English Workbook 1–4 second editionAustralian Curriculum links
English Workbooks 1–4
Second editions
Anne MitchellFor teacher support materials and an online version of these tables, go to
www.macmillan.com.au/secondaryand click on ‘Teacher support’, then ‘English’
Australian Curriculum links: Year 7
Language
Content description Topic Unit/page
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(ACELA1528)
Using newspapers
Using the internet
What’s your opinion?
pp. 57–8
pp. 58–60
Unit 8
Language for interaction
Understand how accents, styles of speech and idioms express and create personal and social identities(ACELA1529)
Identity
Autobiographical writing
Unit 1
pp. 22–9
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(ACELA1782)
English Workbook 1–4 second editionAustralian Curriculum links
Text structure and organisation
Understand and explain how the text structures and language features of texts become more complex in informative andpersuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors(ACELA1531)
Reading for information
What’s your opinion?
pp. 57–64
Unit 8
Understand that the coherence ofmore 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(ACELA1763)
Paragraphs and topic sentences
Paragraphing and editing
Reading skills
Book report
pp. 31–2
pp. 44–5
Unit 3
pp. 64–5
Understand the use of punctuation to support meaning in complex sentences with phrases and embedded clauses(ACELA1532)
Run-on sentences
Strategies for reading aloud
Building sentences
Phrases, clauses and sentences
p. 34
pp. 51–4
pp. 150–2
pp. 159–60
Expressing and developing ideas
Recognise and understand that embedded clauses are a common feature of sentence structures and contribute additional information to a sentence(ACELA1534)
Strategies for reading aloud
Building sentences: phrases and clauses
pp. 51–4
pp. 150–3
Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns(ACELA1536)
English Workbook 1–4 second editionAustralian Curriculum links
Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance(ACELA1764)
Analysing a web page p. 60
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(ACELA1537)
There are vocabulary exercises at the end of each unit
All units
Understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them(ACELA1539)
Spelling
Decoding words
p. 35
p. 54
Literature
Content description Topic Unit/page
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(ACELT1619)
Autobiographical writing: extract from Sally’s Story by Sally Morgan
Journey to Goanna Gorge: extract from The Girl with No Name by Pat Lowe
Extract from Boy Overboard by Morris Gleitzman
All units contain extracts from literary texts, with a focus on contemporary Australian texts
English Workbook 1–4 second editionAustralian Curriculum links
Responding to literature
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(ACELT1620)
Book report
Short stories: Comet Vomit by Dyan Blacklock
Extract from Walk Twenty, Run Twenty by Garry Disher
Extract from Walking Home with Marie-Claire by Kirsty Murray
pp. 64–5
pp. 77–82
pp. 121–2
pp. 146–50
Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts(ACELT1621)
Personal, reflective writing
Short stories: Comet Vomit by Dyan Blacklock
Extract from Walk Twenty, Run Twenty by Garry Disher
Extract from Walking Home with Marie-Claire by Kirsty Murray
Unit 2
pp. 77–82
pp. 121–2
pp. 146–50
Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage(ACELT1803)
Personal, reflective writing
Fictional narratives
Unit 2
Unit 4
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(ACELT1622)
Fictional narratives Unit 4
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, for example haiku, tankas, couplets, free verse and verse novels(ACELT1623)
English Workbook 1–4 second editionAustralian Curriculum links
Creating literature
Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition(ACELT1625)
All units provide opportunities for students to create their own literary texts
All units
Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour(ACELT1805)
All units provide opportunities for students to create their own literary texts
All units
LiteracyContent description Topic Unit/page
Texts in context
Analyse and explain the effect oftechnological innovations on texts, particularly media texts(ACELY1765)
Reading for information
Cyberbullying
pp. 56–60
pp. 170–1
Interacting with others
Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition(ACELY1719)
All units provide opportunities for students to interact with others through discussion, role-play, debating, pair and group activities, and sharing of work
English Workbook 1–4 second editionAustralian Curriculum links
Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning(ACELY1804)
All units provide opportunities for students to interact with others through discussion, role-play, debating, pair and group activities, and sharing of work
Questions for discussion
Discussion
Group problem-solving activity
Formal debates
All units
pp. 102–5
pp. 142–4
pp. 153–5
pp. 172–3
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(ACELY1720)
Formal debates pp. 172–3
Interpreting, analysing, evaluating
Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose(ACELY1721)
Personal, reflective writing
Reading for information
Fictional narratives
Unit 2
pp. 57–62
Unit 4
Use prior knowledge and text processing strategies to interpret a range of types of texts(ACELY1722)
Personal, reflective writing
Fictional narratives
Unit 2
Unit 4
Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources(ACELY1723)
Four levels of reading comprehension
Fictional narratives
pp. 48–50
Unit 4
Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences(ACELY1724)
English Workbook 1–4 second editionAustralian Curriculum links
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(ACELY1725)
Personal, reflective writing
Fictional narratives
Letter to the editor
Opinion piece: letter to the Principal
There are writing tasks in all workbook units and in the assessment tasks
Unit 2
Unit 4
pp. 168–9
pp. 170–1
All units and assessment tasks (see Macmillan website)
Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact(ACELY1726)
Editing
More hints for editing
pp. 32–6
p. 38
Consolidate a personal handwriting style that is legible, fluent and automatic andsupports writing for extended periods(ACELY1727)
Handwriting pp. 35–7
Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts(ACELY1728)
All writing tasks in workbook units and assessment tasks provide opportunities for students to create both written and multimodal texts
All units and assessment tasks (see Macmillan website)
English Workbook 1–4 second editionAustralian Curriculum links
Australian Curriculum links: Year 8
Language
Content description Topic Unit/page
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(ACELA1540)
Latin prefixes
Word origins
See English Workbook 3 Unit 2 ‘Communication’ for information about the history of the English language
pp. 106–7
pp. 163–4
Language for interaction
Understand how conventions of speech adopted by communities influence the identities of people in those communities(ACELA1541)
Panel discussion and role-play p. 96
Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody(ACELA1542)
Panel discussion and role-play
Advertising
p. 96
Unit 6
Text structure and organisation
Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication(ACELA1543)
Newspaper articles on sport and aggressive spectators
English Workbook 1–4 second editionAustralian Curriculum links
Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims(ACELA1766)
A story’s structure
Writing a text response essay
pp. 27–30
pp. 54–7
Understand how coherence is created in complex texts through devices like lexical cohesion, ellipsis, grammatical theme andtext connectives(ACELA1809)
Writing stories
Reading stories
Unit 2
Unit 3
Understand the use of punctuation conventions, including colons, semicolons, dashes and brackets in formal and informal texts(ACELA1544)
Apostrophes
See English Workbook 3 for a unit on punctuation
pp. 96–8
Expressing and developing ideas
Analyse and examine how effective authors control and use a variety of clause structures, including embedded clauses(ACELA1545)
Writing stories
Reading stories
Unit 2
Unit 3
Understand the effect of nominalisation in the writing of informative and persuasivetexts(ACELA1546)
Newspaper articles on sport and aggressive spectators
Examining headlines
Pets in the news
Letters to the editor
Advertising
Commercials about junk food
pp. 67–9
pp. 80–1
pp. 88–96
pp. 90–1
Unit 6
pp. 128–30
Investigate how visual and multimodal texts allude to or draw on other texts or images toenhance and layer meaning(ACELA1548)
Advertising
Film study
Unit 6
Unit 8
Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts(ACELA1547)
Working with words
All units contain a vocabulary list at the end and words for the list are drawn from extracts within the unit
English Workbook 1–4 second editionAustralian Curriculum links
Understand how to apply learned knowledge consistently in order to spell accurately and to learn new words including nominalisations(ACELA1549)
Working with words
All units contain a vocabulary list at the end and words for the list are drawn from extracts within the unit
Unit 8
All units
Literature
Content description Topic Unit/page
Literature and context
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(ACELT1626)
Reading stories Unit 3
Explore the interconnectedness of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors(ACELT1806)
Dreaming myth
Chinese creation myth
'The Man from Ironbark' by Banjo Paterson
pp. 44–6
pp. 46–8
pp. 48–52
Responding to literature
Share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts(ACELT1627)
Reading stories Unit 3
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(ACELT1628)
English Workbook 1–4 second editionAustralian Curriculum links
Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts(ACELT1807)
Newspaper articles on sport and aggressive spectators
Examining headlines
Pets in the news
Letters to the editor
Advertising
Commercials about junk food
Dreaming myth
Chinese creation myth
'The Man from Ironbark' by Banjo Paterson
pp. 67–9
pp. 80–1
pp. 88–96
pp. 90–1
Unit 6
pp. 128–30
pp. 44–6
pp. 46–8
pp. 48–52
Examining literature
Recognise, explain and analyse the ways literary texts draw on readers’ knowledge of other texts and enable new understandingand appreciation of aesthetic qualities(ACELT1629)
Reading stories Unit 3
Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts(ACELT1630)
Poetry about animals
Film study
pp. 98–103
Unit 7
Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays(ACELT1767)
Writing stories
Reading stories
Unit 2
Unit 3
Creating literature
Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects(ACELT1632)
English Workbook 1–4 second editionAustralian Curriculum links
Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts(ACELT1768)
Design a t-shirt
Homework activity 6.1: analyse and design an advertisement
Storyboards
p. 69
pp. 133–4
pp. 149–50
Literacy
Content description Topic Unit/page
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(ACELY1729)
Examining headlines
Homework activity 4.1: game addiction
pp. 80–1
pp. 83–4
Interacting with others
Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives(ACELY1730)
Advertising Unit 6
Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects(ACELY1808)
Book chat
Informal debates
Panel discussion and role-play
p. 62
p. 70
p. 96
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints(ACELY1731)
All units provide opportunities for students to discuss ideas and some assessment tasks contain oral presentation options
All units and some assessment tasks (see Macmillan website)
English Workbook 1–4 second editionAustralian Curriculum links
Interpreting, analysing, evaluating
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(ACELY1732)
All units contain texts with different structures and language features
All units
Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts(ACELY1733)
Working with words All unitsUnit 8
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(ACELY1734)
All units provide opportunities for students to employ comprehension strategies
All units
Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener(ACELY1735)
Advertising Unit 6
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(ACELY1736)
Writing stories
Write a letter to the editor
Design an advertisement
Unit 2
p. 91
p. 134
Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts(ACELY1810)
Writing stories Unit 2
Use a range of software, including word processing programs, to create, edit and publish texts imaginatively(ACELY1738)
All units and assessment tasks contain assessment pieces which may be produced using technology
All units and assessment tasks (see Macmillan website)
English Workbook 1–4 second editionAustralian Curriculum links
Australian Curriculum links: Year 9
Language
Content description Topic Unit/page
Language variation and change
Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing(ACELA1550)
Communication Unit 2
Language for interaction
Understand that roles and relationships are developed and challenged through language and interpersonal skills(ACELA1551)
Communication
Learning in teams
Conversations
Unit 2
pp. 17–9
pp. 49–50
Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor(ACELA1552)
Opinions and arguments
Video game review
Film reviews
Unit 4
pp. 102–4
pp. 134–7
Text structure and organisation
Understand that authors innovate with text structures and language for specific purposes and effects(ACELA1553)
All units contain text extracts, which illustrate authorial choices
Creating persuasive texts
Writing within a context
All units
pp. 104–10
Unit 6
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(ACELA1770)
English Workbook 1–4 second editionAustralian Curriculum links
Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes(ACELA1556)
Spelling and punctuation Unit 7
Expressing and developing ideas
Explain how authors experiment with the structures of sentences and clauses to create particular effects(ACELA1557)
Analysing persuasive texts
Analysing language choices
pp. 99–104
pp. 115–18
Understand how certain abstract nouns can be used to summarise preceding or subsequent stretches of text(ACELA1559)
Analysing persuasive texts
Analysing language choices
pp. 99–104
pp. 115–18
Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning(ACELA1560)
Film as text Unit 5
Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness(ACELA1561)
Opinions and arguments
Video game review
Film reviews
Analysing persuasive texts
Analysing language choices
Unit 2
pp. 17–19
pp. 49–50
pp. 99–104
pp. 115–18
Understand how spelling is used creatively in texts for particular effects, for example characterisation and humour and to represent accents and styles of speech(ACELA1562)
English Workbook 1–4 second editionAustralian Curriculum links
Literature
Content description Topic Unit
Literature and context
Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts(ACELT1633)
Focus on learning
Communication
Short stories
All units contain extracts from literary texts, with a focus on contemporary Australian texts
Unit 1
Unit 2
Unit 3
All units
Responding to literature
Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text(ACELT1771)
Most units contain activities that invite students to analyse and evaluate literary texts
Analysing a short story, novel or play
Analyse a film text
Most units
pp. 73–75
p. 136Reflect on, discuss and explore notions of literary value and how and why such notions vary according to context(ACELT1634)
Most units contain activities, which invite students to analyse and evaluate literary texts
Most units
Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts(ACELT1635)
Writing within a context: the need to belong
Unit 6
Examining literature
Analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content and the appeal of an individual author’s literary style(ACELT1636)
English Workbook 1–4 second editionAustralian Curriculum links
Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes(ACELT1637)
Poetry by Heaney and Blake
The Canterbury Tales by Chaucer
Extract from Romeo and Juliet by Shakespeare
Poetry by Noonuccal
Film as text
Writing within a context: the need to belong
pp. 14–16
p. 35
p. 37
p. 154
Unit 5
Unit 6
Analyse text structures and language features of literary texts, and make relevantcomparisons with other texts(ACELT1772)
Analysing a short story, novel or play
pp. 73–5
Creating literature
Create literary texts, including hybrid texts, that innovate on aspects of other texts, for example by using parody, allusion and appropriation(ACELT1773)
Constructing a short story
Imaginative writing within a context
All units provide opportunities for students to create their own literary texts
p. 70
p. 157
All units
Experiment with the ways that language features, image and sound can be adapted in literary texts, for example the effects of stereotypical characters and settings, theplayfulness of humour and pun and the use of hyperlink(ACELT1638)
All units contain opportunities for students to analyse and experiment with language features of texts
English Workbook 1–4 second editionAustralian Curriculum links
Literacy
Content description Topic Unit
Texts in context
Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts(ACELY1739)
Communication
Contemporary language
Opinions and arguments
Unit 2
pp. 39–45
Unit 4
Interacting with others
Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways(ACELY1740)
Communication
Contemporary language
Modes of communication
Oral communication
Opinions and arguments
Unit 2
pp. 39–45
p. 45
p. 48
Unit 4
Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects(ACELY1811)
Learning in teams
A modern play
Oral communication
Opinions and arguments
p. 17
p. 43
p. 48
Unit 4
Plan, rehearse and deliver presentations, selecting and sequencing appropriatecontent and multimodal elements for aesthetic and playful purposes(ACELY1741)
A modern play
Oral communication
p. 43
p. 48
Interpreting, analysing, evaluating
Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts(ACELY1742)
English Workbook 1–4 second editionAustralian Curriculum links
Apply an expanding vocabulary to read increasingly complex texts with fluency andcomprehension(ACELY1743)
Spelling and vocabulary
All units contain a vocabulary list at the end
Unit 7
All units
Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts(ACELY1744)
All units contain exercises designed to develop students’ comprehension skills
All units
Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts(ACELY1745)
Short stories
Opinions and arguments
Film as text
Unit 3
Unit 4
Unit 5
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(ACELY1746)
There are writing tasks in all workbook units and in the assessment tasks
All units and assessment tasks (see Macmillan website)
Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features(ACELY1747)
All writing tasks in workbook units and assessment tasks provide opportunities for students to review and edit their own and others’ texts
All units and assessment tasks (see Macmillan website)
Use a range of software, including word processing programs, flexibly and imaginatively to publish texts(ACELY1748)
All writing tasks in workbook units and assessment tasks provide opportunities for students to create both written and multimodal texts
All units and assessment tasks (see Macmillan website)
English Workbook 1–4 second editionAustralian Curriculum links
Expressing and developing ideas
Analyse and evaluate the effectiveness of a wide range of clause and sentence structures as authors design and craft texts(ACELA1569)
Analysing an editorial
Analysing a letter to the editor
Feature article: language features
pp. 108–9
pp. 110–2
pp. 136–8
Understand how higher order concepts are developed in complex texts through language features including nominalisation, apposition and embedding of clauses(ACELA1570)
Analysing and creating persuasive texts
Writing within a context: visions of the future
Unit 4
pp. 140–51
Evaluate the impact on audiences of different choices in the representation of still and moving images(ACELA1572)
Two stills from Rabbit-Proof Fence
Images: persuasive features
pp. 58–62
pp. 104–5
Refine vocabulary choices to discriminate between shades of meaning, with deliberateattention to the effect on audiences(ACELA1571)
Analysing and creating persuasive texts
Tools of persuasion
The power of words
Homework activity 5.2: the future and the environment
Unit 4
pp. 100–3
pp. 103–4
pp. 158–9
Understand how to use knowledge of the spelling system to spell unusual and technical words accurately, for example those based on uncommon Greek and Latin roots(ACELA1573)
Vocabulary test, proofreading test, spelling test, punctuation test (answers provided)
Reflect on, extend, endorse or refute others’ interpretations of and responses to literature(ACELT1640)
pp. 6–11
pp. 31-3
Unit 2
pp. 34–5
p. 63
p. 64
pp. 167–170
All units
Values and attitudes
Homework activity 1.2:two poems about beauty
Analysing literary texts
Why are texts chosen?
Individual responses to texts
Film reviews
Analysing poetry
All units contain opportunities for students to evaluate a range of text types, and listen to the opinions of others
Analyse and explain how text structures, language features and visual features of texts and the context in which texts areexperienced may influence audience response(ACELT1641)
Unit 2
pp. 34–5
p. 63
pp. 35–3
p. 64
pp. 167–70
Analysing literary texts
Why are texts chosen?
Individual responses to texts
Features of a literary text
Film reviews
Analysing poetry
Evaluate the social, moral and ethical positions represented in texts(ACELT1812)
pp. 6–11
pp. 54–62
Values and attitudes
The messages in texts
Examining literature
Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text(ACELT1642)
Unit 2
pp. 87–94
Analysing literary texts
Imaginative writing
English Workbook 1–4 second editionAustralian Curriculum links
Literacy
Content description Unit/page Topic
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(ACELY1749)
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(ACELT1643)
Unit 6 Australian poetry and song
Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts(ACELT1774)
Unit 5 This unit contains extracts from a variety of texts which explore the themes of ‘Violence in Society’ and ‘Visions of the Future’
Creating literature
Create literary texts that reflect an emerging sense of personal style and evaluate theeffectiveness of these texts(ACELT1814)
Unit 3
Unit 5
Personal and imaginative writing
Writing within a context
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(ACELT1815)
Unit 3
Unit 5
pp. 152–3
Personal and imaginative writing
Writing within a context
Producing a magazine of context writing
Create imaginative texts that make relevant thematic and intertextual connections with other texts(ACELT1644)
Unit 5
pp. 152–3
Writing within a context
Producing a magazine of context writing
English Workbook 1–4 second editionAustralian Curriculum links
Unit 4
pp. 162–3
Analysing and creating persuasive texts
The images in poetry and song
Interacting with others
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(ACELY1750)
p. 2
Unit 4
pp. 100–3
pp. 103–4
pp. 136–8
pp. 114–18
pp. 119–20
pp. 126–38
Stereotypes
Analysing and creating persuasive texts
Language choices
The power of words
Feature article: language features
Persuasive speeches
Tips for presenting the point of view orally
Expository approaches to writing within a context
Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences(ACELY1813)
pp. 116–20
pp. 119–20
All units
Persuasive speech
Tips for presenting the point of view orally
All units give students opportunities to speak and listen to each other
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action(ACELY1751)
English Workbook 1–4 second editionAustralian Curriculum links
Interpreting, analysing, evaluating
Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences(ACELY1752)
p. 6
pp. 6–11
pp. 54–62
Unit 4
pp. 100–103
pp. 103–104
pp. 136–8
pp. 114–18
Making decisions
Values and attitudes
The messages in texts
Analysing and creating persuasive texts
Language choices
The power of words
Feature article: language features
Persuasive speeches
Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts(ACELY1753)
All units
All units
All units
All units contain texts to be read and understood
All units provide opportunities for students to employ comprehension strategies
All units contain exercises designed to develop vocabulary
Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence(ACELY1754)
pp.25-30
Unit 4
pp. 185-90
All units
All units
Homework activity 1.1:four levels of comprehension—literal, interpretative (inferential), critical and creative
Analysing and creating persuasive texts
Homework activity 6.1:vocabulary and inferential comprehension
All workbook units provide opportunities for students to employ comprehension strategies
All units contain exercises designed to develop vocabulary
English Workbook 1–4 second editionAustralian Curriculum links
Creating texts
Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues(ACELY1756)
Units 1, 3, 4 and 5 and assessment tasks
.
Assessment tasks for each of these units are available on the Macmillan website
These units and assessment tasks provide opportunities for students to create sustained texts for various audiences and purposes, including texts that combine specific digital or media content
Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieveparticular purposes and effects(ACELY1757)
All units and assessment tasks (see Macmillan website)
All writing tasks in workbook units and assessment tasks provide opportunities for students to review, edit and refine their own and others’ texts
Use a range of software, including word processing programs, confidently, flexiblyand imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user(ACELY1776)
All units and assessment tasks (see Macmillan website)
All writing tasks in workbook units and assessment tasks provide opportunities for students to create, edit and publish texts
English Workbook 1–4 second editionAustralian Curriculum links
Expressing and developing ideas
Analyse and evaluate the effectiveness of a wide range of clause and sentence structures as authors design and craft texts(ACELA1569)
Analysing an editorial
Analysing a letter to the editor
Feature article: language features
pp. 108–9
pp. 110–2
pp. 136–8
Understand how higher order concepts are developed in complex texts through language features including nominalisation, apposition and embedding of clauses(ACELA1570)
Analysing and creating persuasive texts
Writing within a context: visions of the future
Unit 4
pp. 140–51
Evaluate the impact on audiences of different choices in the representation of still and moving images(ACELA1572)
Two stills from Rabbit-Proof Fence
Images: persuasive features
pp. 58–62
pp. 104–5
Refine vocabulary choices to discriminate between shades of meaning, with deliberateattention to the effect on audiences(ACELA1571)
Analysing and creating persuasive texts
Tools of persuasion
The power of words
Homework activity 5.2: the future and the environment
Unit 4
pp. 100–3
pp. 103–4
pp. 158–9
Understand how to use knowledge of the spelling system to spell unusual and technical words accurately, for example those based on uncommon Greek and Latin roots(ACELA1573)
Vocabulary test, proofreading test, spelling test, punctuation test (answers provided)
Reflect on, extend, endorse or refute others’ interpretations of and responses to literature(ACELT1640)
Values and attitudes
Homework activity 1.2:two poems about beauty
Analysing literary texts
Why are texts chosen?
Individual responses to texts
Film reviews
Analysing poetry
All units contain opportunities for students to evaluate a range of text types, and listen to the opinions of others
pp. 6–11
pp. 31-3
Unit 2
pp. 34–5
p. 63
p. 64
pp. 167–170
All units
Analyse and explain how text structures, language features and visual features of texts and the context in which texts areexperienced may influence audience response(ACELT1641)
Analysing literary texts
Why are texts chosen?
Individual responses to texts
Features of a literary text
Film reviews
Analysing poetry
Unit 2
pp. 34–5
p. 63
pp. 35–3
p. 64
pp. 167–70
Evaluate the social, moral and ethical positions represented in texts(ACELT1812)
Values and attitudes
The messages in texts
pp. 6–11
pp. 54–62
Examining literature
Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text(ACELT1642)
Analysing literary texts
Imaginative writing
Unit 2
pp. 87–94
English Workbook 1–4 second editionAustralian Curriculum links
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(ACELT1643)
Australian poetry and song
Unit 6
Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts(ACELT1774)
This unit contains extracts from a variety of texts which explore the themes of ‘Violence in Society’ and ‘Visions of the Future’
Unit 5
Creating literature
Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts(ACELT1814)
Personal and imaginative writing
Writing within a context
Unit 3
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(ACELT1815)
Personal and imaginative writing
Writing within a context
Producing a magazine of context writing
Unit 3
Unit 5
pp. 152–3
Create imaginative texts that make relevant thematic and intertextual connections with other texts(ACELT1644)
Writing within a context
Producing a magazine of context writing
Unit 5
pp. 152–3
English Workbook 1–4 second editionAustralian Curriculum links
Literacy
Content description Topic Unit/page
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(ACELY1749)
Stereotypes
Being different
Making decisions
Values and attitudes
Analysing and creating persuasive texts
The images in poetry and song
p. 2
pp. 3–5
p. 6
pp. 6–11
Unit 4
pp. 162–3
Interacting with others
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(ACELY1750)
Stereotypes
Analysing and creating persuasive texts
Language choices
The power of words
Feature article: language features
Persuasive speeches
Tips for presenting the point of view orally
Expository approaches to writing within a context
p. 2
Unit 4
pp. 100–3
pp. 103–4
pp. 136–8
pp. 114–18
pp. 119–20
pp. 126–38
Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences(ACELY1813)
Persuasive speech
Tips for presenting the point of view orally
All units give students opportunities to speak and listen to each other
English Workbook 1–4 second editionAustralian Curriculum links
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action(ACELY1751)
Persuasive speech
Tips for presenting the point of view orally
pp. 116–20
pp. 119–20
Interpreting, analysing, evaluating
Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences(ACELY1752)
Making decisions
Values and attitudes
The messages in texts
Analysing and creating persuasive texts
Language choices
The power of words
Feature article: language features
Persuasive speeches
p. 6
pp. 6–11
pp. 54–62
Unit 4
pp. 100–103
pp. 103–104
pp. 136–8
pp. 114–18
Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts(ACELY1753)
All units contain texts to be read and understood
All units provide opportunities for students to employ comprehension strategies
All units contain exercises designed to develop vocabulary
English Workbook 1–4 second editionAustralian Curriculum links
Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence(ACELY1754)
Homework activity 1.1:four levels of comprehension—literal, interpretative (inferential), critical and creative
Analysing and creating persuasive texts
Homework activity 6.1:vocabulary and inferential comprehension
All workbook units provide opportunities for students to employ comprehension strategies
All units contain exercises designed to develop vocabulary
pp.25-30
Unit 4
pp. 185-90
All units
All units
Creating texts
Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues(ACELY1756)
.
Assessment tasks for each of these units are available on the Macmillan website
These units and assessment tasks provide opportunities for students to create sustained texts for various audiences and purposes, including texts that combine specific digital or media content
Units 1, 3, 4 and 5 and assessment tasks
Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieveparticular purposes and effects(ACELY1757)
All writing tasks in workbook units and assessment tasks provide opportunities for students to review, edit and refine their own and others’ texts
All units and assessment tasks (see Macmillan website)
Use a range of software, including word processing programs, confidently, flexiblyand imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user(ACELY1776)
All writing tasks in workbook units and assessment tasks provide opportunities for students to create, edit and publish texts
All units and assessment tasks (see Macmillan website)
ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that:
The content descriptions are solely for the relevant year; That all the content descriptions for the relevant year have been used; and The Author’s material aligns with the Australian Curriculum content descriptions for the
relevant year.
You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/Home This material is reproduced with the permission of ACARA.
