G r a mm a r r u l e s ! is a whole-school grammar program built on a context-based approach to teaching and learning. The series covers grammatical structures for particular text types, purposes and audiences. Your students will learn about grammar from the contextual level of the whole text down to the sentence and word level. They’ll also learn how to use that grammar knowledge when responding to texts and when constructing their own texts.

9781420203882 9781420203899 9781420203905 9781420203912 9781420203929 9781420203936 9781420203943

Grammar gets real in a whole-school

program!

9781420261318 9781420261325 9781420261332 9781420261349 9781420261356 9781420261363

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B C D E F GACT 1 2 3 4 5 6NSW 1 2 3 4 5 6NT 2 3 4 5 6 7

QLD 2 3 4 5 6 7SA 2 3 4 5 6 7

TAS 1 2 3 4 5 6VIC 1 2 3 4 5 6WA 2 3 4 5 6 7NZ 2 3 4 5 6 7

Student Book

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Grammar rules! Teacher Resource Book Ages 5–8

Grammar rules! Teacher Resource Book Ages 8–12+

Packed with:l practical background information about grammarl strategies and activities for teaching and assessing grammarl teaching notes for every unit in the Student Booksl answers.

noun aword foraperson,placeor thing

collective noun

common noun

general and specific

noun group

proper noun

singular and plural

phrase agroupofwords thatgo together tomakemeaning.Aphraseusually doesnot includeaverb.

preposition aword that shows the relationshipbetweenanounorpronounand anotherword prepositional phrase

pronoun aword that can replaceanoun

personal pronoun

1st person personal pronoun

2nd person personal pronoun

3rd person personal pronoun

question asentencethatasksfor informationoranopinion.Itends inaquestionmark.

sentence agroupofwordsthatmakessenseon itsownand includesat leastoneverb

statement a sentence thatgives informationoranopinion

verb adoing,beingorhaving, thinkingor feeling,or sayingword

action verb

relating verb

saying verb

tense

thinking and feeling verb

ContentsNote toTeachersandParents....................................... 2ScopeandSequence..................................................... 4Units1–35.................................................................... 6GrammarRules—aglossaryand index........................ 76Writing Log................................... centrepull-outpages

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First published in 2008 by

MACMILLAN EDUCATION AUSTRALIA PTY LTD15–19 Claremont St, South Yarra 3141

Visit our website at www.macmillan.com.auAssociated companies and representatives throughout the world.

Copyright © Tanya Gibb/Macmillan Education Australia 2008

Grammar Rules! Book DISBN 978 1 4202 6133 2

Publisher: Sharon Dalgleish

Editor: Laura Davies

Design by: Trish Hayes and Stephen Michael King

Illustrations by: Stephen Michael King

Printed by MPAL

All rights reserved.

Except under the conditions described in the Australian Copyright Act 1968 (the Act) and subsequent amendments, no part of this publication may be

reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without

the prior written permission of the copyright owner.

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Thank you to Katy Dalgleish aged 10 for her Drolley invention on page 62.

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8Unit

8Relating

verbs

This information report uses

verbs that show relationships.

Rule!Relating verbs show relationships, such as being and having. You cannot see any action taking place. is are have has had was

Read Nintendo. Then underline the relating verb in each sentence below.1

My dad has an old copy of Donkey Kong.

Donkey Kong was the world’s first non-violent video game.

It was created in 1981.

Nintendo was a small company.

Donkey Kong had many fans.

Nintendo is a successful company.

Choose a relating verb to complete each sentence.2

My favourite animal a dolphin but now I love whales best.

It time for band practice.

You clever at maths.

The shoes to Nadi.

Irena lunch with her friends.

isbelongwashadare

NintendoDonkey Kong was the world’s first child-friendly video game.

It was created in 1981 by inventors at Nintendo. It did not

include violence or car chases like all the other video games

available back then. Donkey Kong had a story-line based on

the fairytale ‘Beauty and the Beast’. In 1981, Nintendo was

only a small electronics company. It introduced another game,

PacMan, in 1983. The name PacMan comes from a Japanese

word ‘paku’, which means ‘eat’. Nintendo is now a hugely

successful international company.

�1

Try it yourself!

What two things does the personal pronoun it refer to in Nintendo?3

Complete each sentence with a personal pronoun from the box.4

are coming to my house after school.

is my brother.

The computer is in my bedroom but is broken.

Some people love video games but I don’t enjoy .

Penny broke the plate when was washing the dishes.

themsheithethey

Cross out the incorrect personal pronoun in each sentence5

(They/Them) will collect aluminium cans.

(Him/He) is a great goalkeeper.

(It/She) is a lovely tree.

Give the books to (they/them).

(She/Her) went fishing with Grandpa. Tip!Information reports often use technical words related to the topic.

Circle the technical words in Nintendo.6

Circle the technical words that could be included in an information report about computers.7

monitor mouse tomato busy program

happy delete screen saver

Write the proper nouns used in Nintendo.8

Research a topic of your choice. Write an information report. Use relating verbs and technical words.

Relating verbs (relational processes): is, are, have, has, had, was, belong; personal pronouns; proper nouns (participants); technical words

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8Unit

11Exclamations,

adverbs

This is the orientation of a narrative.

Adverbs tell how things happen. Onomatopoeia

makes it sound lively.

Rule!An exclamation is a sentence that shows strong emotion, or gives a warning or command. An exclamation ends in an exclamation mark. Stop! Look at that! I love it!

Read Search for the Lost Valley. Underline three exclamations.1

Write an exclamation for Alex to shout as she:2

stomped on a fallen branch

plodded angrily

heard the waterfall

Write an exclamation for each picture.3

Search for the Lost ValleyCrack! Snap! Alex carelessly stomped over the fallen branches as she trudged through the forest. She was searching to discover a lost valley. Legend said it was somewhere nearby. She plodded on angrily because she had searched for days, unsuccessfully. She was beginning to think she was on a wild goose chase. It was so hot, sticky and humid that she decided to have a rest. She found a fallen log and sat down heavily. In the silence that followed, she could suddenly hear the unmistakable sound of running water over a waterfall. It was her hidden valley!

��

Try it yourself!

Rule!Adverbs are words that tell how, when or where.Some adverbs add meaning to verbs by telling how.Many adverbs end with the letters –ly. quickly suddenly happily busily carefully

Write five adverbs ending in –ly from Search for the Lost Valley.4

Use an adverb from the box to complete each sentence.5

fiercelywildlycrazilycarefully

The child laughed .

The wind blew .

The child carried the puppy .

The lion growled .

Use each adverb in a sentence.6

quickly noisily happily sadly

Tip!Onomatopoeia is the name given to words that sound like the thing they represent. bang crash pop

Find two onomatopoeia words in Search for the Lost Valley.7

Write a narrative of your own. Include onomatopoeia to represent sounds. Add exclamations to show when characters are angry, excited or surprised. Use adverbs to tell how actions happen.

Exclamations; adverbs to tell how (circumstances of manner); onomatopoeia

Write an onomatopoeia word for a sound made by each thing.8

a dog a cat

a snake sausages frying in a pan

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8Unit

15Commands,

prepositional phrases

This set of directions is a

procedure. It uses commands to tell

what to do.

Where to Find the Hidden Treasure

1. Start at the big oak tree in the backyard, facing the house.

2. Step sideways five paces to your left towards the dog’s kennel.

3. Step backwards ten paces towards the fence.

4. Turn towards the water tank.

5. Slither on your stomach three body lengths towards the tank.

6. Dig down beneath your waist until you reach the treasure.

Rule!A command is a sentence that tells someone to do something. It often begins with a verb.

Read Where to Find the Hidden Treasure. Write the seven action verbs.1

Replace each action verb with another suitable action verb. Use a thesaurus or dictionary for help.2

start step

slither dig

Tick to show whether each sentence is a command.3

Command Not a command

Have you found the treasure yet?

The treasure is buried in my yard.

Use a shovel to dig in the ground.

Have you seen the water tank?

Share the treasure with your friends.

��

Try it yourself!

Tip!Directions are written in a logical order. They are often set out in numbered steps.

Number these directions in order from 1 to 5.4

Walk out the door of your bedroom.

Start at your bed.

Go in and brush your teeth.

Turn left and walk down the hall.

Walk through the first doorway on the right side of the hall.

Write a set of directions to get from your bed to your bathroom. Use action verbs.5

1

2

3

4

5

Circle the phrases that tell where in Where to Find the Hidden Treasure.Hint! They begin with these prepositions: at, in, to, towards, towards, towards, towards, beneath

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Tip!

Remember the rule on page 19.

Underline the prepositional phrase in the text that tells how to do something. Hint! It begins with on.

7

Rule!Some adverbs add meaning to verbs by telling where. up nearby here there

Underline the adverbs that tell where.8

Step sideways five paces. Step backwards ten paces.

Dig down until you reach the treasure.

Write a set of directions to reach a certain place or to discover buried treasure. Write the directions in logical order. Use prepositional phrases and adverbs to tell where and how.

Commands (imperative mood); action verbs (material processes); prepositional phrases and adverbs (circumstances of place and manner)

i

Grammar Rules!

‘s Writing Log

ThinkWhat is your topic?What is the purpose of the writing?Who is the audience?What text type and form will you use?

1

� DraftGather your ideas.organise your ideas.Have a go at writing.

�

ReviseCheck your writing for meaning and ideas. Have you chosen the best words and phrases for your topic?Does the structure match the text type you chose?Read your writing to a partner.Read your writing to your teacher.Ask for help to improve your writing.

�

ProofreadPolish your writing. Check your grammar.Check your spelling.Check your punctuation.

�

PublishPublish your writing.Share your writing.Reflect on your writing.

�

Grammar Rules! Student Book D/Macmillan Education Australia

ii

Date TitleText type and form Audience Grammar I used My rating Where to next?

Write the date.

Write the title of your piece.

eg recount letter

Who were you writing for or to?

List the main grammar features you used. Record your rating.

What grammar could you try next? How could you improve your writing? Does your teacher have any comments?

Create symbols for a rating scale. Then each time you finish a piece of writing, record it in the log.

My rating scale

Help!

A good start.

I have the basics

covered.

I’m beyond

the basics.

Brilliant!

Do you need some ideas for

other text forms to try? Look at the back page!

Grammar Rules! Student Book D/Macmillan Education Australia

Symbol Meaning

iii

Date TitleText type and form Audience Grammar I used My rating Where to next?

Write the date.

Write the title of your piece.

eg recount letter

Who were you writing for or to?

List the main grammar features you used. Record your rating.

What grammar could you try next? How could you improve your writing? Does your teacher have any comments?

Grammar Rules! Student Book D/Macmillan Education Australia

iv

I’ve tried these text forms . . . Narrative Story Comic other

Response Diary Book review Poem other

Description Poem Wanted poster Letter other

Exposition: Argument Debate Speech other

Exposition: Persuasion TV advertisement Poster other

Recount Letter Diary Newspaper article other

Information report Encyclopedia Website other

Explanation Reference book other

Procedure Cookbook Instruction manual Game rules TV show other

Discussion Conversation TV interview Dialogue in a story other

Grammar Rules! Student Book D/Macmillan Education Australia

��

Try it yourself!

Rule!Comparing adjectives can be used to compare things. When comparing two things we often add –er. long longer When comparing more than two things we often add –est. long longer longest

Use comparing adjectives to complete the table.4

long longer longest

tall

dark

small

great

Rule!Some longer adjectives need a different way to show comparison.Adjectives with more than two syllables usually use:• more for two things The rose is more beautiful than the dandelion.

• most for more than two things The rose is the most beautiful flower in the garden.

Complete each sentence with more or most.5

The kangaroo is ridiculous-looking than the giraffe.

The kangaroo is the ridiculous-looking animal I’ve seen.

The tail was the frightening part of the animal.

The tail was frightening than the teeth.

Write the comparing forms of these adjectives. Hint! You’ll find them in Discovery: A New Species.6

strange peculiar

Write a description of an animal. Use noun groups with determiners and adjectives to build up your description. Be careful to use the right form when using comparing adjectives.

Noun groups (participants); determiners; superlative and comparative adjectives