RIC-20245 Primary Grammar and Word Study Year 5 – Figures of Speech

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Primary grammar and word study (Book F)
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Primary grammar and
word study – Book F
Foreword
Primary grammar and word study is a series of seven books designed
to introduce students to parts of speech, ways to understand and choose
words, punctuation and figures of speech.
Titles in this series:
• Primary grammar and word study Book A (Ages 5– 6)
• Primary grammar and word study Book B (Ages 6–7)
• Primary grammar and word study Book C (Ages 7–8)
• Primary grammar and word study Book D (Ages 8–9)
• Primary grammar and word study Book E (Ages 9 –10)
• Primary grammar and word study Book F (Ages 10–11)
• Primary grammar and word study Book G (Ages 11–12)
Teachers notes .............................................. iv – v
Curriculum links ................................................... v
Literacy character explanation ...................... vi – vii
Checklists ................................................... viii – xi
Parts of speech .............................................. 2–33
Nouns .............................................................. 2–5
Verbs .............................................................. 6–11
Adjectives..................................................... 12–17
Adverbs ........................................................ 18–21
Pronouns ...................................................... 22–25
Conjunctions ................................................ 26–27
Determiners ................................................. 28–31
Prepositions ................................................ 32–33
Understanding and choosing words ........... 34–57
Words that are similar ...............................34–41
Homographs ......................................... 34–35
Homophones ........................................ 36–37
Eponyms .............................................. 38–39
Acronyms ............................................. 40–41
Words that change .....................................42–49
Plurals .................................................. 42–45
Prefixes ................................................ 46–47
Suffixes ................................................ 48–49
Contents
Words and their meanings ........................50–53
Synonyms and antonyms...................... 50–51
Word origins ......................................... 52–53
Confused words .........................................54–57
Punctuation .................................................. 58–75
Full stops, question marks,
exclamation marks and capital letters .......... 58–59
Commas ....................................................... 60–63
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Apostrophes ................................................. 64–67
Quotation marks ........................................... 68–71
Colons and semicolons ................................. 72–73
Hyphens, dashes and ellipses ....................... 74–75
Figures of speech ......................................... 76–85
Colloquialisms and jargon ............................. 76–77
Hyperbole ..................................................... 78–79
Idioms .......................................................... 80–81
Metaphors and similes ................................. 82–83
Proverbs ....................................................... 84–85
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Primary grammar and word study

Figures of speech
checklist
Name of student
Colloquialism/
Jargon
Hyperbole
Idioms
Metaphors/
Similes
Proverbs
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Primary grammar and word study

Figures of speech
Colloquialisms and jargon
Focus
Colloquialisms and jargon
Definitions
• Colloquialisms are correct but informal language.
Example:
I felt ‘down in the dumps’ is a colloquialism for
feeling depressed or miserable.
• Jargon is words or phrases used by people in a
particular job or group that can be difficult for others
to understand.
Example:
Words such as ‘backup’, ‘chatroom’ and ‘browser’
are computer jargon.
Explanation
• Investigating figures of speech such as
colloquialisms and jargon develops and enriches
students’ vocabulary and fosters an interest in
language.
• Colloquialisms are also known as ‘slang’. Some
colloquialisms are recognised worldwide, while
others are specific to a country. If colloquialisms are
used in formal writing, quotation marks should be
used to indicate the colloquial word or phrase.
• Jargon is often referred to as ‘technical language’.
It makes communication quicker and easier among
members of a group who understand it. However, it
can be difficult for others not familiar with the jargon
to understand, so the needs of the wider audience
should be considered.
Worksheet information
• The activities on page 77 could be completed in
pairs or as a small group so students’ general
knowledge could be ‘pooled’ and they could
work together to identify the meanings of the
colloquialisms and jargon. Some students will be
more familiar than others with the use of specific
words and phrases.
Ideas for further practice
• Students identify colloquialisms used by the teacher
and other students in a typical school day. Compile a
list to display and discuss.
• Brainstorm to list other words and phrases used in
computer jargon.
Answers
1. The paragraph students rewrite should indicate
the following:
This afternoon, my brother had a temper
tantrum. My sister, who’s very bossy, came into
the room and told him to stop using the remote
control to flick from one channel to another all
the time. She wanted to watch a movie suitable
for females. He got really cross and abused her.
The noise woke up Mum, who was having a nap.
The result—no-one watched the television!
2. (a) email: electronic mail
(b) mouse: a device used by hand to move the
cursor around a computer screen
(c) download: to transfer information from a
network such as the Internet onto a user’s
computer
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(d) laptop: a portable computer small enough to
be used on your lap
(e) surfing the net: browsing various items or
websites on the Internet
(f) virus: a program made to deliberately ‘infect’ a
computer and cause problems for the user
(g) spam: unwanted emails
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Colloquialisms and jargon
A colloquialism is an expression used in everyday language but not in formal language.
For example: I love to help Dad put snags on the barbie.
(The formal words would be ‘sausages’ and ‘barbecue’.)
1. Read the text below and discuss the meaning of the colloquialisms in bold print. Then rewrite the
text using formal language.
This arvo, my bro threw a wobbly. My sis, who’s a bossyboots, came into the room and told him to
stop using the remote control to channel-surf. She wanted to watch a chick flick. He got really cross
and told her off. The noise woke up Mum, who was having forty winks. The result—no-one watched
the tele!
Jargon is language used by people in a particular job or group.
For example: a myocardial infarction is medical jargon for a heart attack.
2. The words and phrases below are computer jargon. Discuss them with your classmates or use a
dictionary or the Internet to explain what each word or phrase means.
(a) email
(b) mouse
(c) download
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(d) laptop
(e) surfing the net
(f)
virus
(g) spam
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Primary grammar and word study

Figures of speech
Hyperbole
Focus
Hyperbole
Definition
Hyperbole is an exaggeration or overstatement.
Explanation
• Hyperbole is pronounced hy-per-bol-e with the
emphasis on the second syllable and ending with a
long e sound.
• Hyperbole is an example of figurative speech that
uses exaggeration to emphasise the magnitude of
things such as size, feeling, effort or reaction.
Example:
I nearly died laughing.
I could write better than that with both hands tied
behind my back.
Such statements are not meant to be taken literally
but they demonstrate the intensity of meaning.
• Hyperbole differs from simile and metaphor in that it
is used primarily for emphasis and persuasion rather
than for description.
• Hyperbole is an integral part of the spoken English
language and an understanding of it is important
for the comprehension of some humorous, informal
writing.
Worksheet information
• There are many Internet sites on which examples
of hyperbole can be found. Give students the
opportunity to compile lists and then discuss their
use and meaning.
• Explain that hyperbole is generally regarded as using
exaggeration to make a point. It is often humorous
and, in some cases, the more ‘over the top’ the
better.
• Give starter phrases for the students to add an
example of hyperbole: e.g. She was so untidy ...
They were so lazy ... The garden was so untidy ...
The dog was so disobedient ...
• Read through the text and discuss the examples of
hyperbole and their meaning.
• For Question 2, brainstorm ideas with the class and
write examples on the board.
• The picture of the stranger should reflect his
exaggerated features.
Ideas for further practice
• Create an illustrated class book of hyperbole to show
to other classes. Use examples related to the school
so that everyone will appreciate their relevance.
• Students write a hyperbole for each child in the
class, reflecting a positive attribute. Students take
turns to read their examples as they do a roll call.
Answers
1. (b) imprisoned in the kitchen for a lifetime, to feed
the whole neighbourhood for the next five years,
it (the oven) hadn’t cooled down for months, the
freezer was groaning
(c) (i) long
(ii) Many
(iii) long
(iv) full
2. Teacher check
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Hyperbole
Hyperbole is a figure of speech often using exaggeration and humour to emphasise
meaning. It is not meant to be taken literally.
Example: He annoyed me so much he made my blood boil.
I was so cold, the blood was freezing in my veins.
1. (a) Read the text.
Mum had been imprisoned in the kitchen for a lifetime, preparing food for the party. She had
baked enough pies and cakes to feed the whole neighbourhood for the next five years. The oven
had been on for so long it hadn’t cooled down for months and the freezer was groaning with the
weight of the extra food.
(b) Underline the examples of hyperbole in the text.
(c) What did the writer mean? Circle the correct words.
(i)
(ii)
Mum had worked in the kitchen for a short / long time.
Few / Many cakes and pies had been baked.
(iii) The oven had been on for a short / long time.
(iv) The freezer was very full / empty .
2. (a) Use examples of hyperbole to complete these sentences about ‘A stranger’.
His legs were so long .
His hair was so wild .
His fingers were so bony .
His ears stuck out .
His smile was so wide .
(b) Include your examples of hyperbole in a
descriptive poem entitled, ‘A stranger’.
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(c) Draw a picture of the stranger.
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Figures of speech
Idioms
Focus
Idioms
Definition
An idiom is a saying peculiar to a language in which
real and literal meanings are different.
Explanation
• Idioms are metaphorical phrases that are not meant
to be taken literally. The true meaning of an idiom
cannot be found from the meaning of its individual
words but is learned through its use in context.
• Idioms are an integral part of the English language
and an understanding of them is essential for the
comprehension of a wide range of texts and for
producing interesting writing.
Worksheet information
• Before completing the worksheet, discuss idioms
and their role in adding to the richness of the English
language. What idioms are the students familiar
with? Do they know the origins of any idioms?
Why do they think idioms have survived over
generations? Do they think idioms are a valuable
part of the language? Why? Why not?
• Ask students to close their eyes as you read a
sentence containing an idiom. Ask them how they
visualised the idiom. What do they think it means?
How well do they think it conveys its meaning?
• In pairs, students read through the text and discuss
the meaning of the highlighted idioms in context.
• In Question 2, students discuss the illustrations and
researching if necessary, write the idiom and its
meaning.
Ideas for further practice
• Create an idiom brick wall on which students
print idioms they come across in reading and
conversation.
• Create a class book of idioms, their meanings and
origins.
Answers
1. (a) put off the evil hour – to postpone an
unpleasant task
(b) quaking in their boots – very nervous
(c) sealed their fate – guaranteed an unfortunate
consequence
(d) looking rosy – positive and optimistic
(e) in the doghouse – in serious trouble
(f) like a bat out of hell – very fast
2. (i) spit the dummy – to give up
(ii) upset the applecart – to cause trouble and
disturb the peace
(iii) weather the storm – to survive difficult
situations
(iv) bury the hatchet – agree to forget differences
and carry on in harmony
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(i)
Idioms
An idiom is a phrase whose meaning is not related to its individual words:
Example: foaming at the mouth is to be very angry, to have a brainwave is to have a
good idea and to get the green light is to receive permission.
The idioms in the text have been highlighted.
Isaac and Albert couldn’t put off the evil hour any longer. They were quaking in their boots as they approached
the principal’s office. They knew that their last practical joke had probably sealed their fate and their futures
were not looking rosy. But although they were in the doghouse, the boys had to smile. The memory of Mrs
Cooper running out of the canteen like a bat out of hell would make them laugh for a long time. Now all they
had to do was to find Isaac’s pet rats.
1. Discuss the text with a partner and write the meaning of each idiom used.
(a) put off the evil hour
(b) quaking in their boots
(c) sealed their fate
(d) looking rosy
(e) in the doghouse
(f)
like a bat out of hell
2. What idiom does each picture illustrate? Write the idiom and its meaning.
(ii)
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(iii)
(iv)
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Primary grammar and word study

Figures of speech
Similes and metaphors
Focus
Similes and metaphors
Definitions
• A simile compares one thing with another. Similes are
usually introduced by the words ‘as’ or ‘like’.
Example:
‘He was as cunning as a fox.’
‘She slept like a log.’
• A metaphor is a comparison between two things
without the use of ‘as’ or ‘like’. Metaphors say
something is something else.
Example:
‘The sunset was a rainbow of colours.’
‘A blanket of snow covered the street.’
Explanation
• Similes and metaphors are figures of speech. They are
examples of figurative language, as opposed to literal
language (stating a fact). In figurative language, words
are used to create mental images by comparing ideas.
These comparisons help the reader to more clearly
imagine the person, place or thing being described.
• Writers use similes to emphasise a certain
characteristic. They make writing more interesting,
entertaining and colourful, as they often find a link
between two unlike subjects.
Example:
The children ran around the playground like a pack of
wild animals.
• Like similes, metaphors compare and link two subjects
that are not usually linked. However, while a simile is a
simple comparison, a metaphor states that two subjects
are the same. Metaphors give one object the attributes
of the other.
Example:
In the playground, the children were a pack of wild
animals.
The children have been given the attributes of a ‘pack of
wild animals’, being ‘loud’ and ‘untamed’.
• Metaphors are considered stronger than similes.
Worksheet information
• Read the definitions of metaphors and similes at the
top of the page with the class. Ask the students for
examples of each.
• Read the text with the class. Students can work in pairs
to identify the metaphors and similes in the text.
• Work through Question 2 with the class. Students
categorise the statements as metaphors or similes
in Question 3. In Question 4, students change similes
to metaphors. For Question 5, students explain the
metaphor stated. Ask the class to consider the function
of glue (to hold things in place or together). Students
write their own similes in Question 6. When complete,
ask for volunteers to share their writing with the class.
Ideas for further practice
• Students paint a picture of a particular biome (rainforest,
desert etc.) and write similes to describe it.
• Browse through a selection of fiction novels to find five
metaphors. Copy them and change them into similes by
adding ‘like’ or ‘as’.
• Write a simile/metaphor poem where each person in
your family is compared to an animal.
Answers
1. Note: Underlined text = simile Bold text = metaphor
The wind was a sharp blade cutting through her thin
jumper. Although her feet were blocks of ice, she
ran like lightning to escape the angry bear. Suddenly,
the bear rushed at her like a winged bird, landing
just a few metres away. She stopped and stood as
still as a stone. Like a giant mouth, the ground before
her opened up, swallowing the bear before it had a
chance to attack.
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2. (a) her feet, blocks of ice
(b) Her feet were extremely cold.
(c) It is a metaphor because it does not contain ‘as’
or ‘like’. It states that her feet are blocks of ice.
3. (a) Simile (b) Metaphor
(c) Metaphor (d) Simile
(e) Simile (f) Metaphor
4. (a) The kitten’s paws are cotton wool.
(b) The lake is/was a mirror in the moonlight.
5. Answers will vary.
Suggested answer: Mum ‘holds’ us all together like
glue, meaning she keeps the family members together
(ensuring they stay in contact with each other and
communicate together etc.).
6. Teacher check
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Similes and metaphors
A simile compares one thing with another using the words as or like.
Example: as white as snow, like peas in a pod
A metaphor is also a comparison. It says one thing is something else.
Example: her eyes were diamonds
1. Read the text. Underline the four similes in red and the four metaphors in blue.
The wind was a sharp blade cutting through her thin jumper. Although her feet were blocks of ice, she
ran like lightning to escape the angry bear. Suddenly, the bear rushed at her like a winged bird, landing
just a few metres away. She stopped and stood as still as stone. Like a giant mouth, the ground before
her opened up, swallowing the bear before it had a chance to attack.
2. ‘Although her feet were blocks of ice ...’
(a)
(b)
(c)
Which two things are being compared in this metaphor?
Explain what the metaphor really means. (This is called the literal meaning.)
Why is it a metaphor and not a simile?
3. Read the statements and write S for ‘simile’ or M for ‘metaphor’ in the box.
(a) The thief was as slippery as an eel. .............. (b) The warrior was a lion in battle. ...........................
(c) The moon was a misty shadow. .................... (d) The frog’s tongue moved like lightning. ................
(e) The story was as old as the hills. .................. (f) Anna was a walking encyclopedia. .......................
and
4. Change these similes into metaphors.
Example: • Dad’s hands were as rough as sandpaper. (Simile)
• Dad’s hands were sandpaper. (Metaphor)
(a) The kitten’s paws are as soft as cotton wool. (Simile)
(Metaphor)
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(b)
The lake shone like a mirror in the moonlight. (Simile)
(Metaphor)
5. Explain this metaphor. ‘Mum is the glue in our family.’
6. On the back of this sheet …
(a) Write at least three similes about a wild storm. (b) Rewrite each simile as a metaphor.
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Primary grammar and word study

Figures of speech
Proverbs
Focus
Proverbs
Definition
• A proverb is a wise, usually short saying that has
been used for a long time.
For example,
He who laughs last, laughs longest.
Explanation
• Proverbs are short memorable sayings that express
a truth, warning, practical idea or useful thought.
Most proverbs aim to teach something. Not as many
proverbs are used today as previously. The literal
meaning of many proverbs may differ from their
accepted meaning. The origins and meanings of
many proverbs are often hard to track. Many have
changed from their original forms.
• An apt definition for a proverb is ‘a short sentence
based on long experience’.
Worksheet information
• Students should read and discuss the definition of
a proverb before completing Question 1. Read the
examples given before allowing them to complete
their answers about the meanings of the proverbs in
Question 1.
• Students may collaborate to complete Question 2
or they may work individually and then compare
answers with a classmate. Students should use the
clues in the beginnings and endings of the proverbs
to match them. An Internet resource may also be
used.
Ideas for further practice
• Research other well-known proverbs and discuss
their meanings or what they are trying to teach.
• List unusual or ‘peculiar’ sayings used by
grandparents which students may have heard.
Discuss their meanings and the way they are used.
• Read proverbs from different cultures, in particular,
Chinese proverbs. Discuss their meanings. Use them
as an inspiration for an artwork.
Answers
1. Answers will vary but will be similar to those
given.
(a) Appearances can deceive you.
(b) Stupid people (empty-headed people) make
more noise than wise, thoughtful people.
(c) It is acceptable to eat using your fingers
instead of a fork because fingers were used
before forks were invented.
(d) To test something (or try something out), you
need to experience it first.
(e) You can provide opportunities, but you can’t
make people accept them.
(f) Whenever something bad happens, there is
always something good that comes from it.
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2. (a) A chain is only as strong as its weakest link.
(b) A leopard cannot change its spots.
(c) Beauty is only skin deep.
(d) A picture paints a thousand words.
(e) Birds of a feather flock together.
(f) When the cat’s away, the mice will play.
(g) You can’t teach an old dog new tricks.
(h) A friend in need is a friend indeed.
(i) Mighty oaks from little acorns grow.
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Proverbs
A proverb is a wise, usually short, saying that has been used for a long time.
Proverbs usually express a basic truth, an idea or try to teach something.
1. Read each proverb below and write its meaning or what it is trying to teach.
(a) All that glitters is not gold.
(b) Empty vessels make the most noise.
(c) Fingers were made before forks.
(d) The proof of the pudding is in the eating.
(e) You can lead a horse to water, but you can’t make it drink.
(f) Every cloud has a silver lining.
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2. Choose the correct ending that completes each proverb.
(a) A chain is only
a thousand words.
(b) A leopard cannot
(c) Beauty is
(d) A picture paints
(e) Birds of a feather
the mice will play.
as strong as its weakest link.
only skin deep.
new tricks.
(f) When the cat’s away, change its spots.
(g) You can’t teach an old dog
(h) A friend in need
flock together.
from little acorns grow.
(i) Mighty oaks is a friend indeed.
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