RIC-20241 Primary Grammar and Word Study Year 4 – Figures of Speech
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy
<strong>Primary</strong> grammar <strong>and</strong> word study (Book E)<br />
Published by R.I.C. Publications ® 2008<br />
Copyright © by R.I.C. Publications ® 2008<br />
This master may only be reproduced by the<br />
original purchaser for use with their class(es). The<br />
publisher prohibits the loaning or onselling <strong>of</strong> this<br />
master for the purposes <strong>of</strong> reproduction.<br />
<strong>RIC</strong><strong>–</strong><strong>20241</strong><br />
Copyright Notice<br />
Blackline masters or copy masters are published <strong>and</strong><br />
sold with a limited copyright. This copyright allows<br />
publishers to provide teachers <strong>and</strong> schools with a<br />
wide range <strong>of</strong> learning activities without copyright<br />
being breached. This limited copyright allows the<br />
purchaser to make sufficient copies for use within<br />
their own education institution. The copyright is not<br />
transferable, nor can it be onsold. Following these<br />
instructions is not essential but will ensure that you,<br />
as the purchaser, have evidence <strong>of</strong> legal ownership<br />
to the copyright if inspection occurs.<br />
For your added protection in the case <strong>of</strong> copyright<br />
inspection, please complete the form below. Retain<br />
this form, the complete original document <strong>and</strong> the<br />
invoice or receipt as pro<strong>of</strong> <strong>of</strong> purchase.<br />
Name <strong>of</strong> Purchaser:<br />
Date <strong>of</strong> Purchase:<br />
Supplier:<br />
School Order# (if applicable):<br />
Signature <strong>of</strong> Purchaser:<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
Internet websites<br />
In some cases, websites or specific URLs may be recommended. While these are checked <strong>and</strong> rechecked at the time <strong>of</strong> publication,<br />
the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class<br />
teacher checks all URLs before allowing students to access them.<br />
View all pages online<br />
PO Box 332 Greenwood Western Australia 6924<br />
Website: www.ricpublications.com.au<br />
Email: mail@ricgroup.com.au
<strong>Primary</strong> grammar <strong>and</strong><br />
word study <strong>–</strong> Book E<br />
Foreword<br />
<strong>Primary</strong> grammar <strong>and</strong> word study is a series <strong>of</strong> seven books designed<br />
to introduce students to parts <strong>of</strong> speech, ways to underst<strong>and</strong> <strong>and</strong> choose<br />
words, punctuation <strong>and</strong> figures <strong>of</strong> speech.<br />
Titles in this series:<br />
• <strong>Primary</strong> grammar <strong>and</strong> word study Book A (Ages 5<strong>–</strong> 6)<br />
• <strong>Primary</strong> grammar <strong>and</strong> word study Book B (Ages 6<strong>–</strong>7)<br />
• <strong>Primary</strong> grammar <strong>and</strong> word study Book C (Ages 7<strong>–</strong>8)<br />
• <strong>Primary</strong> grammar <strong>and</strong> word study Book D (Ages 8<strong>–</strong>9)<br />
• <strong>Primary</strong> grammar <strong>and</strong> word study Book E (Ages 9 <strong>–</strong>10)<br />
• <strong>Primary</strong> grammar <strong>and</strong> word study Book F (Ages 10<strong>–</strong>11)<br />
• <strong>Primary</strong> grammar <strong>and</strong> word study Book G (Ages 11<strong>–</strong>12)<br />
Teachers notes .............................................. iv <strong>–</strong> v<br />
Curriculum links ................................................... v<br />
Literacy character explanation ..................... vi <strong>–</strong> vii<br />
Checklists ................................................... viii <strong>–</strong> xi<br />
Parts <strong>of</strong> speech ............................................. 2<strong>–</strong>33<br />
Nouns .............................................................. 2<strong>–</strong>5<br />
Verbs .............................................................. 6<strong>–</strong>11<br />
Adjectives.................................................... 12<strong>–</strong>17<br />
Adverbs ........................................................ 18<strong>–</strong>21<br />
Pronouns ...................................................... 22<strong>–</strong>25<br />
Conjunctions ................................................ 26<strong>–</strong>27<br />
Determiners ................................................. 28<strong>–</strong>31<br />
Prepositions ................................................ 32<strong>–</strong>33<br />
Underst<strong>and</strong>ing <strong>and</strong> choosing words .......... 34<strong>–</strong>57<br />
<strong>Word</strong>s that are similar ...............................34<strong>–</strong>41<br />
Homographs ......................................... 34<strong>–</strong>35<br />
Homophones ........................................ 36<strong>–</strong>37<br />
<strong>Word</strong> groups ......................................... 38<strong>–</strong>41<br />
<strong>Word</strong>s that change .....................................42<strong>–</strong>49<br />
Plurals .................................................. 46<strong>–</strong>45<br />
Prefixes ................................................ 46<strong>–</strong>47<br />
Suffixes ................................................ 48<strong>–</strong>49<br />
Contents<br />
<strong>Word</strong>s <strong>and</strong> their meanings ........................50<strong>–</strong>53<br />
Synonyms <strong>and</strong> antonyms...................... 50<strong>–</strong>51<br />
<strong>Word</strong> origins ......................................... 52<strong>–</strong>53<br />
Confused words .........................................54<strong>–</strong>57<br />
Punctuation ................................................. 58<strong>–</strong>71<br />
Full stops, question marks <strong>and</strong><br />
exclamation marks ....................................... 58<strong>–</strong>59<br />
Capital letters ............................................... 60<strong>–</strong>61<br />
Commas ....................................................... 62<strong>–</strong>65<br />
Apostrophes ................................................. 66<strong>–</strong>69<br />
Quotation marks ........................................... 70<strong>–</strong>71<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
<strong>Figures</strong> <strong>of</strong> speech ........................................ 72<strong>–</strong>83<br />
Alliteration .................................................... 72<strong>–</strong>73<br />
Anagrams <strong>and</strong> palindromes .......................... 74<strong>–</strong>75<br />
Idioms .......................................................... 76<strong>–</strong>77<br />
Similes ......................................................... 78<strong>–</strong>79<br />
Metaphors .................................................... 80<strong>–</strong>81<br />
Personification .............................................. 82<strong>–</strong>83<br />
R.I.C. Publications ® www.ricpublications.com.au iii<br />
<strong>Primary</strong> grammar <strong>and</strong> word study
<strong>Figures</strong> <strong>of</strong> speech<br />
checklist<br />
Name <strong>of</strong> student<br />
Alliteration<br />
Anagrams/<br />
Palindromes<br />
Idiom Metaphors Similes Personification<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
R.I.C. Publications ® www.ricpublications.com.au xi<br />
<strong>Primary</strong> grammar <strong>and</strong> word study
<strong>Figures</strong> <strong>of</strong> speech<br />
Alliteration<br />
Focus<br />
Alliteration<br />
Definition<br />
• Alliteration is the repetition <strong>of</strong> a sound at the<br />
beginning <strong>of</strong> words.<br />
Example:<br />
My mum makes a ‘mean’ milk shake with melted<br />
marshmallows <strong>and</strong> mangoes.<br />
Explanation<br />
• Alliteration occurs when the same consonant sound<br />
or sound group is repeated at the commencement<br />
<strong>of</strong> two or more stressed syllables <strong>of</strong> a word group<br />
(usually the first sound in a word).<br />
• Alliteration is <strong>of</strong>ten used in nursery rhymes <strong>and</strong><br />
poetry <strong>and</strong> can make rhymes, poems or songs<br />
easier to remember.<br />
• Alliteration is a useful writing tool to create special<br />
effects.<br />
Worksheet information<br />
• Read <strong>and</strong> discuss the explanation <strong>of</strong> alliteration,<br />
give some examples <strong>and</strong> ask the students to supply<br />
some.<br />
• Students read the instructions for Question 1 <strong>and</strong> the<br />
advertising text, <strong>and</strong> write words beginning with the<br />
s sound in the box. Discuss which words ‘work’ best<br />
in the text, such as ones closest together—‘Springy<br />
spaghetti’, ‘Spices <strong>and</strong> sauce supply some’.<br />
• Students complete Questions 2, 3 <strong>and</strong> 4<br />
independently <strong>and</strong> share their answers with the<br />
class.<br />
Ideas for further practice<br />
• Identify alliterative words in the chorus or verse <strong>of</strong><br />
popular songs or shared poetry.<br />
• As a class, write <strong>and</strong> share tongue twisters.<br />
• Write a variety <strong>of</strong> poetry incorporating alliteration to<br />
create special effects or simple poems to read to a<br />
class <strong>of</strong> younger students, focusing on a particular<br />
initial sound.<br />
Answers<br />
1.<br />
2.<strong>–</strong>4. Teacher check<br />
‘s’ words<br />
Springy spaghetti (twice)<br />
special stuff swallow spices<br />
sauce supply Sample<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
<strong>Primary</strong> grammar <strong>and</strong> word study 72<br />
www.ricpublications.com.au R.I.C. Publications ®
Alliteration<br />
Alliteration is the repetition <strong>of</strong> a sound at the beginning <strong>of</strong> words.<br />
Alliteration is <strong>of</strong>ten used in advertising to make slogans memorable.<br />
1. Read the advertising text <strong>and</strong> write all the ‘s’ words in the box below.<br />
Springy spaghetti is special stuff.<br />
Swallow it down! You’ll never get enough!<br />
Spices <strong>and</strong> sauce supply some zest.<br />
Sample it today! Be our guest!<br />
Springy spaghetti passes the tastebuds test.<br />
Buy it today! It’s just the best!<br />
2. Write a description <strong>of</strong> these foods using alliteration.<br />
(a)<br />
(b)<br />
3. Write a familiar advertising text which uses alliteration, or make up one <strong>of</strong> your own for a new<br />
product.<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
4. Chants may also be written using alliteration. Write a football chant for your favourite team,<br />
using alliteration, <strong>and</strong> chant it to a partner.<br />
fish<br />
pizza<br />
R.I.C. Publications ® www.ricpublications.com.au 73<br />
<strong>Primary</strong> grammar <strong>and</strong> word study
<strong>Figures</strong> <strong>of</strong> speech<br />
Anagrams <strong>and</strong> palindromes<br />
Focus<br />
Anagrams <strong>and</strong> palindromes<br />
Definitions<br />
• An anagram is a word made by rearranging the letters<br />
<strong>of</strong> another word.<br />
Example:<br />
groan <strong>–</strong> organ<br />
• A palindrome is a word or series <strong>of</strong> words that read the<br />
same forwards <strong>and</strong> backwards.<br />
Example:<br />
kayak<br />
don’t nod<br />
Explanation<br />
• Investigating figures <strong>of</strong> speech such as anagrams <strong>and</strong><br />
palindromes develops <strong>and</strong> enriches students’ vocabulary<br />
<strong>and</strong> fosters an interest in language. Working with<br />
anagrams, in particular, will help students’ spelling as<br />
they are required to rearrange letters to create new<br />
words.<br />
Worksheet information<br />
• To assist students in underst<strong>and</strong>ing how to create<br />
anagrams, write a word such as ‘scare’ or ‘pest’ on the<br />
board. Using scrap paper, students rearrange the letters<br />
in various combinations to write a new word or word.<br />
(‘scare’ makes ‘cares’ <strong>and</strong> ‘races’, while ‘pest’ makes<br />
‘step’ <strong>and</strong> ‘pets’)<br />
• In Questions 1 <strong>and</strong> 2, students may find it helpful to<br />
write different combinations on scrap paper. Context<br />
clues in the text will also assist.<br />
Ideas for further practice<br />
• Students sort through current <strong>and</strong> previous spelling<br />
lists <strong>and</strong> find anagrams.<br />
• Anagrams can also be made by rearranging the<br />
letters in words <strong>and</strong> phrases. Some interesting<br />
examples for students to investigate include: debit<br />
card <strong>–</strong> bad credit, astronomer <strong>–</strong> moon starer,<br />
schoolmaster <strong>–</strong> the classroom, the eyes <strong>–</strong> they see,<br />
snooze alarms <strong>–</strong> Alas! No more z’s!<br />
Note: Each <strong>of</strong> the above examples relates to the<br />
other but this isn’t necessary.<br />
• Students brainstorm to list single word palindromes<br />
to add to a reference chart ; e.g. deed, noon, level,<br />
sees, kayak, rotor, civic, peep, toot, Hannah, solos,<br />
sexes, refer, madam, pup, bub, bib, wow, nun,<br />
racecar, radar, rotor. Students could write clues for<br />
the palindromes they found to give to other students.<br />
Answers<br />
1. (a) The lioness’s claws ripped into the antelope’s<br />
flesh.<br />
(b) The mare led her young foal further into the<br />
forest.<br />
(c) Open the oven to see if the bread has risen.<br />
(d) I put a stapler <strong>and</strong> a file on my <strong>of</strong>fice table.<br />
(e) The plum <strong>and</strong> peach juice left a stain on my<br />
shirt.<br />
(f) I felt my heart jump when the angry wasp<br />
buzzed near me.<br />
2. (a) shear, share, hears, hares<br />
(b) peal, pale, plea, leap<br />
3. Was it a car or a cat I saw?<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
23 1 19 9 20 1 3 1 18 15 18 1 3 1 20 9 19 1 23<br />
w a s i t a c a r o r a c a t I s a w<br />
<strong>Primary</strong> grammar <strong>and</strong> word study 74<br />
www.ricpublications.com.au R.I.C. Publications ®
Anagrams <strong>and</strong> palindromes<br />
An anagram is a word made by rearranging the letters<br />
<strong>of</strong> another word.<br />
For example: finger <strong>–</strong> fringe<br />
1. Rewrite each sentence so it makes sense by finding a suitable anagram for the words in bold<br />
print.<br />
(a) The lioness’s claws dipper into the antelope’s shelf.<br />
(b) The mare led her young loaf further into the s<strong>of</strong>ter.<br />
(c) Open the oven to see if the beard has siren.<br />
(d) I put a plaster <strong>and</strong> a life on my <strong>of</strong>fice bleat.<br />
(e) The lump <strong>and</strong> cheap juice left a satin on my shirt.<br />
(f) I left my earth jump when the paws buzzed near me.<br />
2. Can you make three anagrams for each word?<br />
(a) shear<br />
(b) peal<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
A palindrome is a word or series <strong>of</strong> words that reads the same<br />
forwards <strong>and</strong> backwards.<br />
Example: sees or Madam, I’m Adam<br />
3. Write the letter <strong>of</strong> the alphabet that corresponds to its order in the alphabet.<br />
Example: E = 5 (the fifth letter <strong>of</strong> the alphabet)<br />
When you have finished you will have made a palindrome sentence!<br />
23 1 19 9 20 1 3 1 18 15 18 1 3 1 20 9 19 1 23<br />
R.I.C. Publications ® www.ricpublications.com.au 75<br />
<strong>Primary</strong> grammar <strong>and</strong> word study
<strong>Figures</strong> <strong>of</strong> speech<br />
Idioms<br />
Focus<br />
Idioms<br />
Definition<br />
An idiom is a saying peculiar to a language <strong>and</strong> in<br />
which real <strong>and</strong> literal meanings are different.<br />
Example:<br />
It was a piece <strong>of</strong> cake! (meaning it was easy)<br />
Explanation<br />
• Idioms are metaphorical phrases that are not meant<br />
to be taken literally. The true meaning <strong>of</strong> an idiom<br />
cannot be found from the meaning <strong>of</strong> its individual<br />
words but is learned through its use in context.<br />
• Idioms are an integral part <strong>of</strong> the English language.<br />
Underst<strong>and</strong>ing idioms can help students underst<strong>and</strong><br />
a wide range <strong>of</strong> texts <strong>and</strong> create more interesting<br />
texts <strong>of</strong> their own.<br />
Worksheet information<br />
• Before completing the worksheet, discuss idioms<br />
<strong>and</strong> their role in adding to the richness <strong>of</strong> the English<br />
language. What idioms are the students familiar<br />
with? Do they know the origins <strong>of</strong> any idioms?<br />
Why do they think idioms have survived over<br />
generations? Do they think idioms are a valuable<br />
part <strong>of</strong> the language? Why?/Why not?<br />
• Ask students to close their eyes as you read a<br />
sentence containing an idiom. Ask them how they<br />
visualised the idiom. What do they think it means?<br />
How well do they think it conveys its meaning?<br />
• In pairs, students read through the text <strong>and</strong> discuss<br />
the meaning <strong>of</strong> the highlighted idioms in context.<br />
• In Question 2, students illustrate the idioms from the<br />
text.<br />
Ideas for further practice<br />
• In pairs, illustrate <strong>and</strong> research the meaning <strong>and</strong><br />
origin <strong>of</strong> one idiom. Present to the class.<br />
• Enjoy the three books Parts, More parts <strong>and</strong> Even<br />
more parts by Ted Arnold, which illustrate <strong>and</strong><br />
explain idioms.<br />
Answers<br />
1. (a) foaming at the mouth <strong>–</strong> very angry<br />
(b) lend a h<strong>and</strong> <strong>–</strong> to help<br />
(c) jumped ship <strong>–</strong> to run <strong>of</strong>f<br />
(d) the lion’s share <strong>–</strong> the greater part<br />
(e) a good ticking-<strong>of</strong>f <strong>–</strong> a severe telling <strong>of</strong>f<br />
(f) showed his face <strong>–</strong> returned to the scene<br />
2. Teacher check<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
<strong>Primary</strong> grammar <strong>and</strong> word study 76<br />
www.ricpublications.com.au R.I.C. Publications ®
Idioms<br />
An idiom is a phrase whose meaning is not related to its individual words:<br />
For example, to be in hot water is to be in trouble, to come clean is to tell the<br />
truth, <strong>and</strong> to look green around the gills is to look unwell.<br />
The idioms in the text have be been highlighted.<br />
Jamilla was foaming at the mouth. Her brother Achmel had promised to lend a h<strong>and</strong> with the<br />
chores but he had jumped ship <strong>and</strong> left her with the lion’s share <strong>of</strong> the work. She would make<br />
sure he got a good ticking-<strong>of</strong>f when he finally showed his face.<br />
1. Discuss the text with a partner <strong>and</strong> write the meaning <strong>of</strong> each idiom used.<br />
(a) foaming at the mouth<br />
(b) lend a h<strong>and</strong><br />
(c) jumped ship<br />
(d) the lion’s share<br />
(e) a good ticking-<strong>of</strong>f<br />
(f) showed his face<br />
2. Illustrate each idiom.<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
foaming at the mouth lend a h<strong>and</strong> jumped ship<br />
the lion’s share a good ticking-<strong>of</strong>f showed his face<br />
R.I.C. Publications ® www.ricpublications.com.au 77<br />
<strong>Primary</strong> grammar <strong>and</strong> word study
<strong>Figures</strong> <strong>of</strong> speech<br />
Similes<br />
Focus<br />
Similes<br />
Definition<br />
• A simile compares one thing with another. Similes<br />
are usually introduced by the words ‘as’ or ‘like’.<br />
Example:<br />
He was as cunning as a fox.<br />
She slept like a log.<br />
Explanation<br />
• Similes are figures <strong>of</strong> speech. They are examples <strong>of</strong><br />
figurative language, as opposed to literal language<br />
(stating a fact). In figurative language words are<br />
used to create mental images <strong>and</strong> impressions by<br />
comparing ideas. These comparisons help the reader<br />
to more clearly imagine the person, place or thing<br />
being described.<br />
• Writers use similes to emphasise a certain<br />
characteristic. They make writing more interesting,<br />
entertaining <strong>and</strong> colourful, as they <strong>of</strong>ten find a link<br />
between two unlike subjects.<br />
Example:<br />
The children ran around the playground like a pack<br />
<strong>of</strong> wild animals.<br />
Worksheet information<br />
• Read the explanation <strong>of</strong> a simile with the class <strong>and</strong><br />
discuss the examples. Ask the students if they can<br />
think <strong>of</strong> any other similes.<br />
• Read the article with the class. Discuss which words<br />
introduce a simile—‘as’ <strong>and</strong> ‘like’. In Question 1,<br />
students underline the six similes in the text.<br />
• Explain to the class that similes are the comparison<br />
<strong>of</strong> two things. Students determine which two things<br />
are being compared in the phrase from the text.<br />
Discuss the difference between literal language<br />
<strong>and</strong> figurative language (see ‘Explanation’ above).<br />
Students consider <strong>and</strong> write the literal meaning <strong>of</strong><br />
the phrase in Question 2(b).<br />
• Students decide which adjective best matches the<br />
similes in Question 3.<br />
• In Question 4, students write a suitable noun to<br />
complete the similes. Explain to the class that many<br />
similes are cliches (overused, trite or stereotyped<br />
expressions, for example, dead as a dodo). Writing is<br />
far more interesting when it is original.<br />
Example:<br />
Instead <strong>of</strong> ‘as brave as a lion’ suggest ‘as brave as<br />
a bungee jumper’.<br />
• Students complete the similes in Question 5 <strong>and</strong><br />
write their own similes in Question 6. Ask for<br />
volunteers to share their writing with the class.<br />
Ideas for further practice<br />
• Students draw a picture <strong>of</strong> the ocean <strong>and</strong> write<br />
words to describe it. Use these words to write<br />
sentences containing similes about the ocean using<br />
‘as’ <strong>and</strong> ‘like’. Link the sentences to create a simile<br />
poem about the ocean.<br />
• Look through familiar texts to identify ten similes.<br />
Order them from 1 to 10.<br />
• Work in pairs to create a ‘common similes’ matching<br />
game for students in a younger class.<br />
Answers<br />
1. Note: Similes are in bold text.<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
News: City falls like a house <strong>of</strong> cards!<br />
At 8 am yesterday, three tornados moved through<br />
the city like bulldozers, leaving it as flat as a<br />
felled forest. Everywhere, frantic people dug like<br />
dogs to free the trapped. The lucky survivors were<br />
pulled from piles <strong>of</strong> rubble as big as houses. Their<br />
faces, as white as sheets, displayed the terror <strong>of</strong><br />
their ordeal.<br />
2. (a) people; dogs<br />
(b) Answers will vary. Suggested answer:<br />
That the people were digging frantically, as<br />
though they were dogs digging up a bone.<br />
3. (a) flat (b) red (c) smooth<br />
(d) cool (e) gentle (f) blind<br />
4.<strong>–</strong>6. Answers will vary<br />
<strong>Primary</strong> grammar <strong>and</strong> word study 78<br />
www.ricpublications.com.au R.I.C. Publications ®
Similes<br />
A simile compares one thing with another using the words as or like.<br />
Example: ‘as busy as a bee’ or ‘crazy like a fox’<br />
1. Read the article <strong>and</strong> underline the six similes.<br />
News:<br />
City falls like a house <strong>of</strong> cards!<br />
At 8 am yesterday, three tornados moved through the<br />
city like bulldozers, leaving it as flat as a felled forest.<br />
Everywhere, frantic people dug like dogs to free the<br />
trapped. The lucky survivors were pulled from piles <strong>of</strong><br />
rubble as big as houses. Their faces, as white as sheets,<br />
displayed the terror <strong>of</strong> their ordeal.<br />
2. ‘Everywhere, frantic people dug like dogs …’<br />
(a) Which two things are being compared?<br />
<strong>and</strong><br />
(b) Explain what you think the author is trying to say.<br />
3. Choose the best adjective to complete each simile.<br />
smooth blind red cool gentle flat<br />
(a) as as a pancake (b) as as beetroot<br />
(c) as as silk (d) as as a cucumber<br />
(e) as as a dove (f) as as a bat<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
4. Choose a suitable noun to complete each simile. Try to be original.<br />
(a) as tall as (b) as brave as<br />
(c) as rich as (d) as straight as<br />
5. Write your own similes to complete these sentences.<br />
(a) The truck roared past like .<br />
(b) The fairy floss tasted like .<br />
(c) When Mr Brown gets angry, he is like .<br />
6. On the back <strong>of</strong> this sheet, write your own similes using ‘as’ or ‘like’ about each <strong>of</strong> these.<br />
fireworks noisy children the moon a camel<br />
R.I.C. Publications ® www.ricpublications.com.au 79<br />
<strong>Primary</strong> grammar <strong>and</strong> word study
<strong>Figures</strong> <strong>of</strong> speech<br />
Metaphors<br />
Focus<br />
Metaphors<br />
Definition<br />
• A metaphor is a comparison between two things<br />
without the use <strong>of</strong> ‘as’ or ‘like’. Metaphors say<br />
something is something else.<br />
Example:<br />
‘The sunset was a rainbow <strong>of</strong> colours.’<br />
‘A blanket <strong>of</strong> snow covered the street.’<br />
Explanation<br />
• Metaphors are figures <strong>of</strong> speech. They are an<br />
example <strong>of</strong> figurative language, as opposed to<br />
literal language. In figurative language words are<br />
used to create mental images <strong>and</strong> impressions by<br />
comparing ideas. These comparisons help the reader<br />
to more clearly imagine the person, place or thing<br />
being described.<br />
• Metaphors make writing more interesting,<br />
entertaining <strong>and</strong> colourful. Writers use metaphors<br />
to emphasise a certain characteristic <strong>of</strong> something.<br />
A metaphor states that two subjects are the same,<br />
which gives one subject the attributes <strong>of</strong> the other.<br />
Example:<br />
‘In the playground, the children were a pack <strong>of</strong><br />
wild animals.’<br />
• The children have been given the attributes <strong>of</strong> a<br />
‘pack <strong>of</strong> wild animals’, being loud <strong>and</strong> untamed.<br />
Worksheet information<br />
• Read the explanation <strong>of</strong> a metaphor at the top <strong>of</strong> the<br />
page <strong>and</strong> give examples. Ask students if they can<br />
think <strong>of</strong> any other examples <strong>of</strong> metaphors.<br />
• Read the text with the class. Students work in pairs<br />
or small groups to identify the metaphors in the text.<br />
• Work through Question 2 with the class. Explain that<br />
a metaphor is a comparison between two subjects<br />
which are not normally linked. Students decipher the<br />
literal meaning <strong>of</strong> the metaphor.<br />
• In Question 3, students draw lines to match the<br />
metaphors with their literal meanings.<br />
• Students choose a metaphor to describe people<br />
with particular attributes in Question 4 <strong>and</strong> write<br />
sentences containing the metaphors in Question 5.<br />
• Students give a literal meaning <strong>of</strong> the metaphor in<br />
Question 6.<br />
Ideas for further practice<br />
• Read the poem ‘Dreams’ by Langston Hughes, found<br />
at: .<br />
Identify the similes in the poem <strong>and</strong> discuss them.<br />
• Choose an animal which symbolises you. Inside an<br />
outline <strong>of</strong> the animal, write metaphors comparing<br />
yourself to the animal.<br />
• Work in groups to think <strong>of</strong> metaphors containing<br />
body parts, such as head, heart, eye, face <strong>and</strong><br />
h<strong>and</strong>s.<br />
Example:<br />
‘had her h<strong>and</strong>s full’, ‘keep an eye on’, ‘give<br />
someone a h<strong>and</strong>’ etc.<br />
Answers<br />
1. Ms Baker was a volcano ready to erupt when she<br />
entered the classroom. The students were instantly<br />
transformed from a pack <strong>of</strong> wild animals to a<br />
group <strong>of</strong> angels. The test they had thought would<br />
be a piece <strong>of</strong> cake had been a nightmare. Ms<br />
Baker said they would all have to pull their socks<br />
up because only one student, Anna who was a<br />
walking encyclopedia, had done well.<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
2. (a) Anna, encyclopedia<br />
(b) Anna ia able to recall many facts with ease.<br />
3. (a) a rough diamond—valuable<br />
(b) a little ray <strong>of</strong> sunshine—happy<br />
(c) raining cats <strong>and</strong> dogs—heavily<br />
(d) a bolt <strong>of</strong> lightning—fast<br />
(e) s<strong>and</strong>paper—rough<br />
4. Teacher check. Possible answers include:<br />
(a) rake<br />
(b) snail/tortoise<br />
(c) giant<br />
(d) mule<br />
5. Teacher check<br />
6. The sport’s car travelled away very fast.<br />
<strong>Primary</strong> grammar <strong>and</strong> word study 80<br />
www.ricpublications.com.au R.I.C. Publications ®
Metaphors<br />
A metaphor says one thing is something else.<br />
Example: ‘Her teeth are sharp thorns’, ‘a blanket <strong>of</strong> snow’<br />
1. Read the text <strong>and</strong> underline the six metaphors.<br />
Ms Baker was a volcano ready to erupt when she entered the classroom. The students<br />
were instantly transformed from a pack <strong>of</strong> wild animals to a group <strong>of</strong> angels. The<br />
test they had thought would be a piece <strong>of</strong> cake had been a nightmare. Ms Baker said<br />
they would all have to pull their socks up because only one student, Anna who was a<br />
walking encyclopedia, had done well.<br />
2. ‘ … Anna, who was a walking encyclopedia …’<br />
(a) Which two things are being compared in this metaphor?<br />
(b) Explain what the metaphor really means.<br />
3. Match the metaphors in bold to their meaning.<br />
(a) Travis is a rough diamond. • • happy<br />
(b) The baby is a little ray <strong>of</strong> sunshine. • • rough<br />
(c) It is raining cats <strong>and</strong> dogs. • • heavily<br />
(d) Cory, who is a bolt <strong>of</strong> lightning, won every race. • • valuable<br />
(e) Gr<strong>and</strong>pa’s h<strong>and</strong>s are s<strong>and</strong>paper. • • fast<br />
4. Use a metaphor to describe a person who is:<br />
(a) thin<br />
(c) tall<br />
<strong>and</strong><br />
(b) slow<br />
(d) stubborn<br />
5. Choose two metaphors from Question 4 <strong>and</strong> write a sentence for each.<br />
•<br />
•<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
6. Explain this metaphor: ‘The sports car was a rocket that flew <strong>of</strong>f into the distance’.<br />
R.I.C. Publications ® www.ricpublications.com.au 81<br />
<strong>Primary</strong> grammar <strong>and</strong> word study
<strong>Figures</strong> <strong>of</strong> speech<br />
Personification<br />
Focus<br />
Personification<br />
Definition<br />
• Personification is a way <strong>of</strong> describing non-human<br />
things (such as animals <strong>and</strong> inanimate objects) using<br />
human terms, traits <strong>and</strong> abilities, such as speaking.<br />
Example:<br />
The trees danced as the wind galloped through the<br />
forest.<br />
Explanation<br />
• Personifying an object can help readers underst<strong>and</strong>,<br />
empathise, connect or react emotionally to non-human<br />
characters. Personification can inspire imagery <strong>and</strong><br />
emotion <strong>and</strong> provide a different perspective.<br />
• Personification is <strong>of</strong>ten used in poetry, fables <strong>and</strong><br />
fairytales.<br />
Worksheet information<br />
• Riddles <strong>of</strong>ten contain personification <strong>and</strong> provide an<br />
interesting means for students to practise personifying<br />
abstract nouns.<br />
• If possible, read a number <strong>of</strong> riddles to the students.<br />
Students may need to hear more than two riddles before<br />
they are able to create their own. Then read those on the<br />
worksheet with them <strong>and</strong> discuss how something nonhuman<br />
can be described with human traits <strong>and</strong> abilities.<br />
Practise creating one about a familiar classroom item,<br />
event or idea (such as recess or a pencil).<br />
• Students complete the worksheet by linking nouns to a<br />
fitting description, writing two personified descriptions<br />
<strong>of</strong> their own, then finally writing a riddle.<br />
Ideas for further practice<br />
• On small cards, write a number <strong>of</strong> ‘human’ verbs<br />
(about half as many as there are students in the<br />
class) <strong>and</strong> a matching number <strong>of</strong> nouns (including<br />
abstract nouns such as feelings <strong>and</strong> ideas). Give<br />
one card to each student. Those with nouns find a<br />
verb partner that matches <strong>and</strong> together they create<br />
a short poem including the noun <strong>and</strong> the verb. For<br />
example, ‘invited’ <strong>and</strong> ‘the stars’ might pair up the<br />
create a poem about the stars inviting the moon to<br />
join them in a celestial celebration.<br />
• Students could take note <strong>of</strong> personification on<br />
television commercials. Often animals, foods <strong>and</strong><br />
ideas are personified to make the commercials more<br />
interesting to the target audience.<br />
Answers<br />
1. (a) red <strong>–</strong> dangerous <strong>and</strong> hot, stay away from me!<br />
(b) camera <strong>–</strong> watching, waiting for just the right<br />
moment<br />
(c) night <strong>–</strong> in a thick, dark coat, he sweeps across<br />
the l<strong>and</strong><br />
(d) rock <strong>–</strong> stubborn <strong>and</strong> lazy, tripping people up<br />
(e) morning <strong>–</strong> fresh, happy <strong>and</strong> full <strong>of</strong> hope<br />
(f) wisdom <strong>–</strong> ancient <strong>and</strong> weary, sitting by his<br />
books<br />
2<strong>–</strong>3. Teacher check, answers will vary.<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
<strong>Primary</strong> grammar <strong>and</strong> word study 82<br />
www.ricpublications.com.au R.I.C. Publications ®
What am I?<br />
I am at the start <strong>of</strong> everything <strong>and</strong> at the end <strong>of</strong> time.<br />
You’ll find me in your dinner <strong>and</strong> also in slime.<br />
You won’t find me in a park, nor in a city zoo,<br />
but I love being in water <strong>and</strong> at the beach, too.<br />
Give me food, <strong>and</strong> I will live;<br />
give me water, <strong>and</strong> I will die.<br />
What am I?<br />
Fire<br />
What am I?<br />
The letter ‘e’.<br />
A letter <strong>of</strong> the alphabet can’t really speak, nor can a fire be alive, but<br />
we can write about them in this way. When we give an idea, animal<br />
or thing human emotions, thoughts <strong>and</strong> actions, we ‘personify’ it.<br />
Personification allows us to be creative in writing <strong>and</strong> helps readers<br />
to underst<strong>and</strong> <strong>and</strong> connect with non-human characters.<br />
1. Link the nouns on the left with a matching personified description.<br />
(a) red • • stubborn <strong>and</strong> lazy, tripping people up<br />
(b) camera • • fresh, happy <strong>and</strong> full <strong>of</strong> hope<br />
(c) night • • dangerous <strong>and</strong> hot, stay away from me!<br />
(d) rock • • in a thick, dark coat, he sweeps across the l<strong>and</strong><br />
(e) morning • • ancient <strong>and</strong> weary, sitting by his books<br />
(f) wisdom • • watching, waiting for just the right moment<br />
2. Write your own description for:<br />
(a) nature<br />
(b) wind<br />
©R.I.C. Publications<br />
Low Resolution Images<br />
Display Copy<br />
3. Write a riddle using personification. Use a noun from the box or one <strong>of</strong> your own.<br />
Give it to a friend to solve.<br />
shoes<br />
a light globe<br />
a newspaper<br />
a cheetah<br />
happiness<br />
fear<br />
night<br />
exams<br />
R.I.C. Publications ® www.ricpublications.com.au 83<br />
<strong>Primary</strong> grammar <strong>and</strong> word study