Connecting English Skills Workbooks 7â€“10 Sue Bittner, Mel Dixon, Jane Goddard, Stewart McGowan, Belinda Renouf & Marlowe Wynne-Woodley
Making connections between language and literacy skills and cross-curricular interests
Why choose this series?
At a glance Connecting English is a fresh workbook series that supports your teaching of language and literacy, with a focus on applying these skills across key learning areas.
Experienced teacher author team
Wide range of samples with cross-curricular links
The authors of these workbooks are practising and former teachers from across Australia. Their diverse range of teaching experience has enabled them to develop a range of effective exercises to introduce each skill and offer strong support to teachers.
The sample texts chosen for activities are drawn from across the key learning areas to support studentsâ€™ use of language and literacy, and interests across all subjects. These crosscurricular links are explicitly signposted in the workbooks. Extensive teacher resources
Structure supports skills application These new workbooks divide each unit into two studentfriendly halves: understanding essential skills and applying these skills to real-world texts, supporting language and literacy across all key learning areas.
Extensive teacher support material includes suggested responses to all exercises, PowerPoint documents for addressing more difficult concepts, and guidance for scaffolding information and making connections between units. Extra information is also provided on the text extracts and how they effectively demonstrate a skill.
Discover more features
Great preparation for senior English
The design of these workbooks provides ample room for students to write their answers for each activity. The format is student-friendly with short introductions to the skill being taught followed by a range of engaging activities, including a â€˜Just for funâ€™ exercise at the end of each unit.
We are aware of the diverse needs of the senior syllabuses across Australia, ranging from vocational and EAL/D to the more demanding needs of literature courses. To this end, the Year 10 workbook has been designed to develop studentsâ€™ skills in anticipation of the more rigorous demands of the senior syllabus, alongside revision of core concepts.
Discrete unit formatting Each unit can be completed in a single lesson or used for homework. It comprises a double-page spread for understanding and practising a skill, followed by a doublepage spread of exercises that involve applying the skill to different types of writing, including the option to use the text that the class is studying.
Flexible digital components Each workbook is accompanied by a digital form-fill PDF version and an interactive quiz for each unit. The digital version is also available for separate purchase as a digitalonly option.
Digital components T h e D i g i t a l Wo r k b o o k The Digital Workbook is available with the Print Workbook or can be purchased separately. The digital version is a downloadable PDF with form-fill functionality to allow students to add their answers and save the file. An online interactive quiz per unit is included with the Digital Workbook. cambridge.edu.au/go
T h e Te a c h e r R e s o u r c e P a c k a g e The Teacher Resource Package offers valuable time-saving planning, classroom and assessment support for teachers. Teacher support includes: •
an overview for teachers of the resources and how to use them with their class, plus advice on programming, literacy and NAPLAN
notes to support teaching for each unit
PowerPoint overviews for each section
solutions to all workbook activities
curriculum grids for Australia, Victoria and Western Australia
a tracking sheet for each unit to record student performance.
The Teacher Resource Package is accessed through a Cambridge GO teacher account using the unique 16-character code supplied on purchase or provided by your Cambridge Education Resource Consultant when your school adopts Connecting English for one or more class or year level.
Unit 13: Simple sentences This unit primarily focuses on simple sentences and provides the necessary knowledge for the next unit on compound and complex sentences. All three can be distinguished from each another by their structure. Initially, students have to revise subject, verb and object work and they build on the knowledge from the verb unit to understand the importance of finite verbs for sentence correctness and the relevance of transitive and intransitive verbs for finding the
object of a sentence. Connecting with the curriculum text is a humorous biological science extract with an initial question on subjects and finite verbs. This is followed by questions on the effect of using particular subjects to create humour and invite audience involvement. Connecting in class shows how sentence structure of subject-verb-object can be reversed; students consider how the reversal of subject, verb and object affects the reading of the text, in this case, a picture book. Just for fun involves group work with students researching and restructuring book titles to determine the effect of using (or not using) sentences as titles.
Specific unit advice Applying invites student to be amused at the likelihood of their being related to bananas which lend itself to a discussion of how humour can be employed to make scientific texts more interesting and easily absorbed. It also provides the opportunity for students interested in science to explore the structure of textbooks in that subject.
Other approaches/alternatives Teachers whose first teaching area is other than English could consider using texts familiar to them as illustrations of the concepts addressed in this unit. Other problem-solving texts could be used e.g. from maths subjects to see how humour in the choice of subject affects the presentation of information and influences students’ ability to solve problems.
References Relevant NAPLAN links:
Teacher Resource Materials – Sentence construction
© Cambridge University Press
Authors Dr Sue Bittner has taught Senior English in Queensland for 41 years, with thirty years as Head of English at Coombabah State High School on the Gold Coast. She was a member of the English Review Panel for 12 years, and chaired the first critical literacy-focused English Syllabus Advisory Committee and the first English Extension (Literature) Syllabus Advisory Committee for the Queensland Studies Authority. She completed her PhD in 2008.
Mel Dixon is the Publications and Education Officer for ETANSW with many years’ experience as a Head of English. Mel is an experienced HSC marker who has presented on the HSC, led writing teams and written on HSC texts.
Jane Goddard is a passionate and experienced educator of English and History with significant achievements in secondary and tertiary education in NSW and Victoria. She is presently lecturing at a tertiary college in NSW whilst on maternity leave from a secondary school in Melbourne. During her teaching career, Jane has also worked for Curriculum Corporation, World Vision and The Sydney Morning Herald creating online teaching resources for teachers across Australia.
Stewart McGowan is the Head Teacher of English at a school in Newcastle, NSW. He is a former Literacy Consultant whose qualifications include a Master of Theatre Arts, with an emphasis on the staging of Shakespeare and the semiotics of theatre spaces. As well as being an active member of the English Teachers Association, he is a playwright, director and performer.
PREFIXES AND SUFFIXES
is an experienced English and EAL teacher who has taught English and Humanities for 12 years at middle- and senior-secondary levels in Victoria. Belinda has taught and held leadership positions at Eltham College and Billanook College and is passionate about developing engaging and accessible English education and resources for students of differing abilities and backgrounds.
M a r l o w e W y n n e - Wo o d l e y
Prefixes Prefixes are syllables added to the beginning of a word to change it to another word.
happily teaches English at a Victorian high school. In his spare time he enjoys drumming, boxing and reading long books in which nothing happens.
dis + believe = disbelieve Some common prefixes are: a-, anti-, bi-, con-, dis-, ex-, extra-, il-, im-, ir-, mis-, post-, pre-, pro-, sub-, super-, trans-, un-, under-
1. For each definition, write a word using a prefix from the above list. underpaid postpone a. not paid enough f. to put off b. not mortal
g. underwater vessel
c. not legal
h. across the continent transcontinental
d. not regular e. not aware
i. breathe out j. use incorrectly
Knowing what the prefix means helps you understand a word. Some prefixes are English words (e.g. ‘under’) but many are derived from other languages. 2. From the prefixes in the list above, or your own knowledge, find two for each function and write an example of each.
dis-, un-, anti-, mis-, im-, il-, in-, ir- <disagree, unlike>
Size or amount
micro-, under-, super-, bi-, extra- <micromanage, bicycle>
Movement or position ex-, trans-, sub-, inter-, extra-, under-
Agreement or disagreement
CONNECTING ENGLISH YEAR 7
03/04/20 7:38 AM
Available July 2020
Available August 2020
Year 7 LANGUAGE Parts of speech 1 Nouns 2 Pronouns 3 Verbs 4 Verbs and tenses 5 Adjectives 6 Adverbs 7 Prepositions 8 Conjunctions Punctuation 9 Commas and end punctuation 10 Capitals and titles 11 Apostrophes Sentence construction 12 Sentences for purpose 13 Simple sentences 14 Compound and complex sentences Spelling 15 Syllables 16 Adding suffixes 17 Plurals Vocabulary 18 Prefixes and suffixes 19 Antonyms and synonyms 20 Homonyms LITERACY Text construction 21 Paragraphs 22 Audience and purpose Literary devices 23 Simile, metaphor and personification Genre 24 Narrative 25 Argument Essay writing 26 Writing paragraphs
Year 8 LANGUAGE Parts of speech 1 Noun groups 2 Pronouns 3 Verb groups 4 Modals and modality 5 -ing and -ed 6 Complex adjectives Punctuation 7 Commas, brackets, dashes and hyphens 8 Direct and indirect speech Sentence construction 9 Prepositional phrases 10 Compound and complex sentences 11 Sentence anomalies Spelling 12 Silent letters 13 Challenging and difficult words 14 Words ending in -or, -er, -ar, -ous and -ious Vocabulary 15 Tone, connotations, denotations and values 16 Confusing words LITERACY Text construction 17 Subjectâ€“verb agreement 18 Letters and emails Literary devices 19 Sound imagery 20 Symbolism Genre 21 Persuasion 22 Poetry 23 Drama 24 Non-fiction 25 Picture books Literary analysis 26 Language of comparison
Available October 2020
Available November 2020
Year 9 LANGUAGE Parts of speech 1 Nominalisation 2 Expressing possibility 3 Active and passive voice 4 Negatives Punctuation 5 Colons and semicolons 6 Hyphens Sentence construction 7 Embedded, projected and noun clauses 8 Sentence variety Spelling 9 Silent letters 10 Dictionary and thesaurus Vocabulary 11 Greek and Latin roots 12 Neologisms LITERACY Text construction 13 Subjective and objective language 14 Values, attitudes and beliefs 15 Cohesion Literary devices 16 Register 17 Euphemism, idiom, clichĂŠ and jargon Genre 18 Narrative genres 19 Descriptive writing 20 Instructional writing 21 Journalism 22 Writing speeches 23 Biography and autobiography Literary analysis 24 Themes 25 Evaluating texts 26 Referencing
Year 10 LANGUAGE Parts of speech 1 Experimenting with parts of speech Punctuation 2 Functional punctuation 3 Creative punctuation Sentence construction 4 Sentence order 5 Exciting sentence structures 6 More exciting sentence structures Spelling 7 Difficult words 8 Foreign and unfamiliar words Vocabulary 9 Language of groups LITERACY Text construction 10 The craft of editing 11 Creative writing Literary devices 12 Varieties of verbiage Genre 13 Humour 14 Satire 15 Spoken word poetry 16 Monologue and soliloquy 17 Shakespeare 18 Transformations 19 Reports 20 Resumes 21 Reflection Literary analysis 22 Values and viewpoints in writing 23 Analysing with parts of speech 24 Comparative essays 25 Argument 26 Quotations and referencing
Contents are subject to change prior to publication.
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