of ex-
beyond, outside, besides
in, into
front, ahead of time
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near, to, against, above, after, in addition to epicentre epicure epidemic epidermis epigram epilogue episode epitaph epithet epitome
over, excess, exaggeration
downwards
good, well eucalypt Eucharist euchre eulogy eunuch euphonium eureka eurhythmic Europe euthanasia
under, less, less than
WORD BANKS
prefixes
change word meaning
il-
im-
in-
inter-
mis-
illegal illegible illegitimate illicit illiterate illogical ill-timed ill-treat illuminate illustrious
imbalance immature immeasurable immortal immovable impassable impatient impersonal impossible improbable
inaccurate inanimate inappropriate inarticulate incredible inexcusable inexplicable informal invincible invisible
interact interfere interject intermingle international internet interrupt interschool intersect interstate
misbehave miscalculate misfortune mishap misjudge misplace mispronounce misrepresent mistrust misuse
over-
para-
peri-
post-
pre-
perilous perimeter periodic peripatetic peripheral periphery periphrastic periscope peristyle periwinkle
postdate posterity postgraduate posthumous postmeridian pm post-mortem postnatal postpone postposition postscript
precaution precede precooked predict prefix prehistoric prejudge prelude premonition presuppose
variant of in-
above, beyond
variant of in-
not
overall overbearing overboard overdose overdue overhead overjoyed overlook overrate overtake
pro-
re-
retro-
se-
semi-
probation proceed profound prognosis program progress prohibit prologue promote pronounce
refer regain relate relight remake remit replay restore resume return
retroactive retrocede retroflex retrograde retrogressive retro-rocket retrorse retrospect retrospective retroversion
secede secluded secrete secure security seduce select semester sequence serene
semicircle semicolon semiconscious semidesert semidetached semifinal semiprecious semiquaver semiskilled semitone
back, again, reversal
backwards in space and time
behind, after
mistaken, wrong, negation
beyond, near, beside, amiss parachute paradox paragon paragraph parallel paramedic paramount paranormal paraphernalia paraphrase
for, before, in favour of
around, about, beyond
between
setting apart, taking away
before, prior to
half
195 TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
WORD BANKS
prefixes
change word meaning
sub-
super-
sym-
syn-
trans-
subcontract subheading submerge subsonic substandard substitute subterranean subtitle subtropical subway
supercharged superimpose superintendent supermarket supernatural supersede superstar superstructure super-tanker supervise
symbol symbolic symmetrical symmetry sympathise sympathy symphony symphysis symposium symptom
synagogue synapsis synchronise synchronous syndicate syndrome synergy syntax synthesis synthesise
transcontinental transfer transform translate translucent transmit transparent transport transpose transverse
tri-
ultra-
un-
under-
up-
unarmed unbeatable unbend unclean undesirable unfold untimely untraceable untruth unusual
underclothes underdog underestimate undergrowth underline undermine underneath undernourished undervalue underweight
update upgrade upheaval uphill uplifted up-market upright upstage upstart upstream
under, not quite
three triangle triceps tricolour tricycle triennial trihedron trilogy trimaran triplets tripod
above, superior
beyond in space and time ultra sensitive ultraconservative ultracritical ultrafilter ultraloyal ultramarine ultraradical ultrasonic ultrasound ultraviolet
variant of syn-
not, opposite to, reversal of state
196
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association (like co-)
below – place or situation
across, beyond
upwards
WORD BANKS
suffixes
change word grammar
Adjective-forming suffixes -al
-ive
-ish
-ic
-ent
casual coastal lethal local minimal occasional personal regional thermal usual
active attentive attractive compulsive effective festive impulsive negative positive sensitive
babyish brownish devilish foolish impish oldish peckish Spanish stylish sweetish
bombastic comic domestic dramatic idiotic optimistic pessimistic rustic static toxic
deficient dependent despondent efficient eloquent insolent proficient prominent reverent transient
-ful
-less
-some
-able
-ible
careful cheerful colourful doubtful fanciful helpful peaceful powerful thoughtful truthful
breathless defenceless fearless leaderless merciless motherless numberless relentless sleepless timeless
awesome bothersome cumbersome flavoursome gruesome handsome loathsome meddlesome tiresome wearisome
agreeable changeable comfortable desirable fashionable miserable reasonable reliable untraceable workable
admissible divisible edible horrible in/visible incredible possible responsible sensible terrible
-er
-ial
-ous
-ious
y-
beneficial commercial differential influential official partial preferential sequential superficial territorial
adventurous continuous famous generous jealous mountainous nervous perilous pompous venomous
delicious devious fallacious gracious illustrious impervious malicious officious precious spacious
fizzy funny greasy greedy hungry risky speedy sunny tasty tricky
-est
comparative/superlative
calmer calmest faster fastest happier happiest higher highest hotter hottest longer longest older oldest slower slowest thicker thickest thinner thinnest
197
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Targeting Grammar Upper Primary
WORD BANKS
suffixes
change word grammar
noun-forming suffixes -acy
-ant
-ance
-ence
accuracy bureaucracy conspiracy democracy fallacy intimacy legacy lunacy piracy privacy
assistant attendant combatant commandant confidant consonant dependant pedant pendant servant
cemetery diary dispensary documentary eatery factory infirmary mortuary refectory seminary
abundance accordance circumstance distance disturbance elegance entrance nuisance performance reluctance
competence conference correspondence dependence eloquence experience inference innocence persistence pretence
-ium
-er
-ism
-ist
-ice
aquarium auditorium conservatorium millennium planetarium podium premium solarium stadium terrarium
announcer baker builder buyer cricketer dancer driver photographer teacher trader
communism escapism fanaticism fatalism favouritism idealism impressionism racism rheumatism unionism
dentist egotist exhibitionist extremist guitarist opportunist racist sadist soloist violinist
accomplice apprentice armistice cornice in/justice novice police practice prejudice service
-cle
-hood
-itis
-ion
-tion
debacle icicle manacle monocle oracle particle pinnacle receptacle spectacle tentacle
adulthood babyhood brotherhood childhood falsehood fatherhood motherhood parenthood priesthood sainthood
appendicitis arthritis bronchitis dermatitis fibrositis laryngitis meningitis peritonitis sinusitis tonsillitis
apprehension conclusion decision derision illusion impression occasion opinion pension question
collection competition destination education pollution explanation illustration instruction invitation recreation
-ary -ory -ery
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Targeting Grammar Upper Primary
WORD BANKS
suffixes
change word grammar
noun-forming suffixes -ment
-ness
-ship
-ity
-ian
amazement amusement appointment engagement entertainment management movement predicament refreshment wonderment
awkwardness carelessness darkness laziness madness selfishness softness sweetness tenderness uneasiness
censorship companionship craftsmanship fellowship friendship horsemanship leadership partnership relationship scholarship
authenticity complicity domesticity electricity facility familiarity mediocrity security similarity toxicity
electrician guardian Italian mathematician musician paediatrician pedestrian politician technician vegetarian
-age
-ent -ee
-le
-or
-ette
blockage bondage breakage damage foliage hostage leakage marriage postage storage
agent antecedent devotee employee evacuee precedent president refugee respondent student
battle bubble bundle candle couple kettle pimple puzzle rifle saddle
actor author conductor contractor doctor mentor sailor sculptor senator visitor
cigarette dinette diskette etiquette kitchenette marionette rosette silhouette suffragette usherette
Adverb-forming suffixes -ly
-ward/s
-wise
-way/s
busily daily gladly honestly lately presently quietly reluctantly slowly usually
afterward backwards downwards forwards homeward inwards outwards towards wayward westward
anticlockwise clockwise crosswise lengthwise likewise moneywise otherwise pennywise timewise waterwise
always anyway away everyway lengthways longways sideways someway underway
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Targeting Grammar Upper Primary
WORD BANKS
Language roots 1 Latin, Greek etc
ab
from
Aboriginal, absent, abduct, abstract, absolve, abdicate
actus
I act
actor, action, active, react, reaction, reactive, activate
aequus
equal, fair, just
equal, equivalent, equinox, equality, equity, equator, equate
aero
air
aerial, aeroplane, aerodrome, aeronaut, aerobics, aerosol
albus
white
albino, album, albumen, albatross
alter
other of two
alter, alteration, alternate, alternative, altercation
altus
high
altitude, exalt, altimeter, altocumulus
ambulo
I walk
amble, perambulate, perambulator (pram), somnambulist
amplus
large
ample, amplify, amplitude
angulus
a corner
angle, rectangle, triangle, angular
anima
soul, breath, life
animated, in/animate, animal, animation, animalism
annus
a year
annual, anniversary, annuity, biennial, perennial, triennial
aqua
water
aquatic, aquarium, aqua-aerobics, aqua, aquamarine
arbor
tree
arbour, arboreal, arboreous, arboriculture, arboretum
arcus
bow
arch, archway, arc, arcade
aster
astar
asterisk, asteroid, astronaut, astrology, astronomy, astral
arcticus
northern
Arctica, Antarctica, arctic
audio
I hear
audience, audiovisual, auditorium, auditory, audiometer
auster
southern
Australia, Australian, Australoid
autos
self
autograph, autobiography, automatic, automaton, autocracy
avis
a bird
aviary, aviation, aviator, avionics
baros
weight
barometer, isobar, baritone
bellum
war
rebel, rebellious, rebellion, belligerent, belligerence
biblios
book
bibliography, Bible
bios
life
biography, autobiography, biology, microbe, amphibious
bonus
good
bounty, bountiful, bonus, abound
brevis
short
brief, briefly, brevity, abbreviate, abbreviation
cado casus
I fall
accident, accidental, casual, decadence, decay, decide, deciduous, incident, occasion
caedo
I cut, kill
incision, incisive, homicide, suicide, fratricide, patricide
capio captus
I take
capture, captivate, captive, accept, anticipate, capable, conceive, deceive, except, intercept, receive, receipt
caput capitus
the head
capital, capitulate, captain, chief, chieftain, precipice
caro carnis
flesh
carnivore, carnivorous
cavus
hollow
cave, cavern, cavity, excavate, excavation
200
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Targeting Grammar Upper Primary
WORD BANKS cedo cessus
I go
censeo census centum circum cirrus cito citatus civis clamo clino cogito colo cultus contra cor cordis corpus credo cresco crimen crux cruces cumulus curro cursus cyclus debeo decem demos dens dentis desertus dico dictus
I judge or value one hundred round curl I rouse a citizen I shout I bend
doceo doctus dormino duco ductus
I teach I sleep I lead
duo ergon erro ethos facio factus
two I work I wander the people I make, do
I think I till against the heart the body I believe I grow a charge a cross heap I run a wheel I owe ten the people a tooth waste I say
© Blake Education ISBN 978 1 92136 702 1
Language roots 2 Latin, Greek etc
accede, access, antecedent, concession, intercede, recede, precede, precedence, proceed, process, procession, succeed, success, incessant, recess, recession, excess census, censor, incentive, concentrate century, centenary, centigrade, centipede, centimetre circumnavigate, circumference, circle, circuit, circulate cirrus, cirrocumulus incite, excite, recite, recitation, citation, resuscitate city, citizen, civic, civil, civilian, civilise, civilisation exclaim, exclamation, proclaim, proclamation, clamour decline, incline, inclination, recline cogitate, cognitive, cognition, incognito cultivate, agriculture, colony, colonial, cult, horticulture, contradict, contrary, contraband, contraceptive cordiality, courage, discourage, encourage, concord, record corps, in/corporation, corporate, incorporate, corpse credible, incredible, credulity, in/credulous, credence decrease, increase, increment, incremental crime, criminal, incrimination, recrimination crucial, crucify, crucifix, crusade, crux altocumulus, cirrocumulus, accumulate, accumulation courier, course, current, cursive, cursory, incur, occur cycle, bicycle, tricycle, cyclic, cylinder, cylindrical debt, debitor, debit, indebted decade, decimal, December, decimate, decagon, decathlon democracy, democratic, demonstrate, epidemic, endemic dental, dentist, dentistry, dentures, indent, trident desert, deserted, desolate, desolation, isolated dictate, dictation, dictator, diction, dictionary, edict, predict, contradict, verdict, predicate, indicate, indication doctor, indoctrinate, doctrine, doctorate dormant, dormitory, dormouse conduct, conductor, abduct, educate, education, introduce, reduce, product, productive, induct, induction, induce, deduce duel, duet energy, energetic, energise, surgeon, ergonomic errand, errant, error, erroneous ethos, ethnic, ethnicity, ethnographic manufacture, factory, artificial, defect, perfection, sacrifice, magnificent, magnify, effect, feat
Targeting Grammar Upper Primary
201
WORD BANKS
202
fallo falsus femina fendo finis fircus flecto fortis
I deceive woman I strike the end treasury I bend strong
frango frater frigus fugio fundo fusus gamos ge
I break brother cold
gradus
a step
grapho
I write
habito homo hominus horreo hospes impero insula integer jacio jactus judex
I dwell a man I shudder a guest I command an island whole I throw a judge
jungo junctus juro justus juvenis kilo latus laterus lego lectus
I join I swear fitting, right young one thousand a side read, gather, choose
liber
free
Latin, Greek etc
false, falsify, fallible, infallible, fault feminine, female, effeminate, effeminacy defend. defence, self-defence final, finale, finite, infinite, finalise, finance, finish, finality fiscal, confiscate, confiscation reflect, reflection, inflect, inflection, flexible, deflect comfort, discomfort, for, enforce, enforcement, forceful, fortify, reinforce, fortify, fortification fraction, fragile, fracture, infraction fraternity, fratricide, fraternise frigid, refrigerate, refrigerator
I flee I pour marriage the earth
© Blake Education ISBN 978 1 92136 702 1
Language roots 3
fugitive, refuge, refugee funnel, fund, refund, foundry, refuse bigamist, bigamy, monogamist, monogamy geography, geocentric, geometry, geology, geomagnetic, geophysics, geothermic, geostatic, geochronology grade, gradient, degrade, gradual, progress, regress, retrograde, retrogressive graph, graphic, autograph, biography, autobiography, geography, homograph, monograph, paragraph, lithograph, telegraph, topography, photograph, phonograph habitat, habitation, inhabit, uninhabitable, habit, habitual homage, homicide, homo sapiens, human, humane, hobo horrid, horrible, horrify, horrific, abhor, abhorrence hospital, hospice, hospitable, host, hostess emperor, imperial, empire insular, insulate, peninsula integer, integral, integrity eject, reject, conjecture, inject, project, subject, interject judge, judgemental, judgement, judicial, judicious, prejudice, adjudicate, adjudicator, adjust, adjustment, readjust conjunction, junction, injunction jury, perjury just, unjust, justice, injustice, justify, justly, justification juvenile kilogram, kilometre, kilowatt lateral, latitude, equilateral, unilateral, multilateral collect, recollect, dialect, elect, elegant, eligible, elite, legible, illegible, lectern, lecture, legend, neglect, college liberate, liberal, liberty, deliberate, Libra
Targeting Grammar Upper Primary
WORD BANKS locus loquor lumen luna magnus manus mater memor mens mentis metior mensus metron
a place I speak light moon great the hand mother mindful the mind I measure a measure
Language roots 4 Latin, Greek etc
locality, local, locate, dislocate, location, locomotive eloquent, eloquence, elocution, loquacious illuminate, luminous lunar, lunatic magnitude, magnificent, magnate, main, magnify, magnanimous manual, manacle, manage, manipulate, manuscript, manufacture maternal, maternity, matriarch memento, memoirs, memorable, memory, remember, reminisce mental, mentality, mention, mentor, demented, human, woman immense, metre, mete barometer, chronometer, diameter, perimeter, gasometer, micrometer,
migro
I wander
micros minor mito missus mors multus muto natus navis nomen octo oculaus omnis opto orbis origine ovum paleo pars partis
very small small I send death many I change I am born a ship a name eight an eye all I desire circle beginning an egg old, ancient part
symmetry, asymmetric migrate, migrant, immigrant, immigration, emigrate, emigration, migratory, transmigrate microbe, microscope, microfiche, microcosm minus, minimum, minority, minute, miniscule transmit, transmitter, emit, missile mortal, mortally, mortality, mortuary, immortal, mortgage multiply, multitude commute, mutate, mutation, mutual nature, natural, unnatural, innate, native, nativity, natal naval, navy, nave, navigate, navigation name, nominate, numeral, enumerate, numerator, nominal octagon, octagonal, octopus, octave, octogenarian, October ocular, oculist, binoculars omnibus, omnipotent, omnivore, omnivorous option, optional, adopt, adoption, opt orbit, exorbitant originate, original, aborigine, aboriginal oval, ovate, ovum, ovary, ovarian palaeontology, palaeontologist, palaeography, Palaeolithic department, departmental, compartment, apartment, partial, particle,
father feeling the breast I drive around the foot voice, sound
separate, partition paternal, patricide, patriarch, patriarchal pathology, pathetic, sympathy, empathy, pathos pectoral, expectorate, expectoration propel, propeller, compel, compulsion, expel, expulsion, impel perimeter, periscope, periphery, peripheral centipede, impede, impediment, pedestrian. pedal, pedestal phone, phonic, gramophone, megaphone, earphones, symphony
pater pathos pectus pello peri pes pedis phono
© Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
203
WORD BANKS phos plus pluris polis poly pono positus
light more people many I place
populus porto pous podus primus qualis quantus radius repellere repo rex regis rota rumpo ruptus sal scando sciential
the people I carry
scribo
I write
seco sectus sedeo sessus senex sentio
I cut I sit old man I feel
servo signum skopeo sol solus solve specio spiro
I keep sign I see sun alone loosen I see I breath
sto
I stand
foot first of which kind how much a ray drive back I creep a king a wheel I break salt I climb I know
204
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Language roots 5 Latin, Greek etc
phosphorous, photograph, photosynthesis plus, plural, surplus police, politics, politician, political polygamy, polygon, Polynesia, monopoly deposit, compose, compositor, pose, position, imposition, propound, oppose, opposite, opponent, interpose, expose, depose, repose, transpose populate, population, popular, public, publican, publish, republic portable, export, import, important, transport, report, reporter, support podiatrist, podiatry, podium, tripod prime, primary, primitive, primal qualify, disqualify, quality quantity, quantify radius, radial, radiate, irradiate repel, repellent, repulse, repulsive reptile, surreptitious regent, regal, reign rotate, rotor, rotary, rotation rupture. erupt, eruption, abrupt, interrupt, irruption salad, salt, salty, salary, sauce, sausage ascend, ascent, descend, descent, ascension conscience, conscious, unconscious, consciousness, science, scientist, scientific, omniscient scribe, script, describe, description, inscribe, inscription, prescribe, prescription, conscript, ascribe, scribble dissect, section, sect, sector, segment, secateurs sedentary, sediment, session senior, senile, senate, senator assent, consent, dissent, sense, nonsense, resent, resentful, sensible, sensitive, sentiment, sentimental preserve, preservative, preservation, conserve, reserve, serve, servant, servile sign, signal, signature, signify, significant, resign, consign periscope, microscope, telescope, scope solar, solstice solitude, solace, solitary, desolate, isolated, solo, soloist dissolve, dissolution, solve, resolve, solvent spectacle, spectacles, inspect, respect, specimen, spectacular transpire, expire, aspire, aspiration, respiration, perspire, perspiration, spirit, spiritual, dispirited constant, obstacle, stagnant, station, stationary, statue, stature, status, statuesque
Targeting Grammar Upper Primary
WORD BANKS struo structus tango tactus tele tempus tendo tensus
I build I touch afar time I stretch
teneo
I hold
terra
earth
therme testis traho tractus
heat a witness I draw
unus
one
verto versus
I turn
verus video visus
true I see
vinco voco vorare
I conquer I call to devour
zoon
an animal
Language roots 6 Latin, Greek etc
construct, instruct, obstruct, destruction, restructure tactile, tag, contagious, tact, tactful, tactless, intact, contact television, telephone, telecast, telegraph, telepathy, telescope temporary, contemporary, extemporary, temporal tense, tension, attend, contend, distend, extend, intend, pretend, intense, superintendent, tend, tendency, tender tenet, contain, continent, abstain, continue, sustain, detain, obtain, retain, certain, tenacious, tenant terrace, terracotta, terra firma, territory, territorial, terrarium, terrain, terrier, Terra Australis isotherm, thermometer, thermal Test, testify, testimony, testament, testimonial attract, betray, distract, contract, detract, portrait, portray, retrace, retract, subtract, trace, traction, tractor, protractor, subcontract unit, unify, union, unite, university, unity, unison, uniform, universal, reunion, commune, community advertise, converse, conversation, reverse, reversal, revert, invert, convert verdict, verify, verily, very vision, visual, evidence, provide, video, visualise, television, provision, videotape, visible, invisible, revise, revision, advise invincible, convince, victim, victor, victory, victorious vocal, vocalise, sub-vocalise, vocation, irrevocable, advocate carnivore, carnivorous, herbivore, herbivorous, omnivore, omnivorous, voracious zoo, zoology, zoologist, zodiac
205
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Targeting Grammar Upper Primary
TARGETING GRAMMAR UPPER PRIMARY
Selected AnSwerS
NOUNS
206
Work sheet 1: 1 a man, mile, sixpence, stile, cat, mouse, house 2 Killarney’s, hills, mists, dawn, fingers, magpie’s, cry, echoes, valley Work sheet 2: 2 a 3 b 7 c 4 d 3 e 3 f 1 Work sheet 3: 1 a bowls, flowers, roses, tulips b books, toys, games, boxes c keys, cushions d plums, oranges, bananas, peaches e tourists, planes, trains, cars, buses 2 a families, countries b gullies, valleys c ladies, babies d poppies, daisies e fairies Work sheet 4: 1 a wolves b knives c tealeaves d calves e loaves 2 woman/women, goose/geese, foot/feet, man/men, child/children, mouse/mice Work sheet 5: 1 a Pottsville School, Australia Zoo, September b Jack, “Harry Potter and the Chamber of Secrets” c Christmas, George Jenkins, New Zealand, QANTAS d Ghan, Adelaide, Darwin e Frances, Macquarie University 2 a Australia, December, January b Jenna, Willy Wonka c Shymal, India, Australia, Melbourne d New York, Statue of Liberty e Red Dragons, Germany, World Cup Work sheet 6: 1 postcard, hairbrush, pigeonhole, drainpipe, sunflowers, drumstick, toothpick 3 a haystack b fencepost c hairpiece d thunderstorm e bookshelf f jellybeans 4 fireplace, fireside, riverbed, riverside, farmhouse, farmland, wayside, underway, waterway, headway, bushland, bushlife, waterline, underwater, headline, headlight, headland, bedhead, headroom, bedtime, bedclothes, bedside, bedroom, landline, hillside, hilltop, lifeline, lifetime, underclothes, underwater Work sheet 7: 1 a elephants b fish c monkeys d whales e wolves f geese g cubs h lions 2 a family of pigeons, litter of tiny, white kittens, flock of sheep, pack of wild dogs, herd of cows, flock of wild ducks 3 puppies, elephants, chickens, fish, kangaroos, sheep, bees, lions, monkeys, people Work sheet 8: 1 a Harry’s b Tania’s c David’s d Rhys’s e brother’s 2 a brother’s, Dad’s b aunt and uncle’s c Tessa’s d pirate’s, knight’s e Ben’s, Eric’s f Jacqui and Omar’s Work sheet 9: 1 a plural b plural c singular d plural e singular 2 a eagles’ b city’s c car’s d swimmers’ e elephants’ 3 a builder b owls c teachers d women e the sun f Tom g the lady h the babies i men j bus Work sheet 10: 1 a buzzing b horseracing c riding, skateboarding d hunting, shooting e stargazing 2 a The sheep were frightened by the howling of wolves. b Abseiling requires a lot of skill and training. c We heard the croaking of frogs in the waterhole. d Playing on the street is dangerous. e The baby’s crying woke me from my sleep. 3 a Bushwalking, rustlings, humming, chiming, croaking b Waiting, murmuring, screaming, cracking, roofing, whistling, whining Work sheet 11: 1 sorrow, glamour, hope, anger, tolerance, happiness, despair, grief 2 a despair b disappointment c sadness, happiness d hope e longing Work sheet 13: 1 a The Year 7 class; an interesting television program about global warming b A white, shining angel; the green Christmas tree c A mean, old fox; the farmer’s henhouse d A family of magpies; a shady tree; our garden Work sheet 14: 1 a an, a b the, a, the c an, an d the, the e an, a f the, the g a, the 2 The Year 7 students planned a disco for the last day of term. The five best artists in the class each prepared a poster to advertise the disco. A group of students helped the teacher to decorate the hall with balloons and streamers. The ladies from the canteen set up a stall to sell the refreshments – ice blocks, drinks and snacks. A group of four students set up a sound system. Another small group organised the lighting. On the night of the disco, the students all arrived in their favourite after-school clothes. The decorated hall, under the coloured lights, looked like a fairyland. It was an amazing sight!
SELECTED ANSWERS
The students all had a wonderful time. They enjoyed the dancing, and the company of their friends. For them, this had been a memorable evening. Work sheet 15: 1 a actor b scholar c assistant d resident e traveller f soloist 2 a completion b nomination c division d invitation e prevention f television g attention h provision Work sheet 16: 1 a performance b entrance c abundance d disturbance e pretence f correspondence g persistence h reference Assessment – Nouns: 1 lion, unicorn, crown, town, bread, cake, town 2 a churches b chiefs c chimneys d inventions e lullabies 3 Freddo Frog was invented by Harry Melbourne for the McPherson Chocolates company. Freddo was to be a mouse, but Harry convinced the company that the public, generally, would not like mice. Harry made a demo Freddo and got the thumbs-up. The first Freddos appeared in 1930. They were not wrapped and cost a penny. Now 180 million Freddo frogs are produced annually. 4 daylight, daytime, junkyard, backyard, backwater, waterline, waterside, farmhouse, farmyard, sunlight, Sunday, sidelight, lifeline, lifetime, backside, backlight, lighthouse, playtime, playhouse 5 a servant, service, servitude b building, builder c privacy d happiness e safety, safeness f location, locality, locale 6 a umpire’s b family’s c birds’ d voters’ e aunt and uncle’s 8 a excitement b hope c wisdom d criticism e determination
ADJECTIVES
Work sheet 17: 2 a cold, uninviting b anxious c alert, watchful d flushed, angry e strange, wild, untamed 3 a six, tasty, red apples b seven, flying, wild geese c old, dusty, well-read books Work sheet 18: 1 a two, two, four b many c eight d two e some f few 2 Colour: crimson, ebony, speckled, purple, silver, azure Size: mammoth, short, huge, gigantic, enormous, tiny Shape: rotund, circular, oblong, triangular, oval, square Work sheet 20: 1 a chiming clock b exciting news c wailing siren d puzzling questions e howling wind f speeding vehicle g roasted peanuts h haunted house i knitted jumper j branded cattle k bogged truck l potted cacti 3 melted butter, walking stick, setting sun, knotted rope, dancing shoes, boiled eggs, preserved fruit, laughing clown, painted fence, growing plants, chewing gum, ploughed field, gaping hole, bundled sticks, cooked meat, cheering crowd Work sheet 21: 1 a comical b exceptional c regional d coastal e occasional f personal g adventurous h glamorous i mountainous j nervous k venomous l dangerous m tricky n greasy o hungry p tasty q sunny r risky 2 a possible b sensible c visible d divisible e fashionable f changeable g reasonable Work sheet 22: 1 a festive b dramatic, mountainous c influential, important d curious e confident, global f healthy, delicious Work sheet 23: 1 a cheap b low c rough d wide e stale f full g bright/light h short i beautiful 2 a cheap, expensive b full, empty c d ark, bright d wide, narrow e beautiful, ugly f long, short e fresh, stale 3 young/new, small, right, tame, bottom, old, cold, large, light, short, dry, dirty Work sheet 24: 1 a unarmed b illiterate, impossible c unlikely, disobedient d inaccurate, unbeatable e unbelievable, invisible 2 a helpful, helpless b useful, useless c careful, careless d hopeful, hopeless e painful, painless f thoughtful, thoughtless g colourful, colourless h powerful, powerless i doubtful, doubtless j cheerful, cheerless 3 a powerless b improbable c illegal d fortune e incorrect f reliable g thoughtful h irresponsible Work sheet 25: 1 loud, louder, loudest; tall, taller, tallest; fierce, fiercer, fiercest; wet, wetter, wettest; thin, thinner, thinnest; strong, stronger, strongest 2 long, longer, longest; old, older, oldest; sharp,
sharper, sharpest; wild, wilder, wildest; soft, softer, softest; brave, braver, bravest 3 a coldest b hotter c older, younger d fastest e larger 4 a worst b better c best d bad, worse e least Work sheet 26: 1 a most b more c most d more e more 2 a most b more c more d most e more, more 3 a most famous b bigger c more reliable d driest e more cheerful Work sheet 27: 1 a A, A b A, N c N, N d N, A e N, A 3 a right b bridal c bald d bear e week Work sheet 28: 1 a as quiet as a mouse b as busy as a bee c as straight as an arrow d as black as ink e as pale as a ghost 2 a as gentle as a lamb b as light as a feather c as high as the sky d as pretty as a picture e as white as a sheet f as cool as a cucumber g as regular as clockwork h as deep as the ocean Work sheet 29: 1 oozed, long, brown, taller, long, stretched, bald, polished, long, skinny, bony, short, beady, brown, menacing 2 old, dark, brief, broken, falling, wooden, empty, carved, shiny, draping, strange, decaying Assessment – Adjectives: 1 gradual, shabby, responsible, lonely, golden 2 People: impatient, courteous, artistic, brazen, Places: barren, volcanic, overgrown, crowded Things: metal, motorised, striped,sour 3 flat, shallow, easy, soft, paper-thin, fine, high, long-lasting, great, possible, lovely, ancient 4 a low b ugly c safe d irresponsible e careless f unimportant g rough h inappropriate 5 a a bee b a picture c the grave d a feather 6 a bearable b harmful/harmless c adventurous d exceptional e dependable 7 a faster b hottest c better d more curious e most sensible
PRONOUNS
Work sheet 30: 1 a she, us, they b I, my, you, I, her c you, it d me, your, I, you, mine e he, them, him 2 a MS, NS, MS b MS or FS, M/FP, MS or FS c MS, M/ FP d MS, FS, M/FP e FS, NP 3 a He cleaned and polished his black leather shoes. b I gave my kitten a dish of warm milk. c The teacher told us to sit down. d Stella hung her new hat on a hat peg. e They pushed their bikes up the steep hill. Work sheet 31: 2 a third b second c first 3 a they, they b we, them c I, him d she, her, them e her, me, we Work sheet 32: 1 a his (parents) b my (bike), my (sister) c its (wings), her (shoulder) d ours (ball) e yours (cap) 3 a it’s b its c its d it’s e its, its Work sheet 33: 3 a who b which c whose d what 4 a Who lost a gold watch this morning? b Whose dirty socks are lying on the floor? c What would you like for your birthday? d Who was sitting on the park bench with you? e Which way is it to the coast? Work sheet 34: 1 a anyone, anybody, somebody, someone b everyone, everybody c none, nothing d no-one, nobody e something, someone, somebody f some, any 2 a this b that c this d these f that g these, those Work sheet 35: 1 a mum b brother c Michael d Dale and friend e book 2 a their (hikers), them (hikers), it (mountain), them (hikers) b his (Bradley), they (Bradley and brothers), their (Bradley and brothers), he (grandfather) c she (Molly), her (Molly), it (collecting frogs), you (reader) d their (passengers), their (passengers), it (plane), it (plane), she (flight attendant) Work sheet 36: 1 He (Peter Sox), He (Peter Sox), his (Peter Sox), it (rooster), it (door), I (Peter Sox), that (door), he (Peter Sox), I (Peter Sox) 2 Bobbie Sox looked up when Peter entered the kitchen. She noticed the grease under his fingernails. “You’ve been greasing the gate … again!” Bobbie Sox grimaced. She went back to her scribbling at the kitchen table. Peter realised that if he wanted a cup of tea, he would have to get it himself!
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
SELECTED ANSWERS
Selected AnSwerS 3 Observation: Personal pronouns are not used in report writing. Assessment – Pronouns: 1 a He, his, his, he, me, he, I, She, her, him 2 a Jessica and I are going to visit our uncle. b Where would you like to go for your holiday? c Dad told us/them to get our/their coats. d Let’s wave to them when they pass by. 3 a The kitten put its sooty footprints everywhere. b I will plant a summer-flowering tree in my garden. c He put his finger on the buzzer and pressed hard. d They went out in the wind to fly their kites. e Please hand it back to Sally. It’s hers. 4 a sign b Billy and Taj c Dad d Jane e Kate, Ben 6 a what b who c which d whose 7 His, he, he, him, him, his, my, he, him, He
VERBS
Work sheet 37: 1 a kicked b asked c dreamed d collapsed e enjoyed 2 a galloped b baked c wrote d wait e grew 3 a blew b burnt c revolves d drifted e screeched Work sheet 38: 1 a shouted b growled c whispered d complained e promised Work sheet 39: 1 a are b was/am c is d were e is 2 a were b had c is, are d has e am, is f had g was, were h has Work sheet 40: 1 a is flying b could come c has been waiting d might go e are having 3 a must b may, might c can d should/must e may/might/could Work sheet 41: 1 a have started b has been c will elect d has been discovered e will be missed f can depend 2 a I cannot take you with me. b You might not see him tomorrow. c We will not be travelling to the coast in June. d The surfers should not wait for the tide to turn. e The bushfire is not burning across the eastern ridge. Work sheet 42: 1 a couldn’t – could not b didn’t – did not c shouldn’t – should not d hasn’t – has not e isn’t – is not f wasn’t – was not 2 a does not b will not c had not d were not e did not f would not g cannot h was not i have not j are not k do not l could not 3 a The men aren’t diving for pearls. b He wasn’t climbing up onto the roof. c don’t you have a home computer? d The table hasn’t been set for dinner. Work sheet 43: 1 a nocturnal animals b Urick c the bus d the farmer e the professor 2 a Mr and Mrs Flynn visited b The long and winding road led c are joggers d The children skipped e Both adults and children enjoy 3 a The climbers stand at the peak of Mt Everest. b The children are playing computer games. c The men were watching the Grand Prix on television. d The wild geese fly across the darkening sky. Work sheet 44: 1 I’ll - I will, he’s - he is, they’ve they have, we’re - we are, she’d - she would, you’ve - you have, I’m - I am, you’re - you are, they’re they are, it’s - it is, he’ll - he will, we’ve - we have, I’ve - I have, you’ll - you will, he’d - he would, she’s - she is, they’d - they would, we’ll - we will 2 a I’d – I had b I’m – I am, you’re – you are c We’d – we would, she’s – she is d It’s – it is, we’ll – we will e You’ll – you will, he’s – he has f They’re – they are, they’ve – they have 3 a you’re, it’s b They’re c We’re d were e We’re, it’s Work sheet 45: 1 a visit b wish c research d open e board 2 a The recipe says to fry the onions gently. b The detective started to study the clues carefully. c He began to limp painfully back to the campground. d Your job is simply to count the children on the bus. e I wanted to shout loudly when i won first prize. Work sheet 46: 3 a gathered b floated c unlocked d displayed e wandered f stumbled g untied h received i scored j invited k throbbed l scanned m hummed n grinned o spotted Work sheet 47: 1 a ate b gave c came d dug e was f sang g grew h did i ran j had k stood l broke 2 a bought b lit c saw d sat e kept f spent g went h caught i threw j went Work sheet 48: 1 changed, started, lay, left, was, felt, being scooped, dropped, was, waited,
wrapped, took, spread, guessed, was counting, could(n’t) help, would(n’t) be, appeared, closed, felt, swallowed, fell, hit, grazed, sent, spun, rolled, was falling, landed, was, was Work sheet 49: 1 was designed, stands, is, contains, lead, was Observation: most verbs are in the present tense. 2 Mosquitoes are very small, slender, frail insects. They have only two wings and are found in all parts of Australia. Mosquitoes breed in still water in the warmer months of the year. The female mosquito sucks blood from humans so she is able to lay her eggs. Mosquito bites make swollen itchy spots on the skin that are very irritating. In many parts of the world, mosquitoes spread diseases such as yellow fever and malaria. Many humans have died as a result of mosquito bites. In Australia, most mosquitoes are harmless though annoying. Some, however, are carriers of diseases like Dengue fever and Ross River fever, which cause severe joint pain. Although they are small and fragile, mosquitoes remain the most irritating of all insects to humans. Work sheet 50: 1 a remove b cut c arrange d sprinkle e beat f add g stir h pour i stand j bake Work sheet 51: 1 lived, sleeping, hunted, waiting, galloped, pounced, flicked, flashing, missed, plunged, landed, looked, playing Work sheet 52: 2 a terrify b signify c notify d beautify e identify 3 a investigate b operate c excavate d nominate e irrigate 4 a shorten – lengthen b darken – lighten c strengthen – weaken d loosen – tighten Work sheet 53: 1 a N, N b N, N c V, N d N, V e V, N 3 a paced b heal c guest d knew e break, buy Assessment – Verbs: 1 a Bobbie Sox had a bee in her bonnet! She sat at her kitchen table with a soft pencil and a blank sketchpad. She began to hum as she scribbled in her sketchpad. Scrunched balls of paper soon littered the floor around her. She muttered and mumbled. She pursed her lips. She sat back in her chair and looked at the ceiling. She scribbled some more… 2 a couldn’t b they’re c he’d d can’t e you’re 3 One day, a boy and his dog were walking along a wide, sandy beach. The boy whistled as he walked. The dog followed closely behind. They had not walked far, when the dog spotted a crab. He chased the tiny creature, barking and snapping his teeth. The crab scurried away and disappeared into the sand. The dog tried to grab it, but he missed. 4 a I did my homework. b They saw the latest James Bond movie. c It’s too late to go to the park now. d They’re going to walk to Table Top Mountain. e Has she gone with them? 5 a will begin (future) b beat (present) c bought (past) d is planting (present) e will vote (future) f were built (past) g are playing (present) h drove (past) i will enter (future) j painted (past) 7 a horrify b terrify, terrorise 8 a they’ve b we’re c it’s d he’ll e I’m
ADVERBS
Work sheet 54: 1 a when b where c when d how e where f how 2 a early b impatiently c here d anxiously e seldom f sometimes f always, carefully Work sheet 55: 1 a gracefully b yesterday c busily d sometimes e sideways f upwards 2 a called (how) b go (when) c arrive (when) d sit (where), read (how) e fell (where) f arrived (when) Work sheet 57: 3 late, later, latest; early, earlier, earliest; high, higher, highest; hard, harder, hardest; far, further, farthest 4 easily, more easily, most easily; often, more often, most often; carefully, more carefully, most carefully; eagerly, more eagerly, most eagerly; happily, more happily, most happily Work sheet 58: 1 a gratefully b steadily c fortunately d patiently e safely f unusually 4 a gently b loudly c faint d quietly e kind Work sheet 59: 1 a there b never c later d well e north 2 weakly, happily, unusually, backwards, outside, low, above, smoothly, slowly, early, tightly, loudly Work sheet 60: 1 a when/where b why c where
d how e when 2 a 26 January b eight c supermarket/deli d to prevent bacterial infection e New York Assessment – Adverbs: 2 very, extremely, really 3 rather, quite, somewhat, fairly, nearly, almost 5 a heavily b quietly c fortunately d pleasantly e safely 6 a where b how c when d why 7 a weakly b now c unluckily d there e roughly 8 a darted (where) b worked (how) c rolled (when) d was (where) e paced (how) 9 a very, early, now, rather b there, patiently c sometimes, noisily, overhead d so, loudly, away, quickly e away, upside down PREPOSITIONS AND PHRASES Work sheet 61: 1 a The weary sailors returned after months at sea. b There were severe water restrictions during the drought. c The meteor disappeared in the blink of an eye. d There are ancient rock paintings on the walls of the cave. e You will not be able to swim in such polluted water. Work sheet 62: 2 a I will not go with you into that cave. b During the night, we had a shower of rain. c He stood on top of the mountain and looked at his new land. d Pick a number between one and ten. e The horse galloped through the open gate. f There are gardens of coral under/beneath the sea. g They run around the oval twice each morning. h They cast their votes in the election. i Is it far from Adelaide to Alice Springs? j Flowering native trees grow along the river bank. Work sheet 63: 1 a shoes b boy c note d orchids e packets f students 2 a of buttered pikelets b tied with silver ribbon c beneath our feet d with sequins round the hem e wearing colourful silks f wearing a brave smile 3 a The students, wearing their broad brimmed hats, went to see the elephants. b The boys, riding around in the park, were a menace to the walkers. c The tourists enjoyed seeing the platypuses with their flat feet. Work sheet 64: 1 a where b why c how d when e why f where, why g when, how long h when, how 2 to the marketplace; near the main railway station; at bargain prices; everywhere; sometimes; in a corner somewhere; in a glass case; to add to my collection Work sheet 65: 1 a to go swimming on Sunday b Being school captain c Seeing you there d to care for each other e Riding skateboards 2 a growing orchids b Leaving all my friends c to get home d Waiting patiently e Climbing Mt Everest f to fly solo Assessment – Prepositions & Phrases: 1 On Saturday morning; to Leslie Dam; for the day; in a shady area; overlooking the dam wall; In the afternoon; on the calm water; of football; on the grassy banks; with some other families; down its steep sides 3 a where b when c why d where, how e when 4 a man b everyone c game d girl e people 5 a which b where c which d where e what 7 a in, for b of, at c round, in d beside/behind, on e at, for
SENTENCES
Work sheet 66: 1 b, d, g, i, j 2 Spain is a land known for its sunny beaches, its castles, its wine, olives and bullfights. It shares the Atlantic coast with Portugal. The Bay of Biscay lies to the north and the Mediterranean Sea to the south. The capital of Spain is Madrid. Columbus set sail from Barcelona in 1492 to discover America. Work sheet 67: 2 a fact b fact c opinion d opinion e fact f opinion Work sheet 68: 1 a 1969 b ten c green, white and red d in a monastery e Ned Kelly f clarinet, oboe, saxophone, flute, piccolo, bassoon g to eradicate the cane beetle h 1983 i Don Bradman j Uluru Work sheet 69: 1 a exclamation mark b full stop c exclamation mark d full stop e full stop f exclamation mark Work sheet 70: 1 a whip b bake c sign d row e bend Observation: Commands begin with the verb. 2 a fill b tap c add d pour e screw f place
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
207
SELECTED ANSWERS
Selected AnSwerS
The seeds have soaked up the water and expanded. Work sheet 71: 1 a an exploding volcano b a cold front c the skier d messages e pineapples f Julie Work sheet 72: 1 a so b but c and d yet e or 3 a dark storm clouds gathered in the west and thunder rolled across the sky. b It was late at night, yet the weather remained warm and humid. c Tom collects stamps, Jerry sketches birds, but Bill doesn’t have a hobby. Work sheet 73: 1 a Check the depth of the pool b The soldier struggled back to camp c she returned it to the library d We are going camping this weekend e my dog, Rusty, comes with me f I will make the beds 2 a because they are rare, hard and beautiful b when the sun disappears in the afternoon c When the Brisbane River flooded in 1974 d unless they are flying e as far as anyone knows f although they are an easy form of transport Work sheet 74: 2 a that b which c that d who e which f who g that h who Work sheet 75: 1 a when b where c when d why e how f where g why h why i why j when 2 while, where, after, because, as, wherever, although, unless, until, when Work sheet 76: 1 a planet b person c invention d tourists e fossil f refugees g peaches 2 a who b that c who d which e which f that Work sheet 77: 1 a that Juanita was a champion horse rider b when I’ll be back c I’ve never done this before d he was proud of me e who was leading the great cycle race f they will win their race on Saturday 3 he was feeling very nervous; that he had relaxed; that I knew it well; that everyone’s eyes were on me; that he didn’t know I could play so well; that we had all performed very well; we should feel very proud of ourselves Work sheet 78: 2 a “Will you sponsor me in the Walk against Want?” asked Todd. “Yes,” said Mrs Jiggs. “I’ll give you $2 per kilometre.” b “Have you read the latest Gordon Black novel?” asked Joy. “No,” sighed Jayne. “I haven’t been able to buy a copy anywhere.” c “Did you win your hockey game?” Blake asked. “No, the Banshee Blues won by one point,” said Jake sadly. Work sheet 79: 1 a The eclectus parrot is unique among the many species of parrot. Unlike other parrots, both the male and the female have brilliantly coloured plumage. This parrot is large and stocky with a short squat tail and long round-tipped wings. The male is brilliant green with bend of wing blue. The underwing and sides of his body are red. The female is mostly bright red with a blue-purple lower breast. Eclectus parrots live in the canopy of forests in New Guinea. They extend west to the Moluccas, east to the Solomon Islands and south to the tip of Cape York in Australia. They nest in hollows in figs, milkwood and black bean trees. Their nest hollows can be 20 to 30 metres above the ground. The female eclectus parrot almost never leaves the vicinity of her nest, relying on the male birds to bring her food. If disturbed, she flies off with raucous cries to a nearby tree, but returns as soon as it is safe. Even when the chicks are fledged, she continues to return and jealously guard her nest. Eclectus parrots live on a diet of fruit, seeds, leaf buds, blossoms and nectar. A number of male parrots feed the female at the nest entrance, and she in turn, feeds her chicks. The female lays two eggs in spring. Eggs hatch in about 30 days and the chicks leave the nest around 3 months. Many chicks are lost to predators, especially pythons, or are drowned when heavy rain fills the nest hollow.
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In the past eclectus parrots have fallen victim to poachers and the lucrative bird-smuggling trade. The near extinction of these beautiful birds has been prevented because of laws for the protection
of wild life, and the successful breeding of these parrots in captivity. Research continues into the complex social systems and the breeding habits of the wild eclectus parrot. Assessment – Sentences: 1 a Alchemists lived in the Middle Ages. They were not very good scientists and often relied on magic rather than careful study. Alchemists dreamed of changing cheap metal into gold. They tried to make a magic substance which they called the ‘philosopher’s stone’. They said this would also cure diseases and keep people young. However no stone ever appeared and alchemists fell into disrepute. 3 a The first known Olympic contest b the West Gate Bridge c Learning to roller skate d Grant Kenny e Hawaii 4 a and/so b but c yet d or e so 5 a we bought a program of the show b I’ll get dinner ready c We will have to hurry home from the station d I’ll go ice skating with you e Pat promised to run in our age relay 7 a who b that c which 9 “What do you know about Bert Hinkler?” the teacher asked. “I think he flew solo from England to Australia,” replied Sami. “Yes indeed,” the teacher nodded. “Do you know when that was?” “It was 1928 and it took him sixteen days,” said Jeff confidently. The teacher nodded. “Did you know he died while attempting a second flight?”
TASK CARDS
Nouns 1: 1 spaghetti, jockey, optometrist, portrait, message 2 a mum’s b Joseph’s c factory’s d birds’ e children’s f woman’s g winter’s h students’ i city’s j lizard’s Nouns 2: 1 a flock b mob c band d litter e fleet f pod g batch h crowd i pack j bunch 2 Niko, Germany, Cristal, December, Christmas, Telford University, Niko, Australia Nouns 3: 1 a assistance, assistant b actor, action c creation, creator, creativity d residence, resident e imagination f laziness g baker, bakery h division i endurance j visitor, visitation Nouns 4: 2 a the, a b a, the c an, the, the d a, the e an, an f the, the 3 Grandstand, grandfather, overtime, lifetime, timepiece, timeline, nighttime, headdress, headline, headlight, overhead, overdress, overweight, underweight, understand, underline Adjectives 2: 1 deserted building; glowing embers; waiting room; whipped cream; sparkling jewels; puzzled look; branded cattle; deafening noise 2 People: intelligent, determined, creative, unfair, friendly Places: isolated, mountainous, rugged, meeting, deserted Things: polished, electric, broken, carved, plastic 3 accurate, venomous, physical, cordless, obedient Adjectives 3: 1 old, iron, rusty, heavy, rough, overgrown, old, crumbling, timber, trembling, deserted, two, falling, twisted, large, wooden, broken, thick, scared 2 a lovable b understandable c reasonable d audible e possible f dependable g comfortable h invisible i responsible j reliable Adjectives 4: 1 a big, bigger, biggest b proud, prouder, proudest c brave, braver, bravest d little, less, least e lazy, lazier, laziest f good, better, best g heavy, heavier, heaviest h fierce, fiercer, fiercest 2 a handsome, more handsome, most handsome b positive, more positive, most positive c delicious, more delicious, most delicious d dependent, more dependent, most dependent e efficient, more efficient, most efficient f diligent, more diligent, most diligent 3 a unreliable b painless c impossible d irregular e disobedient f unimportant g happy h useful i ungrateful j invisible Pronouns 1: 1 a its, its b it’s c it’s d its e its 2 a there b there, their c there, their d their, their e there Pronouns 2: 1 a Kang waited for his father, but he never came. b The men put their clubs back in
their golf bags. c Who did you see at your window? d Wait for me and we can go together. e “Give me back my eraser, please,” I/she/he said. 3 a who b which c what d which e whose Pronouns 3: 1 a her b your (his, her), mine c our d his, his e its, its 2 a me b our, their c them d my, his e yours, hers Pronouns 4: 1 a all b anyone c no-one, nobody d few e some 2 a view b James, Stan c Claire and Chris d Ryan e teacher Verbs 1: 1 a did b done c done d did e did f done g done h done 2 a saw b seen c saw d seen e saw f saw g seen h saw Verbs 2: 1 a They went with their friends to the zoo. b I did my homework well. c If it’s fine, we’re going for a picnic. d Has he gone to the library yet? e They saw the car races on television. 2 fry, grind, suppose, wake, shorten, dissolve, shine, grimace 3 a great b meat c weight d court e herd f road g way h creek i eight j sore Verbs 3: 1 a throw, threw, has thrown b go, went, has gone c swim, swam, has swum d ring, rang, has rung e give, gave, has given f spend, spent, has spent g grow, grew, has grown h bring, brought, has brought i catch, caught, has caught 2 didn’t, couldn’t, hasn’t, can’t, isn’t, wouldn’t, won’t, wasn’t, aren’t, haven’t, don’t, weren’t Verbs 4: 2 Doing: tremble, collect, investigate, drift, flourish, glisten Saying: mutter, stammer, shout, declare, complain, whisper 3 a she’ll b they’ve c you’re d he’s e we’re f I’d g they’re h he’d i she’s j we’d k I’m l we’ll Adverbs 1: 2 a inside, politely b further, tearfully c here, happily d there, too e broadly, graciously Adverbs 2: 1 a unluckily b late c forwards d low e weakly f never g slowly h loosely i usually j eastwards 2 a foolishly b tenderly c cruelly d greedily e angrily f nervously g cleanly h clearly i crazily j hungrily Adverbs 3: 2 a badly b heavily c softly, loud d quiet e wide Adverbs 4: 1 a (too) old b (absolutely) sure c (almost) there d quite (certain) e (extremely) anxious 2 a high, higher, highest b long, longer, longest c far, further, farthest d well, better, best e patiently, more patiently, most patiently f loosely, more loosely, most loosely g seldom, more seldom, most seldom h often, more often, most often Prepositions & Phrases 1: 2 a over, above b of c round, to d between, of e against Prepositions & Phrases 4: 1 a where, when b when (how long) c how, where d why, when (how long) e when, where 2 a The girl in a yellow straw hat, bought a puppy. b Divide the pizza among the four of you. c The police followed the truck down the hill. d You will need to sign your name before you go. e The tired children climbed into bed. Sentences 1: 3 Francis Greenway was Australia’s first and finest architect. He arrived in Sydney as a convict in 1814. Governor Macquarie heard that Greenway could design buildings and appointed him as civil architect. Over the next few years, Greenway designed several beautiful buildings. Some of these buildings can still be seen in Sydney today. Sentences 2: 2 a The Winter Olympics b crude oil c clothing made from nylon d the people of China e an olive branch Sentences 4: 1 “What are you bringing for our shared lunch?” asked Julie. “Mum’s going to help me make a quiche,” answered Gemma. “That sounds yummy,” said Julie. “I’m bringing a lettuce and tomato salad.” 2 a Cream butter and sugar. b Stir in the flour. c Add egg, banana, yoghurt and nuts. d Pour into a greased tin. e Bake in a moderate oven for 45 minutes.
TARGETING GRAMMAR – UPPER PRIMARY © 2007 BLAKE EDUCATION © Blake Education ISBN 978 1 92136 702 1
Targeting Grammar Upper Primary
Targeting Grammar
Over 150 photocopiable pages!
UPPER PRIMARY
The Targeting Grammar series presents detailed knowledge of the grammar of English and its application in spoken and written language. This book contains seven sections with comprehensive teaching materials for: • Nouns
• Adverbs
• Adjectives
• Prepositions & Phrases
• Pronouns
• Sentences
• Verbs Each section provides explicit teaching information and extensive background notes on each grammar concept as well as: • Suggestions for ways to introduce specific grammar concepts to students. • Exploring ideas to build understanding. • 79 Photocopiable work sheets designed for students to develop and explore the technical aspects of grammar and its application. • 14 Assessment pages with allocated marks to allow teachers to evaluate, analyse and pinpoint areas of individual and class need. Marking grids to record these results are provided in the front of the book. Also available from this author:
The back section of this book also provides: • Games that you can create and use over and over again to develop the metalanguage students need to successfully use and understand grammar. They’re fun too! • Task cards to be copied and laminated for use in literacy centres or by students who require further practice. • Word banks – useful lists of antonyms, compound words, homophones and many more… • Answers – for work sheets, assessment pages and task cards.
The ultimate resource for teaching grammar!
