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ESA Publications (NZ) Ltd,Customer freephone: 0800-372 266

Introduction

To the tutor, parents, caregiver or teacher

Year 7 Start Right English Workbookhas been written for The New Zealand Curriculum ng sLevel Four. The New Zealand Curriculum Level Four typically relates to Year 7 and Year 8 students1113 year o s .

The New Zealand CurriculumEnglish is structured around two interconnected strands, eachencompassing the oral, written, and visual form s of the language:

M aking meaning of ideas or information (Listening, Reading, and View ing).

Creating meaning for them selves or others (Speaking, Writing, and Presenting).

The tw o sections of Year 7 Start Right English Workbook refl ect the t w o learning strands.

The Language tools section is essent ial learning for the tw o learning strands.

Section One Listening, Reading, and View ing

ListeningTo be an effective listener is a key component in any form of learning. This section gives examples ofdifferent types of listening skill and provides practical exercises for students to extend and consolidatethese skills.

ReadingThis section provides examples of a variety of texts from both New Zealand and international authorsor students to read and analyse. It enables students to practise drawing out key facts and answ ering

a variety of questions designed to check their com prehension, interpretation and processing skills.

Viewingsua anguage s a a out un erstan ng an nterpret ng w at we see. e exerc ses a ow stu ents

to interpret and understand what is seen. The exercises should also allow student s to explore themessages and ideas conveyed by a variety of visual images from reading a map, a comic or billboardsand signs that surround us. This section allows students to w ork w ith examples of images that theyencounter every ay, w t pract ca exerc ses to e p t em nterpret t ese messages.

Section Tw o Speaking, Writing, and Presenting

SpeakingThe ability to speak articulately is a crucial part of being able to com municate eff ectively. This sectiongives practical examples of how to communicate clearly, from relaying messages to giving a speechto t aking part in a dramatic presentation, etc.

WritingThis section gives students practice in forming, w riting and editing their own texts. It allow s studentsto look at how to form and structure their own ideas clearly into effective and interesting pieces ofwriting in a variety of forms and structures.

Language ToolsGrammar and punctuation form the f oundation of all our oral and writ ten language. They have a setof guidelines that enable us to make sense of language and to communicate clearly. This workbookexp a ns t e gu e nes an e ps stu ents app y t em to t e r every ay spea ng an w r t ng.


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Reading

ReadingW hat can reading offer us?

In this section, you w ill be looking at a range of New Zealand and international authors w riting to

help you discover how stories are developed and the features that a story can be composed of .Before you do this, you need to know about your attitudes to reading.

Exercise 5: What does reading off er us?

Below are a range of statements. Read them carefully. Put a smiley face next to the statements youthink relate to w hat benefi ts reading can offer us. Leave blank any of the statem ents you do not feelapply to reading.

eading is

A skill that can be learned and perfected.

A w aste of time.

A good way to relax and unwind.

A w ay to expand knowledge and imaginatio

A w ay to get out of doing any real w ork.

A w ay to learn and develop new skills.

A w ay to fi nd new information.

A w ay to understand our world.

A w ay to use up paper and resources.

Complete this statement to refl ect how you feel about reading.

I think reading is

AOI: Thinks critically about texts with increasing

understanding and confidence.


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Reading

2. Do you think M r Zuckerman the farmer, realises Templeton exists? Give reasons for your opinion.

3. What does the author mean by The tunnel was an example of his skill and cunning

4. What does stealthily mean

5. Why do you think Templeton m ight need to move stealthily?

Personal ity tree Martys personality treeA w riter may build a whole bookaround a main character. Spend sometime thinking about a character beforeyou write about them . Build up acharacter profi le out lining good and bad

ualities, w hat the character looks likean ow t ey act.

A personality tree is a fun way to do this.

Label each branch with a heading andadd as many leaves to each branch asyou may need.

AOI: Selects and uses appropriate processing and comprehension

strategies w ith increasing understanding and confidence.


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1 ESA Publications (NZ) Ltd,

Customer freephone: 0800-372 266

Section One Listening, Reading, and View ing

Exercise 9: M aking a personality t ree

Use M artys personality t ree as a guide and add suitable characteristics t o this personality t ree. Addother headings on the unlabelled branches. You may ask a friend or family member for key words

Personality tree

Exercise 10: Fictional characters

On a separate piece of paper, draw up some more personality trees to use for your w riting. Use familymembers or f riends or people you know really w ell as a basis for each character. You can also chooserom some of t he ideas below.

It is important to remember that everyone has some positive qualities and talents, no matter howunlikable a character they are!

One of the W ilberforces from the story nder The M ountain

A favourite animal character.

e sc oo u y.

A sporting hero or favourite pop star.

The main character in your all-tim e favourite book.

Your most f avourite or least f avourite relative.

The main character in your favourite m ovie.

AOI: Uses an increasing vocabulary to make meaning.


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Reading

Setting

Establishing a setting

The setting:

Iswhere the story takes place bush, sea, country, city, space, etc. Involves time past, present, future, day, night, season, etc. rovides the general atmosphere and the mood

Exercise 11: Establishing a sett ing

Below are some extracts which describe settings in some popular and well-loved stories.

AOI: Recognises and understands how texts are constructed

for a range of purposes, audiences, and situations.

Extract 2: Charlottes Web

From:Charlottes Web

by E B White

Extract3: Dipinthepool

From: Dip inthepool,from the bookSkin andOtherStoriesbyRoaldDahl

,

TalkingBirds

,

Extract1:TheHalfmeno

fO

From:TheHalfmenofO byM

auriceGee

ButtogetbacktoLodestoneCr

eek.Itran

downoutofthebushthroughthe

Ferrisfarm

andjoinedtheriveratDevilsElbo

w.Some

earlyminerhadgiventheplaceth

atname.

Hemusthavebeendownonhisl

uck.There

wasnothingsinisterabouttheben

dandthe

farmenclosedinitwasalivelypl

acemooing

cows,gobblingturkeysandthats

ortofthing.

ItlaysouthofCollingwood,inGol

denBay,in

oneoftheloneliercornersofNew

Zealand.

The barn was very large. It was very old.

It smelled of hay and it smelled of manure.

It smelled of the perspiration of tired

horses and the wonderful sweet breath ofpatient cows. It often had a peaceful smell

as though nothing bad could ever happen

again in the world. It smelled of grain and

of harness dressing and of axle grease and

of rubber boots and of new rope. And

whenever the cat was given a fish head to

eat the barn would smell of fish. But mostly

it smelled of hay, for there was always hay

in the great loft up overhead.

It wasacalm sunny eveningwithlittlewispsof brilliantwhitecloud hangingmotionless in

the sky, and the valleywascool and very quiet as thetwo of us beganwalking together

along thegrass verge on theside of the road that ranbetween thehills towards Oxford.


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Section Tw o Speaking, W riting, and Presenting

Expressive voice

Your voice must be expressive to interest your listeners when you are reading, acting,making a speech or retelling a story or new s item.

Exercise 10: Using expression

Practise saying the follow ing sentences. Try to use appropriate actions and facial expressions as youspeak. Then try speaking without the actions, but using the same expression in your voice. Which iseasier?

1. Wow, look at the Formula One car go! Point

2. What an enormous skyscraper. eac arms u

3. I couldnt get the door open. S ve

4. I leapt in terror.

Jum5. Bridget was boiling hot. e row

6. Jack grabbed the boat and pulled it on to the sand.

7. Gett ing through the swamp w as such hard work. T to ull e t o he stick m

8. The bug seemed minute, but it w as still able to pack a nasty st ing. Show size

Exercise11: M aking up a text

Talk about t he follow ing pictures. Put them into a suitable order to make a story or a report.

Who are these people?What are their names?

Tell someone w hat you have prepared.

AOI: Forms and communicates ideas and

inform ation clearly, draw ing on a range of sources.

Useexpression in yourvoice to keep your

audience interested.


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Speaking

Exercise 12: Creating a text around a picture

1. Try creating a text around one of the images in the picture.

Where is this set? What is happening? Imagine the background.

Whathas happened leading up to this point?

Whoare the people? Give them names to make them real.

Remember, you ar working on speakingclearly and expressively. This is fun if you havea group of people and you take it in turns to

tell your different ersions.

2. Find a picture of your ow n and imagine what lies behind it. Whoare the people?

What o you think the event is that the picture is describing?

Whendo you think the event in the picture takes place?

Wheredo you think the event in the picture takes plac ?

Describe the event in the picture is the event funny,scary, thrilling, etc?

Descriptionsave you been giving good descriptionsin your text telling? It is easy to say A games machine.

We can add a more general description, and say The Sony PSP games m achine.

The next step is to get more specific (more detailed ) and say The Sony PSP games machine isthe height of portable hand-held entertainment. It has a ma orly enhanced L D screen allowing youaccess to the ultimate games from the PlayStation network, movies, TV shows and more. This is theentertainment tool you cannot be w ithout!

We could even expand our description m ore and talk about t he diff erent colours and accessories thatPSP consoles come w ith and where you can purchase these products.

Exercise 13: Descript ions

1. o back to the last exercise and retell your texts. Dont change them except to add in morespecific descriptions about the places and the people.

2. Give a friend or a family member a specific description of t he follow ing places:

Your house.

Your bedroom.

Your favourite secret place.

f youare no very confident

about telling stories or givinreports of an event, try putting a

puppet on each hand and makethem tell each other your textA sock makes a good hand

puppet.

AOI: Forms and communicates ideas and

inform ation clearly, drawing on a range of sources.


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Section Tw o Speaking, W riting, and Presenting

Exercise 20: Writing a story w ith a set ending

On your ow n paper or in your book, plan and w rite a short story using one of the follow ing sentencesas your final sen ence.

And that w as the last t hing I saw. What a holiday.

It w as time to go. It w as the most comforting sound I had ever heard.

Samantha (or James could not believe her is luck.

Buster shook him self, w ater fl ying everywhere, and grinned his doggy grin.

As I looked back, I could see the mountains gradually growing smaller and it seemed mymemories were shrinking with them.

Exercise 21: M ix and match

Choose a character from list A, another character f rom list B, and a sett ing from Setting C. Then, onyour ow n paper or in your book, write a short narrative for a younger reader. Illustrate your w ork toadd interest for your reader.

Setting

A decrepit old man A worn out, grumpy mother A well-known capital city

An Intermediate student An intelligent but mischievous fox A barren desert

A baby The owner of a trendy caf Sometime in the past

A large mountain lion A paper boy or paper girl A bach

A computer geek A zombie headmaster A safari park

A sporting hero A famous actor The Interislander Cook Strait Ferry

A suspicious-looking vagrant A cunning rat A boiling hot day in the classroom

A new immigrant A harassed teacher A haunted, abandoned car

A rally-car driver Troublesome triplets An icy lake

Character A Character B

Story evaluation

se this form to evaluateStory evaluation Highly Moderately Didnt do

appropriate box successful successful so well

Pre-writing

Planning my plot

Writing character profiles

fter writing

Character development

Plot development

Use of complication/crisis/climax

Realistic setting

Presentation

Proofreading

Overall

the w riting you have done.

scussy urv luationwith

someonewhocaniveyouhelpful

feedbackandadvice

AOI: Recognises and understands how texts are constructed

for a range of purposes, audiences, and situations.


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7

Writing

Writing poetry

Poetry forms

This section looks at poetry forms. Use these poetry form s as a stepping stone to f ree formpoetry writing.

A poem: Does notneed to rhyme unless rhyme is part of t he poetry form being used.

oes no nee o e w r en n comp e e sen ences or ave a regu ar r y m.

Doesneed to be set out in lines. Layout is a very important part of poetry.

Doesarouse feelings or memories, records thoughts or observations.

Doesneed carefully chosen words.

Jelly wobbles

wr

i

Climb

Stretch

hrink

Auseful way to start

poetry writing is withvocabulary pile. I always try to use

or s which create pictures andappeal to the senses and

emotions.

ere is one way to get a good vocabulary pile.

1. Decide on your subject or use one given to y .

2. Close your eyes. Think of the topic and w hat itmeans to you. Create a picture in your m ind.

Wherear you? hat do you see

What can you hear?What is the temperature?

What colours can you see?What are you doing?How do you feel about this

place

3. Open your eyes and w rite down all of the w ordsyou associated w ith w hat you saw, felt, heard,smelt and did. You could also consult a thesaurus

or some additional/new ideas.

hisis my vocabulary

pile about the NewZealand bush.

AOIs: Recognises and understands how texts are constructed f or a range of purposes,

audiences, and situations. Shows an increasing understanding of how language

features are used for effect w ithin and across texts.

damp drippy cool deep green

silver brown gnarled dappledsunlight cicadas rustling damp leaf

litter fern fronds moss and lichens fiv -

finger ponga kawa kawa peaceful still ank smelling vines berries birds fantails flitting gentle movements

green light filter dense


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Language Tools

AOI: Uses a range of text conventions, including grammatical

convent ions, appropriately, eff ectively, and with increasing accuracy.

Nouns

A nounis a naming w ord. We can name a person, a place, an animal, an object, an idea or afeeling. If you can name it, it s a noun.

There are different kinds of noun:

Common nouns used for everyday things (eg table, mouse, choir).

Proper nouns used for people, places, t it les of books, movies, countries and other thingsw ith a given name (eg M aui, M ount Tongariro, Northern Lights, High School Musical.

Collective nouns used for groups of things (eg gaggle, class, troop).

Abstract nouns used for qualities and conditions we cannot touch, point to, or see (eghappiness, dishonesty, kindness).

Exercise 42: Common nouns

All around us are ob ects named as comm on nouns. The ob ects named by common nouns can bepointed to or touched such as book, pictures, shelves.

ow many common nouns can you fi nd to group under these headings?

1. Things in your desk 2. Sports equipment you enjoy using

3. Clothing items you w ould need for skiing 4. ypes of w eather

5. Objects you can sit on 6. Parts of a car


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1

nswers

Section One Listening, Reading, and View ingExercise 3: Listening carefully (page 2)

mouse or arty ouse.Exercise 4: Taking a message (page 4)

1. C Surprise birthday party 2. C Kate. 3. B Emma.

4. A honing people to tell them about the party 5. B Savouries

Exercise 5: What does reading offer us? (page 5)

Reading is

A skill that can be learned and perfected.

A was e o ime.

A good way to relax and unwind.

A w ay to expand knowledge and imagination.

A w ay to get out of doing any real w ork.

A w ay to learn and develop new skills.

A w ay to fi nd new information.

A w ay to understand our world.

A w ay to use up paper and resources.

Exercise 6: Understanding characters Harry Potter and the Chamber of Secrets(page 6)

Answers may vary, suggested answers for eaningfollow.1. a. brilliant extremely clever or highly skilled.

b. unusual different from others of the same type in a way that is surprising, interesting orappealing.

c. mysterious strange or unknown w hich has not yet been explained or understood.d. w izard a man who is believed to have magical powers and w ho uses them to help or

harm people.2. Harry was their nephew.3. Harry was a w izard and had a lightning-shaped scar on his forehead.4. A past that has not been explained or understood yet.

Exercise 7: Understanding a character Where the Wild Things Are page 7)

Answ ers may vary, suggested answ ers ollow.

1. The creatures have terrible, rolling yellow eyes, gnashing teeth and terrible claw s and like toroar you can tell this from the descriptive adjectives used when the author describes the w ildthings.

2. ax says e st , t en stares nto t e r terr e ye ow eyes w t out n ng once.3. Answers will vary.4. The w ild things called Max the most w ild thing of all w hen he had tamed them and they made

him king of all the w ild things. Then a w ild rumpus w as held.5. To bring teeth forcefully together when angry.


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Answers

Exercise 8: Understanding a character Templeton the rat(page 8)

1. Templeton is a crafty and cunning rat. He uses his devious skills to set up a tunnel netw orkaround the farm so he can get to w here he needs to go w ithout being seen. He moves quicklyand stealthily around, normally at night to reduce the chance of detection.

2. r uc erman pro a y oes not rea se emp eton ex sts as emp eton ten s to move t roug

the tunnel netw ork to avoid detection. As Templeton also tends to sleep during the day andmove around at night, he probably does not move around at sim ilar times to M r Zuckerman.3. Templeton had managed to set up a effi cient tunnel netw ork to get himself everyw here he

needed to go w ithout anyone seeing him. This allowed him to m eet all of his needs w ithoutexposing himself to danger or predators.

4. Stealthily means secretly, quietly and quickly. Someone moves stealthily in order to try not to beseen or heard.

5. Humans do not like rats as they f eel they bring germs and disease and eat supplies that havebeen allocated for themselves or other animals.

Exercise 11: Establishing a setting page 11)

1. Extract 3. It w as a calm, sunny evening.

2. Extract 1: Lodestone Creek, New Zealand.xtract 2: A barn.

Extract 3: A valley outside Oxford [England].3. Extract 1: New Zealand. It lay south of Collingw ood, in Golden Bay, in one of the lonelier corners

of New Zealand. Extract 3: Possibly England. ...along the grass verge on the side of the road that ran betw een the

hills tow ards Oxford.

Exercise 13: Introducing the plot Skin(page 14)

1. a. To w alk by pulling your feet slow ly along the ground rather than lift ing them .b. Very unhappy or unpleasant and causing unhappiness.c. Thick unpleasant dirt, extrem ely or unpleasantly dirty.

2. In a tow n or city, probably somew here in France or a French-speaking country, as Rue de Rivolimeans Rivoli Street in English.

3. Answers will vary.4. Answers will vary; one example could be: Drioli was poor. He was out in the freezing cold in

w inter, he wore a fi lthy black coat and w as obviously not very w ell.5. Students personal opinion, no set answer or example.

Exercise 14: Introducing the plot The Haunting(page 15)

1. It w as an ordinary Wednesday. Possibly set around a home, because garden is ment ioned.2. He is imaginative, no longer babyish, old enough to ride a bike. He has a stepm other.3. M antis, Bigbuzz and Ghost are Barnabys imaginary friends.

4. Being haunted. 5. Answ ers will vary.

Exercise 15: Introducing the plot The Lord of the Rings The Two Tow ers(page 16)

1. a. To search or to t ry and fi nd som ething or som eone.b. Confusion or worry. Something w hich is proving diffi cult for someone to understand or solve.c. The highest point of a mountain. d. Far aw ay, in the distance.e. Far aw ay.

2. Answers will vary could include: The summit of mountainous terrain.3. Aragorn is t rying to fi nd Frodo. 4. Aragorn is seeking hobbits.

Exercise 17: Plot development Watcher in the Forest page 18

1. a. hake, minor earthquake. b. Foresaw, expected.

c. Caught or torn on a point. d. M enacing, sinister, threatening.

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