English Unit Grammar Stage Three Term 1 2 3 4

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EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
EN3-2A composes, edits and presents well-structured and coherent texts
EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
EN3-4A draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts
EN3-5B discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
EN3-6B uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing
texts
EN3-8D identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
EN3-9E recognises, reflects on and assesses their strengths as a learner
LearningAcross
TheCurriculum
Cross-curriculum
priorities
Aboriginal &Torres
Strait Islander
histories&cultures
Asia &Australias
engagement with
Asia
Sustainability
General capabilities
Critical &creative
thinking
Ethical
understanding

Information&communicati
on technology capability
Intercultural
understanding
Literacy
Numeracy
Personal &social
capability
Otherlearningacross the
curriculum areas
Civics &citizenship
Difference&diversity
Work&enterprise
Content Teaching & Learning Activities Reg
Stage 3 - Speaking and listening
participate in and contribute to discussions,
clarifying and interrogating ideas, developing and
supporting arguments, sharing and evaluating
information, experiences and opinions (ACELY1709)

Stage 3 - Writing and representing
understand and appreciate the way texts are
shaped through exploring a range of language
forms and features and ideas
experiment and use aspects of composing that
enhance learning and enjoyment
explore and analyse the effectiveness of informative
and persuasive devices in texts
understand and use the key elements of planning,
composing, reviewing and publishing in order to
meet the increasing demands of topic, audience and
language
plan, draft and publish imaginative, informative and
persuasive texts, choosing and experimenting with
text structures, language features, images and
digital resources appropriate to purpose and
audience (ACELY1704, ACELY1714)
investigate how complex sentences can be used in a
variety of ways to elaborate, extend and explain
ideas (ACELA1522)
compose imaginative and informative texts that
show evidence of developed ideas
compose increasingly complex print, visual,
multimodal and digital texts, experimenting with
language, design, layout and graphics
use increasingly complex research data from print
and digital sources to compose short and sustained
texts
assess the reliability of resources, including digital
resources, when researching topics
reread and edit students' own and others' work
using agreed criteria and explaining editing choices
(ACELY1705, ACELY1715)

Online activities for all lessons
http://www.skwirk.com/p-u_s-6_u-275/grammar/nsw/english

Lesson 1 Nouns

A noun is the name of a person, place or thing. Nouns are classified into two groups: proper
nouns and common nouns.

Proper nouns have two distinctive features:
1. They always begin with a capital letter.
2. They are the name of a SPECIFIC item, person of place.

Your name is a proper noun. The name of your teacher is a proper noun. Names of people
are always proper nouns.


The names of places, like the Great Barrier Reef, Melbourne and Uluru, are proper nouns.
Names of places are always proper nouns. 'Hyde Park' is a proper noun because it tells us
the name of the park.


The months, days of the week, holidays, institutions, religions and organisations are all
proper nouns.


Look at the following proper nouns and common nouns.

Proper Nouns Common Nouns
Jane Smith teacher

use a range of software, including word processing
programs, learning new functions as required to
create texts (ACELY1707, ACELY1717)
Stage 3 - Reading and viewing
understand how texts vary in purpose, structure
and topic as well as the degree of formality
(ACELA1504)
appreciate how demanding texts, eg extended
novels and informative texts, contain increasing
levels of complexity and abstraction to enhance
enjoyment
compare texts including media texts that represent
ideas and events in different ways, explaining the
effects of the different approaches (ACELY1708)

analyse how text structures and language features
work together to meet the purpose of a text
(ACELY1711)
recognise how grammatical features help to build
meaning in texts, including reference links and
adverbial and adjectival phrases
select, navigate and read texts for a range of
purposes, applying appropriate text processing
strategies and interpreting structural features, for
example table of contents, glossary, chapters,
headings and subheadings (ACELY1712)
navigate and read texts for specific purposes
applying appropriate text processing strategies, for
example predicting and confirming, monitoring
meaning, skimming and scanning (ACELY1702)
use comprehension strategies to interpret and
analyse information and ideas, comparing content
from a variety of textual sources including media
and digital texts (ACELY1703, ACELY1713)
summarise a text and evaluate the intended
message or theme
analyse and evaluate the way that inference is used
in a text to build understanding in imaginative,
informative and persuasive texts
Stage 3 - Spelling
recognise most misspelt words in their own writing
and use a variety of resources for correction
integrate a range of spelling strategies and
conventions to accurately spell most words,
including words of many syllables, when composing
imaginative and other texts
use morphemic, visual, syntactic, semantic and
phonological strategies, eg recognition of letter
patterns of words, when composing texts
Stage 3 - Responding and composing
identify and discuss how own texts have been
structured to achieve their purpose and discuss
ways of using conventions of language to shape
readers' and viewers' understanding of texts
discuss how the intended audience, structure and
context of an extended range of texts influence
responses to texts
identify and explain characteristic text structures
Perth city
Hyde Park park
Nando's restaurant
University of Sydney university
St Mark's Primary School school
Garfield cat
Kitkat chocolate bar

All the proper nouns shown above are proper nouns because they are the name of a specific
item, person or place. No matter where a proper noun appears in a sentence, it is ALWAYS
capitalised.

If nouns do not have a specific name they are known as common nouns. For example Jane
Smith is a teacher. Teacher is a common noun, as it is the name of a profession but it is not
the specific name of a person, place or thing.

Can you identify the proper noun in the following sentence?

On the weekend I had a sleep over at Olivia's house.

That's right; Olivia is a proper noun as it is the specific name of a person. Olivia begins with a
capital letter.

Try this sentence:

On Thursday, Mario has invited me to go to the cinema with him.

That's right; Thursday AND Mario are proper nouns. Thursday is the name of a day of the
week and Mario is the specific name of a person.

Some proper nouns are made up of more than one word and each word needs to be
capitalised.
For example:

United States of America
London Tower Bridge
James and the Giant Peach

The words of', and', the' are not capitalised if they are part of the name of a proper noun.
The exception to this is when a proper noun begins with of', an,' or the', like this title of a
book, The Tale of Tricky Fox,' by Jim Aylesworth.


Lesson 2 Common Nouns
A noun is the name of a person, place or thing. Nouns are classified into two groups proper

and language features used in imaginative,
informative and persuasive texts to meet the
purpose of the text (ACELY1701)
compose more complex texts using a variety of
forms appropriate to purpose and audience
identify and use a variety of strategies to present
information and opinions across a range of texts

Stage 3 - Grammar, punctuation and vocabulary
experiment using a range of language features, eg
connectives, topic sentences, active and passive
voice and nominalisation
identify a variety of connectives in texts to indicate
time, add information, clarify understanding, show
cause and effect and indicate condition/concession
use complex punctuation to engage the reader and
achieve purpose
understand the use of vocabulary to express greater
precision of meaning, and know that words can
have different meanings in different contexts
(ACELA1512)
experiment with different types of sentences, eg
short sentences to build tension and complex
sentences to add detail
use grammatical features, eg pronouns,
conjunctions and connectives, to accurately link
ideas and information to ensure meaning when
composing texts
Stage 3 - Thinking imaginatively, creatively, interpretively and
critically
recognise and explain creative language features in
imaginative, informative and persuasive texts that
contribute to engagement and meaning
analyse and evaluate similarities and differences in
texts on similar topics, themes or plots (ACELT1614)

Stage 3 - Expressing themselves
consider how texts about local events and issues in
the media are presented to engage the reader or
viewer
identify and describe the representation of people,
places and events in film and the media
Stage 3 - Reflecting on learning
reflect on own learning achievements against
specific criteria
develop criteria for assessing their own and others'
presentations
critically reflect on the effectiveness of their own
and others' writing, seeking and responding to
feedback
identify selections of own writing that they believe
reflect their growth and competence as writers
discuss and reflect on the roles and responsibilities
when working as a member of a group and evaluate
the benefits of working collaboratively with peers to
achieve a goal


nouns and common nouns. Common nouns are the names of general items; they do not give
exact names. A common noun is always lower case, unless it is at the beginning of a
sentence.
The words 'people' and 'animal' are common nouns. Bakers, teachers, and parents all are
types of people. These words are all common nouns.
Dogs, cats, and birds are all types of animals. They are all common nouns.
Places like the park, beach and desert are also common nouns. If there is a name for the
park, like Hyde Park, then it becomes a proper noun. A proper noun is the specific name of a
person, place or thing and it begins with a capital letter.

All the things that you use and see during the day are common nouns. Have a good look
around your classroom and try to name as many common nouns as you can. Look at this list.
Did you see any of these common nouns in your classroom?


















Can you think of a Proper noun for each of the following common nouns?

Common Noun Proper Noun
park
city
country


Common Nouns
desk
window
chair
picture
crayons
pens
board
whiteboard markers
pencils
books
children
teacher
door
blocks


Some examples of specific parks are Centennial Park, St James Park, Richmond Park and
Queen Victoria Gardens.

Some names of cities are London, New York, Moscow, Milan and Paris.

Some names of countries are Ireland, Australia, India, France and China.


Can you identify the common noun and the two proper nouns in this sentence?

Mrs. Telta told the children to stop and listen to Sam.

Thats right, Mrs. Telta and Sam are the proper nouns and children is the common noun.


Try this sentence:

Simone really wanted to watch Harry Potter and the Deathly Hallows Part 2 at the cinema
but Joe said he didnt care which movie he saw.

Thats right; there are three proper nouns in this sentence.
1. Simone
2. Harry Potter and the Deathly Hallows Part 2
3. Joe
The common nouns are cinema and movie.

Lesson 3 What are adjectives?

An adjective is a describing word that modifies a noun or a pronoun. This means that it tells
us more about the noun or pronoun.

Look at these examples:

I brought my red scarf to keep me warm.
What kind of scarf did I bring? A red scarf.
The colour red is an adjective, as it describes the common noun, scarf.

Billy tried on seven t-shirts in the shop.
How many t-shirts did Billy try on? Seven
The number seven is an adjective because it tells us how many t-shirts were tried on.

Can you pass me that satchel please?
Which satchel? That one.
That is a demonstrative adjective. A demonstrative adjective points out nouns. Other
examples are these, those, that and this. A demonstrative adjectives job is to tell you which
noun in a sentence is being spoken about.


Common adjectives are simple adjectives that describe nouns. Here are some examples:
red, blue, green, hot, cold, warm, blunt, sharp, soft, hard, big, small, round, square,
rectangular, sweet and sour.

Proper adjectives come from proper nouns and they are capitalised. Examples of proper
adjectives are:


Proper Noun Proper Adjective
Italy Italian
Japan Japanese
America American
Victoria Victorian
England English
France French


When we compare adjectives, we look at the positive degree, comparative degree and
superlative degree.


Positive degree in its simplest form.
Comparative degree comparing two things.
Superlative degree comparing three or more things.


Look at this table for examples:

Positive degree Comparative degree Superlative degree
big bigger Biggest
old older Oldest
young younger Youngest
happy happier happiest

Lesson 4 - What is a verb?

Verbs are known as action words. Verbs show us actions or they connect the subject of a
verb to any extra information given about the subject.

A sentence can be made up of only one word as long as that word is a verb. Look at these
examples:

Stop!

Go!
Jump!
Listen!

At the heart of the English sentence is the subject and verb relationship. The subject of a
sentence is the person, place, thing or idea in a sentence. A verb is the action word or the
word that connects the subject to the extra information about that subject.

Some verbs are actions we can see. These main verbs are 'doing' words. For example:
run, jump, walk, play, sing, dance.

Some verbs are actions we cannot see. These verbs include emotions and feelings. For
example:
need, care, like, hear, smell, taste, see.

Some of the verbs we cannot see being done are known as 'to be' verbs. Forms of the to be
verb are sometimes used as linking verbs. There are eight words of the verb, to be, and they
are:
am, are, is, was, were, be, being, been

Verbs can be classified into two groups:
1. Action verbs
2. Linking verbs

Look at the following sentences. The action verbs have been underlined.

I painted the picture red and blue.
I took my cousin to the park.
Sarah listened to John.
The teacher sang loudly.
The girl cried silently.

Linking verbs do not show an action. Instead the linking verb connects the subject to the extra
information about that subject. Look at the following sentences. The linking verbs have been
underlined.

He is tired.

He is the subject. Tired is the extra information about the subject. Is is the verb that links
the subject to the information.

I feel sick.

I is the subject. Sick is the extra information. Feel is the verb that links the subject to the
extra information.

Ruben became the leader of the group.

Ruben is the subject. Leader is the extra information. Became is the verb that links the
subject to the information.

Here are some examples of common linking verbs.

prove
feel
look
taste
grow
smell
become
stay
turn
remain
sound
seem


Lesson 5 - Tenses
There are many different verb tenses. We will learn about the three basic ways to use verbs.
The simple present tense is a statement that presents a fact. The fact might be happening
right now or it might have already happened. Look at these examples:
I walk quickly.
You talk too loudly.
John jumps on the trampoline.
They play together.
I dont like that.
Sarah has a migraine.
I need to leave right now.
I skip.

They skip.
She hops.
They attend dancing on Tuesdays.
She goes to bingo on Saturdays.
He gives you pocket money.
The simple past tense tells us about an event or situation that has happened in the past. Look
at these examples:
I walked to school.
You talked to the teacher.
John jumped on the sofa.
They played in the Botanical Gardens.
I didnt like it.
Sarah had a migraine last night.
I needed to leave straight away.
He came to my house.
They danced last Tuesday.
She went to bingo on Saturday.
He gave you pocket money last night.
The simple future tense tells us about something that will happen in the future. The words
shall, 'will' and going to are used with the main verb. These words become part of the verb:
I will walk.
You will talk.
John will jump.
They will play.
I am going to leave straight away.
I will not like it.
They will dance next Wednesday.
They are going to bingo next week.
I will give you pocket money if you behave.

Some regular verbs change to the past tense by adding d or ed.

Verb Add dor ed
ask asked
reach reached
yell yelled
start started
need needed
fill filled
look looked
dance danced
bake baked
race raced
smile smiled


Some regular verbs end in a single vowel followed by a single consonant. To change these
verbs to the past tense, the last consonant must be doubled before adding ed.
Look at these examples:

Verb Add ed
Jog Jogged
Clap Clapped
Beg Begged

Some regular verbs end in the letter y. To change these verbs to the past tense, the y needs
to change to I and then you add ed.
Look at these examples:
Verb Change y to I then Add ed
Spy Spied
Cry Cried
Try Tried

Lesson 6 - What is an adverb?

Adverbs can appear anywhere in a sentence. An adverb describes or modifies a verb,
adjective, another adverb, sentence or clause.

Adverbs tell us how, when or where something has happened or is happening. Adverbs
answer the questions: How? When? Where? Why? What?

The most common adverbs tell us how something is done. Many of theses words end in '-ly'.
Look at these exampes:

Kathy talks loudly.
It all went horribly wrong.
The burglar ran quickly away.


http://www.bbc.co.uk/bitesize/ks2/english/spelling_grammar/verbs_adverbs/play/popup.shtml


Many adjectives can be made into adverbs. This is usually done by adding '-ly' to the end of
the word.
Tim cried quietly in the garden shed.

The adverb quietly tells us how Tim cried.

Adverbs can also modify adjectives. Have a look at this example:

The treasure chest was outrageously big.

The adverb, outrageously, tells us how big the chest was.


Adverbs can also modify other adverbs. Look at this example:

The children work extremely well in class.

The adverb, extremely, tells us how well the children worked.



Adverbs can modify sentences too. Look at this example:

Finally, the movie was over.

The adverb, finally, adds meaning to the sentence, the movie was over. It suggests that it
wasnt a good movie or that the person was in a rush to leave.


Adverbs can also modify a clause. A clause is a group of words containing a verb. It can be
used as part of a sentence or as a sentence on its own. Look at this example:

The students were working silently, until the clown walked in.

The adverb, silently, tells us how the children were working.

Lesson 7 - Conjunctions
A conjunction is a word that links words, phrases, or clauses.

There are three types of conjunctions: coordinating, correlative and subordinating

conjunctions. There are also a collection of words called conjunctive adverbs

Coordinating conjunctions - Links single words or groups of words

- Used to link elements which are the same
(e.g.nouns with nouns or verbs with verbs)
Correlative conjunctions - They are used in pairs (unlike coordinating
conjunctions)
Subordinating conjunctions - Made up of the largest number of conjunctions
- Links main clauses with subordinate clauses
Conjunctive adverbs - Establish more complex relationships with ideas in a
sentence

The sections below provide further details on each of these types of conjunctions as well as
examples to show how they are used.

Coordinating Conjunctions

Conjunction Example of use
And I am having chicken and pasta for dinner tonight.
But I agree about the date for the picnic but don't like the venue for the
picnic.
For I have been looking for you.
Nor You have not finished your homework nor cleaned your room.
Or Have you kept or discarded your old books?
So I did not want to miss the bus again so this time I left home earlier.
Yet I have given her many rewards yet she is unhappy.

Correlative Conjunctions

Conjunction Example of use
both...and
Both John and David went out for a game of badminton.
either...or
You can have either a sandwich or a doughnut.
neither...nor
Neither the girls nor the boys were well-behaved during the party.
not only...but also
Not only is Mary good in Maths, but she is also excellent in Science.

Subordinating Conjunctions
Subordinating conjunctions form the largest group of conjunctions. They are used to join a
main clause (can stand on its own) with a sub-clause (cannot stand on its own).
The table below outlines 4 major groups of subordinating conjunctions.

Cause-effect Condition Opposition Time
as even if although after
because if even though before
in order that in case (that) though since
now that only if whereas until
since unless while when
so whether or not while

Subordinating conjunctions can be applied in the following 2 ways:

1 She had a full stomach after the massive buffet meal.
Main Clause Subordinati
ng
Subordinate clause
Conjunction

2 After the massive buffet meal, she had a full stomach
Subordinatin
g
Conjunction
Subordinate clause Main Clause

Some subordinating conjunctions have been picked to provide example sentences which
show both possible ways of structuring the sentence.

Conjunction Example of use
Because I am angry because he lied to me many times.
Since I have seen the town undergo numerous developments since I have
moved here.
Even if Even if you are sleepy, you still need to complete your homework.
Unless Unless you buy the ticket, you will not be able to attend the concert.
Although I enjoyed the movie although I was very sleepy.
Whereas He was suggesting we should travel to America, whereas I was
suggesting France.
Before You need to complete your chores before you can play.
When You need to call the florist when you get the chance.

Can you think of other sentences using these subordinating conjunctions?

Conjunctive Adverbs

Conjunction Example of use
As a result
As a result, of his carelessness, he scored extremely poor marks in
the test.
Consequently
Many people were unhappy with the advertisement.Consequently,
the company removed it from being published.
However
Many people have expressed the need to ban smoking
altogether. However, this would cause the loss of major revenue for a
lot of different groups of people.
Moreover
John is a very bad influence on his peers. Moreover he is always
defiant.
Note: The use of moreover is also similar to using in addition,
furthermore
Nevertheless
She had no money, nevertheless, she continued spending in large
amounts.
Revision
Grammar: putting it together
All together, nouns, adjectives, verbs and adverbs are parts
of grammar. Together, they create sentences.



Assessment: Student activities should provide an indication of how well students grasp
Assessment for Learning Assessment as Learning Assessment for Learning