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ENGLISH WORKBOOK 1 (3rd edition) Links to the Victorian Curriculum: English Year 7

ISBN: 9781420232752 © Copyright Macmillan Education Australia 2015

READING AND VIEWING LANGUAGE

Language for interaction

Content description Topic Page

Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources (VCELA368)

Evaluative language Book reviews Assessment task 3.1—Book review Assessment task 3.2—Analytical text response

68 70 72 82

Text structure and organisation

Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (VCELA369)

Constructing a persuasive essay (exposition) Persuasive language Assessment task 3.2—Analytical text response Poetic devices

41 44 82 90

Expressing and developing ideas

Analyse how point of view is generated in visual texts by means of choices, including gaze, angle and social distance (VCELA370)

Images Films

49 75

Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language (VCELA371)

Build your vocabulary Assessment task 3.2—Analytical text response Nouns Nominalisation

All units 82 138 141

LITERATURE

Responding to literature

Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (VCELT372)

Extract from ‘Sticks and Stones and Such-like’ Extract from Sally’s Story Extract from Don’t Call Me Ishmael! Emotional appeals in advertising Images Poem—‘Television’ Films Extract from screenplay—Ratatouille Short stories Descriptive detail—The Boy Who had Wings

9 18 10 45 49 63 75 79 105 117

Discuss aspects of texts, including their aesthetic and social value, using relevant and appropriate metalanguage (VCELT373)

Extract from Don’t Call Me Ishmael! Poem—’Television’ Book reviews Assessment task 3.2—Analytical text response The grammar of ‘Jabberwocky’ Poetic devices Myth—‘The Birth of Butterflies’ ‘Chinese Creation Myth’

10 63 70 82 86 90 98 100



Examining literature

Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (VCELT374)

Extract from Don’t Call Me Ishmael! Book reviews Assessment task 3.1—Book review Extract from screenplay—Ratatouille Short stories Plot structure Characterisation Descriptive detail—The Boy Who had Wings Setting—Bridge to Terabithia; Walk Twenty, Run Twenty Narrative voice

10 70 72 79 105 108 114 117 118–119 120

Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry (VCELT375)

Films Extract from screenplay—Ratatouille Plays Extract from play version of The Lion, the Witch and the Wardrobe Narrative poems—’Jabberwocky’

75 79 81 81 84

LITERACY

Texts in context

Analyse and explain the effect of technological innovations on texts, particularly media texts (VCELY376)

Impact of technology Informative texts—news reports Assessment task 4.2—Media research and report

66 128 131

Interpreting, analysing, evaluating

Use prior knowledge and text processing strategies to interpret a range of types of texts (VCELY377)

Extract from Don’t Call Me Ishmael! Poem—‘Television’ Evaluative language Narrative poems—‘Jabberwocky’ The grammar of ‘Jabberwocky’ Identifying parts of speech Myth—‘The Birth of Butterflies’ ‘Chinese Creation Myth’ Story—‘The Moon Pool’ Assessment task 4.2—Media research and report

10 63 68 84 86 87 98 100 109 131

Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (VCELY378)

Extract from Sally’s Story Homework task—Reading comprehension Poem—‘Television’ Impact of technology Myth—‘The Birth of Butterflies’ ‘Chinese Creation Myth’ Story—‘The Moon Pool’ Assessment task 4.2—Media research and report

18 29 63 66 98 100 109 131



Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (VCELY379)

Extract from Sally’s Story Other persuasive techniques Assessment task 2.1—Create and analyse an advertisement The grammar of ‘Jabberwocky’ Analysing a news report—article on whaling

18 48 51 86 129

WRITING LANGUAGE



Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers; for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (VCELA380)

Constructing a persuasive essay (exposition) Topic sentences Assessment task 2.2—Persuasive essay or speech Assessment task 3.2—Analytical text response

41 42 53 82

Understand the use of punctuation to support meaning in complex sentences with prepositional phrases and embedded clauses (VCELA381)

Extract from Don’t Call Me Ishmael! Phrases and clauses Punctuation Adjectival phrases Adjectival clauses

10 12 168 147 148


Recognise and understand that subordinate clauses embedded within noun groups/phrases are a common feature of written sentence structures and increase the density of information (VCELA382)

Phrases and clauses Embedded clauses

12 13

Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (VCELA383)

Modality Identifying parts of speech

46 87

Phonics and word knowledge

Understand how to use spelling rules and word origins to learn new words and how to spell them (VCELA384)

Homework task—Reading and vocabulary Spelling strategies Etymology

133 159 162

LITERATURE

Creating literature

Experiment with text structures and language features and their effects in creating literary texts (VCELT385)

Assessment task 3.3—Creative text response: group film or play Illustrate a poem and write a poem

93 126

Create literary texts that adapt stylistic features encountered in other texts (VCELT386)

Assessment Task 1.2—Personal recount Assessment Task 1.3—Start your autobiography Homework task—Reading comprehension

21 28 29



Assessment task 3.1—Book review Assessment task 3.3—Creative text response: group film or play Write a myth Assessment task 4.1—Create a short story Illustrate a poem and write a poem

72 93 101 123 126

LITERACY

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas to a specific audience (VCELY387)

Assessment task 1.1—Introducing … Me! Assessment task 1.2—Personal recount Biography—‘Five things you didn’t know about…’ Assessment task 2.1—Create and analyse an advertisement Assessment task 2.2—Persuasive essay or speech Assessment task 3.3—Creative text response: group film or play Write a myth Assessment task 4.1—Create a short story Illustrate a poem and write a poem Assessment task 4.3—Write a newspaper article

14 21 29 51 53 93 101 123 126 132

Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (VCELY388)

All written exercises and assessment tasks require students to edit their work before it is assessed Unit 5 specifically targets this skill Proofreading practice

All units 136 174

Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods (VCELY389)

All work that is completed in the workbook is designed to consolidate a personal handwriting style that is legible and fluent Handwriting—Exercise 48

All units 175

Use a range of software, including word processing programs, to create, edit and publish written and multimodal texts (VCELY390)

There are opportunities throughout the workbook for students to use a range of software

All units

SPEAKING AND LISTENING LANGUAGE

Language variation and change


Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating (VCELA391)

Introductions through the ages Australian slang Neologisms

4 24 26




Understand how accents, styles of speech and idioms express and create personal and social identities (VCELA392)

Personal identity Social identity Idiomatic language Idioms from other countries

4 14 22 24

LITERATURE

Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (VCELT393)

Extract from ‘Sticks and Stones and Such-like’ Extract from Sally’s Story Poem—‘Television’ Extract from The Girl With No Name Extract from screenplay—Ratatouille Myth—‘The Birth of Butterflies’ ‘Chinese Creation Myth’

9 18 63 73 79 98 100


Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (VCELT394)

Poem—‘Television’ Assessment task 3.1—Book review Assessment task 3.2—Analytical text response Assessment task 3.3—Creative text response: group film or play Short stories

63 72 82 93 105

LITERACY

Interacting with others

Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, using interaction skills when sharing interpretations or presenting ideas and information (VCELY395)

Informal debate about sport Is reading better than television? Assessment task 3.3—Creative text response: group film or play Assessment task 4.2—Media research and report

38 64 93 131

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing, using body language, voice qualities and other elements to add interest and meaning (VCELY396)

Formal oral presentations Assessment task 2.2—Persuasive essay or speech Assessment task 3.3—Creative text response: group film or play Assessment task 4.2—Media research and report

52 53 93 131

CROSS-CURRICULUM PRIORITIES

Description Topic Page

Aboriginal and Torres Strait Islander histories and cultures

Extract from Sally’s Story Extract from The Girl with No Name Myth—‘The Birth of Butterflies’

18 73 98

Asia and Australia’s engagement with Asia Extract from ‘Sticks and Stones and Such-like’ ‘Chinese Creation Myth’ Extract from Boy Overboard

9 100 120

Sustainability

Assessment task 2.2—Persuasive essay or speech

53



Extract from The Boy Who Had Wings—a text about protecting the environment Analysing a news report – article on whaling

117 129

GENERAL CAPABILITIES Description Topic Page

Literacy All exercises and assessment tasks are designed to develop students’ literacy

All units

Numeracy Statistics 36

ICT capability Assessment task 2.1—Create and analyse an advertisement Assessment task 2.2—Persuasive essay or speech Assessment task 3.3—Creative text response: group film or play

51 53 93

Critical and creative thinking Sharing thoughts and feelings Opinions Informal debate about sport ‘Is it cruel to keep animals in zoos?’ Rebuttal Persuasive language Emotional appeals in advertising Other persuasive techniques Images Analysing a news report—article on whaling

16 34 38 41 43 44 45 48 49 129

Personal and social capability

Personal identity Social identity Sharing thoughts and feelings Speaking and listening Writing about feelings

4 14 16 17 19

Ethical understanding

Sharing thoughts and feelings ‘Is it cruel to keep animals in zoos?’ Emotional appeals in advertising Analysing a news report—article on whaling

16 41 45 129

Intercultural understanding Extract from ‘Sticks and Stones and Such-like’ Extract from Sally’s Story Writing about feelings Idioms from other countries Extract from Boy Overboard

9 18 19 24 120






Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody (VCELA397)

Parody Tone High, medium and low modality words Rhetorical questions Language for inspiring and motivating Similes and metaphors

86 78 79 87 88 106


Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication (VCELA398)

Language and text types Same topic, different tone The language of advertising Language for informing and reporting Typical features of news reports

75 81 82 98 101

Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (VCELA399)

An ideal school Assessment task 2.1—Opinion piece Writing an analytical response to a text Assessment task 4.2—Analytical text response

37 47 143 144


Analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause (VCELA400)

Language for inspiring and motivating—Churchill Language for creating suspense

88 108

Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (VCELA401)

Nominalisation Words with connotations Tone High, medium and low modality words Same topic, different tone Language for inspiring and motivating—Churchill Language for description Language for creating suspense

40 76 78 79 81 88 104 108

Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning (VCELA402)

Blue The language of advertising Characters Cinematic techniques exercise

64 82 121 128

LITERATURE


Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (VCELT403)

‘This land is mine’ Chief Seattle’s 1854 oration Malala Yousafzai’s speech to the United Nations ‘The School Boy’ (Blake) Themes and messages

18 23 35 49 135



Explore the interconnectedness of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors(VCELT404)

Connections with country ‘This land is mine’ Aboriginal land rights Chief Seattle’s 1854 oration

18 18 19 23


Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (VCELT405)

Chief Seattle’s 1854 oration Displaced children Stolen Generations' Testimonies Malala Yousafzai’s speech to the United Nations Themes and messages Assessment task 4.1—Reflection on a theme

23 24 27 35 135 137

Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (VCELT406)

'How the birds got their colours' Chief Seattle’s 1854 oration Stolen Generations’ Testimonies Malala Yousafzai’s speech to the United Nations Themes and messages Assessment task 4.1—Reflection on a theme Non-fiction Responding to literature

19 23 27 35 135 137 137 141


Recognise, explain and analyse the ways literary texts draw on readers’ knowledge of other texts and enable new understanding and appreciation of aesthetic qualities (VCELT407)

Questions to think about Non-fiction Responding to literature

135 137 141

Identify and evaluate devices that create tone in literary texts, including humour, wordplay, innuendo and parody (VCELT408)

Blue Parody Cinematic techniques exercise Narrative poems

64 86 128 130

Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (VCELT409)

‘Through the Tunnel’ Language for description Language for creating suspense Fiction—narratives The setting Characters Narrative poems Putting characters in the hot seat Poetic devices

57 104 108 114 118 121 130 134 134

LITERACY

Texts in context

Analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication (VCELY410)

Strine Etymology

11 155




Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (VCELY411)

An ideal school Homework task—Four levels of comprehension Assessment task 3.1– Language analysis test Language for informing and reporting Typical features of news reports Language for description All of Unit 5

37 67 80 98 101 104

Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view (VCELY412)

Assessment task 1.1—Reading test An ideal school Boy Homework task—Four levels of comprehension Assessment task 3.1—Language analysis test Writing an analytical response to text Assessment task 5.1—Reading and vocabulary test

7 37 51 67 80 143 172

Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text (VCELY413)

Language choices Language and text types Tone High-, medium- and low-modality words Assessment task 3.1—Language analysis test Same topic, different tone Language for inspiring and motivating—Churchill Language for informing and reporting Typical features of news reports Non-fiction

74 75 78 79 80 81 88 98 101 137

WRITING LANGUAGE



Understand how coherence is created in complex texts through devices like lexical cohesion, ellipsis, grammatical theme and text connectives (VCELA414)

Malala Yousafzai’s speech to the United Nations Assessment task 2.1—Opinion piece Language for inspiring and motivating—Churchill

35 47 88

Understand the use of punctuation conventions, including colons, semicolons, dashes and brackets in formal and informal texts (VCELA415)

Remember apostrophes? Sentence structure Punctuation

86 89 91


Understand the effect of nominalisation in the writing of informative and persuasive texts (VCELA416)

Nominalisation Same topic, different tone Typical features of news reports Nominalisation

40 81 101 166


Understand how to apply learned knowledge consistently in order to spell

Build your vocabulary Morphemes

All units 164



accurately and to learn new words including nominalisations (VCELA417)

Nominalisation Forming adjectives Forming adverbs Unusual plurals Spelling strategies Using syllabification to improve reading Homework task—Words often confused

166 166 167 167 168 169 176

LITERATURE

Creating literature

Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts (VCELT418)

Assessment task 2.2—Multimodal text about holidays

67

Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (VCELT419)

Assessment task 1.2—Imaginative piece Assessment task 2.2—Multimodal text about holidays

21 67

LITERACY

Creating texts

Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (VCELY420)

All assessment tasks

Units 1–4

Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of own texts (VCELY421)

All assessment tasks Proofreading Typical features of news reports

Units 1–4 84 101

Use a range of software, including word processing programs, to create, edit and publish texts imaginatively (VCELY422)

All assessment tasks and some exercises Units 1–4

SPEAKING AND LISTENING

LANGUAGE Language variation and change


Understand the influence and impact that the English language has had on other languages or dialects and how English has been influenced in return(VCELA423)

Influences of and on English Multicultural food words American English Words derived from other languages Etymology Our changing language

14 15 16 17 155 163




Understand how conventions of speech adopted by communities influence the identities of people in those communities (VCELA424)

The language barrier Strine Idioms Language choices

10 11 12 74

LITERATURE


Share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts (VCELT425)

Language for description Fiction—narratives Responding to literature

104 114 141

LITERACY


Interpret the stated and implied meanings in spoken texts, and use interaction skills including voice and language conventions to discuss evidence that supports or challenges different perspectives (VCELY426)

Gough Whitlam’s Gurindji Speech Malala Yousafzai’s speech to the United Nations Language for inspiring and motivating—Churchill

19 35 88

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints, using voice and language conventions to suit different situations, modulating voice and incorporating elements for specific effects (VCELY427)

Homework task—Reflection and Interview Assessment task 2.2—Multimodal text about holidays Assessment ask 3.2—Persuasive text research (oral)

28 67 97

CROSS-CURRICULUM PRIORITIES Description Topic Page


Connections with Country ‘This land is mine’ Aboriginal land rights Dreaming stories: ‘How the Birds Got Their Colours’ Stolen Generations’ testimonies

18 18 19 19 27

Asia and Australia’s engagement with Asia

Assessment task 1.1—Reading test Malala Yousafzai’s speech to the United Nations Extract from play Mango Time

7 35 127

Sustainability

Home and your environment ‘Reef health threat rises’ ‘As the globe warms up, a way of life is washed away’ Assessment task 3.3—News report about sustainability

4 99 100 103




Literacy

All units are designed to develop students’ literacy.

All units

Numeracy

The workbook does not include exercises related to numeracy.

ICT capability

Homework task—Reflection and interview All assessment tasks and some exercises require and develop ICT capability.

28 All units

Critical and creative thinking

Homework task—Reflection and interview An ideal school The impact of teachers Computer games in the English classroom Reflection The language of advertising

28 37 43 46 51 82


Home and your environment Stay or move? You as a learner Learning in teams Many exercises in the workbook invite students to work in pairs or groups.

4 5 32 33


Displacement The Stolen Generations’ testimonies Malala Yousafzai’s speech to the United Nations

21 27 35

Intercultural understanding

Stay or move? Assessment task 1.1—Reading test The language barrier Multicultural food words Homework task—Reflection and interview Malala Yousafzai’s speech to the United Nations Extract from play Mango Time

5 7 10 15 28 35 127






Investigate how evaluation can be expressed directly and indirectly using devices, including allusion, evocative vocabulary and metaphor (VCELA428)

Literal and metaphorical answers to the question: ‘Who are you?’ Stereotypes Words with connotations Game review Book review Persuasive essay (exposition) Pathos

6 62 65 77 78 79 144


Understand that authors innovate with text structures and language for specific purposes and effects (VCELA429)

Exercises 15 and 16—Writing for different audiences Assessment task 2.1—Analysing persuasive language test Assessment task 2.2—Analysing a homepage Persuasive essay (exposition) Plot Hooking the reader Homework task—Improve your writing

24 66 75 79 114 115 121

Compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas (VCELA430)

Persuasive essay (exposition) Assessment task 4.1—Analytical text response

79 152


Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning (VCELA431)

Symbols Visual persuasion

40 67

Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness (VCELA432)

Metonymy Assessment task 2.1—Analysing persuasive language test Propaganda posters Assessment task 2.2—Analysing a homepage Persuasive essay (exposition) Passive and active voice Vernacular Dialogue Homework task—Improve your writing Puns Irony Malapropisms

41 66 72 75 79 81 109 110 121 132 133 134



Shakespeare’s language Pathos

136 144

Explain how authors creatively use the structures of sentences and clauses for particular effects (VCELA433)

Persuasive essay (exposition) ‘The tell-tale heart’ (Poe) Homework task—Improve your writing

79 94 121


Understand how spelling is used creatively in texts for particular effects (VCELA434)

Of Mice and Men (Steinbeck) Vernacular Dialogue Spelling

30 109 110 168

LITERATURE


Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts (VCELT435)

Of Mice and Men (Steinbeck) The Outsiders (Hinton) A collection of short stories Romeo and Juliet Father/daughter conflict Biography of Henry Lawson Biography of Edgar Allan Poe

30 36 90 138 140 159 162


Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text (VCELT436)

Book review Assessment task 3.1—Short story research The opening sequence of Romeo + Juliet (screenplay)

78 102 147

Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (VCELT437)

Books about teenagers Films about teenagers ‘Perfect Chinese children’ (Woods) How to raise a teenager 'Good friends' (Shu Ting) ‘A Poison Tree’ (Blake) Of Mice and Men (Steinbeck) The Outsiders ( Hinton) ‘Nothing Gold Can Stay’ (Frost) Walking Naked (Brugman) Film review—Bully Assessment task 1.2—Reading test A collection of short stories Themes and messages ‘The Man from Ironbark’ (Paterson) Adaptations of Romeo and Juliet Words of wisdom from Shakespeare

11 14 15 17 28 28 30 36 38 42 44 46 90 118 129 144 155


Analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content and the appeal

‘Perfect Chinese children’ (Woods) 'Good friends' (Shu Ting) ‘A Poison Tree’ (Blake) Of Mice and Men (Steinbeck)

15 28 28 30



of an individual author’s literary style (VCELT438)

The Outsiders (Hinton) Walking Naked (Brugman) A collection of short stories ‘The Man from Ironbark’ (Paterson) Romeo and Juliet Baz Luhrmann’s Red Curtain trilogy

36 42 90 129 138 145

Analyse text structures and language features of literary texts, and make relevant comparisons with other texts (VCELT439)

A collection of short stories Creating stories Romeo and Juliet Adaptations of Romeo and Juliet Baz Luhrmann’s Red Curtain trilogy

90 103 138 144 145

Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (VCELT440)

Literal and metaphorical answers to the question: ‘Who are you?’ ‘A Poison Tree’ (Blake) ‘Nothing Gold Can Stay’ (Frost) Symbols Metonymy Homework task—Improve your writing

6 28 38 40 41 121

LITERACY

Texts in context

Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (VCELY441)

Assessment task 2.1—Analysing persuasive language test Adaptations of Romeo and Juliet

66 144


Analyse and evaluate how authors combine language and visual choices to present information, opinions and perspectives in different texts (VCELY442)

Clear thinking Assessment task 2.1—Analysing persuasive language test Visual persuasion Assessment task 2.2—Analysing a homepage Film study

54 66 67 75 148

Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (VCELY443)

All units contain exercises designed to develop comprehension strategies. Assessment task 1.2—Reading test Homework task—Shakespeare’s life

All units 46 153

Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension (VCELY444)

Build your vocabulary Assessment task 5.1—Spelling and vocabulary test Homework task—Vocabulary exercises

All units 177 178

WRITING



LANGUAGE



Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes (VCELA445)

Assessment task 2.2—Analysing a homepage ‘The tell-tale heart’ (Poe) Note-making Run-on sentences

75 94 158 162


Understand how certain abstract nouns can be used to summarise preceding or subsequent stretches of text (VCELA446)

Persuasive essay (exposition) Note-making

79 158

LITERATURE

Creating literature

Experiment with the ways that language features, image and sound can be adapted in literary texts (VCELT447)

Characters Comedy Film study

106 126 148

Create literary texts, including hybrid texts, that innovate on aspects of other texts, including through the use of parody, allusion and appropriation (VCELT448)

Expository writing Assessment task 1.3—Expository/reflective piece Creating stories Assessment task 3.2—Create a short story Assessment task 4.2—Creative text response

22 49 103 120 152

LITERACY

Creating texts

Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (VCELY449)

Assessment task 1.1 – Oral presentation—Teenagers from past eras Expository writing Homework task–‘Play it cyber safe’ Assessment task 2.2—Analysing a homepage Exercise 19—Game, film or book review Assessment task 2.3–Letter to the editor Homework task–Design a travel or sustainability poster Assessment task 3.1–Short story research Creating stories Assessment task 3.2–Create a short story Assessment task 4.1–Analytical text response Assessment task 4.2–Creative text response

21 22 50 75 79 86 87 102 103–118 120 152 152

Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features (VCELY450)

Students are encouraged to review and edit all written responses, especially pieces for assessment. Opportunities are provided throughout the workbook for students to review the work of their peers. Proofreading

All units 176



Publishing texts using a range of software, including word-processing programs, flexibly and imaginatively (VCELY451)

There are opportunities throughout the workbook for students to use a range of software.

All units


Language variation and change Content description Topic Page Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing (VCELA452)

Teen jargon Vernacular ‘The Man from Ironbark’ (Paterson) Shakespeare’s language Shakespeare’s English and modern English

19 109 129 136 142


Understand that roles and relationships are developed and challenged through language and interpersonal skills (VCELA453)

Adolescence Teen jargon Other kinds of jargon Dialogue Jokes Practical jokes

4 19 20 110 127 128

LITERATURE Responding to literature

Reflect on, discuss and explore notions of literary value and how and why such notions vary according to context (VCELT454)

Film review—Bully Analytical text response Assessment task 4.1—Analytical text response

44 150 152

LITERACY Interacting with others

Listen to spoken texts constructed for different purposes and analyse how language features in these texts position listeners to respond in particular ways, and consider the interaction skills used to present and discuss ideas, or to influence and engage audiences through persuasive language, varied voice tone, pitch and pace (VCELY455)

Persuasive speeches Different stakeholders—panel discussion

83 84

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (VCELY456)

Assessment task 1.1—Oral presentation—Teenagers from past eras Different stakeholders—panel discussion Assessment task 3.1—Short story research Assessment task 4.2—Creative text response

21 84 102 152





Photograph of Nicky Winmar’s protest Extract from ‘Black Soil Country’ (Malouf)

64 103

Asia and Australia’s engagement with Asia

‘Perfect Chinese children’ (Woods) ‘Good Friends’ (Shu Ting) Photograph of Malala Yousafzai

15 28 64

Sustainability Letter to the editor about duck shooting Homework task—Design a travel or sustainability poster

66 87


Literacy All exercises and assessment tasks are designed to improve students’ literacy. Some grammar points Using a dictionary

All units 161 173

Numeracy The workbook does not include exercises related to numeracy.

ICT capability

Assessment task 1.1—Oral presentation—Teenagers from past eras Many assessment tasks throughout the workbook include a digital component.

21 All units


How to raise a teenager Social networking Group discussion Role-play Homework task—‘Play it cyber safe’ Clear thinking exercises Different stakeholders—panel discussion

17 26 34 35 50 54 84


Adolescence Who are you? Discussion circle The need to belong Friendship Group discussion Role-play Being different Doomed love Conflict

4–6 6–11 10 25 28 34 35 42 137 139


Selfies Group discussion Role-play Film review—Bully Homework task—‘Play it cyber safe’ Cartoons about ethical issues Different stakeholders—panel discussion

27 34 35 44 50 68 84

Intercultural understanding 'Perfect Chinese children' (Woods) Comedy—Exercise 2

15 126






Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (VCELA457)

Review of The Hunger Games Individual interpretations

103 129


Compare the purposes, text structures and language features of traditional and contemporary texts in different media (VCELA458)

Citizen journalism Workplace communication Various text extracts Analysing poetry

63 66 All units 132


Evaluate the impact on audiences of different choices in the representation of still and moving images (VCELA459)

The power of images Still from Rabbit-Proof Fence

88 121

LITERATURE


Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (VCELT460)

Citizen journalism Workplace communication Various text extracts Analysing poetry

63 66 All units 132


Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (VCELT461)

Revision of language devices All text extracts in the workbook Assessment task 3.1—Language analysis essay Sample analysis of a poem

78 All units 96 133

Evaluate the social, moral and ethical positions represented in texts (VCELT462)

Review of The Hunger Games Individual interpretations Reviews of Dead Poets Society

103 129 130


Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (VCELT463)

Plot Characterisation Setting Extract from The Office Extract from A Modest Proposal Sample analysis of a poem

24 25 25 66 112 133

Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections

Fictional narratives Homework task—Creating suspense Film terms Assessment task 4.1—Analyse the opening sequence of a film Poems from Dead Poets Society

22 33 120 124 126



Sample analysis of a poem Assessment task 4.2—Analyse a poem Assessment task 4.3—Analytical text response Examining texts on different themes

130 135 143 Unit 5

Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses (VCELT465)

Poem from Macbeth ‘O Me! O Life!’ (Whitman) Poems from Dead Poets Society ‘Barn Owl’ Sample analysis of a poem Assessment task 5.1—Team magazine

118 119 126 132 133 151

LITERACY

Texts in context

Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (VCELY466)

All text extracts Articles and cartoons about technology Language analysis Assessment task 3.2—Language analysis and point of view Text extracts on themes

All units 60 78–102

102 Unit 5


Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences(VCELY467)

Discussion about values Socio-historical contexts Extracts from To Kill a Mockingbird Values and messages through characters Views and values in films Text extracts about themes

108 111 111 114 120 Unit 5

Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (VCELY468)

Reading test Language, purpose, text type Assessment task 4.1—Analyse the opening scene of a film All text extracts in the workbook enable students to practise their reading techniques.

4 89 124 All units

Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (VCELY469)

There are text extracts in all units, which call upon comprehension strategies.

All units

WRITING LANGUAGE



Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (VCELA470)

Structure Signposting Still from Rabbit-Proof Fence Structure of text essay Assessment task 5.1—Team magazine

97 100 121 140 151



Understand conventions for citing others, and how to reference these in different ways (VCELA471)

Bibliography Quoting conventions

101 141


Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts (VCELA472)

Effective sentences and word choices Homework task—Creating suspense Revision of language devices Structure

29 33 78 97

Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction (VCELA473)

Assessment task 3.1—Language analysis essay Assessment task 4.2—Analyse a poem

96 135


Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (VCELA474)

Homework task—Creating suspense Tone Appeals Language choices Homework task—Persuasive language Sample analysis of a poem Persuasive writing

33 81 82 84 104 133 150

Understand how to use knowledge of the spelling system to spell unusual and technical words accurately (VCELA475)

Build your vocabulary Latin Greek ‘Ode 1.11’ (Horace)

All units 40 47 128

LITERATURE

Creating literature

Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (VCELT476)

Personal writing Appealing to the senses Recounts Creating texts for Assessment task 5.1—Team magazine

15 17 19 Unit 5

Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience (VCELT477)

Appealing to the senses Presenting your point of view Assessment task 5.1—Team magazine

17 97 151

Create imaginative texts that make relevant thematic and intertextual connections with other texts (VCELT478)

Creative responses to texts Assessment task 5.1—Team magazine

143 151

LITERACY

Creating texts

Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive

Assessment task 1.2—Extended project Assessment task 2.1—Point of view

31 65



purposes that reflect upon challenging and complex issues (VCELY479)

Assessment task 2.2—Multimodal presentation Assessment task 2.3—Brochure about a workplace Presenting your point of view Assessment task 3.2—Language analysis and point of view Assessment task 4.1—Analyse the opening sequence of a film Assessment task 4.2—Analyse a poem Analytical essays on text Assessment task 4.3—Analytical text response Assessment task 5.1—Team magazine

65 73 97 102 124 135 138 143 151

Review, edit and refine own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (VCELY480)

Structure of text essay There are opportunities throughout the workbook for students to review their own and each other’s work.

140 All units

Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (VCELY481)

There are opportunities throughout the workbook for students to use a range of software. Assessment task 1.2—Extended project Assessment task 2.2—Multimodal presentation

All units 31 65




Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve (VCELA482)

History of English Evolution of Standard Australian English

39-55 51


Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (VCELA483)

Language can include and exclude ‘Migrant Woman on a Melbourne Tram’

55 57

LITERATURE




Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (VCELT484)

Review of The Hunger Games Individual interpretations Reviews of Dead Poets Society

103 129 130

LITERACY


Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (VCELY485)

Two maiden speeches to parliament Job interview role-play Speech from Julius Caesar Speech—‘Is nuclear energy the way to go?’ Tips for successful speeches The ‘magic moment’ Extract from ‘Sorry’ speech

51, 53 71 79 98 100 101 158

Create purposeful texts that inform, persuade and engage audiences, using organisation patterns, voice and language conventions to present a coherent point of view on a subject (VCELY485)

Speaking and listening test Assessment task 2.1—Point of view Assessment task 3.2—Language analysis and point of view

5 65 102

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action, speaking clearly and using logic, imagery and rhetorical devices in order to engage audiences (VCELY486)

Assessment task 1.2—Extended project Assessment task 2.2—Multimodal presentation Assessment task 3.2—Language analysis and point of view In all units there are opportunities for students to interact with others in whole-class, pair and group discussions.

31 65 102 All units



Maiden speech of Nova Peris Languages of the first Australians Still from Rabbit-Proof Fence Biography of Eddie Mabo Poem about the Stolen Generations Extract from ‘Sorry’ speech Recount about Jandamarra

53 57 121 156 157 158 173

Asia and Australia’s engagement with Asia The landscape of childhood (Sri Lanka) Reporting the Mumbai attacks Poem about Vietnam

28 63 171

Sustainability

Letter to the editor about dredging Speech—‘Is nuclear energy the way to go?’ Editorial—‘Dealing with a load of old rubbish’

90 98 104


Literacy All exercises and assessment tasks are designed to improve students’ literacy. English questionnaire Assessment task 1.1—Test your basic skills

All units 4 6



Numeracy The workbook does not include exercises related to numeracy.

ICT capability

Many assessment tasks in the workbook include a digital component. Technology and communication Assessment task 2.2—Multimodal presentation

All units 60 65


Technology and communication Discussion circles about technology Revision of language devices Thinking about themes

60 64 78 Unit 5


Setting goals Assessment task 1.2—Extended project Technology and communication Workplace communication Leadership and management Job interview role-play Homework task—Design your CV

14 31 60 66 70 71 73


Discussion about values Extracts from To Kill a Mockingbird Extract from ‘A Modest Proposal’ Extract from A Christmas Carol Extract from Macbeth Study of various themes

108 111 112 114 115 Unit 5

Intercultural understanding The landscape of childhood (Sri Lanka) ‘Migrant Woman on a Melbourne Tram’ Reporting the Mumbai attacks 'Sound of the future' Poem about Vietnam

28 57 63 167 171

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