PL
E
SA
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Short Response
Rotation lesson
QCS Lesson
WT Vocabulary, Grammar,
Punctuation & Spelling
Resource code: 27052035
Item Description
- WT Vocab, Grammar, Punctuation & Spelling For the Teachers
Please note: any activity that is not completed during class time may be set for homework or
undertaken at a later date.
•
Activity Description:
•
•
•
In the first unit, students are asked to read a series of sentences. These sentences contain
numerous grammatical and spelling errors; students are required to first write the sentence
again, using correct grammar and spelling and then explain why the original sentence was
incorrect.
The second unit is based on vocabulary. The first item requires students to find synonyms
for three words. In the second item, students are asked to describe a photograph while
remaining conscious of their vocabulary use.
The third and final item asks students to use eight difficult words in sentences. They are
provided with the definitions of the words.
In the last unit, students are required to read through a short passage with very limited
punctuation. They are then asked to punctuate the passage correctly.
SA
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•
Purpose of Activity:
•
•
This activity is designed to consolidate students’ knowledge and ability to
use vocabulary, grammar, punctuation and spelling.
CCEs:
•
•
•
•
•
•
•
PL
E
WT Vocab, Grammar, Punctuation & Spelling
Recognising letters, words and other symbols (α1)
Interpreting the meaning of words or other symbols (α4)
Using correct spelling, punctuation, grammar (π9)
Using vocabulary appropriate to a context (π10)
Explaining to others (π26)
Creating/ composing/ devising (π46)
Suggested Time Allocation:
•
These units are designed to take approximately an hour to complete.
…continued on the next page
Item Description
- WT Vocab, Grammar, Punctuation & Spelling For the Teachers - continued
This Item Description is continued from the previous page.
Teaching Notes:
•
•
•
•
Students may require assistance from teachers in the first unit as they may have difficulty
explaining why the passages are incorrect.
If possible, the answers for each activity should be projected onto the board using either a
digital projector or OHP. This will enable discussion and ensure that students understand
the answers fully, therefore maximising learning.
Note that in Unit Two, students are asked to use difficult words in a sentence. Students who
find this difficult should not be pushed to complete the entire activity.
Unit Three asks students to edit a passage. As an extra activity – either for extension
students, for extra class time or for homework – students could be asked to go through the
passage and highlight advanced vocabulary. They could then write the definitions beside
this advanced vocabulary. Furthermore, they could highlight the different components of
the paragraph (e.g. topic sentence, point one, point two…).
SA
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•
PL
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WT Vocab, Grammar, Punctuation & Spelling
UNIT ONE
ITEM 1
The sentences below are extracts from a the draft of a book about Australian wildlife. The author
was still learning English at the time of writing, so many of his sentences are grammatically
incorrect. Write the correct version of each sentence out on the lines below, before explaining the
error and why/how it needs to be fixed.
PL
E
A.group
. . . . . . . .of
. . .kangaroos
. . . . . . . . . . . . .are
. . . . most
. . . . . . . commonly
. . . . . . . . . . . . . .called
. . . . . . .a
. . mob.
......................................................
.................................................................................................................
Explanation
. . . . . . . . . . . . . of
. . . .error:
................................................................................................
.................................................................................................................
.................................................................................................................
.................................................................................................................
The
. . . .platypus
. . . . . . . . . . .is. . a
. . real
. . . . . .shy
. . . . animal
. . . . . . . . .that
. . . . . .is. .only
. . . . . .found
. . . . . . . .in
. . .eastern
. . . . . . . . . Australia.
.........................................
SA
M
.................................................................................................................
Explanation
. . . . . . . . . . . . . of
. . . .error:
................................................................................................
.................................................................................................................
.................................................................................................................
Recent research into Tasmanian Tigers has revealled that they would of been able to
rotate
. . . . . . .their
. . . . . .arms
. . . . . . .so
. . . that
. . . . . .their
. . . . . .palms
. . . . . . . .faced
. . . . . . . upwards,
. . . . . . . . . . . .much
. . . . . . . like
. . . . .a. . cat.
.....................................
.................................................................................................................
.................................................................................................................
Explanation
. . . . . . . . . . . . . of
. . . .error:
................................................................................................
.................................................................................................................
.................................................................................................................
.................................................................................................................
Koalas hardly ever need to drink water, they get enough moisture from the eucalyptus
leafs
. . . . .they
. . . . . .eat.
......................................................................................................
.................................................................................................................
Explanation
. . . . . . . . . . . . . of
. . . .error:
................................................................................................
.................................................................................................................
.................................................................................................................
Most
. . . . . .of
. . .a. .bandicoot’s
. . . . . . . . . . . . . . predators
. . . . . . . . . . . . .are
. . . . introdused
. . . . . . . . . . . . . .species.
. . . . . . . . . . Feral
. . . . . . .cats,
. . . . . .for
. . . .example.
..............................
.................................................................................................................
.................................................................................................................
Explanation
. . . . . . . . . . . . . of
. . . .error:
................................................................................................
PL
E
.................................................................................................................
.................................................................................................................
The
. . . .main
. . . . . . .difference
. . . . . . . . . . . . between
. . . . . . . . . . . .kangaroos
. . . . . . . . . . . . .and
. . . . .wallabys
. . . . . . . . . . .are
. . . . their
. . . . . . .size.
......................................
.................................................................................................................
Explanation of error:
.................................................................................................................
.................................................................................................................
.................................................................................................................
SA
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.................................................................................................................
Captain Cook, whom discovered Australia, found out that the Aboriginal name for the spotted
marsupial
. . . . . . . . . . . cat
. . . . was
. . . . . .‘quoll’.
............................................................................................
.................................................................................................................
Explanation of error:
.................................................................................................................
.................................................................................................................
.................................................................................................................
When
. . . . . . .they
. . . . . .are
. . . .feelling
. . . . . . . . . .tired,
. . . . . . .a. .tree
. . . . . branch
. . . . . . . . . is
. . .the
. . . . choice
. . . . . . . . .of
. . .bed
. . . . . for
. . . . tree
. . . . . .kangaroos.
.............................
.................................................................................................................
.................................................................................................................
Explanation
. . . . . . . . . . . . . of
. . . .error:
................................................................................................
.................................................................................................................
.................................................................................................................
UNIT ONE
ITEM 1
The sentences below are extracts from a the draft of a book about Australian wildlife. The author
was still learning English at the time of writing, so many of his sentences are grammatically
incorrect. Write the correct version of each sentence out on the lines below, before explaining the
error and why/how it needs to be fixed.
A.group
. . . . . . . .of
. . .kangeroos
. . . . . . . . . . . . .are
. . . . .most
. . . . . . commonly
. . . . . . . . . . . . . .called
.......a
. . .mob.
.....................................................
PL
E
. .A
. . .group
. . . . . . . .of
. . . kangaroos
. . . . . . . . . . . . . .is
. . .most
. . . . . . .commonly
. . . . . . . . . . . . called
. . . . . . . . .a. .mob.
..................................................
Explanation
. . . . . . . . . . . . . of
. . . .error:
. . . . . . . . .The
. . . . . subject
. . . . . . . . . . .of
. . . the
. . . . . sentence
. . . . . . . . . . . . .is
..a
. . .group,
. . . . . . . . which
. . . . . . . . is
. . .a
. . singular
. . . . . . . . . . .noun.
.............
. . Subjects
. . . . . . . . . . . . .and
. . . . .their
. . . . . . .verbs
. . . . . . . .always
. . . . . . . . .have
. . . . . . to
. . . .agree,
. . . . . . . . hence
. . . . . . . . group
. . . . . . . . must
. . . . . . . be
. . . . accompanied
. . . . . . . . . . . . . . . . .by
.......
. . the
. . . . . singular
. . . . . . . . . . . .auxiliary
. . . . . . . . . . . verb
. . . . . . .is,
. . . .not
. . . . the
. . . . . .plural
. . . . . . . auxiliary
. . . . . . . . . . . .verb
. . . . . . are.
. . . . . . ‘Kangaroo’
. . . . . . . . . . . . . is
. . . spelt
...............
. . wrong.
...............................................................................................................
The
. . . .platypus
. . . . . . . . . . .is. . a
. . real
. . . . . .shy
. . . . animal
. . . . . . . . .that
. . . . . .is. .only
. . . . . .found
. . . . . . . .in
. . .eastern
. . . . . . . . . Australia.
.........................................
. . The
. . . . . .platypus
. . . . . . . . . . . is
. . .a. . really
. . . . . . . . shy
. . . . . animal
. . . . . . . . .that
. . . . . . is
. . .only
. . . . . .found
. . . . . . . .in
. . .eastern
. . . . . . . . . . Australia.
...............................
SA
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Explanation
. . . . . . . . . . . . . of
. . . .error:
. . . . . . . . . . .‘Really’
. . . . . . . . . is
. . . an
. . . .adverb,
. . . . . . . . . . while
. . . . . . . ‘real’
. . . . . . .is
. . .an
. . . .adjective.
. . . . . . . . . . . . .Adjectives
. . . . . . . . . . . . . . only
...........
. . describe
. . . . . . . . . . . .nouns,
. . . . . . . . .whereas
. . . . . . . . . . .adverbs
. . . . . . . . . . .are
. . . . .used
. . . . . . to
. . . .modify
. . . . . . . . . verbs,
. . . . . . . . .adjectives
. . . . . . . . . . . . . .or
. . . other
..................
. . adverbs.
. . . . . . . . . . . .As
. . . .‘shy’
. . . . . .is
. . .an
. . . adjective,
. . . . . . . . . . . . . .it
. . .must
. . . . . . .be
. . . described
. . . . . . . . . . . . . .by
. . . .the
. . . . .adverb
. . . . . . . . . ‘really’.
........................
Recent research into Tasmanian Tigers has revealled that they would of been able to
rotate
. . . . . . .their
. . . . . .arms
. . . . . . .so
. . . that
. . . . . .their
. . . . . .palms
. . . . . . . .faced
. . . . . . . upwards,
. . . . . . . . . . . .much
. . . . . . . like
. . . . .a. . cat.
. . . . . . . .Recent
. . . . . . . . . research
. . . . . . . . . . . . into
........
. . Tasmanian
. . . . . . . . . . . . . .Tigers
. . . . . . . . .has
. . . . . revealed
. . . . . . . . . . . .that
. . . . . .they
. . . . . . .would
. . . . . . . have
. . . . . . .been
. . . . . . .able
. . . . . .to
. . . rotate
. . . . . . . . . their
. . . . . . . arms
............
. . so
. . . .that
. . . . . .their
. . . . . . . palms
. . . . . . . .faced
. . . . . . . .upwards,
. . . . . . . . . . . .much
. . . . . . . like
. . . . . .a. .cat.
...................................................
Explanation
. . . . . . . . . . . . . of
. . . .error:
. . . . . . . . . . . .‘Would
. . . . . . . . . of’,
. . . . .‘could
. . . . . . . .of’
. . . .and
. . . . . ‘should
. . . . . . . . . .of’
. . . .are
. . . . .not
. . . . .expressions
. . . . . . . . . . . . . . . in
. . . the
...........
. . English
. . . . . . . . . .language.
. . . . . . . . . . . . This
. . . . . . .common
. . . . . . . . . . error
. . . . . . . .has
. . . . .arisen
. . . . . . . . due
. . . . . .to
. . . mispronunciation
. . . . . . . . . . . . . . . . . . . . . .and
. . . . . slurring
...............
. . of
. . . .the
. . . . .conditional
. . . . . . . . . . . . . . forms
. . . . . . . . .‘would
. . . . . . . .have’,
. . . . . . . .‘could
. . . . . . . .have’
. . . . . . .or
. . . ‘should
. . . . . . . . . .have’
. . . . . . ... ‘Revealed’
. . . . . . . . . . . . . is
. . . spelt
...........
. . wrong.
...............................................................................................................
Koalas hardly ever need to drink water, they get enough moisture from the eucalyptus
leafs
. . . . .they
. . . . . .eat.
. . . . . . . .Koalas
. . . . . . . . .hardly
. . . . . . . . .ever
. . . . . .need
. . . . . . .to
. . . drink
. . . . . . . .water,
. . . . . . . . .as
. . . they
. . . . . . .get
. . . . .enough
. . . . . . . . . moisture
...................
. . from
. . . . . . . the
. . . . . eucalyptus
. . . . . . . . . . . . . . leaves
. . . . . . . . .they
. . . . . . .eat.
.....................................................................
Explanation
of error: The original sentence contains a comma splice. To fix this, the
.................................................................................................................
sentences need to be separated with a full stop or a semi-colon or linked with a
.................................................................................................................
conjunction like ‘as’. ‘Leafs’ isn’t the correct plural form of ‘leaf’ (‘leaves’).
.................................................................................................................
.................................................................................................................
Most of a bandicoot’s predators are introdused species. Feral cats, for example.
.................................................................................................................
Most of a bandicoot’s predators are introduced species;
.................................................................................................................
for example, feral cats.
Explanation
. . . . . . . . . . . . . of
. . . .error:
. . . . . . . . . . . . .‘Feral
. . . . . . . .cats,
. . . . . . for
. . . . . example’
. . . . . . . . . . . .is
. . .not
. . . . .a. .complete
. . . . . . . . . . . .sentence,
. . . . . . . . . . . . .as
. . . .it. . does
...........
. . not
. . . . . contain
. . . . . . . . . .a. . verb.
. . . . . . . To
. . . . fix
. . . . .this
. . . . . .error,
. . . . . . . . the
. . . . . two
. . . . . .sentences
. . . . . . . . . . . . .need
. . . . . . .to
. . . be
. . . . merged
. . . . . . . . . . together.
................
PL
E
. . ‘Introduced’
. . . . . . . . . . . . . . . . is
. . . spelt
. . . . . . . wrong.
.....................................................................................
The
. . . .main
. . . . . . .difference
. . . . . . . . . . . . between
. . . . . . . . . . . .kangaroos
. . . . . . . . . . . . .and
. . . . .wallabys
. . . . . . . . . . .are
. . . . their
. . . . . . .size.
. . . . . . . . . .The
. . . . . .main
......................
. . difference
. . . . . . . . . . . . . . .between
. . . . . . . . . . . kangaroos
. . . . . . . . . . . . . .and
. . . . .wallabies
. . . . . . . . . . . .is
. . .their
. . . . . . .size.
............................................
Explanation
. . . . . . . . . . . . . of
. . . .error:
. . . . . . . . . . .The
. . . . . .subject
. . . . . . . . . . of
. . . .the
. . . . .sentence
. . . . . . . . . . . .is
. . .the
. . . . .‘difference’,
. . . . . . . . . . . . . . . . which
. . . . . . . . is
. . .a
.............
. . singular
. . . . . . . . . . .noun.
. . . . . . .Subjects
. . . . . . . . . . . . and
. . . . . .their
. . . . . . .verbs
. . . . . . . .always
. . . . . . . . have
. . . . . . .to
. . . .agree,
. . . . . . . . hence
. . . . . . . . ‘difference’
. . . . . . . . . . . . . . . .must
.........
. . be
. . . . accompanied
. . . . . . . . . . . . . . . . .by
. . . .the
. . . . .singular
. . . . . . . . . . .auxiliary
. . . . . . . . . . . .verb
. . . . . . ‘is’.
. . . . .‘Wallabys’
. . . . . . . . . . . . .is
. . .not
. . . . .the
. . . . .correct
. . . . . . . . . . plural
...........
. . form
. . . . . . . of
. . . .‘wallaby’
. . . . . . . . . . .(‘wallabies’).
.........................................................................................
SA
M
Captain Cook, whom discovered Australia, found out that the Aboriginal name for the spotted
marsupial
. . . . . . . . . . . cat
. . . . was
. . . . . .‘quoll’.
. . . . . . . . . . .Captain
. . . . . . . . . .Cook,
. . . . . . . .who
. . . . . discovered
. . . . . . . . . . . . . . .Australia,
. . . . . . . . . . . . .found
. . . . . . . .out
. . . . .that
. . . . . . the
...........
. . Aboriginal
. . . . . . . . . . . . . .name
. . . . . . .for
. . . . .the
. . . . .spotted
. . . . . . . . . . .marsupial
. . . . . . . . . . . . cat
. . . . . was
. . . . . .‘quoll’.
..............................................
Explanation
. . . . . . . . . . . . . of
. . . .error:
. . . . . . . . . . . . .To
. . . .test
. . . . . .whether
. . . . . . . . . . . ‘whom’
. . . . . . . . .or
. . . .‘who’
. . . . . . is
. . .appropriate
. . . . . . . . . . . . . . . .in
. . .a. .sentence,
. . . . . . . . . . . . .ask
......
. . who
. . . . . .performed
. . . . . . . . . . . . . . the
. . . . . task
. . . . . . .in
. . .question.
. . . . . . . . . . . .Who
. . . . . . discovered
. . . . . . . . . . . . . . .Australia?
. . . . . . . . . . . . . .He
. . . .did.
. . . . . Therefore,
....................
. . ‘who’
. . . . . . .is
. . .correct.
. . . . . . . . . . .(he/she/they
. . . . . . . . . . . . . . . . . .=. .who;
. . . . . . him/her/them
. . . . . . . . . . . . . . . . . . .=. . whom)
...........................................
When
. . . . . . .they
. . . . . .are
. . . .feelling
. . . . . . . . . .tired,
. . . . . . .a. .tree
. . . . . branch
. . . . . . . . . is
. . .the
. . . . choice
. . . . . . . . .of
. . .bed
. . . . . for
. . . . tree
. . . . . .kangaroos.
. . . . . . . . . . . . . . . .A
. . .tree
..........
. . branch
. . . . . . . . . .is
. . .the
. . . . .choice
. . . . . . . . .of
. . . bed
. . . . . .for
. . . . .tree
. . . . . .kangaroos
. . . . . . . . . . . . . when
. . . . . . . they
. . . . . . .are
. . . . .feeling
. . . . . . . . . tired.
.......................
.................................................................................................................
Explanation
. . . . . . . . . . . . . of
. . . .error:
. . . . . . . . . . .According
. . . . . . . . . . . . . .to
. . .the
. . . . . original
. . . . . . . . . . sentence,
. . . . . . . . . . . . . the
. . . . . pronoun
. . . . . . . . . . .‘they’
. . . . . . . .refers
. . . . . . . . .to
. . . a. . . .
. . tree
. . . . . . .branch.
. . . . . . . . . .To
. . . .correct
. . . . . . . . . .this
. . . . . .proximity
. . . . . . . . . . . . .error,
. . . . . . . . the
. . . . . actual
. . . . . . . . .subject,
. . . . . . . . . . .‘tree
. . . . . . .kangaroos’,
.....................
. . needs
. . . . . . . . to
. . . .be
. . . .placed
. . . . . . . . .closer
. . . . . . . .to
. . . .the
. . . . .verb.
. . . . . . .‘Feeling’
. . . . . . . . . . .is
. . .spelt
. . . . . . .wrong.
.........................................
Marking Scheme
Unit One
In this unit, students needed to rewrite each grammatically incorrect sentence correctly,
demonstrating their precision and understanding of the conventions of grammar and spelling.
CCEs Present in Unit:
Recognising letters, words and other symbols
4
Interpreting the meaning of words or other symbols
9
Using correct spelling, punctuation, grammar
26
Explaining to others
Unit One Item 1
PL
E
1
SA
M
Model Response:
A group of kangeroos are most commonly called a mob.
 A group of kangaroos is most commonly called a mob.
The subject of the sentence is a group, which is a singular noun. The plural noun kangaroos is
not the subject. Subjects and their verbs always have to agree, hence group must be
accompanied by the singular auxiliary verb is, not the plural auxiliary verb are. ‘Kangaroos’ is
spelt incorrectly.
The platypus is a real shy animal that is only found in eastern Australia.
 The platypus is a really shy animal that is only found in eastern Australia.
Really is an adverb, while real is an adjective. Adjectives only describe nouns, whereas adverbs
are used to modify verbs, adjectives or other adverbs. As shy is an adjective, it must be
described by the adverb really.
Recent research into Tasmanian Tigers has revealled that they would of been able to rotate their
arms so that their palms faced upwards, much like a cat.
 Recent research into Tasmanian Tigers has revealed that they would have been able to
rotate their arms so that their palms faced upwards, much like a cat.
Would of, could of and should of are not expressions in the English language. This is because of
is a preposition, whereas have is an auxiliary verb. This common error has arisen due to
mispronunciation and slurring of the conditional forms would have, could have or should have.
‘Revealled’ is spelt incorrectly.
Koalas hardly ever need to drink water, they get enough moisture from the eucalyptus leaves
they eat.
 Koalas hardly ever need to drink water, as they get enough moisture from the eucalyptus
leaves they eat.
 Koalas hardly ever need to drink water; they get enough moisture from the eucalyptus
leaves they eat.
 Koalas hardly ever need to drink water. They get enough moisture from the eucalyptus
leaves they eat.
The original sentence contains a comma splice, an error whereby two independent clauses are
linked with a comma. To fix this, the sentences need to be separated with a full stop or a semicolon or linked with a conjunction like as.
The writer has used the incorrect plural form of ‘leaf’ (‘leaves’).
Marking Scheme
Unit One
Most of a bandicoot’s predators are introdused species. Feral cats, for example.
 Most of a bandicoot’s predators are introduced species; for example, feral cats.
Feral cats, for example is not a complete sentence, as it does not contain a verb. To fix this
error, students should have merged the two sentences together.
‘Introduced’ is spelt incorrectly.
PL
E
The main difference between kangaroos and wallabys are their size.
 The main difference between kangaroos and wallabies is their size.
The subject of the sentence is the difference, which is a singular noun. The plural nouns
wallabies and kangaroos are not the subject. Subjects and their verbs always have to agree,
hence difference must be accompanied by the singular auxiliary verb is, not the plural auxiliary
verb are.
The author has used the incorrect plural form of ‘wallaby’ (the correct form is ‘wallabies’).
SA
M
Captain Cook, whom discovered Australia, found out that the Aboriginal name for the spotted
marsupial cat was ‘quoll’.
 Captain Cook, who discovered Australia, found out that the Aboriginal name for the spotted
marsupial cat was ‘quoll’.
Who is a subjective pronoun, whom is in the objective case. To test which one is appropriate in a
sentence, ask who performed the task in question. If the answer is he, she or they, who is
needed; if the answer is him, her or them, whom is needed. Who discovered Australia? He did.
Therefore, who is correct.
When they are feeling tired, a tree branch is a tree kangaroo’s choice of bed.
 A tree branch is the choice of bed for tree kangaroos when they are feeling tired
The participle feeling is left dangling, as it doesn’t agree with its subject. According to the original
sentence, the pronoun they refers to a tree branch. To correct this proximity error, students
needed to place the actual subject, tree kangaroos, closer to the verb. They could do this by
switching the independent clause with the dependent, or just by switching around the contents of
the independent clause.
‘Feeling’ is spelt incorrectly.
UNIT TWO
ITEM 2
List six synonyms for each of the following words. Remember that synonyms are words
with practically identical meanings. Try and make your synonyms as interesting as
possible.
big
boring
bad
................................... ....................................... .....................................
PL
E
................................... ....................................... .....................................
................................... ....................................... .....................................
................................... ....................................... .....................................
................................... ....................................... .....................................
................................... ....................................... .....................................
ITEM 3
SA
M
Describe the scene in this photograph using as much descriptive vocabulary as possible.
.................................................................................................................
.................................................................................................................
.................................................................................................................
.................................................................................................................
.................................................................................................................
.................................................................................................................
.................................................................................................................
.................................................................................................................
.................................................................................................................
.................................................................................................................
.................................................................................................................
.................................................................................................................
.................................................................................................................
.................................................................................................................
.................................................................................................................
.................................................................................................................
.................................................................................................................
ITEM 4
The meanings of eight complex words have been given to you below. Use each of the words in a
sentence.
gregarious: (adjective) sociable and fond of company
PL
E
.................................................................................................................
.................................................................................................................
irascible: (adjective) irritable and easily aggravated
.................................................................................................................
.................................................................................................................
canorous: (adjective) melodious and pleasant sounding
.................................................................................................................
SA
M
.................................................................................................................
brumal: (adjective) wintry
.................................................................................................................
.................................................................................................................
cogitate: (verb) to think or ponder
.................................................................................................................
.................................................................................................................
paradox: (noun) apparently self-contradictory statement
.................................................................................................................
.................................................................................................................
alacrity: (noun) eagerness or enthusiasm
.................................................................................................................
.................................................................................................................
munificent: (noun) to be generous
.................................................................................................................
.................................................................................................................
UNIT TWO
ITEM 2
List six synonyms for each of the following words. Remember that synonyms are words
with practically identical meanings. Try and make your synonyms as interesting as
possible.
big
boring
bad
. . . . . . . gargantuan
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .tedious
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .appalling
..............................
PL
E
. . . . . . . colossal
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .monotonous
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .abhorrent
..............................
. . . . . . . titanic
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .dull
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .despicable
..............................
. . . . . . . immense
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .wearisome
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .dreadful
..............................
. . . . . . . enormous
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .uninteresting
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vile
..............................
. . . . . . . mammoth
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .lacklustre
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .horrific
..............................
ITEM 3
SA
M
Describe the scene in this photograph using as much descriptive vocabulary as possible.
. . The
. . . . . .majestic
. . . . . . . . . . . .mountains
. . . . . . . . . . . . .are
................................................................................
. . scattered
. . . . . . . . . . . . . .with
. . . . . .snow
. . . . . . .and
....................................................................................
. . frame
. . . . . . . . .a. .lake
. . . . . .so
. . . crystal
...........................................................................................
. . clear
. . . . . . . and
. . . . . .serene
. . . . . . . . .that
. . . . . . its
...................................................................................
. . sandy
. . . . . . . . bottom
. . . . . . . . . .can
. . . . .plainly
. . . . . . . . .be
...............................................................................
. . seen.
. . . . . . . Tall
. . . . . .pine
. . . . . .trees
. . . . . . . .stand
....................................................................................
. . proud
. . . . . . . . on
. . . .the
. . . . .lake’s
. . . . . . . .edge,
......................................................................................
. . like
. . . . . .Derwent
. . . . . . . . . . .pencils
. . . . . . . . . in
...a
..................................................................................
. . box.
. . . . . . There
. . . . . . . . .is
. . .not
. . . . .a. .cloud
. . . . . . . in
...............................................................................
. . the
. . . . . hazy
. . . . . . .blue
. . . . . .sky,
. . . . . .and
. . . . .the
..................................................................................
. . crisp
. . . . . . . air
. . . . .is
. . so
. . . .cold
. . . . . .that
. . . . . . it
.................................................................................
. . feels
. . . . . . . as
. . . .though
. . . . . . . . . it
. . . is
. . . biting
. . . . . . . . my
. . . . .cheeks.
. . . . . . . . . .It
. . . is
. . . so
. . . .chilly
. . . . . . . that
. . . . . . .even
. . . . . .the
. . . . . birds
. . . . . . . .seem
. . . . . . .to
............
. . be
. . . . frozen
. . . . . . . . . into
. . . . . .stillness,
. . . . . . . . . . . .for
. . . . .not
. . . . .a. .single
. . . . . . . .sound
. . . . . . . .disturbs
. . . . . . . . . . . the
. . . . . .ethereal
. . . . . . . . . . .silence
. . . . . . . . . that
...............
. . permeates
. . . . . . . . . . . . . . the
. . . . . landscape.
............................................................................................
.................................................................................................................
.................................................................................................................
.................................................................................................................
ITEM 4
The meanings of eight complex words have been given to you below. Use each of the words in a
sentence.
gregarious: (adjective) sociable and fond of company
PL
E
. . Lebrado
. . . . . . . . . . . had
. . . . . .always
. . . . . . . . .been
. .. . . .a
. . .gregarious
. . . . . . . . . . . . . .and
. . . . .outgoing
. . . . . . . . . . . child,
. . . . . . . .so
. . . .it. . came
. . . . . . . .as
. . .no
. . . .surprise
. . . . . . . . . . .to
......
. . his
. . . . .mother
. . . . . . . . . .when
. . . . . . .he
. . . .declared
. . . . . . . . . . . that
. . . . . . .he
. . . .wanted
. . . . . . . . . to
. . . .become
. . . . . . . . . . a. . TV
. . . . .presenter.
.................................
irascible: (adjective) irritable and easily aggravated
. .I
. . .only
. . . . . ever
. . . . . . .eat
. . . . .chocolate
. . . . . . . . . . . . .when
. . . . . . .I’m
. . . . .feeling
. . . . . . . . .irascible,
. . . . . . . . . . . . as
. . . .it
. . .soothes
. . . . . . . . . . my
. . . . .nerves.
.......................
.................................................................................................................
canorous: (adjective) melodious and pleasant sounding
. . The
. . . . . .magpie’s
. . . . . . . . . . . cheerful,
. . . . . . . . . . . . .canorous
. . . . . . . . . . . melody
. . . . . . . . . .rang
. . . . . . across
. . . . . . . . . the
. . . . . field,
. . . . . . . .bringing
. . . . . . . . . . .joy
. . . . .to
. . .all
.............
SA
M
. . those
. . . . . . . . who
. . . . . .heard
. . . . . . . .it.
.........................................................................................
brumal: (adjective) wintry
. . The
. . . . . .homeless
. . . . . . . . . . . . man
. . . . . .pulled
. . . . . . . . his
. . . . .blankets
. . . . . . . . . . . tighter
. . . . . . . . . .around
. . . . . . . . . him
. . . . . .as
. . . the
. . . . . brumal
. . . . . . . . . .wind
. . . . . .picked
..............
. . up,
. . . . .blowing
. . . . . . . . . .swirls
. . . . . . . .of
. . . leaves
. . . . . . . . .through
. . . . . . . . . . .the
. . . . .narrow,
. . . . . . . . . .cobbled
. . . . . . . . . . .streets.
.......................................
cogitate: (verb) to think or ponder
. .I
. . .cogitated
. . . . . . . . . . . . on
. . . .the
. . . . .matter
. . . . . . . . . .for
. . . . .hours,
. . . . . . . . desperately
. . . . . . . . . . . . . . . .trying
. . . . . . . . to
. . . .come
. . . . . . .up
. . . .with
. . . . . .a. . solution
.................
. . that
. . . . . . .would
. . . . . . . cause
. . . . . . . . the
. . . . . least
. . . . . . . damage
. . . . . . . . . . .to
. . .my
. . . . boyfriend’s
. . . . . . . . . . . . . . . feelings.
............................................
paradox: (noun) apparently self-contradictory statement
. . It
. . . .is
. . .an
. . . interesting
. . . . . . . . . . . . . . .paradox
. . . . . . . . . . .that
. . . . . . sleeping
. . . . . . . . . . . can
. . . . . often
. . . . . . . .make
. . . . . . . you
. . . . . more
. . . . . . . tired.
..........................
.................................................................................................................
alacrity: (noun) eagerness or enthusiasm
. . As
. . . . soon
. . . . . . .as
. . . she
. . . . . received
. . . . . . . . . . . .the
. . . . . invitation
. . . . . . . . . . . . .to
. . . the
. . . . . ball,
. . . . . . she
. . . . . .acted
. . . . . . . .with
. . . . . .alacrity
. . . . . . . . . . in
. . . replying
...............
. . that
. . . . . . .she
. . . . .would
. . . . . . . .attend.
...........................................................................................
munificent: (noun) to be generous
. . At
. . . . Christmas
. . . . . . . . . . . . . .time,
. . . . . . .Uncle
. . . . . . . .Ben’s
. . . . . . .munificent
. . . . . . . . . . . . . . nature
. . . . . . . . . is
. . . indulged.
.............................................
.................................................................................................................
Marking Scheme
Unit Two
Students’ vocabulary skills were the focus of this unit, where they were asked to write descriptive
passages, use complex words in a sentence and come up with creative synonyms for basic
words.
CCEs Present in Unit:
Recognising letters, words and other symbols
4
Interpreting the meaning of words or other symbols
9
Using correct spelling, punctuation, grammar
10
Using vocabulary appropriate to a context
46
Creating/composing/devising
Unit Two Item 2
Model Response:
PL
E
1
big: gargantuan, colossal, titanic, immense, enormous, mammoth
boring: tedious, monotonous, dull, wearisome, uninteresting, lacklustre
bad: appalling, abhorrent, despicable, dreadful, vile, horrific
SA
M
Unit Two Item 3
Model Response:
The majestic mountains are scattered with snow and frame a lake so crystal clear and serene
that its sandy bottom can plainly be seen. Tall pine trees stand proud on the lake’s edge, like
Derwent pencils in a box. There is not a cloud in the hazy blue sky, and the crisp air is so cold
that it feels as though it is biting my cheeks. It is so chilly that even the birds seem to be frozen
into stillness, for not a single sound disturbs the ethereal silence that permeates the landscape.
Unit Two Item 4
Model Response:
• Lebrado had always been a gregarious and outgoing child, so it came as no surprise to his
mother when he declared that he wanted to become a TV presenter.
• I only ever eat chocolate when I’m feeling irascible, as it soothes my nerves.
• The magpie’s cheerful, canorous melody rang across the field, bringing joy to all those who
heard it.
• The homeless man pulled his blankets tighter around him as the brumal wind picked up,
blowing swirls of leaves through the narrow, cobbled streets.
• I cogitated on the matter for hours, desperately trying to come up with a solution that would
cause the least damage to my boyfriend’s feelings.
• It is an interesting paradox that sleeping can often make you more tired.
• As soon as she received the invitation to the ball, she acted with alacrity in replying that she
would attend.
• At Christmas time, Uncle Ben’s munificent nature is indulged.
UNIT THREE
ITEM 5
You are a high school teacher and the time has come to help your students to mark their drafts.
One of your students has submitted the first quarter of their biographical account of Gough
Whitlam to make sure that they are on the right track. You immediately notice that their draft
contains no punctuation whatsoever aside from full stops. Go through and insert all necessary
punctuation and capital letters. You should be looking to correct approximately 53 errors.
PL
E
gough whitlams leadership of australia ending with his unprecedented dismissal as
prime minister by the governor general in 1975 was perhaps the most contentious in
australian history. elected in 1972 after 23 years of liberal government the dynamic
and idealistic whitlam promised a national social and cultural revolution a promise
that he largely fulfilled. despite the myriad of positive changes and legislative
reforms whitlam can be accredited for the time he was in office was littered with
SA
M
scandal and inefficient fiscal management. this ultimately facilitated his downfall
however his legacy as an advocate of democracy equality and improved quality of
life for all australians endures today and he is remembered as an egalitarian and
erudite leader who changed our nation for the better.
whitlams privileged background was unconventional for a supporter of the australian
labor party (alp). born in the affluent suburb of kew in melbourne whitlam flitted
between private schools in sydney and canberra as his family moved around in
conjunction with his father’s job. originally a federal public servant whitlams father
later became a member of a united nations committee and worked as a solicitor for
the australian government it is speculated that it was this interest in human rights
that heavily influenced his son. after school whitlam attended the university of
sydney initially completing a bachelor of arts and chasing it up with a law degree.
UNIT THREE
ITEM 5
You are a high school teacher and the time has come to help your students to mark their drafts.
One of your students has submitted the first quarter of their biographical account of Gough
Whitlam to make sure that they are on the right track. You immediately notice that their draft
contains no punctuation whatsoever aside from full stops. Go through and insert all necessary
punctuation and capital letters. You should be looking to correct approximately 53 errors.
PL
E
Gough Whitlam’s leadership of Australia, ending with his unprecedented dismissal
as Prime Minister by the Governor General in 1975, was perhaps the most
contentious in Australian history. Elected in 1972 after 23 years of Liberal
government, the dynamic and idealistic Whitlam promised a national social and
cultural revolution – a promise that he largely fulfilled. Despite the myriad of
positive changes and legislative reforms Whitlam can be accredited for, the time he
SA
M
was in office was littered with scandal and inefficient fiscal management. This
ultimately facilitated his downfall; however, his legacy as an advocate of democracy,
equality and improved quality of life for all Australians endures today, and he is
remembered as an egalitarian and erudite leader who changed our nation for the
better.
Whitlam’s privileged background was unconventional for a supporter of the
Australian Labor Party (ALP). Born in the affluent suburb of Kew in Melbourne,
Whitlam flitted between private schools in Sydney and Canberra as his family
moved around in conjunction with his father’s job. Originally a federal public
servant, Whitlam’s father later became a member of a United Nations committee and
worked as a solicitor for the Australian government; it is speculated that it was this
interest in human rights that heavily influenced his son. After school, Whitlam
attended the University of Sydney, initially completing a Bachelor of Arts and
chasing it up with a law degree.
Marking Scheme
Unit Three
CCEs Present in Unit:
PL
E
In this item, students needed to correct a large body of text that contained no punctuation. This
required them to draw on their knowledge of capital letters, possessive apostrophes, commas,
semi-colons and dashes. Students were told that approximately 53 mistakes should have been
corrected; however, as long as students were able to punctuate the passage so that it made
sense, their responses should have been considered correct – that is, it students didn’t answer
in exactly the same way as the model response, they shouldn’t be penalised if their passage is
punctuated correctly.
1
Recognising letters, words and other symbols
4
Interpreting the meaning of words or other symbols
9
Using correct spelling, punctuation, grammar
Unit Three Item 5
Model Response:
SA
M
Gough Whitlam’s leadership of Australia, ending with his unprecedented dismissal as Prime
Minister by the Governor General in 1975, was perhaps the most contentious in Australian
history. Elected in 1972 after 23 years of Liberal government, the dynamic and idealistic Whitlam
promised a national social and cultural revolution – a promise that he largely fulfilled. Despite the
myriad of positive changes and legislative reforms Whitlam can be accredited for, the time he
was in office was littered with scandal and inefficient fiscal management. This ultimately
facilitated his downfall; however, his legacy as an advocate of democracy, equality and improved
quality of life for all Australians endures today, and he is remembered as an egalitarian and
erudite leader who changed our nation for the better.
Whitlam’s privileged background was unconventional for a supporter of the Australian Labor
Party (ALP). Born in the affluent suburb of Kew in Melbourne, Whitlam flitted between private
schools in Sydney and Canberra as his family moved around in conjunction with his father’s job.
Originally a federal public servant, Whitlam’s father later became a member of a United Nations
committee and worked as a solicitor for the Australian government; it is speculated that it was
this interest in human rights that heavily influenced his son. After school, Whitlam attended the
University of Sydney, initially completing a Bachelor of Arts and chasing it up with a law degree.