Complete English Basics Teacher Book 3

3
A class and homework course
THIRD EDITION
TEACHER
BOOK
Rex Sadler Sandra Sadler

3
A class and homework course
THIRD EDITION
TEACHER
BOOK
Rex Sadler Sandra Sadler

This edition published in 2021 by
Matilda Education Australia, an imprint
of Meanwhile Education Pty Ltd
Level 1/274 Brunswick St
Fitzroy, Victoria Australia 3065
T: 1300 277 235
E: customersupport@matildaed.com.au
www.matildaeducation.com.au
First edition published in 2008 by Macmillan Science and Education Australia Pty Ltd
Copyright © Rex Sadler and Sandra Sadler 2008, 2011, 2017
The moral rights of the author have been asserted.
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Publication data
Authors: Rex Sadler and Sandra Sadler
Title: Complete English Basics 3 Teacher Book: A Class and Homework Course
ISBN: 978 1 4202 3714 6
Publisher: Emma Cooper
Project editor: Barbara Delissen
Cover and text designer: Dim Frangoulis
Production control: Janine Biderman and Katherine Fullagar
Photo research and permissions clearance: Annthea Lewis and Vanessa Roberts
Typeset in Heuristica Regular 10.5/12pt by DiZign Pty Ltd
Cover image: Shutterstock/Aurelien Laforet
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when viewing this publication as it may contain images of deceased persons.

Contents
Prefacevii
Acknowledgementsviii
1 It’s my life 1
Comprehension Lone sailor 1
Head honcho school captain 3
Spelling and vocabulary Being human 5
Language Texts 6
Texts and their purposes 7
The craft of writing Personal experiences 8
2 Intertextuality9
Comprehension Novel 9
Cartoon 11
Movie still 12
Spelling and vocabulary Confusing pairs 13
Language Active and passive voice 14
The craft of writing Creating imaginary characters 16
3 Future shock 17
Comprehension Holocaust 17
Spelling and vocabulary The world at war 19
Language Tone 20
Purpose and tone 21
The craft of writing Making the beginning interesting 22
4 Aboriginal voices 23
Comprehension Trails 23
Son of mine 24
Spelling and vocabulary Culture and country 25
Language Relative pronouns 27
Adjectival clauses 27
The craft of writing Writing persuasive arguments 30
5 Journeys in time 31
Comprehension The last days of Pompeii 31
Spelling and vocabulary Through the ages 34
Language Nouns 36
Common and proper nouns 36
The craft of writing Writing a biography of an interesting person 38
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iv Contents
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6 Dear Diary 39
Comprehension The diary of a young girl 39
Spelling and vocabulary The eye of the beholder 41
Language Collective nouns 43
The craft of writing Writing fictional diaries 44
7 Passport to adventure 45
Comprehension Encounter with a python 45
Spelling and vocabulary Survival 47
Language Abstract nouns 48
The craft of writing Characters in conflict 49
8 Interesting people 51
Comprehension Atticus Finch 51
The Murdstones 52
Miss Honey vs. Miss Trunchbull 53
My da’s hands 54
Spelling and vocabulary Human nature 55
Language Adjectives 56
The craft of writing Being a good observer 57
9 Oh! Horror! 59
Comprehension A meeting with Count Dracula 59
Spelling and vocabulary Creature features 61
Language Using adjectives 62
The craft of writing Using the setting to build suspense 64
10 Survival65
Comprehension Alone in the wilderness 65
Spelling and vocabulary Keeping fit 67
Language Verbs 68
The craft of writing Using verbs to create action 70
11 Relationships71
Comprehension A surfing encounter 71
Spelling and vocabulary Views of life 73
Language Jargon 74
Clichés 75
The craft of writing Dialogue 76
12 On the job 77
Comprehension Dangerous work 77
Spelling and vocabulary Getting a job 79
Language Adverbs 80
The craft of writing Variety in sentence length 82

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13 Poetry in action 83
Comprehension The last tiger 83
The shark 85
The eagle 86
Spelling and vocabulary Appreciating poetry 87
Language Poetic techniques 88
The craft of writing Personas and monologues 90
14 Science fiction 91
Comprehension The war of the worlds 91
Spelling and vocabulary In a galaxy far away 93
Language Personal pronouns 95
The craft of writing First person narrative 96
15 Making a living 97
Comprehension The great pearl 97
Spelling and vocabulary If I were a millionaire 99
Language Prepositions 100
The craft of writing Setting 102
16 Media 103
Comprehension Advertising 103
Spelling and vocabulary Media matters 105
Language Persuasive advertising 107
Imperatives in advertising 108
Adjectives in advertising 108
The craft of writing Creating your own advertisement 110
17 Saving the planet 111
Comprehension Endangered species 111
Spelling and vocabulary The environment 113
Language Words and meanings 115
The craft of writing Features of an exposition 117
18 In the laboratory 119
Comprehension The discovery of penicillin 119
Spelling and vocabulary Scientifically speaking 121
Language Synonyms 122
The craft of writing Writing an information report 124
19 I spy 125
Comprehension James Bond 007 125
Spelling and vocabulary All about spies 127
Language Antonyms 128
The craft of writing Naming characters 129

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20 Speaking out 131
Comprehension The power of speech 131
Spelling and vocabulary Speakers and listeners 133
Language Word choice 134
Euphemism 135
The craft of writing Writing and presenting a speech 135
21 This land 137
Comprehension Water skier 137
Spelling and vocabulary My country 139
Language Communication breakdown 140
Ambiguity 140
Circumlocution and verbosity 141
The craft of writing Stream of consciousness 142
22 The five senses 143
Comprehension The great tide pool 143
Spelling and vocabulary Sight Sound Taste Smell Touch 145
Language Revision 147
The craft of writing Using the senses 148
Back-of-the-book dictionary 149

Preface
Complete English Basics 3 sets out to present essential English skills in an interesting and
meaningful way for middle secondary students.
This third edition covers essential language and literacy skills underpinning the new
Australian Curriculum. New literature texts and language exercises have been included to provide
a wider range of comprehension texts and to augment language development.
The workbook can be used as a class or homework text. One approach would be to have
students complete each unit over a two-week period.
The stimulus materials and exercises are designed to improve comprehension and vocabulary
skills, as well as language usage and spelling. A special feature is the back-of-the-book dictionary, which
encourages students to expand their vocabulary by looking up the meanings of unfamiliar words.
Correct spelling is essential for good communication. Research has shown that in those
classrooms where teachers are concerned about correct spelling and vocabulary enrichment, the
students’ spelling level improves significantly. It is a good idea, if time allows, to have a brief spelling
test at the end of each unit using the words from the spelling and vocabulary list.
The extracts are engaging and cover a diverse range of topics—from surfing to the
holocaust. A range of genres is represented, including biography, crime, poetry and adventure.
Above all, we hope that students will enjoy their studies as they gain basic English skills.
Rex and Sandra Sadler
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vii

Acknowledgements
The author and publisher are grateful to the following for permission to reproduce copyright material:
Photographs
Alamy Stock Photo/AF ARCHIVE, 12, 16, 34, 51, 76, 91, /
Atlaspix, 61, /Heritage Image Partnership Ltd, 39, /ITAR-TASS
Photo Agency, 129, /KPA Honorar & Belege, 9, /Moviestore
Collection, 53 (right); A-list Entertainment Pty Ltd, 3; Getty
Images/John W Banagan, 23, /J Countess, 133, /Universal
History Archive, 96; iStock/william87, 5, /aluxum, 30, /Robert
Bergeron, 137, /Ranjan Chari, 136, /Valerie Crafter, 111, /
cre8tive_studios, 99, /Andrey Danilovich, 19, /DonKurto, 131,
/Karen Givens, 83, /Tom Grill, 121, /Ray Hems, 13, /Brett
Hillyard, 71, /Sander Huiberts, 124, /Eric Isselée, 25, 65, /
jgroup, 90, /Shaun Lowe, 64, /Christian Miller, 93, /malivoja,
22, /med_ved, 82, /mountainberryphoto, 47, /mtcurado, 139,
/oneinchpunch, 110, /parfyonov, 45, /PeopleImages, 49, /
Shelly Perry, 41, /Philartphace, 77, /pixdeluxe, 102, /kevinruss,
125, /Jose Antonio Santiso Fernandez, 142, /renaschild, 143,
/Skystorm, 97, /Sufi70, 31, /t-lorien, 105, /alexei_tm, 44, /
Nikolay Titov, 127, /tunart, 8, /uschools, 135, /ZambeziShark,
118, /zanskar, 113; Newspix/News Ltd, 1; Cover image of
Children of the Dust by Louise Lawrence, Random House,
1985, reproduced with permission of Penguin Random House,
17; Shutterstock/calvin au, 24, /Alan Bailey, 55, /baranq,
67, /bikeriderlondon, 73, /cosma, 87, /creativemarc, 57, /
Everett Collection, 38, /GGRIGOROV, 117, /Gyrohype, 59, /
HomeArt, 89 (top), /IM_Photo, 70, /Katrina Leigh, 89 (bottom),
/Matt9122, 85, /Alexander Raths, 119, /REX/Tri Star, 53 (left), /
rokopix, 86, /RossHelen, 79, /sumire8, 145, /Stephen VanHorn,
148.
Other Material
Extract from Lionheart by Jesse Martin, Allen & Unwin, 2000,
reproduced with permission of Allen & Unwin Pty Ltd, 1;
Extract from The Happiest Refugee by Anh Do, Allen & Unwin,
2010, reproduced with permission of Allen & Unwin Pty Ltd,
3; Extract from Whatever You Do, Don’t Run—my adventures
as a Botswana guide by Peter Allison, Allen & Unwin, 2007,
reproduced with permission of Allen & Unwin Pty Ltd, 45-
6; Extract from The Secret Diary of Adrian Mole aged 13 ¾
by Sue Townsend, Curtis Brown UK, 1982, reproduced with
permission of Curtis Brown, 44; Extracts from Dr No by Ian
Fleming, Curtis Brown, 1957, reproduced with permission
of Curtis Brown, 125-6, 130; Extract from The Light Beyond
the Forest by Rosemary Sutcliff, 1980, reproduced with
permission of David Higham and Associates, 16; Extract from
Matilda by Roald Dahl, Penguin Books Ltd, 1988, reproduced
with permission of David Higham and Associates, 53;
Advertisement used with permission from Energy Australia,
103; Extract from King Arthur and the Knights of the Round
Table by Antonia Fraser, first published in the UK by Orion
Children’s Books, an imprint of Hachette Children’s Books,
Carmelite House, 50 Victoria Embankment, London EC4Y 0DZ,
9-10; Poem ‘Trails’ by Eva Johnson, reproduced by permission
of the author, 23; Extract from Lockie Leonard: Scumbuster by
Tim Winton, reproduced with permission by Jenny Darling &
Associates, 71-2; Extract from Everything I Know About Writing
by John Marsden, Pan Macmillan Australia, 1993. Copyright
John Marsden 1993. Reproduced with permission of John
Marsden and Pan Macmillan Australia Pty Ltd, 16; Extract
from Children of the Dust by Louise Lawrence, Random House,
1985, reproduced with permission of Penguin Random House,
17-8; Extract from Looking for Alibrandi by Melina Marchetta,
Penguin Books Australia, 1992, reproduced with permission
by Penguin Australia Pty Ltd, 50; Extract from To Kill a
Mockingbird by Harper Lee. Published by William Heinemann.
Reprinted by permission of The Random House Group Ltd,
51; Extract from Forrest Gump by Winston Groom, 1986 by
Perch Creek Realty & Investment Corp. Used by permission
of Doubleday, an imprint of the Knopf Doubleday Publishing
Group, a division of Penguin Random House LLC. All rights
reserved, 96; Extract from Cider with Rosie by Laurie Lee, 1959.
Published by Chatto & Windus. Reprinted with permission of
The Random House Group Limited, 148; Poem ‘The last tiger’
from Collected Poems for Children by Gareth Owen. Published
by Macmillan, 2000. Copyright Gareth Owen. Reproduced by
permission of the author c/o Rogers, Coleridge & White Ltd.,
20 Powis Mews, London W11 1JN, 83; Cartoon ‘On the Town
with King Arthur’ by Tony Lopes, reproduced with permission
of Stoneytoons.com, 11; Poem ‘Son of mine’ from My People
by Oodgeroo Noonuccal, Wiley UK, 1990. Reproduced with
permission of John Wiley & Sons Ltd, 24.
The author and publisher would like to acknowledge the
following:
Extract from The Kon-Tiki Expedition by Thor Heyerdahl, 1993,
Gyldendal Norsk Forlag, 102; Extract from What it Feels Like,
by Lester Morlang, edited by AJ Jacobs, Harper Collins, 2003,
77; Extract from Hatchet by Gary Paulsen, Macmillan Children’s
Books, 1989, 55-6; Extract from The Pearl by John Steinbeck,
Mandarin Paperbacks, 1948, 97; Poem ‘The shark’ by Edwin
John Pratt, from The Oxford Book of Animal Poems, by Michel
Harrison and Christopher Stuart-Clark. Oxford University
Press, 1992, 83; Extract from Of Mice and Men by John
Steinbeck, Penguin, 1937, 76; Extract from Cannery Row by
John Steinbeck, Penguin, 2000, 143-4; Extract from The Diary of
a Young Girl by Anne Frank, edited by Otto H Frank and Mirjam
Pressler, translated by Susan Massotty, Puffin Books, 39; Poem
‘Water skier’ by Thomas W Shapcott, University of Queensland
Press, 137.
While every care has been taken to trace and acknowledge
copyright, the publisher tenders their apologies for any
accidental infringement where copyright has proved
untraceable. They would be pleased to come to a suitable
arrangement with the rightful owner in each case.
viii 978 1 4202 3714 6

It’s my life
1
Comprehension
Read the following passage and answer the questions.
Lone sailor
THE marine life seemed to be a lot more active
in this part of the world. I soon found my first
flying fish lying on deck. I was familiar with these
strange creatures from the trip with Dave and
there I was, on my own, with the small flying fish.
It marked the beginning of the tropics for me.
From then on they got bigger and bigger and the
schools would sense the presence of Lionheart
and take to the air in great numbers. At night I’d
hear a thud followed by a few flickers to indicate
one of the fish had landed on board and was
stranded.
They were cute little fish but I soon came to
hate the noise of one landing on board, for they
played heavily on my conscience. I’d be woken
by the thud of one ramming head-first into the
boat then I’d try to get back to sleep. It just wasn’t
possible. The noise of them flipping about the
deck screamed out to me to get up and throw
them back overboard. It would have been easier
if they died quickly but they flip-flopped away
until the flips became less and less frequent, like
the last gasps of a dying person. I’d fall asleep for
a minute to be woken by another flicker of life. I
couldn’t bear lying there while I knew a fish was
suffering. I usually couldn’t get back to sleep until
I’d got out of bed and thrown it overboard. It got
pretty annoying when it happened three or four
times a night.
Not only could I hear them land, but I could
also smell them. The fresh smell of broken scales
wafted down into the cabin where I could tell if
there was one on board even if it made no noise.
They could be a real problem. One morning I
came out on deck and counted fifteen dead fish
lying about the place: in the reefs of the sails,
jammed beside the life raft and the wall, and
even mixed in with the ropes in the rope bags.
Some were quite large, up to 30 centimetres long.
I tried to cook one once but there were too many
bones and scales. At least I knew it was possible
to eat them in an emergency.
from Lionheart by Jesse Martin
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2 Complete English Basics 3
978 1 4202 3714 6
Reading for understanding
1 What indication did the narrator have that the marine life was a lot more active in the
part of the world where he was now sailing his yacht Lionheart ?
He found his first flying fish on the deck of his yacht.
2 ‘they got bigger and bigger …’ What evidence does the narrator give in the final
paragraph to show this to be true?
‘Some were quite large, up to 30 centimetres long.’
3 How did the schools of flying fish react to the presence of Lionheart ?
The schools sensed its presence by taking to the air in great numbers.
4 At night, how did the narrator know that a flying fish had landed on his yacht?
The narrator was woken by the thud of flying fish landing on the deck.
5 In the second paragraph, the writer uses sound words (onomatopoeia) to convey the
sound of the movements of the fish. Write down three examples.
thud flipping flip-flopped
(flicker) (screamed) (gasps)
6 ‘I’d try to get back to sleep.’ Why was this not possible?
He felt guilty that the fish would die if he didn’t throw it back.
7 Identify a simile in the second paragraph and explain what comparison is being made.
‘like the last gasps of a dying person’. The flips of the struggling flying fish were like the final
gasps of a dying person.
8 How did the narrator become aware of the presence of a flying fish on the deck even
when it made no noise?
The fresh smell of broken scales wafted down to his cabin.
9 ‘They could be a real problem.’ Why was this so?
The number of stranded fish caused a problem when they got caught up in the sailing
equipment.
10 Why was the narrator not keen to eat the flying fish?
The fish had too many bones and scales.
11 What did you learn about the character of the narrator from this passage?
The narrator was kind-hearted and felt guilty when he heard the fish dying.
11 marks

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1 It’s my life 3
Head honcho school captain
ALL through my primary school years I had a
thick Vietnamese accent: ‘Fipteen minat twell
equal tree’. Even though my English was getting
better year by year, it was still definitely not as
good as an Aussie kid’s. It didn’t seem to matter
too much as I did well enough academically and
socially, becoming a candidate for school captain
at the end of Year 5.
There were four class captains in the running
to become the big head honcho school captain.
It was a very big deal, and the four of us were to
make a speech in front of the whole school at the
next assembly, to tell everyone why we were the
best candidate for the job. The teacher pulled us
aside and told us that it was okay to get help from
our parents to write this speech, as it was such a
big deal. I went home and said to Mum and Dad,
‘You have to help me write a speech to become
school captain’.
‘Six! Anh needs your help to write his speech.’
Uncle Six had done a couple of years of school
in Australia, and at the time he was the best at
English in our whole household, but this didn’t
mean he was any good. Together we wrote my
speech and on the day of the assembly I was
ready to wow the school armed with a migrant’s
second-year English speech.
That morning I was first to speak.
‘Hello School Peoples. I am Anh.’
I could hear a few sniggers from the other
classes, but I was determined to go on.
‘I will try for my hardest to be very friendly boy,
and I will always saysing hello to all you school
peoples ...’
Everyone started laughing. The worst thing
was when I looked down, I even saw teachers
laughing. I looked across at my own teacher and
she wasn’t laughing, but I could see her trying not
to laugh!
I was so mad at her. I froze. I didn’t know what
to do. It was almost like time stood still. In that
moment I just totally blanked out and forgot
what to say next.
The only people who weren’t laughing were my
little classmates. They were on my side. Just then
I heard a tiny girl’s voice:
‘C’mon, Anh.’
I looked down and there was Karen, an
11-year-old face full of support. A few of her
friends joined in.
‘Keep going, Anh.’
‘I ... I ... should be school captains because I
want to helping the students ...’
I stood as still as I could, just blanking out
everyone, every noise, every snigger and laugh,
and saying everything that I had to say like a
monotone robot. Soon it was over. Thank God.
My first ever public speaking experience.
I look back on it now and I can’t even blame
people for laughing. Bloody Uncle Six must’ve
skipped the classes where they taught plurals and
adjectives.
from The Happiest Refugee by Anh Do
Reading for understanding
1 What problem did the narrator have because he was a refugee?
He had a heavy Vietnamese accent and didn’t speak English as well as other Australian kids.

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978 1 4202 3714 6
2 ‘Fipteen minat twell equal tree.’ What was Anh trying to say in English?
Fifteen minus twelve equals three.
3 Why did Anh feel he could become a candidate for school captain?
Anh felt he had done well enough academically and socially to be a candidate.
4 What did Anh have to do before he could be chosen for school captain?
He had to make a speech at the next assembly, explaining why he was the best candidate for
school captain.
5 What help was each candidate allowed to have in preparing their speech?
Each candidate was allowed to get help from their parents.
6 Why was Anh’s uncle given the job of helping him prepare his speech?
Anh’s uncle was the best at English in Anh’s household.
7 How did Anh feel before he was to give his speech?
He felt very confident and ready to impress the school.
8 ‘Hello School Peoples.’ Why did Anh’s first three words cause sniggers from the other
classes?
These words showed that Anh couldn’t speak English correctly.
9 Why was Anh mad at his teacher?
He could see that his teacher was trying to suppress a laugh.
10 How did Anh’s classmates encourage him to continue his speech?
They called out, ‘C’mon, Anh’ and ‘Keep going, Anh’.
11 What caused Anh to speak ‘like a monotone robot?’
People were laughing at him and this was the only way he could complete his speech.
12 What explanation does Anh give for his use of incorrect English in his speech?
He blames his Uncle Six, his speech coach, because he did not understand plurals and
adjectives.
13 What does this incident reveal about Anh’s personality?
It shows that he has a happy, lively personality and had the courage to complete his speech
despite the laughter. He doesn’t blame the audience for laughing. He is also able to see the
humorous aspect of his misfortune.
13 marks

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1 It’s my life 5
Spelling and vocabulary
Being human
optimistic energetic embarrass agreeable loyalty
cautious responsible violent criticise considerate
dependable fortunate friendly sympathetic tolerant
conscious mischievous anxious conceited prejudice
patient impetuous impulse ignorant deceitful
satisfied vitality personal stubborn claustrophobia
Finding opposites
Find words in the spelling list that are opposite in meaning to the following.
The first letters are given to help you.
1 reckless c cautious 6 lazy e energetic
2 pessimistic o optimistic 7 betrayal l loyalty
3 humble c conceited 8 unreliable d dependable
4 praise c criticise 9 educated i ignorant
5 trustworthy d deceitful 10 hostile f friendly
10 marks
Word forms
Complete the sentences by using the correct form of the words in brackets.
1 The demonstrators acted impetuously (impetuous), but fortunately
(fortunate) they took responsibility (responsible) for their actions.
2 When the child had regained consciousness (conscious), the doctor advised the
parents to treat the injury cautiously
(cautious).
3 The evidence was prejudicial (prejudice) to the case and the
defendant stated that his impulsive
(impulse) behaviour had been
an embarrassment (embarrass) to his family.
4 All were in agreement (agreeable) that our grandmother had a wonderful
personality (personal) and always patiently (patient) listened to the
problems of others.
5 The principal would not tolerate (tolerant) any violence
(violent) or deceit
(deceitful) from the students.
14 marks

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Back-of-the-book dictionary
Claustrophobia is defined as ‘the fear of enclosed spaces’. It is derived
from the Latin word claustrum (enclosed space) and the Greek word
phobos (fear). There are many phobias that humans may suffer from.
Use the back-of-the-book dictionary to write the meanings of these
common phobias.
claustrophobia: a fear of small or enclosed spaces
hydrophobia: a fear of water
noctiphobia: a fear of the night
arachnophobia: a fear of spiders
xenophobia: a fear of foreigners or strangers
acrophobia: a fear of high places
Language
Texts
A text is a spoken, written or visual communication used to convey meaning. Five main categories
of texts can be identified: factual texts, literary texts, visual texts, media texts and everyday texts.
Well-known texts include novels, poems, newspaper articles, films, reviews, jokes, cartoons, comic
strips, advertisements, scripts, diaries, letters, paintings, posters, photographs, brochures and
autobiographies.
Identifying the text
Below are definitions of texts that we come across in our daily lives. Use the list to find the name
that goes with each definition.
autobiography biography atlas newspaper dictionary
thesaurus menu recipe novel film script
email portrait photograph cartoon encyclopaedia
prescription fairytale magazine obituary limerick
epitaph journal review legend street directory
Text
Definition
1 atlas a book of maps
2 email electronic mail
3 dictionary an alphabetical list of words and their meanings
4 limerick a five-line, amusing poem
5 newspaper a paper printed daily or weekly containing news, etc.
6 marks
6 novel a long prose narrative about imaginary people and events

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1 It’s my life 7
7 photograph a picture taken by a camera
8 fairytale a story about fairies or magical events
9 portrait a painting, drawing or photograph of a person
10 menu a list of dishes served at a restaurant
11 epitaph the words written on a gravestone
12 autobiography a story written by someone about his or her life
13 encyclopaedia a book of information arranged alphabetically
14 review an article giving an opinion about a film, book, etc.
Texts and their purposes
Creators of a text use language for a purpose. This purpose is the reason why they write.
There are many purposes for writing that you will need to be able to identify. Here are some
of the important ones.
inform persuade entertain record report
clarify evaluate describe criticise change
invite compare reflect respond complain
recount explain thank request enthuse
advertise argue review instruct command
14 marks
Identifying the purpose
Read the following texts. In one sentence, write each writer’s purpose.
1 Come away to sunny Queensland and enjoy the wonders of the Great Barrier Reef.
(advertisement)
Purpose: The advertisement’s aim is to encourage readers to take a Queensland holiday.
2 September 25
Dear Diary,
I haven’t written for about a week because nothing of interest has happened.
The same old dumb teachers teaching the same old dumb subjects in the same old dumb
school. At first I thought high school would be fun, but it’s just dull.
(student diary; from Go Ask Alice, anonymous)
Purpose: The writer is showing her dissatisfaction with high school.
3 She was unbelievably old and so thin that she was more like a skeleton than a living being:
her wrinkled skin hanging from her bones; her face a gleaming skull.
Purpose: The purpose is to describe a very old woman.
(novel; from The Red King, Victor Kelleher)
3 marks

8 Complete English Basics 3
978 1 4202 3714 6
The craft of writing
Personal experiences
Writing is a special craft and it takes hard work—very few gifted
writers claim that writing is easy. Frank McCourt, famous bestselling
author of Angela’s Ashes, ’Tis and Teacher Man, gives the
following advice to budding authors who are trying to improve
their writing techniques.
Write about what you know with conviction from the heart. Dig deep. Find your own voice
and dance your own dance.
In the following extract, famous author and journalist Phillip Adams takes this advice as he gives us
a moving description of his grandfather from his childhood memories.
WHEN I think of my grandfather, I see his hands.
In my memory they’re as gnarled as the mallee
roots he’d carry from the wood-heap to the open
fire where he’d have me make toast with a long
fork of plaited wire. Big hands, capable of acts
of extraordinary sensitivity, as when he’d use his
huge forefingers to make holes in his seed beds,
deftly planting the most fragile green filaments.
I can also remember the kindness in those
hands when they’d tousle my hair, or hand me a
crudely made sandwich.
from ‘Grandpa: the gentle giant of my childhood’
by Phillip Adams
Write a one-paragraph description of one of the following people in your life.
• mother • father • brother • sister • enemy
• grandfather • grandmother • friend • bully • dentist

Intertextuality
2
Comprehension
Intertextuality is the connection that some texts have with each other. Texts make connections
through their storylines, settings, themes, contexts, characters and language. A whole text may be
transformed into a modern text, or a text may borrow from or refer to another text. For example,
the teenage romance film 10 Things I Hate About You borrows heavily from Shakespeare’s The
Taming of the Shrew.
A famous story such as the legend of King Arthur may exist in various forms—a movie, poem,
novel, comic strip, cartoon or biography. The three texts that follow are all derived from the
original legend of King Arthur. Read them and answer the questions.
Novel
King Arthur and the Knights of the
Round Table
‘THAT is the strangest sight in the world!’
exclaimed Arthur to Merlin. They were sitting in
a deep embrasure in the castle walls, gazing at
the road which wound up to the castle from the
town. Four ox-carts were struggling along the
road, weighed down by an enormous burden.
‘A Round Table,’ continued the king. ‘Yes, it’s a
huge Round Table.’
Merlin sprang up from his chair and stared out
of the window in great excitement. ‘It must be
the famous Round Table of King Leodegrance!’
he said. ‘This famous table was specially made
to the king’s requirements to hold two hundred
and fifty knights, the flower of Welsh knighthood.
I never thought to see the day when Leodegrance
parted with the Round Table.’ But after a great
deal of reflection, the King of Cameliard had
decided to send the Round Table to Camelot, as
a token of his loyalty to Arthur, and as a wedding
present for his daughter. The days in which
Leodegrance could summon up two hundred and
fifty knights were long since past; the effects of
numerous wars with pagans and chieftains had
been to reduce his chivalry to nearer fifty than
two hundred and fifty. The empty seats at the
table mocked him. He decided to pass the table
on to a younger man.
Arthur received the gift with joy.
‘This table is an inspiration to me,’ he told
Gwenevere and Merlin. ‘You know that it is my
dearest wish to drive the invaders back into the
sea, and extend my kingdom from shore to shore.
I shall found the Fellowship of the Round Table.
Every knight who takes the oath of the Round
Table shall be pledged to dedicate his life to the
service of God, the hammering of his enemies
and the protection of the weak.’
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Merlin nodded in agreement.
‘The Round Table should stand for all that is
best in chivalry,’ he answered. ‘In the days of
Leodegrance’s prime it stood for high adventure.
There are still many adventures to be had in
Britain today, and many battles to be fought
before the pagans are routed and the evil witches
cast down.’
Between them Arthur and Merlin planned a
triple oath for the Knights of the Round Table.
First to step forward to swear the oath of the
Round Table was Sir Lancelot. As he did so a clap
of thunder resounded through the castle hall,
and the room was plunged in darkness. When
the gloom cleared it could be seen that above
each seat of the Round Table a name was written
in letters of gold. Many of the names were still
unknown to Arthur. Merlin solved the mystery.
‘This miracle shows that God’s blessing is
upon the Round Table,’ explained the wizard. ‘It
will be many years before every place is filled at
the table, for as yet your knighthood does not
number anything like two hundred and fifty. But
in time every place shall be filled.’ Then Merlin
pointed to one seat, above which no name was
written. As he pointed, letters of fire formed over
the seat:
‘No one shall sit here, unless he be the best
knight in all the world.’
‘What can this mean?’ exclaimed the king,
crossing himself.
‘That is the Seat Perilous,’ said the wizard.
‘Even Sir Lancelot may not sit in that seat.’ For
the time being he refused to say more.
Then all the king’s knights took their appointed
places, and swore the triple oath of the Round
Table. Following Sir Lancelot, there was Sir Kay
and Sir Bedevere, Sir Gawaine, Arthur’s proud
nephew, Sir Egremont, Sir Walter, and many
others.
from King Arthur and the Knights of the Round Table
by Antonia Fraser
Reading for understanding
1 What is the novelist’s purpose in the passage?
She aims to show how important the Round Table was for the creation of the Knights of the
Round Table.
2 As the action begins, what are Merlin and King Arthur doing?
From the castle walls they are watching the huge round table being carted up the road into
the castle.
3 What evidence can you find to show that the table was very large and heavy?
The four ox-carts carrying it were struggling under their load.
4 Why had the table been specially made?
It had been specially made to King Leodegrance’s requirements to hold two hundred and fifty
Welsh knights.
5 What was Arthur’s ‘dearest wish’?
Arthur’s dearest wish was to drive the invaders back into the sea and extend his kingdom
from shore to shore.
6 What pledge would each knight, who took the oath of the Round Table, have to make?
Each knight would pledge himself to dedicate his life to the service of God, the hammering of
his enemies and the protection of the weak.

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2 Intertextuality 11
7 What happened as Sir Lancelot stepped forward to swear the oath of the Round Table?
A clap of thunder resounded through the castle hall and the room was plunged in darkness.
8 What could be seen when the gloom cleared?
Above each seat of the Round Table a name was written in letters of gold.
9 What explanation did Merlin give for the miracle that had occurred?
Merlin believed that God had given his blessing to the Round Table.
10 Why were many of the names above the seats at the Round Table unknown to Arthur?
The names referred to a future time. At this point in time, Arthur had no knowledge of many
of the knights that were named.
11 Use the back-of-the-book dictionary to find the meanings of these words:
a embrasure: an opening in a castle wall through which arrows may be shot
b pagans: people who do not belong to any of the world’s major religions
c chivalry: the rules and customs of medieval knighthood
Cartoon
13 marks
Reading for understanding
1 The cartoonist has based the cartoon on the legend of King Arthur. How has he indicated
that the speaker is King Arthur?
The speaker is wearing a crown unlike his fellow knights.
2 What important feature of the Arthurian legend have both the cartoonist and the
novelist focused on?
Both the novelist and the cartoonist have focused on the round table.
3 What is the cartoonist’s purpose?
The cartoonist is trying to create a humorous situation based on the story of the round table
of the knights of King Arthur.

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4 How has the cartoonist given the legend a modern setting?
He has transferred the action to a modern-day restaurant.
5 What impression has the cartoonist given of King Arthur’s knights?
By their physical appearance, he has created the impression that they are stupid and weak.
6 What techniques are used to make fun of King Arthur and his knights?
Arthur no longer appears powerful because he is forced to beg a waiter for a round table in
a restaurant full of round tables. His knights no longer appear heroic and are clearly out of
place at the restaurant with their spears and shields.
Movie still
6 marks
Reading for understanding
1 What is the setting?
The setting is a forest.
2 How are King Arthur and his knights different from those in the cartoon?
They appear fit and young and on the alert.
3 Why do you think this would be a good still to promote the movie?
It suggests that the movie would feature much action, adventure and fighting and that the
story is set hundreds of years ago.

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4 What use is made of light and dark in this shot?
There is a contrast between the light of the sky behind the knights and the darker scene in the
forest. Arthur riding a white horse suggests his rank.
5 Where is King Arthur positioned in this shot? Why has this been done by the director?
King Arthur is in the centre of this shot to suggest that he is the most important character.
Most of the viewer’s attention will be on him.
6 Where is the viewer positioned?
The viewer is positioned below the horsemen.
6 marks
Spelling and vocabulary
Confusing pairs
guerilla desert formerly allowed alley
gorilla dessert formally aloud ally
serial incite gait lute feat
cereal insight gate loot feet
rein illicit vacation loose confident
reign elicit vocation lose confidant
A word for a phrase
Find words in the spelling list that match each of the following definitions. Some letters are
given to help you.
1 the largest type of ape _ g _ o _ r _ i l l _ a
2 permitted _ a l l _ o _ w _ e d_
3 illegal _ i l l _ i _ c _ i _ t
4 in a proper manner _ f _ o _ r m _ _ a l l _ y
5 a narrow street _ a l l _ e y_
6 a person someone trusts _ c _ o _ n _ f i _ d _ a n _ _ t
7 a manner of walking _ g _ a i _ t
8 an understanding _ i _ n _ s i _ g _ h _ t
9 to draw out information _ e _ l i _ c _ i _ t
10 a profession _ v _ o _ c _ a _ t i _ o _ n
11 to mislay _ l _ o _ s e
12 in earlier times _ f _ o _ r m _ e _ r _ l _ y
13 an old stringed instrument _ l _ u _ t e

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14 a sandy area of barren country _ d _ e _ s e _ r _ t
15 not tight _ l _ o _ o _ s e
16 parts of the legs _ f _ e e _ t
16 marks
Missing words
Use words from the spelling list to complete the following phrases. The first letters are given to
help you.
1 g guerilla warfare 9 breakfast c cereal
2 amazing i insight 10 stolen l loot
3 down a back a alley 11 annual v vacation
4 two left f feet 12 a queen’s r reign
5 a l loose tooth 13 an impressive f feat
6 i illicit drugs 14 chocolate d dessert
7 to i incite a riot 15 a horse’s r rein
8 a c confident student 16 a d desert island
Back-of-the-book dictionary
16 marks
The word ‘vacation’ comes from the Latin word vaco (vacatum), which
means ‘to be empty, vacant, unoccupied’. If you are on vacation, you are
having a rest from work or school. Use the back-of-the-book dictionary
to write the meanings of these words that are derived from vaco.
evacuate: to leave in order to escape danger
vacuum: a space empty of air or matter
vacant: empty or unoccupied
vacuous: showing lack of intelligence; stupid
vacate: to cease to occupy; to leave empty
5 marks
Language
Active and passive voice
When the subject of a sentence is doing the action, the verb is said to be in the active voice.
King Arthur ruled Britain wisely. (active)
However, when the action is done to the subject, the verb is said to be in the passive voice.
King Arthur was always helped by the wizard Merlin. (passive)
Both the active and passive forms of verbs are used in English. Usually, the active voice is
more direct and personal than the passive voice.

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Changing the subject—active to passive
Rewrite each sentence in the passive voice. The first one is done to help you. Some of the
sentences may have more than one correct answer.
1 Arthur pulled the sword from the stone.
The sword was pulled from the stone by Arthur.
2 The wizard Merlin loved the Lady of the Lake.
The Lady of the Lake was loved by the wizard Merlin.
3 Merlin took Arthur to a magical lake.
Arthur was taken by Merlin to a magical lake.
4 The Lady of the Lake gave Arthur a magic sword called ‘Excalibur’.
Arthur was given a magic sword called ‘Excalibur’ by the Lady of the Lake.
5 Wearing the scabbard of ‘Excalibur’ protected Arthur from being hurt.
Arthur was protected from being hurt by wearing the scabbard of ‘Excalibur’.
6 Arthur instructed Sir Bedevere to throw ‘Excalibur’ into the magic lake.
Sir Bedevere was instructed by Arthur to throw ‘Excalibur’ into the magic lake.
7 Sir Bedevere threw the sword into the lake.
The sword was thrown by Sir Bedevere into the lake.
8 The hand of the Lady of the Lake caught the sword.
The sword was caught by the hand of the Lady of the Lake.
7 marks
Changing the subject—passive to active
Rewrite each sentence in the active voice. The first one is done to help you.
1 Sir Lancelot was loved by Queen Gwenevere.
Queen Gwenevere loved Sir Lancelot.
2 ‘Excalibur’s’ scabbard had been stolen from Arthur by Morgan Le Fay.
Morgan Le Fay had stolen ‘Excalibur’s’ scabbard from Arthur.
3 The royal palace was established by Arthur at Camelot.
Arthur established the royal palace at Camelot.
4 Arthur and Gwenevere were given a huge round table as a wedding present by King
Leodegrance.
King Leodegrance gave Arthur and Gwenevere a huge round table as a wedding present.
5 The Saxons were defeated by the Knights of the Round Table at Mount Badon.
The Knights of the Round Table defeated the Saxons at Mount Badon.
6 The princess in the tower was rescued by one of the knights.
One of the knights rescued the princess in the tower.
7 Arthur’s kingdom was destroyed by the treachery of Mordred.
The treachery of Mordred destroyed Arthur’s kingdom.
6 marks

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The craft of writing
Creating imaginary characters
Successful novelist John Marsden has the following advice for writers who want to create
memorable characters.
To make your major characters come to life you must endow them with unique details.
Something about the way they dress, for example? The jewellery they wear? Do they have
tattoos, braces, glasses, facial hair, make-up, painted nails? Is there something odd about
them? Perhaps they wear two watches, or carry a spare pair of socks in their pocket, or wear
a badge with a picture of Big Bird.
Of course it’s in their attitudes, opinions, thoughts, personalities that your characters
will truly express their uniqueness, but the little details of dress and appearance help.
Think about behaviour too. Perhaps you could have a character chewing the back
of their hand whenever they listen to someone, or refusing to speak when they drive, or
irritatingly humming the same tune for weeks on end. These mannerisms are all important
to help the reader think of people as individuals.
from Everything I Know About Writing by John Marsden
In the following detailed description of Sir Lancelot, from her novel The Light beyond the Forest,
writer Rosemary Sutcliff uses techniques that John Marsden advocates.
Now Sir Lancelot of the Lake was an ugly man, with
an ugliness such as women love. His dark face under
the thick badger-streaked hair looked as though it had
been put together in haste, so that the two sides of it
did not match. One side of his mouth was grave with
heavy thought, while the other lifted in joy; one eyebrow
was level as a falcon’s wing and the other flew wild
like a mongrel’s ear. He had lived forty-five summers
and winters in the world, and loved and sorrowed and
triumphed and fought to the utmost, and every joy and
sorrow and striving had set its mark on him.
from The Light Beyond the Forest by Rosemary Sutcliff
Now try to create a fictional character of your own from one of these genres:
• fantasy • science fiction • historical fiction • horror

Future shock
3
Comprehension
Read the following passage and answer the
questions.
Holocaust
SARAH’S whole body was tense and listening.
It was very dark in the room but a faint line
of sunlight showed through the weave of the
blanket at the top of the window. She heard a
rumble in the distance, a great wave of sound
that came sweeping towards her, engulfing
everything in its path, drowning Catherine’s cries.
Sarah blundered towards the fragile edge of light
as the blast struck the house.
Roof tiles smashed and the windows were
blown inward. Books and ornaments and light
fittings crashed and fell in the upstairs rooms. In
the howling darkness the mattress sagged and
the bookcase started to topple. The black human
shape that was Veronica screamed at her to
help. But Sarah was already there, moved by her
instinct, exerting force against force. The blanket
tore at its nails, came loose at one corner. Heat
screamed through the crack. Sarah had one brief
glimpse of devastation, a hurricane of tearing
trees and whirling leaves, the sky gone dark and
lurid with fire, before the wind passed over them
and things sank back into stillness.
Catherine was sobbing beneath the table.
Fragments of glass slipped and fell.
The air was stifling.
‘Is it over?’ Sarah asked.
‘That was just the beginning,’ Veronica said
brutally.
‘We don’t stand a chance!’ Sarah cried.
‘There’s a torch on the mantelpiece!’ Veronica
told her. ‘And the hammer is beside it. I’ll need
some nails too. Hurry up!’
Veronica removed the bookcase and nailed
the blanket back into place. They had to have
something heavier, she said, and between them
they managed to lift the settee on top of the
sideboard. It was made of leather and horsehair
and its carved legs hooked over the back. Sheets
and blankets were jammed into the space
along the top as the next wave of sound came
screaming towards them.
They applied their shoulders, all the strength
they had, to hold the settee in place as the
bombs fell over Bristol and Cardiff, Cheltenham
and Gloucester, and the great winds followed, a
roaring tide of heat and darkness that smashed
like a gigantic fist against the house. Even
through the thickness of the walls Sarah seemed
to see it … hell-bright hues, impressions of
colours that flashed and pulsed, rose and gold
and red-vermilion, impaled on her eyes as the
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