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Introduction

Contents

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

exercises• workingtoimproveyourvocabulary,spelling,punctuationand

grammar• practisingdifferentwritingskills• learninghowtocheckyourwritingbyeditingandproofreading• checkinghowmuchyouhavelearnedbydoingatestattheendof

each unit.

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

Procedure – 1 How to treat a bee sting Pages 1–19

Recount – 1 Looking for work Pages 20–36

AnalysisPages 1–4

Text ............................................1Speaking and listening ......... 1–3Structure of a procedure ...... 3–4

AnalysisPages 20–22

Text ..........................................20Speaking and listening .....20–21Structure of a recount ......21–22

Working with textPages 4–11

Reading .................................. 4–6Vocabulary ............................. 6–8Spelling .................................8–11 Adding suffixes ...................8 Short vowels .......................9 Consonants .........................9 Syllables .......................10–11

Working with textPages 22–27

Reading ..............................22–23Vocabulary .........................24–25Spelling ..............................26–27 Confusing words.............. 27

Language featuresPages 11–14

Verbs ...................................11–14 Language featuresPages 28–30

Nouns ................................28–30 Collective nouns ...............29 Abstract nouns .................29 Proper nouns .............. 29–30

Pronouns ..........................30 Personal pronouns ............30

WritingPages 15–17

Review – procedures ..............15Writing a procedure ................16Editing and proofreading .......17

WritingPages 31–34

Activities ............................31–32Writing a recount ................... 33Editing and proofreading ...... 34

EvaluationPages 18–19

Test your knowledge ........ 18–19 EvaluationPages 35–36

Test your knowledge ........35–36

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Exposition – 1 Saving rainforests Pages 37–54

Narrative – 1 Mum’s homework Pages 55–75

AnalysisPages 37–39

Text ..........................................37Speaking and listening ..... 37–38Structure of an exposition .......................... 38–39

AnalysisPages 55–57

Text ..........................................55Speaking and listening ...........56Structure of a narrative .... 56–57

Working with textPages 39–47

Reading .............................. 39–40Vocabulary ......................... 41–43Spelling .............................. 44–47 Plurals ......................... 44–45 Contractions .....................45 Confusing contraction .......46 Syllables ............................47

Working with textPages 58–64

Reading .............................. 58–59Vocabulary ......................... 60–61Spelling .............................. 61–64 Suffixes ....................... 62–63 Soft c and g sounds ..........63 Adding suffixes .................64

Language featuresPages 48–49

Punctuation ....................... 48–49 Language featuresPages 64–68

Colloquial .......................... 64–65Adjectives .......................... 65–67Punctuation ....................... 67–68

WritingPages 50–53

Activities ..................................50Review procedures .................51Writing an exposition ....... 51–52Editing and proofreading .......53

WritingPages 69–73

Activities ............................ 69–71Writing a narrative ..................72Editing and proofreading .......73

EvaluationPage 54

Test your knowledge ..............54 EvaluationPages 74–75

Test your knowledge ........ 74–75

Report – 1 Homework Pages 76–94

Procedure – 2 Safe cycling Pages 95–112

AnalysisPages 76–78

Text .......................................... 76Speaking and listening ...........77Structure of a report ......... 77–78

AnalysisPages 95–97

Text ..........................................95Speaking and listening ..... 95–96Structure of a procedure .. 96–97

Working with textPages 79–86

Reading .............................. 79–80Vocabulary ......................... 81–84Spelling .............................. 85–86 Plurals ...............................85 Confused words ......... 85–86

Working with textPages 97–104

Reading .............................. 97–99Vocabulary ......................100–101Spelling .......................... 102–104 Plurals ......................102–103 Spelling rules ...........102–103 Syllables .......................... 103 Separating syllables ........ 104

Language featuresPages 87–88

Prepositions ...................... 87–88 Language featuresPages 105–107

Command verbs ................... 105Suffixes .......................... 105–106Adverbs ......................... 106–107Adverbial phrases ................. 107Adverbial clauses .................. 107

WritingPages 89–92

Activities ............................ 89–90Writing a report ................. 90–91Editing and proofreading .......92

WritingPages 108–110

Review procedures ............... 108Writing a procedure .............. 109Editing and proofreading ......110

EvaluationPages 93–94

Test your knowledge ........ 93–94 EvaluationPages 111–112

Test your knowledge ......111–112

Contents

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Recount – 2 Diary Pages 113–130

Exposition – 2 Smoke damaged Pages 131–147

AnalysisPages 113–115

Text ........................................ 113Speaking and listening ......... 114Structure of a recount .......... 115

AnalysisPages 131–132

Text ........................................131Speaking and listening . 131–132Structure of an exposition ..............................132

Working with textPages 116–121

Reading ........................... 116–117Vocabulary ...................... 117–119Spelling .......................... 120–121 Word origins ................... 120 Confusing words............. 121

Working with textPages 133–140

Reading .......................... 133–134Vocabulary ..................... 134–138Spelling .......................... 138–140 Apostrophes for possession .............. 139–140 Apostrophes in contractions .................... 140

Language featuresPages 122–125

Conjunctions ................. 122–123Nouns ............................ 123–124Noun phrases ........................124Pronouns ...............................125Pronouns with implied verbs ......................................125

Language featuresPages 141–143

Punctuation ................... 141–143

WritingPages 126–128

Activities ................................126Writing a recount ..................127Editing and proofreading .....128

WritingPages 143–145

Activities ................................143Writing an exposition ...........144Editing and proofreading .....145

EvaluationPages 129–130

Test your knowledge .... 129–130 EvaluationPages 146–147

Test your knowledge .... 146–147

Narrative – 2 The old farmhouse Pages 148–166

Report – 2 Acne treatment Pages 167–186

AnalysisPages 148–150

Text ........................................148Speaking and listening .........149Structure of a narrative ........................ 149–150

AnalysisPages 167–170

Text ........................................167Speaking and listening ......................... 168–169Structure of a report ..... 169–170

Working with textPages 151–158

Reading .......................... 151–152Vocabulary ..................... 152–155Spelling .......................... 155–158 Prefixes ................... 155–156 Suffixes ................... 156–157 Rule ........................ 157–158

Working with textPages 170–178

Reading .......................... 170–171Vocabulary ..................... 172–175Spelling .......................... 175–178 Missing e’s ...................... 175 Missing o’s ...................... 176 Ar words ..................176–177 Confused words ......177–178

Language featuresPages 158–160

Adjectives ..............................158Adjectival phrases ................158Adjectival clauses .................159Comparatives and superlatives ................... 159–160

Language featuresPages 178–180

Prepositions .................. 178–179Preposition or adverb? . 179–180

WritingPages 161–164

Activities ........................ 161–162Writing a narrative ................163Editing and proofreading .....164

WritingPages 180–183

Activities ........................ 180–181Writing a report .....................182Editing and proofreading .....183

EvaluationPages 165–166

Test your knowledge .... 165–166 EvaluationPages 184–185

Test your knowledge .... 184–185

Contents

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HomeworkReport – 1

Homework

ANALYSIS

Reports give facts clearly without unnecessary information or opinion.

Read this report.

Introduction

Homework serves many educational needs. It assists pupils to develop study habits, allows teachers to cover more of the curriculum in class and supplements and reinforces work done at school. It also develops pupil initiative, independence and responsibility and links the school and home.

What is homework?

Homework is out-of-class tasks for pupils to practise, revise and extend what is learnt at school.

Why is homework important?

In the last decade, research has focused on the relationship between homework and pupil achievement. There is continuing debate on whether homework actually increases pupils’ academic achievement, but it is generally agreed that it does develop their initiative and responsibility. Studies have generally found that to be helpful, homework assignments need to be carefully planned by teachers and have to have relevance and meaning for pupils. There is much debate on how much time pupils should spend on homework. The government has suggested that pupils aged 5-8 years should complete about one hour a week, whilst older primary pupils should complete about half an hour per day. However, the amount of homework given does vary from school to school.

Parents and homework

Homework provides an opportunity for parents to have greater understanding of the school curriculum. Parents are advised to:• becomeawareoftheschool’shomeworkpolicy• provideasuitablestudyarea• limitpupils’afterschoolactivitiestoallowtimeforhomework• planahomeworktimetablewhichallowsforsomefreetime• assistyoungerchildrenwherenecessary• checkthatassignmentsarecompletedontime• praiseandencouragepupils.

Conclusion

Although unpopular with many pupils, there is evidence to suggest there is a valid purpose for and positive benefits to be gained from carefully planned and assessed homework assignments.

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ANALYSISSpeaking and listening

Partner activity1. Work with a partner to discuss, then compile a list of the five most convincing arguments for and against

homework.

For

Class activity2. (a) Discuss how much homework pupils are given at your school. Does your school have a homework

policy? Does the policy state how much homework should be given to pupils of different ages?

(b) What kind of homework do pupils have at different ages? Does the type of homework change as pupils become older?

3. Conduct a formal class debate on the topic.

Homework is a waste of time.

Against

Structure of a report

This report has:

A title: Identifies the subject of the report

Classification: Provides information about the focus of the report

Description: What is it?

Why is it important?

How can it help?

What research shows?

How much time should be involved?

Who can assist?

How can they assist?

Conclusion: A summary or comment

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ANALYSIS Structure of a report

Reread the report Homework and answer the questions concerning the information provided.

TITLE

(a) What is the title of the report?

(b) Is it an appropriate title?

(c) Why/Why not?

CLASSIFICATION

What is the focus of the report?

DESCRIPTION

(a) What is homework?

(c) How can homework help pupils?

(e) How much time should pupils spend doing homework?

(b) Why is homework important?

(d) What does research show?

(f) How can parents assist?

CONCLUSION

In order to be of benefit, which criteria should homework meet?

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WORKING WITH THE TEXTReading

Reading for information

True or false? Highlight the correct answer.

1. Pupils who complete homework tasks are more likely to become

better organised and responsible. ................................................................. true false

2. Research has proved that pupils who do homework score higher marks

in tests. ......................................................................................................... true false

3. All 10-year old pupils should do one hour of homework every day. .............. true false

4. Parents should make sure that pupils have some free time. ........................ true false

5. Teachers should make sure that homework is carefully planned and

marked. ......................................................................................................... true false

6. Pupils are spending less time on homework................................................. true false

Reading for understanding

1. Explain how homework helps pupils to be better organised and independent.

2. Why do you think there is an ongoing debate about the benefits of homework?

3. How much homework do you think a pupil of your age should do?

Explain why you think this.

4. In which subject or subjects do you think pupils gain the most benefit from homework assignments? Give reasons.

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