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Advanced Skills WRITING

ADVANCED SKILLS

ENGLISH
ADVANCED SKILLS WRITING WORKBOOK
Get the Results You Want! YEAR

This book is part of the Excel Advanced Skills

WRITING WORKBOOK
Year 4 Ages 9–10 years old 4 WORKBOOK
AGES
series, which provides students with more
challenging extension work in writing. 9–10
The Excel Advanced Skills series of Writing
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Excel Test Zone
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9781741254044 EAS_Writing Wkbk Y4_CVR_2015_PRESS.indd All Pages 7/05/15 3:14 PM

 WRITING
ADVANCED SKILLS

YEAR
4 WORKBOOK
ENGLISH

AGES
9–10

G e t t he
Re s
u lt
sY
ou W
a nt !

Laura Anderson
© 2015 Laura Anderson and Pascal Press

ISBN 978 1 74125 404 4

Pascal Press
PO Box 250
Glebe NSW 2037
(02) 8585 4044
www.pascalpress.com.au

Publisher: Vivienne Joannou

Project editor: Rosemary Peers
Edited by Rosemary Peers
Series developer: Laura Anderson
Series consultant: Kristine Brown
Answers checked by Glenda Walsh
Proofread by Barbara Bessant
Cover and page design by DiZign Pty Ltd
Typeset by Kim Webber
Printed by Green Giant Press

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 Contents

To the student���������������������������������������������������������� v Writing the final draft��������������������������������� 30

Student B: Emilia’s draft����������������������������� 31
About this book����������������������������������������������������� vi
Writing the first draft���������������������������������� 32
UNIT 1 Writing a recount�����������������������������1 Step-by-step improvement plan � ����������� 33
Looking at recounts�������������������������������������� 1 Writing the final draft��������������������������������� 35
Student A: Arden’s draft������������������������������ 2 Your turn���������������������������������������������������������� 36
Writing the first draft������������������������������������ 3
UNIT 4 Writing to persuade—
Step-by-step improvement plan � ������������� 4
expositions ������������������������������������������ 37
Writing the final draft����������������������������������� 6
Looking at expositions������������������������������� 37
Student B: Yan’s draft������������������������������������ 7
Student A: Eva’s draft���������������������������������� 38
Writing the first draft������������������������������������ 8
Writing the first draft���������������������������������� 39
Step-by-step improvement plan � ������������� 9
Step-by-step improvement plan � ����������� 40
Writing the final draft��������������������������������� 11
Writing the final draft��������������������������������� 42
Your turn���������������������������������������������������������� 12
Student B: Nicolas’s draft � �������������������������� 43
UNIT 2 Writing a description of an Writing the first draft���������������������������������� 44
animal �������������������������������������������������������� 13 Step-by-step improvement plan � ����������� 45
Looking at descriptions����������������������������� 13 Writing the final draft��������������������������������� 47
Student A: Lucia’s draft������������������������������ 14 Your turn���������������������������������������������������������� 48
Writing the first draft���������������������������������� 15
UNIT 5 Writing an information
Step-by-step improvement plan � ����������� 16
report � ��������������������������������������������������������� 49
Writing the final draft��������������������������������� 18
Looking at information reports�������������� 49
Student B: Nhat’s draft������������������������������� 19
Student A: Logan’s draft���������������������������� 50
Writing the first draft���������������������������������� 20
Writing the first draft���������������������������������� 51
Step-by-step improvement plan � ����������� 21
Step-by-step improvement plan � ����������� 52
Writing the final draft��������������������������������� 23
Writing the final draft��������������������������������� 54
Your turn���������������������������������������������������������� 24
Student B: Eleanor’s draft�������������������������� 55
UNIT 3 Writing a sound poem�������� 25 Writing the first draft���������������������������������� 56
Looking at poems���������������������������������������� 25 Step-by-step improvement plan � ����������� 57
Student A: Piero’s draft� ������������������������������ 26 Writing the final draft��������������������������������� 59
Writing the first draft���������������������������������� 27 Your turn���������������������������������������������������������� 60
Step-by-step improvement plan � ����������� 28

Contents  iii

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 UNIT 6 Writing a procedure������������������� 61 Writing the first draft���������������������������������� 80
Looking at procedures������������������������������� 61 Step-by-step improvement plan � ����������� 81
Student A: Naomi’s draft��������������������������� 62 Writing the final draft��������������������������������� 83
Writing the first draft���������������������������������� 63 Your turn���������������������������������������������������������� 84
Step-by-step improvement plan � ����������� 64
UNIT 8 Writing a discussion � ������������� 85
Writing the final draft��������������������������������� 66
Looking at discussions������������������������������� 85
Student B: Damian’s draft������������������������� 67
Student A: Ruby’s draft������������������������������ 86
Writing the first draft���������������������������������� 68
Writing the first draft���������������������������������� 87
Step-by-step improvement plan � ����������� 69
Step-by-step improvement plan � ����������� 88
Writing the final draft��������������������������������� 71
Writing the final draft��������������������������������� 90
Your turn���������������������������������������������������������� 72
Student B: Aran’s draft � ������������������������������� 91
UNIT 7 Writing a narrative�������������������� 73 Writing the first draft���������������������������������� 92
Looking at narratives���������������������������������� 73 Step-by-step improvement plan � ����������� 93
Student A: Musa’s draft������������������������������ 74 Writing the final draft��������������������������������� 95
Writing the first draft���������������������������������� 75 Your turn���������������������������������������������������������� 96
Step-by-step improvement plan � ����������� 76
Answers � ������������������������������������������������������������� 97
Writing the final draft��������������������������������� 78
Student B: Adina’s draft����������������������������� 79 Word bank � ����������������������������������������������������� 105

iv Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 To the student

This book will help you with your writing tasks, in English and in other subjects.
There are eight units altogether, each focusing on a different type of text. Some texts
are imaginative, such as narratives and poems. Others are factual, such as reports
and explanations.
Each unit contains an introduction that explains the purpose of the text and its
special features. There are also examples of students’ first drafts. These are followed
by practice exercises that aim to improve the draft. Some of the exercises focus on the
structure of the text while others focus on its language features. There is one example
of a student’s final draft. Make sure you read it carefully and answer the questions
beside each paragraph.
At the end of the unit is a text that is missing some of its paragraphs. You should try
to fill in the missing sections, using the step-by-step improvement exercises to help
you. In the final activity, you are given a list of topics and you have to choose one to
write about.
Most of the activities can be written in this book, but you will have to use your own
paper for the final writing activity. I suggest you buy a notebook or folder for this. If
you are not sure how to write something, use the sample texts and the checklists to
help you.
It is best to work through the book from Unit 1 to the end. This will help you build on
skills you have already learnt. However, if you are learning about a particular type
of text in school, you could do that unit in the book. For example, if you are learning
about information reports, you could do Unit 5.
It is important that you have a dictionary and thesaurus handy as you work through
the book, and that you ask for help if you need it. There is also a word bank of useful
vocabulary at the end of the book to help you with your writing.
I hope you enjoy reading the texts and doing the activities.
Good luck!

Laura Anderson

To the student  v

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 About this book

This book consists of eight units, each covering a different type of text. Each
unit contains two samples of students’ first drafts, followed by exercises
designed to help the students improve their drafts. There is one example of
a final draft, which models the text for students. Students are then asked to
complete a partially constructed final draft, and finally to construct a text
independently. These last two activities allow students to put the knowledge
they have acquired into practice.
The units are organised as follows:

An introduction to the type of text

This page looks at the features of the text. There are also short exercises to
help students identify the type of text or its features.

Student A: Writing the first draft

These two pages focus on the planning and writing of the first draft. Included
is a comprehensive checklist that enables students to identify the features that
have or have not been included in the draft, as well as other short exercises.

A step-by-step improvement plan

This section contains steps designed to help students improve the draft.
Some of the steps focus on the structure of the text, while others focus on the
language features.

Writing the final draft

The final draft is an example of a more advanced student’s writing. It is
accompanied by comments that point out the features of the text, as well as
questions that ask students to identify some of the features.

Student B: Writing the first draft

The second half of the unit looks at another first draft, followed by a step-
by-step improvement plan. Students are then asked to complete a partially
constructed final draft.

Your turn
The final page of the unit contains a list of topics, from which students choose
one to write about. Included is a checklist to guide students in their writing.

Word bank
At the end of the book is a word bank where students will find useful lists of
words and phrases to help them complete their independent writing tasks.

vi Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Unit 1 Writing a recount

Looking at recounts
A recount is a retelling of events that have already happened, in the order in which they
took place. When you write diary entries or historical reports, you are writing a recount.
The main aim of a recount is to inform, although it can also entertain.
A recount should have:

✹ an orientation, or introduction, that tells your reader who was involved,

what happened and where and when it happened.
✹ a sequence of events in the order in which they took place.
✹ a conclusion, which can contain a personal comment about the events.
For example: We eventually got home at midnight. I was exhausted!

Read the following recount and then answer the questions.

New | Reply | Delete | Archive | Junk | Sweep | Move to

From: Gina Hughes
Subject: Hello from the UK
Date: 6 January 2016
To: Samantha Jones [email protected]
Hi Sam
I’m having a great time in the UK. I’ve met hundreds of aunts, uncles and cousins I’ve never seen
before. Some of my cousins are my age.
We spent Christmas in Wales with my dad’s family, and New Year in Scotland with my mum’s family.
One of my Scottish uncles is really funny. On New Year’s Eve he wore a kilt, which is a kind of skirt for
men, and played the bagpipes. My aunt says he does that every year.
I’ve enjoyed meeting my UK family, but it’s freezing here and it rains a lot. I can’t wait to get back to
warm, sunny Australia.
See you soon. Love, Gina

1 Who has Gina met for the first time? ___________________________________________

2 Where is Gina? _________________________________________________________________
3 Why do you think Gina and her family have gone to this place?

4 In the last paragraph, underline the comment Gina makes about the weather
in the UK.

Unit 1 Writing a recount  1

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Student A: Arden’s draft
To learn more about each other’s cultures and interests, Year 4
students each have to write a recount about the things they did on the weekend.
This is what Arden wrote on the worksheet his teacher gave him.

Weekend worksheet

Saturday Saturday Saturday night

morning afternoon
Went to Aunt
Went shopping— George came to Maud’s house
boring, except for my house—played for dinner. All
milkshake! computer games my cousins were
and watched TV. It there—more fun!
was fun!

Sunday morning Sunday Sunday night

afternoon
Played soccer— Listened to my
our team won. Grandma and grandpa’s stories—
Yay! Grandpa arrived. again!
Had to help make
the tabouli. Yum!

1 Arden has included a number of personal comments about the things he did.
Which comment tells us that:
a he likes tabouli? ________________________________
b he is happy about something? ________________________________
c he enjoyed spending time with his friend? ________________________________
d he didn’t enjoy going shopping? ________________________________
e he has listened to Grandpa’s stories many times? _____________________________
f he enjoyed being with his relatives? ________________________________

2 Use Arden’s notes to help you complete these sentences.

a When George comes to my house, we usually ________________________________

b I was happy when ___________________________________________________________

2 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the first draft
Read Arden’s first draft and then answer the questions.

My Weekend
On the weekend I did lots of different things with my family and
friends. I spent time at home. I also went shopping, visited my cousins
and played soccer.
On Saturday morning I went shopping with Mum and Dad. It was
boring. I enjoyed the milkshake!
On Saturday afternoon my friend George came to my house. We
played computer games and watched TV. It was fun.
On Saturday night we went to Aunt Maud’s house for dinner. She’s my
dad’s sister. They’re Irish. We celebrate St Patrick’s Day with my aunt’s
family. I played with my cousins. We had fun.
On Sunday morning I went to soccer. My team won. I was happy.
On Sunday afternoon Grandma and Grandpa came to our house.
They’re Lebanese. I helped make the tabouli.
On Sunday night we ate the tabouli. I listened to my grandpa’s stories.
The weekend was over. It was time to go to bed.

1 A good recount should have the following features. Tick (3) the ones that Arden
has used.
a an orientation (first paragraph) that tells us who, what, when
and where
b events told in the order in which they happened
c time connectives to link the events (e.g. on Saturday, later or then)
d interesting noun groups to add detail to his sentences
(e.g. an ice-cold strawberry milkshake or an exciting game of soccer)
e past-tense verbs (e.g. went, was or helped)
f correct spelling and punctuation
g a conclusion (last paragraph) containing a personal comment
to round off the recount
2 Arden has remembered to use past-tense verbs throughout his recount.
Find and circle the past tense of:
do spend come play eat

Unit 1 Writing a recount  3

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Step-by-step improvement plan
Before writing the final draft, Arden is going to do some exercises to find ways to
improve his recount. Help him complete them.

Step 1: Link ideas with time connectives

Time connectives are words and phrases that link events in a recount.
For example: First, In the morning, After that
They help make your writing flow.

Arden needs to replace some of the time connectives in his draft with more
interesting ones.
Replace the time connectives in bold with a different one from the box. Use each
time connective once.

The next morning After lunch That night In the afternoon Later

1 On Saturday morning I went shopping with Mum and Dad.

2 On Saturday afternoon ___________________________________ my friend George
came to my house.
3 On Saturday night __________________________________ we went to Aunt Maud’s
house for dinner.
4 On Sunday morning ________________________________________ I went to soccer.
5 On Sunday afternoon ________________________________________ Grandma and
Grandpa came to our house and we made tabouli.
6 On Sunday night _________________________________________ we ate the tabouli.

Step 2: Add interest with noun groups

Noun groups are groups of words that are built around a noun. They give the
reader more detail about who or what is involved. They also make your writing
more interesting to read.
The words that are built around the noun can be articles, (a, an, the), pronouns
(my, his, her, their) or adjectives (big, delicious, perfect).
For example: a large strawberry milkshake

Use these groups of words to add detail to the nouns in bold in the sentences
below. The pictures will help you choose the correct ones.

a very good a brilliant a young

4 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 two boring my funny green traditional Lebanese
1 On Saturday morning I spent __________________________ hours walking around
the shops with my parents.
2 George and I watched __________________________ program on TV.
3 On St Patrick’s Day I wear ___________________________________________ hat.
4 The next morning we played soccer against __________________________ team.
5 My mum is Lebanese and when her parents come for dinner we always eat
__________________________ food.
6 My grandpa likes to tell us how cheap everything was when he was
__________________________ man.

Step 3: End with a good conclusion

The conclusion is the last paragraph. It should include a personal comment

about the events in the recount.

1 Here are three conclusions for Arden’s recount. Tick (3) the one that contains a
personal comment.
a After my grandparents said goodbye to us, I went to my room and got my bag
ready for school the next morning. Then I went to bed.
b My grandparents left at about eight o’clock. After that I packed my bag for
school the next day and got ready for bed. I really enjoyed spending time with
my family and friends.
c After my grandparents went home, I finished off a bit of homework and then
I got ready for bed. I read my library book for a while, and then I switched off
the light and went to sleep.
2 Use the words and phrases on the notes below to write a different personal
comment for Arden’s conclusion in question 1.

it was a busy weekend, great fun!

I had but

Unit 1 Writing a recount  5

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the final draft
This is Arden’s final draft. Read the comments about his recount on the left, and
do the tasks on the right.

Comments Tasks
My Weekend
A clear orientation On the weekend I did lots of different things with my 1. Highlight the
tells who, what, family and friends. I spent time at home, but I also went past tense of
when and where. go.
shopping, visited my cousins and played soccer.
On Saturday morning I spent two boring hours walking 2. Circle the
adjective that
around a shopping centre with Mum and Dad. Luckily
describes the
Mum wanted to go to her favourite coffee shop, so I got milkshake.
Using past-tense to have a strawberry milkshake.
verbs shows that the
events have already After lunch my best friend, George, came to my house. 3. Underline
happened. the time
We played computer games for a while, and then we connectives.
watched a brilliant program on TV.
That night we went to Aunt Maud’s house for dinner. 4. Circle the time
She’s Irish, like my dad. I can’t wait for 17 March when connective.

the Irish side of my family gets together at her house to

Using time
connectives shows celebrate St Patrick’s Day! We all have to wear something
the order in which green. I wear my funny green hat.
things happened.
The next morning I played a soccer match. We were 5. Highlight the
past tense of
really happy when we won because the team we played
are.
Using noun against was very good.
groups gives more
information about In the afternoon Grandma and Grandpa came to visit. 6. Underline the
who or what is noun groups
involved
They stayed for dinner. They’re Lebanese, like my mum,
that are built
and whenever they come to our house, we have lots of around the
traditional Lebanese food. One of our favourites is a type nouns food and
tradition.
of salad called tabouli. It’s an old family tradition that
everyone helps to make the tabouli. My job was to wash
the herbs and vegetables.
When dinner was over, I had to listen to Grandpa’s 7. Highlight
the time
stories. As usual, we heard all about how cheap things
connective.
An interesting
were when he was a young man and how far he had to
conclusion walk to school every day.
contains a
personal Grandma and Grandpa left at about eight o’clock. After 8. Underline
comment. that I packed my bag for school the next day and got the personal
comment.
ready for bed. I really enjoyed spending time with my
family and friends over the weekend.

6 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Student B: Yan’s draft
This is what Yan, another Year 4 student, did on the weekend.

My Weekend

Saturday Saturday Saturday night

morning afternoon
Put up the final
Went shopping Helped Mum clean decorations
with Mum— house—washed
started getting hair—tried on my
ready for Chinese new outfit
New Year—
exciting!

Sunday morning Sunday afternoon Sunday night

Put on my new Went to New Year More celebrations—

outfit—lunch at celebrations— great fireworks
restaurant—got brilliant!
lots of lucky
money!

1 Write the personal comment Yan has made about:

a getting ready for Chinese New Year. ___________________________________
b the New Year celebrations. ___________________________________

2 Which adjective gives more information about:

a Yan’s outfit? ___________________________________
b the decorations Yan put up? ___________________________________
c the money Yan got? ___________________________________
d the fireworks on Sunday night? ___________________________________

3 Use the following forms of the word celebrate to complete the sentences below.

celebrates celebrating celebrated celebrations

a Lots of other people were _________________________ Chinese New Year.

b For Chinese people, New Year is one of the biggest _________________________ of
the year.
c Yan _________________________ New Year with her family and friends.
d Last year they _________________________ New Year in Hong Kong.

Unit 1 Writing a recount  7

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the first draft
Read Yan’s first draft and then answer the questions.

Chinese New Year

It was Chinese New Year on Sunday.
On Saturday I went shopping with my mum. We had to get things for
Chinese New Year. Then I helped Mum clean the house. I washed my
hair and tried on my amazing new outfit. It looked good. I also helped
decorate the house.
On Sunday we had a delicious lunch with friends and family at my
favourite restaurant. We gave each other lucky money. I got lots
of money.
Then we watched the parade. We saw acrobats, dancers, martial artists
and other performers in the parade. I liked looking at all the different
floats. I also liked the dragon and lion dances.
The New Year celebrations ended with a fireworks display. It was
amazing. Then we went home.

1 Which of these things has Yan remembered to include in her draft? Tick (3) the
correct answers.
a an interesting orientation that tells who, what, when
and where
b events in the order in which they happened
c time connectives to link events and make her writing flow
d interesting noun groups
e past-tense verbs
f correct punctuation and spelling
g a personal comment in her conclusion

2 Yan has remembered to use past-tense verbs in her draft.

Find and circle the past tense of:

have wash give get see

3 Write down the word in the text that means:

a a set of clothes. _________________________________________
b a public procession. _________________________________________
c people who entertain an audience. _________________________________________

8 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Step-by-step improvement plan
Yan is also going to do some practice exercises to find ways to improve her recount.
Help her complete them.

Step 1: Start with a clear orientation

The orientation is the first paragraph. It should tell your reader who was
involved, what happened and where and when the events took place. It should
also be interesting enough to grab your reader’s attention.

Which paragraph would be the best beginning for Yan’s recount?

A The weekend was one of the B This weekend was Chinese

busiest and most exciting New Year. On Sunday I
times of the year for me. went out for lunch and
It was Chinese New Year! watched the celebrations.
I had fun.

C This weekend I helped my

family prepare for Chinese
New Year. We celebrated
Chinese New Year on
Sunday.

Step 2: Link events with time connectives

Complete each sentence below with a time connective from the box. Use Yan’s
worksheet to help you sequence the events.

1 ________________________ Mum and I went shopping.

2 ________________________ I helped Mum clean the house.
3 ________________________ I washed my hair and tried on my new outfit.
4 ________________________ I helped put up the final decorations.
5 ________________________ we had lunch with friends and family at a restaurant.
6 ________________________ we went into the city to watch the New Year parade.
7 ________________________ we went to a park to watch the fireworks display.
8 ________________________ it was time to go to bed.

In the evening The next day Finally On Saturday morning

After that That night After lunch Then

Unit 1 Writing a recount  9

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Step 3: Add interest with noun groups
1 Yan has used the noun groups listed below in her draft.
Underline the noun around which each group is built.
The first one has been done for you.
a my amazing new outfit d my favourite restaurant
b New Year celebrations e all the different floats
c a delicious lunch f a fireworks display
2 Now make these noun groups even more interesting by adding a word from the
box to each group.

colourful spectacular talented

a many ___________________________ acrobats

b the ______________________________ floats
c a ________________________________ fireworks display

Step 4: End with a good conclusion

Use the words and phrases on the notes to help Yan fill in the parts missing from
this paragraph.

a spectacular I say that every year

fireworks display

this year’s
celebrations
celebrations

The New Year ______________________ ended with _____________________________________

________________________________________, and then it was time to go home. I thought
___________________________________________________ were the best ever, but Mum says
______________________________________________________________!

10 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the final draft
Yan has started writing the final draft of her recount. Help her complete it by
filling in the missing sections, and then look in the answers section to compare what
you have written with what Yan wrote.

Hint! Look at Yan’s worksheet and practice exercises for ideas.

My Weekend
The weekend was one of the busiest and most exciting times of the year for me. It
was Chinese New Year!
On Saturday morning I went shopping with Mum. We had to buy clothes and lots of
other exciting things for the New Year celebrations.
After that, (Write about what Yan did on Saturday afternoon and evening.)

The next day we went to my favourite restaurant in the city where we met other
members of our family and some special friends. My grandparents, aunts, uncles
and cousins were there. It was so exciting! It’s a tradition in our culture for the
grownups to give children lucky money at New Year. They put the money in red
envelopes because the Chinese consider red to be a lucky colour. I got lots of red
envelopes and I’m feeling very rich.
After lunch we watched the New Year parade. We saw (Write about the things Yan
saw at the New Year parade.)

Unit 1 Writing a recount  11

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 The New Year celebrations ended with (Write about the fireworks display and what
Yan thought of the New Year celebrations.)

Your turn
Write a recount of one to two pages on one of the following. Use your own paper for
this activity.

Writing Checklist Make sure your recount includes: 3

✹ an orientation that tells who, what, when and where.
✹ a series of events, told in the order in which they happened.
✹ time connectives to link events.
✹ interesting noun groups.
✹ a conclusion that contains a personal comment.
Use Arden’s final draft on page 6 and Yan’s final draft on page 11
Tip to help you write your recount.

Go to WORD BANK page 105 for useful vocabulary

1 Write about the things you did last weekend. Use Arden’s and Yan’s recounts
as models.
2 Write about how you celebrated Australia Day this year or how you celebrated
some other event that is part of your family’s or cultural tradition, such as Diwali.
3 Write a recount that starts with the following:
During the holidays I visited an interesting …
The interesting place you visited can be in Australia or overseas. Tell about the
things you saw and did there.
4 Imagine you are the boy or girl in these pictures. Write a recount about the
events shown here.

12 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Unit 2 Writing a description
of an animal

Looking at descriptions
A description gives the reader a clear picture of a person, place, animal or thing.
It is usually part of another text. In a narrative, for example, it helps tell
the story.
Sometimes a description can be a text on its own and then it should have:

✹ an interesting introduction that captures the reader’s attention and tells

what the description is about.
✹ paragraphs that describe the person, place, animal or thing.
✹ a conclusion that wraps up the description. This could be just a sentence or
two.

1 Read the following short description.

They are quite small and have furry coats.

They can be white, brown, grey or black.
Their eyes are on the sides of their heads
and their long ears stand up straight.
They have four short, powerful limbs that
help them run very fast. They have short
tails that look like balls of cotton wool.

You have probably guessed that this is a description of a rabbit.

In what type of text are you most likely to find this description?

a a narrative b an information report c a procedure

2 Which passage gives a clearer description of the parrot?

a The parrot was sitting on a b The parrot has a strong,

perch in its cage. It squawked curved beak. It is a brightly
loudly every time someone in coloured bird with strong
the room laughed. Eventually limbs and claws. Some
its owner put it in parrots can imitate
another room. human voices.

Unit 2 Writing a description of an animal 13

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Student A: Lucia’s draft
The students in Lucia’s Year 4 class each have to write a description
of their favourite animal, without giving its name. Someone else in the class has to
read the description and try to guess what it is.
Lucia’s favourite animal is the giant panda. She starts by drawing and labelling it.

a big animal

thick, rough fur

white and black big head

heavy body black eye patches

can’t run
very fast short legs

sharp claws
help them
climb trees
short tail
can hold bamboo
stems and leaves in
critically endangered forepaws

1 Which adjectives has Lucia used to describe the panda’s coat, head and body?

2 Why would pandas find it difficult to escape if danger threatened?

3 What do you think it means if an animal is critically endangered?

14 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the first draft
This is Lucia’s first draft. Read what she wrote and then answer the questions.

My Favourite Animal
My favourite animal is big, but not as big as an elephant.
It has a nice face. It has a large head. It has a heavy body. It has a short tail. Its
colours are black and white. It is covered in fur. Its fur is thick and rough. It looks
soft. It has black patches on its eyes. It can’t run very fast. It has sharp claws. It
can climb trees. It mainly eats bamboo. It can hold bamboo stems and leaves in its
forepaws.
Can you guess what it is?

1 A good description should contain the following features. Tick (3) the ones that
Lucia has used.
a an interesting introduction that captures her reader’s attention
b a paragraph that describes the panda
c adjectives that describe the panda (e.g. thick, coarse)
d present-tense verbs (e.g. is, has)
e conjunctions to link phrases and clauses and make her
writing flow (e.g. but, because)
f correct punctuation and spelling
g a conclusion that wraps up her description

2 Lucia has remembered to use present-tense verbs throughout her description.

Which of these verbs show that an action is happening?

has is run

are climb eats

3 Look at Lucia’s picture of the giant panda. What could she have said about the
size of its ears?

Unit 2 Writing a description of an animal 15

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Step-by-step improvement plan
Lucia wants to improve her draft. Help her find ways to do this by completing these
practice exercises.

Step 1: Use interesting adjectives

Adjectives give information about nouns and pronouns.

For example: thick fur
Using interesting adjectives adds colour to your writing.

Replace each of the underlined adjectives below with a more interesting adjective
from the box. Use each adjective once.

enormous coarse massive cute cuddly stumpy

1 My favourite animal has a large ______________________ head.

2 It has a short ______________________ tail.

3 The black eye patches make its face look nice ______________________.

4 You’d like to hug it because it looks soft ______________________.

5 It is covered in thick, rough ______________________ fur.

6 It’s a big animal, but not as big ______________________ as an elephant.

Step 2: Link phrases and clauses with conjunctions

A phrase is a group of words that does not make complete sense on its own.
For example: a big head
A phrase does not usually contain a verb.
A clause is a group of words that contains a verb.
For example: The panda has a large head
because it has a large head.
Conjunctions are words like and, but and so. They link:
✹ words and phrases in sentences.
✹ two or more clauses or sentences to make a single sentence.

Linking phrases and clauses with conjunctions makes our writing flow.
Here is a list of conjunctions:

although and because but if or so unless until when while yet

16 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Complete each sentence below with a conjunction from the list. You may use the
same conjunction more than once.
1 This animal has a massive head ____________ a heavy body.

2 It can’t run very fast, ____________ it is a good climber.

3 This animal has short legs ____________ a short tail.

4 This animal is critically endangered, ____________ it has to be protected.

5 This animal’s eyes ____________ ears are black.

6 ____________ this animal looks cute and cuddly, it can be dangerous.

Step 3: Use commas to make your writing easier to understand

Commas ( , ) are punctuation marks that show a pause in a sentence. We use

them to:
✹ separate phrases and clauses in a sentence.
For example: It can’t run fast, but it is a good climber.
✹ separate items in a list.
For example: roots, stems and leaves
The conjunctions and and or are usually used instead of a comma to
Tip separate the last two items in the list.

Using commas correctly helps make the meaning of your sentences clear.
Fill in the commas in the following sentences.
1 Its eyes ears legs and shoulders are black.
2 It is covered in thick coarse fur.
3 If you ever see one of these animals it will most likely be in a zoo.
4 These animals will sleep anywhere but they like to lean back against
something.
5 These animals have
powerful teeth and
jaws to help them
chew the leaves
stems and shoots of
bamboo plants.
6 Because the
nutritional level of
bamboo is low these
animals use as little
energy as possible.

Unit 2 Writing a description of an animal 17

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the final draft
This is Lucia’s final draft. Read the comments about her description on the left,
and do the tasks on the right.

Comments Tasks
My Favourite Animal
An interesting The animal I am going to describe is big, but not as 1. Underline two
introduction adjectives that
captures the reader’s
enormous as an elephant. In the wild, it is found in
describe size.
attention. forests in some mountain ranges in China.
Here are some clues that will help you form a 2. Highlight the
picture of my animal in your mind. future-tense
verb.
Using interesting It has a heavy body and a massive head, and is
adjectives adds
colour to the
covered in thick, coarse fur. Its eyes, ears, legs and 3. Circle all the
description. shoulders are black, but the rest of its fur is white. commas.

It has black patches on its eyes that make its face

look very cute.
Using conjunctions My favourite animal has a stumpy tail and short 4. Highlight two
makes the writing flow. conjunctions.
legs. It can’t run very fast, but it is a good climber.
Its sharp claws help it climb trees.
Using commas My animal eats mainly bamboo. It has powerful 5. Circle the
correctly makes the commas.
meaning of your
teeth and jaws to help it chew the leaves, stems and
sentences clear. shoots of these plants. You often see pictures of it
holding bamboo stems and leaves in its forepaws.
Because the nutritional level of bamboo is low, my
animal uses as little energy as possible.
Although it looks cute and cuddly, my animal can be 6. Underline the
dangerous. But don’t worry—you’ll probably never adjectives
that describe
get close to it. It is critically endangered, so you are the animal’s
only likely to see it in a zoo. appearance.

Can you guess what my favourite animal is?

18 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Student B: Nhat’s draft
Nhat is another student in Lucia’s class. His favourite animal is
the orangutan.
He also starts by drawing and labelling a picture of the animal.
covered in long, reddish-brown hair
four fingers and
thumb—five toes—
strong—good for
intelligent climbing trees

long, strong arms

large mouth

big arm span—

can stretch
arms 2 m
large, thick body

long, curved toes can walk upright—

and fingers also on all fours
no tail

curved legs short legs

eats mainly forest fruits and other parts of trees also likes insects and honey

Look at the picture of the orangutan’s face.

1 How would you describe its eyes? _______________________________________________

2 How would you describe its nostrils? ____________________________________________

3 Which of these sentences best describes an orangutan? Look up the words in a

dictionary if you’re not sure what they mean.

It’s a herbivore.
It’s a carnivore. It’s an omnivore.

Unit 2 Writing a description of an animal 19

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the first draft
This is Nhat’s first draft. Read what he wrote and then answer the questions.

My Favourite Animal
My favourite animal is intelligent. It lives in forests. It is about seven
times stronger than a human.
My animal is quite big. It has a thick body. It is covered in long hair.
The hair is a reddish-brown colour. It has strong arms. Its arms are
long. It has a big arm span. From fingertip to fingertip its arm span is
about 2 metres. It has four fingers and a thumb. They are long. Its five
toes are also long. Its fingers and toes are curved. This helps it climb
trees. It sleeps in the trees. It makes a new nest every night. It can
walk upright. It can also walk on all fours. It has short legs. Its legs are
a bit curved. It doesn’t have a tail.
It has a large mouth. It eats mainly forest fruits. It also likes insects
and honey.
Can you guess what it is?

1 Which of these features has Nhat remembered to use in his draft? Tick (3) the
ones that he has used.
a an interesting introduction that gets the reader’s attention
b paragraphs that describe the orangutan
c adjectives that describe the orangutan
d present-tense verbs
e conjunctions to link phrases and clauses
f correct punctuation and spelling
g a conclusion that wraps up his description

2 Which adjectives has Nhat used to describe the orangutan’s:

a hair? ____________________________________________________________

b fingers and toes? ___________________________________________________________

3 Why do you think the orangutan needs strong arms, fingers and toes?

20 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Step-by-step improvement plan
Nhat is also going to do some practice exercises to find ways to improve his draft.
Help him complete them.

Step 1: Use interesting adjectives

Replace the underlined adjective in each sentence below with a more interesting
one from the list.

powerful bowed enormous

fresh
bulky

1 My animal has a thick __________________ body.

2 My animal has strong __________________ arms.

3 It has a big __________________ arm span.

4 It makes a new __________________ nest every night.

5 When it stands upright, its legs are slightly bent __________________.

Step 2: Add detail with relative clauses

Reminder! A clause is a group of words that contains a verb.

A main clause makes complete sense on its own.

For example: My animal lives in forests.
A relative clause starts with a relative pronoun. It does not make complete
sense on its own and depends on the main clause for its meaning.
For example: My animal, which is quite big, lives in forests.
Relative clauses help add detail to sentences.
The relative pronouns are that, which, who, whom and whose.

Complete the following sentences with a relative pronoun from the list. You do not
need to use each one.
1 My animal, ______________ has long arms, is good at climbing trees.

2 Those of you ______________ have seen this animal in a zoo should easily guess
what it is.

Unit 2 Writing a description of an animal 21

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 3 This animal, ______________ hands and fingers are curved, can easily grip onto
branches.
4 This animal eats food ______________ it finds in the forest.

5 People ______________ work with these animals say they can be very affectionate.

Step 3: Link phrases and clauses with conjunctions

Join the phrases and clauses in the following sentences with a conjunction from the
list. Use each conjunction once.

when but because

although
and

1 My animal has a bulky body _______________ is quite big.

2 _______________ it has short, bowed legs, it can stand and walk upright.

3 It eats mainly fruit from the forest, _______________ it also eats insects and honey.

4 My animal needs long arms _______________ it spends a lot of time swinging from
branches.
5 _______________ it stands, my animal’s hands nearly touch the ground.

Step 4: Use commas to make your writing easier to understand

Fill in the missing commas in the following sentences.
1 My animal is covered in long reddish-brown hair.
2 This animal eats forest fruits leaves stems insects and honey.
3 It has long arms fingers
and toes.
4 Every night before it goes
to sleep it makes a fresh
nest.
5 The animal’s fingers and
toes are curved so it is
easily able to hang onto
branches.

22 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the final draft
Nhat has started writing the final draft of his description. Complete it by filling in
the missing sections, and then look in the answer section to compare what you have
written with what Nhat wrote.

Hint! Look at the practice exercises for ideas.

My Favourite Animal
My favourite animal lives in forests. It is intelligent and is about seven times
stronger than a human.
(Describe the animal’s body and hair covering.)

My animal, which has long, powerful arms, is good at climbing trees. (Tell about its
long arm span and how far down its arms reach when it is standing.)

My animal has four fingers and a thumb on each hand and five toes on each foot.
Its fingers and toes are long and curved to help it grip on to branches when it climbs
trees. It does not have a tail.
(Describe the animal’s legs and how it walks.)

My animal sleeps in trees. Before it goes to sleep at night, it makes a fresh nest.
It eats food that it finds in the forest, like fruit, leaves, stems, bark, insects
and honey.
Those of you who have seen my animal in a zoo should easily guess what it is.

Unit 2 Writing a description of an animal 23

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Your turn
Write a description of about one page on one of the following. Use your own paper
for this activity.

Writing Checklist Make sure your description has: 3

✹ an interesting introduction.
✹ paragraphs to describe the animal you are writing about.
✹ interesting adjectives to describe the animal.
✹ conjunctions and relative pronouns to link phrases and clauses.
✹ present-tense verbs.
✹ a conclusion that wraps up your description.
Use Lucia’s final draft on page 18 and Nhat’s final draft on page 23
Tip to help you write your description.

Go to WORD BANK page 105 for useful vocabulary

1 Write a description of your favourite animal without mentioning its name.

Use Lucia and Nhat’s descriptions as models.
2 Use the photo and notes below to write a description of a koala.

quite small

cute face
round, fluffy
ears
curved, black
nose
large head

looks cuddly stocky body

grey, white and

sleeps a lot brown fur

eats eucalyptus no tail

leaves

sharp, curved claws—ideal for climbing trees

24 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Unit 3 Writing a sound poem

Looking at poems
Poems use words in imaginative ways to express ideas or to describe people or things.
They are made to be spoken. The main difference between a poem and other kinds of
texts is in the way it is set out.
A poem:

✹ is usually divided into verses or stanzas.

✹ often contains words that rhyme.
✹ often has a sense of rhythm, like a song.
✹ usually contains descriptive words.

This is the first stanza of Banjo Paterson’s poem ‘Frogs in Chorus’.

The chorus frogs in the big lagoon

Would sing their songs to the silvery moon.
Tenor singers were out of place,
For every frog was a double bass.
But never a human chorus yet
Could beat the accurate time they set.
The solo singer began the joke;
He sang, “As long as I live I’ll croak,               
Croak, I’ll croak,”
And the chorus followed him: “Croak, croak, croak!”

1 Which words in the poem rhyme with the following?

a lagoon _________________ b bass _________________
c set _________________ d joke _________________

2 The line For every frog was a double bass tells us that the frogs had:
a soft voices. b sweet voices. c deep voices.

Unit 3 Writing a sound p o em 25

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Student A: Piero’s draft
Piero’s Year 4 class have been reading sound poems, like ‘Frogs in
Chorus’. Now they each have to write their own sound poem, using Roger
McGough’s poem ‘The Sound Collector’ as a model. Piero is going to write about the
sounds people make.
The first thing Piero does is to look carefully at the first four stanzas of Roger
McGough’s poem.

1 A stranger called this morning 3 The popping of the toaster

Dressed all in black and grey The crunching of the flakes
Put every sound into a bag When you spread the marmalade
And carried them away The scraping noise it makes
2 The whistling of the kettle 4 The hissing of the frying pan
The turning of the lock The ticking of the grill
The purring of the kitten The bubbling of the bathtub
The ticking of the clock As it starts to fill

1 List three sound words in the second stanza.

______________________ ______________________ ______________________

2 What sound do the flakes make?

______________________

3 What hisses?
______________________

4 Which words in the poem rhyme with these words?

a b

grey __________________ lock __________________

c d

flakes ________________ grill __________________

26 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the first draft
This is Piero’s first draft. Read what he wrote and then answer the questions.

The Sounds People Make

Telling a secret The sound of the choir

To my best friend Singing a song
Screaming sounds someone makes The students upset
When they are scared When they can’t do their work

An audience that laughs The sound of happy people

When it hears a joke Watching sport
The noise my brother makes The children all so happy
When he drinks a coke When it’s time to go home

1 Roger McGough’s poem contains the following features. Tick (3) those that Piero
has used.
a He has divided it into verses or stanzas.
b He has used lots of sound words, like hissing and purring.
c He has made the second and fourth lines in each stanza rhyme.

2 What sound would someone make when drinking a coke?

______________________

3 Which two words in Piero’s poem rhyme?

______________________ ______________________

4 Read Piero’s poem out loud, clapping your hands in time to the words. Does it
have a steady beat, or rhythm?

Yes No

Unit 3 Writing a sound p o em 27

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Step-by-step improvement plan
Piero wants to improve his sound poem. He is going to do some exercises to find
ways to do this. Help him complete the exercises.

Step 1: Add energy with onomatopoeia

Onomatopoeia (o-no-mat-o-pee-a) is where the sound of a word matches the

sound of the action it is describing (e.g. whoop or gurgle).
Using onomatopoeia adds interest and energy to texts like narratives and poems.

Piero has not used enough onomatopoeic words in his draft so he is going to find
some more.
These are some of the words he has found.

whispering shrieking chuckling panting

squealing chanting puffing muttering
grumbling giggling snorting sobbing
humming snuffling groaning whining

1 Write the words from the box under the correct heading.

Talking Shouting Crying Laughing

words words words words

____________________ ____________________ ____________________ ____________________

____________________ ____________________ ____________________ ____________________

Singing Gasping Snoring Moaning

words words words words

____________________ ____________________ ____________________ ____________________

____________________ ____________________ ____________________ ____________________

2 Add two more:

a talking words. ___________________ ___________________
b shouting words. ___________________ ___________________
3 Which of these are sounds that people usually make? Tick (3) the correct answers.
burping jingling hiccupping
fizzing sniffing munching
bubbling yawning clapping

28 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Step 2: Add rhyming words

Rhyming words are words that have a similar end sound (e.g. grey, away; lock,
clock).
Rhyming words help give a poem its rhythm.
Tip! Rhyming words don’t have to be spelt the same.
For example: where, wear away, ballet release, police

1 This is how Piero is going to start his poem:

Whispering a secret
In my best friend’s ear

Circle the words below that rhyme with ear.

are dear fear liar near
air here fair cheer appear

2 Piero is going to start the third stanza like this:

The chanting of the choir

As they practise a song

Highlight the words that rhyme with song.

long lounge wrong orange
sponge along thong strong

3 This is how Piero is going to end his poem:

The happy squeals of children

When they hear the home-time bell.

Underline the words that rhyme with bell.

sell ball well swell peel small
smell tall tell yell shell feel

Unit 3 Writing a sound p o em 29

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the final draft
This is Piero’s final draft. I am sure you will agree that now it has a better rhythm.
Read the comments about his poem on the left, and do the tasks on the right.

Comments Tasks
The Sounds People Make

The whispering of a secret 1. Underline

the words that
In my best friend’s ear. rhyme.
The shrieking of a little boy
Using
onomatopoeia Filled with fear.
adds interest and
energy to the poem.
The chuckling of the audience 2. Highlight the
onomatopoeic
When they hear a funny joke. words.
The slurping sound my brother makes
While drinking a coke.

The chanting of the choir 3. Circle the words

that rhyme.
Using rhyming As they practise a song.
words helps give the
poem rhythm. The groaning of the students
When they get an answer wrong.

The cheering of the crowd 4. Underline the

onomatopoeic
When their team is doing well. words.
The happy squeals of children
When they hear the home-time bell.

30 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Student B: Emilia’s draft
Emilia, another Year 4 student, is going to write a poem about
the sounds animals make. She starts by looking at the last three stanzas of Roger
McGough’s poem.

5The drumming of the raindrops 6 The crying of the baby

On the windowpane The squeaking of the chair
When you do the washing-up The swishing of the curtain
The gurgle of the drain The creaking of the stair

7 A stranger called this morning
He didn’t leave his name
Left us only silence
Life will never be the same

1 What makes a gurgling sound? _________________________________________________

2 Which word matches the sound the curtains make?

______________________

3 Which sounds in the poem could animals make?

______________________ ______________________

4 Which sound in the poem would a musician normally make?

______________________

5 Which of these words means the same as crying? Tick (3) the correct words.

bawling stammering
wailing

Unit 3 Writing a sound p o em 31

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the first draft
This is Emilia’s first draft. Read it and then answer the questions.

The Sounds Animals Make

The geese in the yard Sheep make a funny noise
The dogs are barking Listen to the bees
The cats are meowing A lion makes a scary sound
I can hear the frogs Birds like to sing

The seagulls are crying Ducks go quack quack

The hens are laying eggs There goes a little mouse
The cows are in the paddock The owl goes hoot hoot
The pigs go oink oink Trying to catch the mouse

1 Tick (3) the things Emilia has remembered to do in her poem.

a divide the poem into verses or stanzas
b use lots of sound words
c make the second and fourth lines in each stanza rhyme.
2 a List all the sound words that Emilia has used. _____________________________

b For which animals has Emilia not used words that match the sounds they
make?

32 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Step-by-step improvement plan
Emilia is also going to do some exercises to find ways to improve her sound poem.
Help her complete them.

Step 1: Add energy with onomatopoeia

Emilia has used lots of onomatopoeic words in her draft, but she could add more.
1 Match the animal to the sound it makes.

Animal Sound
geese buzzing
lion clucking
frogs baaing
mouse squawking
hens roaring
cows cackling
birds croaking
sheep mooing
seagulls twittering
bees squeaking

2 Choose other sounds that dogs and birds make from the lists below.

Dogs Birds Bees

groaning cheeping humming

growling bubbling screeching

howling sighing droning

snarling tweeting murmuring

purring chirping swishing

woofing cooing whining

3 Circle the correct sound in brackets to complete each sentence.

a The snake was (hissing, roaring) angrily.
b The monkeys are (trumpeting, chattering) in the trees.
c The mosquito was (grunting, whining) around my head.

Unit 3 Writing a sound p o em 33

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Step 2: Add rhyming words
Emilia is looking for words that rhyme with some of the animal names in
her poem.
1 Circle the words that rhyme with the name of the animal at the top of
each list.

dogs cats seagull

socks frogs rocks bats mates mats e rule
dull glu
logs jogs clocks plaits plates rats ull full
hull sk
fogs gnats bull

hens cows bees

jeans pens bows
sense meows flows sneeze knees trees
wrens tens tense blows rows slows peace fleece geese
dens crows

mouse
ducks
s house hose those
lucky sucks cluck
grouse louse toes
flocks trucks fox

2 Find words in the box to make the following lines rhyme.

a The birds are singing

The cow bells are ___________________ songs soun
ds
b The howling of the hounds rams
g
And many other ___________________ ringin
c The soft bleats of the lambs ewes lowing
The loud bleats of the ___________________

3 Cross out the words that do not rhyme with the word at the top of each list.

ewes
songs lowing
mews two crowing
clangs thongs sowing
wrongs sweets fuse accuse flowering
sons gongs browning
stews knowing
sings glowing

34 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the final draft
Emilia has started writing the final draft of her poem. Help her complete it, and
then look in the answers section to compare what you have written with what
Emilia wrote.

Hint! Use the practice exercises to help you.

The Sounds Animals Make

The cackling of the geese
Meow
meow The barking of the _______________ Croak croak
The meowing of the cats
The _______________ of the _______________

The squawking of the seagulls Squawk squawk

The clucking of the _______________
Moo moo
The mooing of the _______________
Grunting _______________ inside their pens

Oinkoink
The baaing of the sheep
z z
Buzz bu
The buzzing of the _______________
The _______________ of the lions
_______________ cheeping in the _______________

The quacking of the _______________ Quack q

The _______________ of a mouse
uack
Hoot hoot The _______________ of an owl
As it flies above our _______________

Unit 3 Writing a sound p o em 35

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Your turn
Write a sound poem of four stanzas on one of the following. Use your own paper for
this activity.

Writing Checklist Make sure your poem contains: 3

✹ lots of onomatopoeic words.
✹ words at the end of lines 2 and 4 in each stanza that rhyme with
each other.
Use Piero’s final draft on page 30 and Emilia’s final draft on page 35
Tip to help you write your poem.

Go to WORD BANK page 105 for useful vocabulary

1 Write a poem entitled ‘The Sounds of the Playground’.

2 Write a poem about the sounds you hear at the beach or in the city.
3 Use the words below to write your own sound poem.

vrooming
in g crack
ing k ling
ttl tin
ra
smas popping fiz
hing zi ng booming

g ing ing whir

clan osh ring
zapping who

4 Write a poem about the sounds the people in this picture might be hearing.

36 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Unit 4 Writing to persuade—
expositions

Looking at expositions
An exposition aims to persuade people that a certain opinion or point of view is
the right one.
We have all tried to persuade someone to do something or agree with us at some point
in our lives. However, people also make speeches and write letters, articles and blogs to
try to persuade others to their point of view.
An exposition should have:

✹ an opening paragraph that states your main opinion.

For example: I believe people who live in the city should use buses and trains
instead of cars.
✹ arguments or reasons for your opinion.
For example: Firstly, more people can fit on a bus or train, so there wouldn’t be as
many vehicles on the roads.
✹ a conclusion that repeats your main opinion and refers back briefly to
your arguments.
For example: As you can see from the reasons I’ve given, it would be much better
for the environment if people stopped using their cars in the city.

1 Which of the following two sentences expresses an opinion?

a b

I definitely think we spend Altogether we spend thirty

too much time at school. hours at school every week.

2 Which child is trying to persuade their father to let them watch a TV program?
a b

Dad, what time Watching that

does that new program will really
program about help me with my
robots start? science project,
Dad.

Unit 4 Writing to p ersuade — exp ositions  37

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Student A: Eva’s draft
Eva’s Year 4 teacher has shown his students six
items that are commonly used in a classroom.
They each have to choose the item they
think is the most useful to have in a school
bag. They then have to present reasons for
their choice in a blog to be posted on the
class website.
Eva has chosen the rubber band. She
starts by briefly listing her reasons.

Reasons: 1 a hair tie

2 can hold things together
3 a reminder
Supporting details: helps you remember to get forms signed
keeps hair out of your face
stops you losing papers or posters
helps keep you cool on a hot day
can wear it on your wrist
makes it easier to carry things

Complete the table below with the correct details from Eva’s notes.

Reason Supporting details

1 a hair tie

2 can hold things together

3 a reminder

38 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the first draft
This is Eva’s first draft. Read what she wrote and then answer the questions.

Why I Would Choose the Rubber Band

I would definitely always keep a rubber band in my school bag. I think
it is the most useful item. This is why.
It makes a good hair tie. You can tie back long hair. It stops it getting
in your face. That’s good when you’re playing sport. It makes you feel
cooler on a hot day.
A rubber band is good for wrapping around things. You can wrap it
around posters and papers. It keeps them together. It makes them
easier to carry. You won’t lose them.
Rubber bands make great reminders. You can wear them on your wrist
to remind you to do things.
I believe the rubber band is definitely the most useful.

1 A good exposition should contain the following features. Tick (3) the ones that
Eva has used.
a an introduction that states her main opinion
b reasons for her opinion
c details to support her reasons
d thinking and feeling verbs (e.g. believe, think)
e present-tense verbs (e.g. is, have)
f connectives to link her arguments (e.g. Firstly, In addition)
g conjunctions to link words, phrases and sentences (e.g. and, but, or)
h a separate paragraph for each argument
i correct spelling and punctuation
j a conclusion that repeats her main opinion AND refers back to
her arguments.
2 Underline the two thinking and feeling verbs that Eva has used in her draft.

3 Which word has Eva used twice to show how strongly she believes that the
rubber band is the most useful item? _____________________________________

4 What other uses can you think of for a rubber band? List at least two things.

Unit 4 Writing to p ersuade — exp ositions  39

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Step-by-step improvement plan
Eva is going to do some practice exercises to find ways to improve her draft. Help her
complete them.

Step 1: Start with a strong introduction

The introduction is the first paragraph. It should state the main opinion, but it
should also be interesting.

Which of these sentences could Eva use in her introduction to make it stronger?

1 I don’t have enough space to

list all the different ways you
can use a rubber band at
school, so I’m only going to 2 I have heaps of rubber
mention three ways. bands. They are really fun to
play with. I think everybody
should have a good supply
of rubber bands.

Step 2: Link arguments with connectives

Connectives are words and phrases that link ideas in a text. They help us
organise our writing and make it flow.

Use the connectives from the box to complete this passage. Use each connective once.

Read through the passage before choosing your connectives. Start with Firstly.
Tip

in addition firstly secondly finally also for example

___________________________, a rubber band makes an excellent hair tie.

___________________________, rubber bands are cheaper than normal hair ties, so they

___________________________ save you money.

___________________________, a rubber band is useful for wrapping around things.

___________________________, it is perfect for holding together posters and papers.

___________________________, rubber bands make great reminders.

40 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Step 3: Use conjunctions to link ideas

In Unit 2 you learnt that conjunctions are words like and, but and so. They link:
✹ words and phrases in sentences.
✹ two or more clauses to make a single sentence.
Conjunctions make our writing flow and let us add detail to sentences.

Reminder! Here is a list of conjunctions: although, and, if, but, or, so, yet,
because, unless, until, when, while.

Complete each sentence below with a conjunction from the list. Try to use a
different conjunction each time.
1 Rubber bands are handy _____________ you have to tie your hair back.
2 Girls with long hair have to tie their hair back __________________ they play sport.
3 Girls tie their hair back in summer __________________ it makes them feel cooler.
4 I slip a rubber band on my wrist __________________ I don’t forget to do things.
5 The other items can also come in handy, __________________ I believe the rubber
band is the most useful.

Step 4: End with a strong conclusion

The conclusion is the final paragraph. It should repeat your main opinion and
refer back to your arguments.

Eva is not happy with her conclusion, so she has practised writing three more.
Which one repeats her opinion and refers back to her arguments?

1 I love using rubber bands. I

have lots and lots of them.
They are great. I am sure
everyone agrees with me.

2 Rubber bands are much

better than paperclips, 3 I know that the other items
pencils, pens or any of those can also come in handy,
other items. I use rubber but I am sure that my
bands all the time. arguments have convinced
you that the rubber band
is the most useful.

Unit 4 Writing to p ersuade — exp ositions  41

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the final draft
This is Eva’s final draft. Read the comments on the left, and do the tasks on
the right.

Comments Tasks
Why I Would Choose the
Rubber Band
Starting with a strong I definitely think the rubber band is the most 1. Underline Eva’s
introduction opinion.
gets your reader’s
useful item to have in your school bag. I don’t
attention. have enough space to list all the different ways it
can be used, so I am only going to mention three
of them.
Using connectives Firstly, a rubber band makes an excellent hair tie. 2. Highlight three
to link your conjunctions.
arguments makes
If you have long hair like me, there are always
your writing flow. times when you have to tie your hair back, such
as when you are playing sport or just want to feel
cooler on a hot day. In addition, rubber bands are
cheaper than normal hair ties, so they can save
you money.
Using a separate Secondly, a rubber band is useful for wrapping 3. Underline two
paragraph for connectives.
each argument
around things. For example, if you have posters
makes your text or papers to take to or from school, a rubber
easier to read.
band is perfect for holding them together. This
way they are easier to carry and you are less
likely to lose them.
Giving examples Finally, rubber bands make great reminders. For 4. Underline the
adds weight to your phrase that tells
arguments.
instance, if you have to give your parents a form
how you can use
to sign for school, slipping a rubber band around a rubber band to
your wrist will remind you about it. remind you about
something.
Ending with a I know that the other items can also come in
conclusion that
repeats the opinion
handy, but I am sure that my arguments have 5. Highlight the
and refers back to convinced you that the rubber band is the conjunction.
the arguments wraps
up your exposition.
most useful.

42 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Student B: Nicolas’s draft
Nicolas, another Year 4 student, thinks the paperclip is the most
useful of the six items.
He also starts by jotting down some ideas.

Reasons: 1 holds things together

2 can bend it into different shapes
3 repairs things

Supporting details: fixes a book

turns into a hook
displays photos and cards
makes a sculpture
sorts notes and papers
unclogs plastic containers
seals plastic bags

Help Nicolas organise his ideas by filling in the argument that goes with the
supporting details.

Reason Supporting details

1 fixes a book
unclogs plastic containers

2 seals plastic bags

sorts notes and papers
displays photos and cards

3 makes a sculpture
turns into a hook

Unit 4 Writing to p ersuade — exp ositions  43

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the first draft
This is Nicolas’s first draft. Read what he wrote and then answer the questions.

Why I Would Choose the Paperclip

I would definitely choose a paperclip to have in my school bag. Actually, I would
have quite a few of them.
You can use them to fix things. Sometimes the pages of a book come apart. You can
use a paperclip to put them back together. Sometimes the glue in a glue bottle clogs
up the little hole at the top. You can push the end of a paperclip through it to unclog it.
You can use paperclips to hold things together. You can clip papers or notes
together. You can seal a plastic bag with a paperclip. You can use paperclips to
attach photos and cards to a piece of string to make a classroom display.
You can bend paperclips into different shapes. You can use them in craft lessons
to make things such as hooks or sculptures.
The paperclip is definitely the most useful item.

1 Which of these features has Nicolas remembered to use in his draft? Tick (3) the
ones that Nicolas has used.
a an introduction that states his opinion in an interesting way
b reasons for his opinion
c details to support his reasons
d thinking and feeling verbs
e present-tense verbs
f connectives to link his arguments
g conjunctions to link words, phrases and sentences
h a separate paragraph for each argument
i correct spelling and punctuation
j a conclusion that repeats his opinion AND refers back to
his arguments.
2 What other uses can you think of for a paperclip? List at least two things.

3 Which do you think is more useful: a rubber band or a paperclip? Give a reason
for your choice. _________________________________________________________________

44 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Step-by-step improvement plan
Nicolas also needs to work on his draft to make it more interesting. Help him
complete these exercises to find ways to do this.

Step 1: Start with a strong introduction.

This is what Nicolas has written so far
for his introduction.
ely choose
Help him choose one of the sentences I would definit
have in my
below to add to his introduction. a paperclip to
ctually, I would
school bag. A
w of them.
have quite a fe
1 They are made of metal
or plastic and are
sometimes very
colourful.

2 I think the paperclip is

by far the most useful
of the six items, for the
following reasons.

3 I have hundreds of them

in my desk drawer
at home.

Step 2: Use conjunctions to link ideas

Write on the line the conjunction in brackets that correctly completes each
sentence.
1 (So, If) ___________ the pages of your book come loose, a paperclip will keep them
in place.
2 A paperclip will keep the pages of your book together (until, when) _____________
you can get the book fixed.
3 Paperclips help you keep your notes or papers organised, (but, and) _____________
they are perfect for sealing plastic bags.
4 You can use paperclips to attach photos, cards (or, nor) ___________ anything else
to a piece of string.
5 You can bend paperclips into different shapes, (yet, so) ___________ you can be
very creative with them.

Unit 4 Writing to p ersuade — exp ositions  45

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Step 3: Link arguments with connectives
Nicolas’s exposition will flow better if he uses connectives to link his arguments.
Complete the following passage with connectives from the box. Use each
connective once.

Hint! You have been given the first letter of some of the connectives to help you.

also for example secondly for instance finally in addition firstly

F ________________, a paperclip is handy for fixing things. F _____________________,

if the pages of your book come loose, a paperclip will keep them in place. It can
_______________ be turned into a little pin that can be used for all sorts of things.
__________________, paperclips are good for holding things together. They help you
keep your notes or papers together. I __________________________, you can use
them to attach photos to a piece of string.
__________________, you can bend a paperclip into different shapes, so you can be very
creative with it; f _________________________, you can turn it into a hook or sculpture.

Step 4: End with a strong conclusion

Nicolas wants to end his blog on a strong note. Help him write a good conclusion,
using the words and phrases on the notes.

Tip! Remember to use conjunctions where necessary!

only given a few examples different ways use a paperclip

However sure my arguments most useful

ced
have convin

46 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the final draft
Nicolas has started writing the final draft of his blog. Help him complete it by
filling in the missing sections, and then look in the answers section to compare what
you have written with what he wrote.

Hint! Look at his practice exercises for ideas.

Why I Would Choose the Paperclip

I would definitely choose a paperclip to have in my school bag. Actually, I would
have quite a few of them. I think the paperclip is by far the most useful of the six
items, for the following reasons.
Firstly, a paperclip is handy for fixing things. For example, if the pages of your book
come loose, a paperclip will keep them in place until you can get the book fixed. A
paperclip can also be turned into a little pin that can be used for all sorts of things,
like unclogging the little opening at the top of a glue bottle.
Secondly, (Write about how you can use it to hold things together.)

Finally, you can bend a paperclip into different shapes, so you can be very creative
with it; for instance, you can turn it into a hook or sculpture.
(Write the conclusion.)

Unit 4 Writing to p ersuade — exp ositions  47

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Your turn
Write an exposition of about a page on one of the following. Use your own paper
for this activity.

Writing Checklist Make sure your exposition includes: 3

✹ an opening paragraph in which you state your opinion.
✹ reasons for your opinion.
✹ details to support your reasons.
✹ thinking and feeling verbs.
✹ present-tense verbs.
✹ connectives to link arguments and ideas.
✹ conjunctions to link words, phrases and sentences.
✹ paragraphs to organise your writing.
✹ a conclusion that repeats the opinion and refers back briefly to
the arguments.
Use Eva’s final draft on page 42 and Nicolas’s final draft on page 47
Tip to help you write your exposition.

Go to WORD BANK page 105 for useful vocabulary

1 Which do you think is more useful: a pencil or a ballpoint pen? Give reasons for
your choice.
2 For your birthday, would you rather be given a big party or money? Give reasons
for your choice.

48 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Unit 5 Writing an information
report

Looking at information reports

An information report provides facts and information about a subject.
You will often have to write information reports, especially for subjects like history
and geography. For example, you might have to write about:
✹ plants or animals (e.g. eucalyptus trees or wombats).
✹ technology (e.g. computers or motor cars).
✹ people, countries and cultures (e.g. Indigenous Australians or Egypt).
An information report should have:

✹ an introduction that includes a short definition or description of the

subject.
✹ paragraphs that give factual information (not opinions) about your subject.
These paragraphs may be organised under subheadings.
✹ a conclusion that rounds off the report.

Hint! We often use diagrams and charts in information reports.

Read the short information report below and then answer the questions.

Egypt is home to of the biggest cities in

Egypt
a wide variety of the world.
Egypt is a country in rains to the south of animals, such as
North Africa. It gets Egypt cause the Nile An interesting fact
crocodiles, snakes,
very little rain and is to overflow its banks. about Egypt is that
cheetahs and hyenas.
mainly desert. The soil that is left the Great Pyramid
Egypt has a large of Giza, on the west
If it wasn’t for the behind after each
population. Most of bank of the Nile
Nile River, the whole flood is very fertile
the people live close River, is the oldest of
of Egypt would be and the people are
to the Nile River. The the seven wonders of
desert. Every year able to grow crops.
capital, Cairo, is one the ancient world.

1 What does the introduction tell us about Egypt? Tick (3) the correct answers.
a where it is b how many people live there
c how big it is d what it looks like
2 Where would you expect to find crocodiles in Egypt? ____________________________
3 If you were using subheadings, which one would you choose for paragraph 2?
a The desert b The people of Egypt c The Nile River

Unit 5 Writing an information rep or t  49

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Student A: Logan’s draft
Logan’s Year 4 class are learning in geography about South America.
They have to research a South American country and write an information report
about it. Logan is going to write about Chile.
He is using the following poster to help him.

Chile N Birds are the

largest
animal grou
p in
the Atacama
. They
include pengu
Chile is a long, ins,
flamingos, sp
narrow country on arrows
and hummin
the Pacific Ocean gbirds.
coast of South
America.

The soil in the

Atacama is
W similar to the E
soil on Mars.
The Atacama Desert is
in the north of Chile.
The Andes
It is the driest non-
Mountains
polar place on Earth.
run down the
eastern side of
the country.

A mining
settlement
Wild flowers, herbs,
in the
cacti and even some
Atacama
trees grow in parts of
Desert
the Atacama Desert.

S
1 What do the following abbreviations stand for?
a N ____________ b E ____________ c S ____________ d W ____________
2 Look at the map to work out the answers to the following. Circle the correct
answer in each case.
a Deserts occur on the (eastern, western, northern, southern) side of the continent.
b The Pacific Ocean is on the (eastern, western, northern, southern) side of Chile.
3 Where in Chile would you expect to see penguins? ______________________________

50 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the first draft
This is Logan’s first draft. Read what he wrote and then answer the questions.

Hint! Logan has made some punctuation errors. See if you can spot them!

Chile
I have chosen Chile because I think it is an amazing country. It is long and narrow. It is on
the west coast of South america.
Mountains
The andes mountain range is on the eastern side of the country. The part that runs
through Chile has more than fifty active volcanoes. That sounds scary!
Weather
Chile is hot and dry in the north and gets cooler and wetter towards the south.
The Atacama Desert
The Atacama desert is in the northern part of the country. It is the driest non-polar place
on earth.
Plants
Wild flowers, herbs, cacti and even some trees grow in parts of the atacama desert.
Animals
Not many animals live in the atacama desert. Some animals that live there are birds like
penguins, flamingos, hummingbirds and sparrows. Insects, scorpions and reptiles like
iguanas and lava lizards also live there.
People
Not many people live in the atacama. I definitely wouldn’t want to live there! Most of the
towns are on the coast. There are some mines further inland.
Conclusion
The soil in the Atacama desert is similar to the soil on mars.

1 A good information report should contain the following features. Tick (3) the
ones that Logan has used.
a an opening statement or introduction that includes a
short description of the subject
b paragraphs that give detailed information about the subject
c subheadings to organise the paragraphs
d only facts, not opinions
e scientific language (e.g. temperature, Celsius)
f present-tense verbs (e.g. are, grow)
g capital letters for the names of specific places
h a conclusion that rounds off the report

Unit 5 Writing an information rep or t  51

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 2 Which adjectives has Logan used to describe:
a the volcanoes? _____________ _____________
b Chile’s weather? _____________ _____________ _____________ _____________
3 Why do you think so few people and animals live in the Atacama Desert?

Step-by-step improvement plan

Logan is going to do some practice exercises to find ways to improve his draft. Help
him complete them.

Step 1: Use capital letters for proper nouns

A proper noun is the name of a specific person, place or thing. All of the
words in a proper noun start with a capital letter.
For example: Sahara Desert, Nile River
We use capital letters for proper nouns to show that they are unique.
For example: The Nile River is different from all the other rivers in the world.

Help Logan punctuate the following sentences correctly by rewriting the words that
need capital letters.
1 Chile is on the western side of South america. ___________________________________

2 The andes mountain range is on the eastern side of the country. _________________

_________________________________________________________________________________

3 The Atacama desert is in the northern part of the country. _______________________

4 Part of the atacama desert is situated on the lower slopes of the andes.
_________________________________________________________________________________
5 NASA tests its instruments for future missions to mars in the Atacama because of

its similarity to the red planet. _________________________________________________

Step 2: Use scientific language

Scientific language is language that is specific to a scientific subject.

For example: climate, temperature and Celsius (specific terms used to describe
weather conditions)
Using scientific language in an information report shows that you have a good
knowledge of your subject.

52 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 In these sentences, replace each underlined word or phrase with a more scientific
term from the box.

flora and fauna climate an arid experiences cooler temperatures

experiences temperatures of up to 25 degrees Celsius

1 The Atacama Desert is a dry _________________________ place that receives very

little rainfall.
2 Chile is warm __________________________________________________________________

___________________________________________________________________ in the north.

3 Chile’s weather _____________________ changes as you move further south.

4 The southern part of Chile feels cooler __________________________________________

________________________________.
5 The Atacama is home to a variety of plants and animals. _______________________

________________________________.

Step 3: State facts, not opinions

A fact is something that can be proved to be true.

For example: Deserts receive very little rainfall.
An opinion is a personal view that may or may not be true.
For example: Deserts are the worst places on Earth.
An information report should contain only facts. It should not contain the
writer’s opinions.

1 Logan has expressed three opinions in his draft. Find them and
underline them.
2 Circle the facts about flamingos, and put a line through the opinions.

Flamingos I think flamingos

are birds. are great birds!

Flamingos have Flamingos are

long necks. able to fly.

Flamingos are the most beautiful birds in South America.

Unit 5 Writing an information rep or t  53

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the final draft
This is Logan’s final draft. Read the comments about his report on the left, and do
the tasks on the right.

Comments Tasks
Chile
Start by giving a brief Chile is the longest country in the world. It 1. Underline the
definition of the adjective that
subject.
measures more than 4500 km from north to south,
describes Chile’s
but only about 150 km from west to east. size.
Mountains
Using subheadings The Andes Mountain Range is on the eastern side 2. Highlight the
tells your reader what proper nouns.
the paragraph is
of the country. The part that runs through Chile has
about. more than 50 active volcanoes.
Climate
In the north of Chile, the climate is hot and dry. The 3. Circle the
southern part has the coolest temperatures and the scientific term
for weather.
highest rainfall.
The Atacama Desert
Using only facts, The Atacama Desert is an arid area in the northern 4. Underline the
not opinions, gives proper nouns
your reader reliable
part of the country. It is the driest non-polar place on
that are the
information. Earth. Temperatures range between 0 and 25 degrees names of places.
Celsius.
Flora and fauna
Including scientific Wild flowers, herbs, cacti and even some trees grow 5. Highlight the
language for the lists of items.
types of flora and
in parts of the Atacama Desert. Birds are the largest
fauna found in the animal group. They include penguins, flamingos,
region adds interest hummingbirds and sparrows. Other desert animals
to your report.
include insects, scorpions and a few reptiles, such
as lava lizards and iguanas.
People of the Atacama
Not many people live in the Atacama. Most of the 6. Circle the
towns are on the coast, although there are a few phrase that
tells where most
mining settlements further inland. of the towns are.
Conclusion
The conclusion NASA (National Aeronautics and Space 7. Underline the
rounds off the report abbreviation
in an interesting
Administration) tests its instruments for future
(shortened word
way. missions to Mars in the Atacama because of its or phrase).
similarity to the red planet.

54 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Student B: Eleanor’s draft
Eleanor, another Year 4 student, is going to write about Brazil.
She is using this poster to help her.

Brazil N The world’s largest

river, the Amazon,
runs through the
Brazil is the largest
northern part of
country in South
the country.
America. It lies on
the eastern side of
the continent.

The poison dart

frog is one of the
more dangerous

W creatures in
the forest.
E
The tallest trees form a
thick canopy at the top
of the Amazon rainforest. Ferns, he
rbs
and fung
i
The sloth is just grow on
the
one of the unus forest flo
ual or.
mammals that
live
in the rainforest
.
Most of the 20
million people
ome
The forest is h who live in the
ety
to a wide vari Amazon live
bi rds,
of colourful in cities, towns
like toucans. or villages.
S
Look at the information on the poster.
1 Which adjective compares Brazil to all the other countries in South America?

_______________________
2 Which adjective compares certain trees to all the other trees in the rainforest?

_______________________
3 Which adjective describes:
a the birds of the rainforest? _______________________

b the mammals of the rainforest? _______________________

Unit 5 Writing an information rep or t 55

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the first draft
This is Eleanor’s first draft. Read what she wrote and then answer the questions.

Brazil
Brazil is in South America.
Rivers
The amazon river is in Brazil. It is the largest river in the world. It is in the
northern part of Brazil.
Weather
The equator and the tropic of capricorn are in Brazil. It is hot all the time around
the equator. It rains a lot. It is cooler and drier in the south.
The Amazon rainforest
More than half of the Amazon rainforest is in Brazil. It is the biggest rainforest in
the world.
Plants and animals
There are some very tall trees in the Amazon. They form a thick layer at the top of
the forest. Underneath the plants are thinner. Only ferns, herbs and fungi grow at
the bottom.
Lots of different animals live in the Amazon rainforest. Some of them are dangerous.
People of the Amazon
About 20 million people live in the Amazon. Most of them live in cities or towns.
Some still live in the jungle.
Conclusion
The biggest threats to the future of the Amazon rainforest are the cutting down
of trees and hotter weather.

1 Which of these features has Eleanor remembered to use in her draft? Tick (3) the
ones that Eleanor has used.
a an opening statement or introduction that includes a short
definition or description of her subject
b paragraphs that give detailed information about her subject
c subheadings to organise her paragraphs
d only facts, not opinions
e scientific language (e.g. Tropic of Capricorn)
f present-tense verbs
g capital letters for all proper nouns
h a conclusion that rounds off her report

56 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 2 Answer the following questions in full sentences.
a Why do you think the plants underneath the top layer of trees are thinner?

b Why do you think the temperatures are cooler in the south of the country?

Step-by-step improvement plan

Eleanor is also going to do some practice exercises to find ways to improve her draft.
Help her complete them.

Step 1: Start with a good opening statement

The opening statement is the first sentence or two of the report. It should contain
a brief description of the subject to make the reader want to find out more.

Help Eleanor expand her opening statement by adding the following information.

Tip! You will need at least two sentences.

largest country in tlantic

eastern side of the next to the A
South America continent Ocean

Brazil is ____________________________________________________________________________

Step 2: Use capital letters for proper nouns

Eleanor has also written some proper nouns with small letters. Use a red pen to fill
in all the capital letters in the following sentences.

Reminder! All of the words in a proper noun start with a capital letter, except
for small words like and or of.

1 Other important rivers in brazil include the parana and the negro.
2 More than half of the amazon rainforest is in brazil.

Unit 5 Writing an information rep or t  57

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 3 The equator and the tropic of capricorn run across brazil.

4 Countries that share a border with brazil include argentina, peru, bolivia
and venezuela.

5 The gulf of mexico and the caribbean sea lie between south america and the
united states of America.

6 The capital city of brazil is brasilia and the official language is portuguese.

7 Two of the largest cities in brazil are sao paulo and rio de janeiro.

Step 3: Use scientific language

Although Eleanor has used some scientific language in her draft, she could replace
the underlined words and phrases below with more scientific terms. Help her choose
the correct ones from the box.

the canopy, the understorey and the forest floor

deforestation a mainly tropical climate indigenous species
humid climate change flora and fauna annual

1 The equator and the Tropic of Capricorn pass through Brazil, so the country has
mainly hot and rainy weather. _________________________________________________

_________________________________.

2 Around the equator it is hot and sticky ______________________________ throughout

the year.

3 The average yearly _____________________________ temperature is about 27 degrees

Celsius, and some places receive more than 2000 mm of rain per year.

4 One in ten of the world’s known plant and animal types ____________________ are
found in the Amazon Rainforest.

5 The Amazon Rainforest is home to a wide variety of plants and animals

_____________________________________________.

6 The rainforest can be divided into three sections: the top, the middle and the

bottom _________________________________________________________________________

______________________________.

7 There are still many native ___________________________ people who rely totally on
the river and the forest for their way of life.

8 The biggest threats to the future of the Amazon Rainforest are the cutting down

of trees _________________________ and hotter weather ___________________________.

58 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the final draft
Eleanor has started writing the final draft of her information report. Help her to
complete it, and then look in the answers section to compare what you have written with
what she wrote.

Hint! Look at the poster and the practice exercises for ideas.

Brazil
Brazil is the largest country in South America. It lies on the eastern side of the continent,
next to the Atlantic Ocean.
Rivers
The world’s largest river, the Amazon, runs through the northern part of the country. Other
important rivers include the Parana and the Negro.
Climate (Describe Brazil’s climate.)

The Amazon Rainforest

More than half of the Amazon Rainforest is in Brazil. It is the biggest rainforest in the world.
Flora and fauna
The rainforest consists of three sections: a thick canopy at the top of the forest, the
understorey and the forest floor.
The forest is home to a wide variety of animals. (Describe the animals that are found in the
rainforest.)

People of the Amazon

About 20 million people live in the Amazon. Most of them live in cities or towns, but there are
still many indigenous people who rely totally on the river and the forest for their way of life.
Conclusion
(Describe the threats to the future of the rainforest.)

Unit 5 Writing an information rep or t  59

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Your turn
Write an information report of about a page on one of the following. Use your
own paper for this activity.

Writing Checklist Make sure your information report includes: 3

✹ an opening statement that includes a short description of your subject.
✹ a detailed description of the subject, presented as a series
of paragraphs.
✹ paragraphs with headings that tell the reader what each paragraph
is about.
✹ facts, not opinions.
✹ scientific language.
✹ present-tense verbs.
✹ correct spelling and punctuation.
✹ a conclusion that rounds off the report.
Use Logan’s final draft on page 54 and Eleanor’s final draft on page 59
Tip to help you write your report.

Go to WORD BANK pages 105–106 for useful vocabulary

1 Write an information report about one of the following South American countries:
a Peru. b Bolivia.
2 Use a map of Africa and the information below to help you write an information
report about the Sahara Desert.

The Sahara is the world’s Temperatures range from 38

largest hot desert. to 46 degrees Celsius during
the day, to less than 0 degrees
Celsius at night.
The desert covers
most of North Africa. The main river in the
Sahara is the Nile.

The desert is made up of sand The Sahara receives very little

dunes and hard, rocky ground. It is rainfall—from less than 3 mm
home to many species of rodents, to about 100 mm annually.
snakes and scorpions.

The Sahara is bordered by the

Atlantic Ocean in the west, the Red An oasis is a place in
Sea to the east, the Mediterranean the desert where water
Sea to the north, and the grasslands is found. People can live
of central Africa in the south. and grow crops there.

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© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Unit 6 Writing a procedure

Looking at procedures
A procedure gives instructions on how to make or do something.
A leaflet that explains how to make a model and recipes are examples of procedures.
A procedure should have:

✹ an introduction that tells what you are going to make or do.

✹ a list of the ingredients or materials you will need.
✹ a series of steps or instructions, given in the correct order.

Hint! Photographs, drawings or diagrams are often included to help the

reader understand the instructions.

Read the following procedure and then answer the questions.

Aboriginal hand stencils can Next, place your hand in the

be seen on rocks and cave walls centre of the paper.
throughout Australia.
Then, flick the paint powder
This is how to make your own over your hand and the paper.
hand stencil.
Remove your hand, and there
What you need: you have it—your own hand
A sheet of black paper and stencil!
some white paint powder.
Instructions:
First, wipe a damp cloth over
the paper.

1 Underline the sentence that tells what the purpose of the procedure is.
2 What materials are needed to make a hand stencil? __________________
3 Circle the words that show the order in which the steps should be done.
4 Write down four action verbs in the instructions.

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© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Student A: Naomi’s draft
Naomi’s Year 4 class are learning about the Aboriginal and
Torres Strait Islander Peoples in history. Each student has to make something that
relates in some way to the Indigenous people’s way of life. They also have to write the
procedure that explains how the item is made.
Naomi is going to make clap sticks, a type of musical instrument.

She starts by writing down a list of some

of the materials she will need. wooden sticks,
craft paints,
paintbrush,
cotton buds,
examples of
Aboriginal symbols

1 Why do you think Naomi needs examples of Aboriginal symbols?

2 What do you think Naomi is going to do with the cotton buds?

3 How do you think the clap sticks are used to make music?

62 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the first draft
This is Naomi’s first draft. Read what she wrote and then answer the questions.

How to Make Clap Sticks

Clap sticks are traditional Aboriginal musical instruments. They are usually used
with other instruments, such as the didgeridoo. They are clapped together to
provide a beat for the music.
To make your own clap sticks, you will need the following materials:
sandpaper, two wooden dowel sticks, craft paints, palette, paintbrush, cotton
buds, a toilet paper holder cut in half, examples of Aboriginal symbols
This is how you make the clap sticks:
Cover your work surface.
Use the sandpaper to make your dowel sticks smooth. Clean and dry them.
Cover the sticks with one of the colours. Let it dry.
Don’t smudge the paint. Put them on the toilet roll holders.
Get more colours. Use the cotton buds to make patterns on the sticks.

1 A good procedure should contain the following features. Tick (3) the ones that
Naomi has used.
a an introduction that tells what the aim or purpose of her procedure is
b a list of the materials that she will need
c a series of steps, or instructions
d sentences that start with action verbs (e.g. Cover the work surface)
e connectives that show the order in which the actions are done
(e.g. first, after that) (Sometimes the steps are numbered instead.)
f adverbs that tell how the action should be done (e.g. neatly, carefully)
g present-tense verbs (e.g. cover, use)
h correct spelling and punctuation
2 Naomi has given us some interesting information about clap sticks in
her introduction.
a Which other Aboriginal musical instrument does she mention?

b What is the main purpose of clap sticks in Aboriginal music?

c If you’d never made clap sticks before, how hard would it be to make them
using Naomi’s draft?
easy very easy difficult very difficult

Unit 6 Writing a pro cedure 63

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Step-by-step improvement plan
Naomi is going to do some practice exercises to find ways to improve her draft. Help
her complete them.

Step 1: Add interest with descriptive verbs

A verb is a word that shows that an action is happening.

For example: Cover your work surface.
Some verbs are more descriptive than others.
For example: Flick the paint powder over your hand.
Flick is more descriptive than, for example, put, because it tells you exactly how to
apply the paint powder.
Using descriptive verbs makes your instructions easier to understand.

Replace each underlined verb with a more descriptive one from the box.

wipe dip spread rub squeeze

1 Smooth _________________ your dowel sticks with sandpaper.

2 Clean _________________ the dowel sticks with a damp cloth.
3 Put _________________ the paint onto your palette.
4 Put _________________ the paint over your dowel sticks.
5 Put _________________ a cotton bud into your first colour.

Step 2: Use adverbs to describe how something is done

Adverbs give information about verbs. They can make instructions clearer by
telling exactly how something should be done.
For example: quickly, slowly

1 Complete each sentence with an adverb from the box.

frequently clearly carefully securely evenly

a Tie the pieces together ______________________.

b ______________________ pour the paint into the container.
c Brush the paint ______________________ over your dowel sticks.
d Check on the mixture ______________________.
e Write your name ______________________ on the label.

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© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 2 Find an adverb in the box to complete each sentence. Make sure you choose one
that starts with the correct letter.

thoroughly neatly damply respectfully directly

nearly exactly extremely regularly tightly

a Change the water r_________________________.

b Paste the pictures n_________________________ onto the page.
c Hold the stick t_________________________ while you apply the paint.
d Draw lines that are e_________________________ 3 cm apart.
e Apply the paint d_________________________ onto the wood.

Step 3: Use connectives to show order

Connectives show the order in which actions are done.

For example: First, next, then
They help the reader make sense of your instructions.

1 Fill in the gaps in these instructions with connectives from the box. Make sure
the connectives match the order in which the actions are done.

Then Finally First Next

_____________, cover your work surface with a plastic cloth.

_____________, rub your dowel sticks lightly with sandpaper.
Wipe them with a damp cloth and leave them to dry.
_____________, paint your dowel sticks.
Carefully place the sticks on the toilet roll holders and leave them to dry.
_____________, decorate your sticks with dots and lines.
2 Use the connectives in the box to complete this short procedure.

After that Meanwhile First of all

_____________________________, mix acrylic paint with water in small bowls. Make

sure you use different colours.
__________________________, pour the paint into ice cube trays. Insert a paddle pop
stick in the middle of each cube and place the tray in the freezer.
___________________, cover a table with a plastic cloth and remove a sheet of
paper from your sketchpad.
When the paint mixture has frozen, remove the cubes from the tray and spread
the different coloured paints randomly over your paper.

Unit 6 Writing a pro cedure 65

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the final draft
This is Naomi’s final draft. Read the comments about her procedure on the left,
and do the tasks on the right.

Comments Tasks
How to Make Clap Sticks
Providing background Clap sticks are traditional Aboriginal musical 1. Circle three
information about adjectives
the item in the
instruments. They are usually used with other that describe
introduction instruments, such as the didgeridoo. They are the noun
adds interest to the instruments.
procedure.
clapped together to provide a beat for the music.

To make your own clap sticks, you will need

Giving a list of the the following materials:
materials needed
helps the reader get two wooden dowels (about 15–20 cm long and the 2. Underline
organised. the extra
width of a broomstick), sandpaper, craft paints, a information
palette, a paintbrush, cotton buds, a toilet paper about the
wooden dowels.
holder cut in half, examples of Aboriginal symbols

Using headings and This is how you make the clap sticks:
paragraphs makes
the procedure easier to First, cover your work surface with a plastic cloth. 3. Highlight the
understand. connective.
Then, rub your dowel sticks lightly with sandpaper. 4. Circle the
adverb.
Using connectives Wipe them with a damp cloth and leave them to dry.
shows the order in
which the actions Next, squeeze your background colour onto 5. Highlight the
should be done. action verb.
your palette.
Spread the paint evenly over your dowel sticks. 6. Underline two
Using adverbs tells adverbs.
the reader how the Carefully place the sticks on the toilet roll holders
actions should be
done.
and leave them to dry.
Squeeze the colours you’re going to use for your 7. Circle the
contraction
designs onto the palette. (shortened word).
Dip a cotton bud into your first colour, making sure 8. Highlight the
adverb.
you don’t cover the bud too thickly.
Apply the paint as a series of dots. 9. Highlight the
phrase that
Repeat with the other colours until your design tells how to
apply the paint.
is complete.

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© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Student B: Damian’s draft
Damian, another Year 4 student, is going to make this tablemat
based on the types of mats Aboriginal and Torres Strait Islanders used to weave. He is
going to use pictures of Aboriginal artwork to help him make the mat.

Images woven
to make mat

Damian also starts by writing

a list of the materials and two sheets of A4 access to a
equipment he will need. paper, a ruler, computer, printer
a pencil, scissors, and laminating
sticky tape and machine
A4 laminating
pouch

1 Why do you think Damian needs access to a computer and printer?

2 Why would it be a good idea for Damian to laminate his tablemat?

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© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the first draft
This is Damian’s first draft. Read it and then answer the questions.

How to Weave a Tablemat

Aboriginal and Torres Strait Islander people used natural materials like bark and
feathers to weave items such as baskets, mats, bags and nets.
This is how you can make your own woven tablemat using modern materials.
Materials
two sheets of A4 paper, a ruler, a pencil, scissors, sticky tape, an A4 laminating pouch
access to a computer, printer and laminating machine
Steps
Get two pictures of Aboriginal art on the internet.
Print them out.
Cut away the white parts around the edges and turn one of the pictures over.
Make a border around the edge and draw lines 2 cm apart down the page.
Fold the page in half lengthwise and cut along the lines.
Cut the other page into lengthwise strips 2.5 cm wide.
Put the strips through the first page and stick everything down at the back.
Laminate your mat.

1 Which of these things has Damian remembered to include in his draft? Tick (3)
the correct answers.
a an opening statement that tells his reader what the aim of the
procedure is
b a list of the materials he will need
c a series of steps or instructions
d sentences that start with action verbs
e connectives or numbers to show the order in which the actions
should be done
f adverbs that tell how the action should be done
g present-tense verbs
h correct punctuation and spelling
2 How easy would it be to make this mat using Damian’s draft?

easy difficult very difficult

very easy

68 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Step-by-step improvement plan
Damian is also going to do some practice exercises to find ways to improve his draft.
Help him complete them.

Step 1: Add interest with descriptive verbs

Choose the more descriptive verb in brackets to complete each sentence.

1 (Get, Find) ____________________ pictures of Aboriginal artwork on the internet.

2 (Trim, Cut) ____________________ away the white paper around each image.

3 (Make, Draw) ____________________ a border around the edge of the paper.

4 (Put, Weave) ____________________ the strips of paper through the slits in the
first image.
5 (Neaten, Fix) ____________________ your mat by taping down the strips of paper at
the back.
6 (Cover, Protect) ____________________ your mat by laminating it.

Step 2: Use adverbs to describe how something is done

1 Complete each sentence with an adverb from the box. Use each adverb once.
Be careful though—some of the adverbs can be used in more than one sentence.

exactly approximately accurately carefully

a ______________________ measure a 1-cm border around one of the images.

b Draw lines ______________________ 2 cm apart parallel to the short sides.

c ________________________ weave the strips of paper through the slits in the

other image.
d Draw lines ______________________ 2.5 cm apart parallel to the long sides of the
second image.
2 Complete each sentence with the adverb that is similar in meaning to the
underlined words and phrases.

immediately gradually completely almost diagonally

a Add the water bit by bit _________________________ to the mixture.

b Draw a line at an angle _________________________________ across the page.

c Remove it from the container straight away _________________________.

d Place the canvas on the table when the paint is nearly ___________________ dry.

e Apply the paint so that it covers the surface all over _________________________.

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© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Step 3: Use connectives to show order
The following instructions follow one after the other. Make this clear by filling in
suitable connectives from the box.

afterwards after that before finally first

first of all in the meantime meanwhile next then

__________________________, trim away the white paper around each image.

Turn the images to the blank side and accurately measure a 1-cm border around one
of them.

__________________________, draw lines exactly 2 cm apart parallel to the short sides.

Make sure the lines are inside the border.

__________________________, carefully fold the image in half lengthwise so that the

edges all meet.
Cut along the parallel lines up to the borders you drew earlier.

__________________________, draw lines approximately 2.5 cm apart parallel to the

long sides of the second image.
Use the lines to help you cut the second image into even strips.

__________________________, weave the strips through the slits in the first image,
creating an interesting pattern.

Examples of Aboriginal artwork

70 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the final draft
Damian has started writing the final draft of his procedure. Help him complete
it, and then look in the answers section to compare what you have written with what
Damian wrote.

Hint! Look at Damian’s notes and the practice exercises for ideas.

How to Weave a Small Mat

Aboriginal and Torres Strait Islander people used natural materials like bark and feathers to
weave items such as baskets, mats, bags and nets.
This is how you can make your own woven tablemat using modern materials.

Materials
two sheets of A4 paper, a ruler, a pencil, scissors, sticky tape, an A4 laminating pouch
access to a computer, printer and laminating machine

Steps
Start by finding two pictures of Aboriginal art on the internet. Download and print
them out.
(Complete the sentences where necessary.)
Trim away the white paper around each image.
Turn the images to the blank side and accurately measure a 1-cm border around one of them.
Draw in the border with a pencil and ruler.
Next, draw

Make sure the lines are inside the border.

After that, carefully fold

Cut along the parallel lines up to the borders you drew earlier.
Then, draw lines approximately 2.5 cm apart parallel to the long sides of the second image.
Use the lines to help you cut the second image into even strips.
Finally, weave

Use sticky tape to secure the strips at the back of your mat.
Place your woven mat into a laminating pouch, making sure the borders around the edges
are even.
Once you’ve laminated your mat, it’s ready to use at the dinner table!

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© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Your turn
Write a procedure of about one page on one of the following. Use your own paper
for this activity.

Writing Checklist Make sure your procedure includes: 3

✹ an opening statement that tells what the aim or purpose of the
procedure is.
✹ a list of the ingredients, utensils, equipment or materials that will
be needed.
✹ a clear set of steps, or instructions, given in the correct order.
✹ sentences that start with action verbs.
✹ connectives or numbers to show the order in which the actions
should be done.
✹ adverbs that tell how the actions should be done.
✹ present-tense verbs.
✹ correct spelling and punctuation.
Use Naomi’s final draft on page 66 and Damian’s final draft on
Tip page 71 to help you write your procedure.

Go to WORD BANK page 106 for useful vocabulary

1 Look on the internet or in a book for information on how to make something

that is part of Aboriginal culture, e.g. a boomerang or a didgeridoo. Write the
procedure that explains how to make the item, using simple materials such as
cardboard or foam board. Use Naomi and Damian’s procedures as models.
2 Use simple materials such as
cardboard and paint to make the
Australian flag, and then write the
procedure that tells others how to
make it. Use the photograph to
help you.
3 Write instructions for a craft activity
that you really like doing.

72 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Unit 7 Writing a narrative

Looking at narratives
A narrative tells a story based on a real or imagined event. Its main purpose is to
entertain, but some narratives give us interesting information about people and events.
Stories about the past, for example, can show us what life was like for our ancestors.
A narrative should have:

✹ an orientation, or beginning, that sets the scene, usually by telling who,

what, where and when.
✹ a build-up to a complication or problem that has to be solved.
✹ a series of events that result from the complication.
✹ an ending or resolution, in which the problem is solved.

Read this student’s version of the fairytale Goldilocks and the Three Bears, and then
answer the questions.

One day Goldilocks was walking in the Then she went upstairs. She saw three
woods when she saw a little house. beds, a big one, a medium-sized one and a
She was tired and hungry. She knocked on small one. She lay down on the small one.
the door. There was no one at home, so she It was perfect, and immediately she fell
went inside. On the table were three bowls fast asleep.
of steaming porridge—a big one, a medium- When the bears came home, they saw that
sized one and a small one. Goldilocks sat someone had been eating their porridge.
down to eat from the biggest bowl, but the Baby Bear took one look at his broken chair
chair was too hard and the porridge too and empty bowl and started to howl!
hot. Then she tried some of the porridge Goldilocks woke with a start. She apologised
from the medium-sized bowl. This time the for eating Baby Bear’s porridge. She said
chair was too soft and the porridge too salty. she’d been starving.
Finally she sat on the smallest chair and
Mother Bear told her not to worry. She made
ate from the smallest bowl. The porridge
some more porridge for Baby Bear, and she
was delicious, but she was too heavy for the
even offered some to Goldilocks.
chair and it broke!

1 Look at the orientation. Where does the story take place? _______________________
2 The complication in the story is when the bears come home and find Goldilocks
in their house. Explain how the problem is solved.

Unit 7 Writing a narrative 73

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Student A: Musa’s draft
Musa’s Year 4 class have to write a narrative based on a proverb.
First, their teacher wrote some proverbs on the board and the class discussed what
they meant.

1 Every cloud has a silver lining. (Something good can come out of a bad
situation.)
2 Don’t count your chickens before they’re hatched. (Don’t rely on something
before it happens.)
3 Practice make perfect. (The more you practise something, the better you get
at it.)
4 The early bird catches the worm. (The one who gets there first has the best
chance of success.)
5 You can’t judge a book by its cover. (You can’t tell what someone or something
is like just by looking at them.)

Musa remembered
how he had Orientation: Who? Mr Stiles, Joshua, Adam, Chen, Hyun
misjudged one of What? Joshua—new boy
the boys in his class Where? in classroom
at the beginning When? beginning of term
of the year. He Build up: Mr Stiles chooses Hyun to be Joshua’s buddy—
decided to base his Hyun not one of the cool kids—Joshua looks like a cool kid
narrative on that Complication: Cool crowd angry—want Joshua to be part
experience. of their group
Event 1: Hyun dreading recess—thinks Adam and Chen
The first thing he will make fun of him in front of Joshua
did was plan his Event 2: Recess—Adam and Chen want Joshua to play
narrative. cricket with them at lunch break
Resolution: Joshua says he’d rather play chess with
Hyun—Hyun very happy—says he misjudged Joshua

1 Use words and phrases from Musa’s plan to complete the following sentence.
Hyun didn’t think Joshua would be his buddy because __________________________

2 Explain how the proverb You can’t judge a book by its cover was true in Joshua’s case.

74 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the first draft
This is Musa’s first draft. Read what he wrote, and then answer the questions.

You Can’t Judge a Book by Its Cover

Mr Stiles introduced the new boy to the class. His name was Joshua. He was tall,
with a friendly face. Adam and Chen smiled at him. He smiled back. I could see
they wanted him to join the cool crowd.
I knew Mr Stiles wouldn’t make me his buddy. I wasn’t one of the cool kids. Then
Mr Stiles said I must be Joshua’s buddy. I was surprised.
Joshua sat next to me. He smiled at me and said hello. The boys in the cool crowd
weren’t happy.
Then it was time for recess. I was worried. Adam and Chen would try to get Joshua
to join their crowd. They would make fun of me in front of Joshua.
When they asked Joshua if he wanted to play cricket with them at lunch break, he
said no, he wanted to play chess with me. Mr Stiles told him I was a brilliant player.
I felt so happy. I remembered the proverb we’d learnt in class about not judging a
book by its cover. I had misjudged Joshua.

1 A good narrative should contain the following features. Tick (3) the ones that
Musa has used.
a a clear orientation that sets the scene by telling who, what,
where and when
b a problem that has to be solved
c a series of events, divided into paragraphs
d descriptive verbs (e.g. whispered, dashed)
e past-tense verbs (e.g. was, sat)
f interesting information and detail about the events
g correct spelling and punctuation
h a strong resolution that shows how the problem is solved and
wraps up the story
2 Musa has used some good adjectives to add interest to his narrative.
a Which two adjectives describe Joshua’s appearance? ________________________
________________________
b Which adjective describes how Hyun felt when it was time for recess?
________________________
c Which adjective describes what kind of chess player Hyun was?
________________________

Unit 7 Writing a narrative 75

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Step-by-step improvement plan
Musa is going to do some exercises to find ways to improve his narrative. Help him
complete them.

Step 1: Start with an interesting orientation

The orientation is the first paragraph or two of the narrative. It needs to be

interesting to hook the reader in.

Which of these orientations is more likely to grab the reader’s attention and make
them want to read further?

1 “This is Joshua,” said Mr 2 The new boy standing

Stiles. The boy standing next to Mr Stiles was tall
next to him was tall, with and had a friendly face.
a friendly face. Mr Stiles said his name
was Joshua.

Step 2: Add interest with descriptive verbs

Verbs can tell us what action is happening and when it happens.

For example: He introduced the new boy.
Some verbs are more descriptive than others; for example, whispered is more
descriptive than said because it tells us exactly how the person spoke.
Using descriptive verbs in a narrative makes the story more interesting to read.

Choose the more descriptive verb in brackets to complete each sentence.

1 I (saw, noticed) ___________________ Adam and Chen smile at him.
2 He greeted me, and I (mumbled, said) ___________________ something back.
3 Adam and Chen were (scowling, looking) ___________________ at us.
4 Adam and Chen (walked, swaggered) ___________________ up to us.
5 We (strolled, walked) ___________________ slowly across the playground.

Step 3: Add colour with figurative language

Figurative language is language that doesn’t mean exactly what it says; for
example, Max has a heart of gold doesn’t mean Max’s heart was made of gold; it
means he was kind and generous.
Using figurative language in a narrative makes it more interesting to read.

76 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Match the sentence on the left with the emotion it expresses on the right.

Figurative language Literal meaning

1 I was walking on air. a approval

2 I had butterflies in my stomach. b surprise

3 They gave him the thumbs up. c nervousness

4 He couldn’t believe his ears. d happiness

5 They were looking daggers at me. e anger

Step 4: Bring the characters to life with dialogue

Dialogue is the actual words someone says in a text. It can help bring your
characters to life.
It is important that you punctuate dialogue correctly.

✹ Use speech marks ( “ ) around the actual words that a character says,
including any punctuation.
✹ Use a capital letter when someone speaks for the first time, even if the first
spoken word comes after a comma.
✹ Start a new paragraph when a new character starts speaking.
For example: “What’s your name?” asked Mr Stiles.
“It’s Joshua,” replied the new boy.

Hint! Don’t ruin your narrative with too much dialogue.

Fill in the missing speech marks in the following sentences.

1 Hyun, said Mr Stiles, I want you to be Joshua’s buddy this term.
2 Why me? Hyun whispered to the boy sitting next to him.
3 Joshua smiled at me. Hello, he said in a confident voice.
4 Hello, I mumbled back, not looking at him.
5 Mr Stiles says you’re a good cricketer, Josh, said Adam. How’d you like to play
with us at lunch break? Hyun doesn’t know anything about cricket.
6 No thanks, said Joshua, I’d rather play chess with Hyun.
7 Mr Stiles says he’s a brilliant player, said Joshua.
8 Well, said Hyun, you can’t always judge a book by its cover.

Unit 7 Writing a narrative 77

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the final draft
This is Musa’s final draft. Read the comments about his narrative on the left, and
do the tasks on the right.

Comments Tasks
You Can’t Judge a Book by Its Cover
A good “This is Joshua,” said Mr Stiles. The boy standing next 1. Highlight the
orientation to him was tall, with a friendly face. I noticed Adam and adjectives that
gets the reader’s describe Joshua.
attention. Chen give each other the thumbs up. That meant they
were going to invite him to join the cool crowd. They
smiled at him and he smiled back.
An interesting Mr Stiles always gave new students a buddy with the 2. Circle the word
complication that means the
same interests as them. I was sure he wouldn’t choose
draws the reader in. same as select.
me. I wasn’t one of the cool kids.
“Hyun, I want you to be Joshua’s buddy this term,” said 3. Underline
Using dialogue Mr Stiles. Me? I couldn’t believe my ears! Everyone in an example
helps bring the of figurative
characters to life. the class looked in my direction. Adam and Chen were language.
scowling.
Joshua walked over to my desk and sat down beside me. 4. Highlight the
He smiled. “Hello,” he said. actual words
the boys said.
“Hello,” I mumbled.
All morning I could feel the boys in the cool crowd 5. Underline
Using figurative the example
looking daggers at me, but Joshua didn’t seem to notice.
language adds of figurative
colour to the Finally the bell rang for recess. I had butterflies in my language.
narrative. stomach. I knew that Adam and Chen were going to 6. Highlight the
sentence that
make fun of me in front of Joshua, and that Joshua would shows Hyun was
decide that he’d rather be buddies with them. nervous.
Using descriptive Sure enough, as soon as we got outside, Adam and 7. Circle the
verbs makes descriptive
Chen swaggered up to us. verb.
the story more
interesting to read. “Mr Stiles says you’re a good cricketer, Josh,” said Adam. 8. Underline the
“How’d you like to play with us at lunch break? Hyun sentence that
asks a question.
doesn’t know anything about cricket.”
“No thanks,” said Joshua. “I’d rather play chess with 9. Circle the
Hyun, if he doesn’t mind. Mr Stiles says he’s a brilliant adjective.

player.”
The resolution I was walking on air as Joshua and I strolled across the 10. Highlight the
solves the problem playground. I remembered the proverb we’d learnt expression
and wraps up the that shows that
story. in class about not judging a book by its cover. I had Hyun was very
definitely misjudged Joshua. happy.

78 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Student B: Adina’s draft
Adina, another Year 4 student, remembered the time she nearly
had to give up piano lessons because she wasn’t practising enough. She based her
narrative on the proverb Practice makes perfect.
She also started by planning her narrative.

Orientation: Who? Lisa, Mrs Naidu

What? Lisa has a music lesson
—hasn’t practised
When? That afternoon
Where? Mrs Naidu’s house
Build-up: Lisa plays for Mrs Naidu—Mrs Naidu
disappointed in her
Complication: Mrs Naidu says Lisa will have to stop her
music lessons
Event 1: Lisa begs for another chance
Event 2: Practises hard all week
Resolution: Goes to music lesson—plays well—Mrs N says
it was perfect—Lisa says practice made it perfect.

Use Adina’s notes to help you answer the following questions.

1 Why do you think Mrs Naidu told Lisa she’d have to stop her music lessons?

2 When Mrs Naidu told Lisa she’d have to stop her music lessons, Lisa most
likely felt:

a happy. b excited.

c upset. d angry.

3 Explain how the proverb Practice makes perfect was true in Lisa’s case.

Unit 7 Writing a narrative 79

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the first draft
This is Adina’s first draft. Read what she wrote and then answer the questions.

Practice Makes Perfect

It was time for Lisa’s music lesson. She didn’t want to go. She hadn’t
practised enough.
Her teacher, Mrs Naidu, was waiting for her. Lisa loved Mrs Naidu, and she loved
playing the piano. She didn’t want to disappoint Mrs Naidu. She wished she’d
practised more.
When Mrs Naidu asked Lisa if she’d been practising, Lisa said she had. She was
cross with herself for lying.
She played the first piece. She looked at Mrs Naidu. She could see how
disappointed her teacher was in her. Mrs Naidu said if she didn’t start practising,
she would have to give up music lessons. Lisa asked for another chance. She said
she would practise harder.
The following week she practised lots and lots. She was excited when she went to
her next music lesson.
She played the first piece. Mrs Naidu was smiling. She said it was perfect.
Yes, thought Lisa, it was practice that made it perfect.

1 Which of these features has Adina remembered to include in her draft? Tick (3)
the ones that Adina has used.
a a clear orientation that tells who, what, when and where
b a problem that has to be solved
c a series of events divided into paragraphs
d descriptive verbs
e past-tense verbs
f interesting information and detail about the events
g correct spelling and punctuation
h an interesting resolution that shows how the problem is solved
2 Use the information in Adina’s draft to complete the following sentences.
a Lisa didn’t want to go to her music lesson because ____________________________

b Lisa didn’t want to give up music lessons, so _________________________________

80 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Step-by-step improvement plan
Adina is also going to do some practice exercises to find ways to improve her draft.
Help her complete them.

Step 1: Start with an interesting orientation

Adina has written another
orientation for her narrative. Lisa wasn’t looking forward
to her music lesson. It was
that afternoon. She wished
she’d spent less time
watching TV. She wished
she’d spent more time
practising.

Help Lisa improve her new orientation by turning the following pairs of sentences
into a single sentence.

Hint! You need to leave out some words in the second sentence in each case.
You will also need to use the conjunction and in one of the sentences.

1 Lisa wasn’t looking forward to her music lesson. It was that afternoon.

2 She wished she’d spent less time watching TV. She wished she’d spent more time
practising. ______________________________________________________________________

Step 2: Add interest with descriptive verbs

1 Help Lisa make her narrative more interesting by replacing the underlined verbs
with more descriptive ones from the box.

glanced exclaimed beaming murmured begged

a When Mrs Naidu asked Lisa if she’d been practising, Lisa said
___________________ that she had.
b When she’d finished playing, Lisa looked ___________________ at her teacher.
c Lisa asked ___________________ Mrs Naidu to give her another chance.
d Mrs Naidu was smiling ______________________.
e Mrs Naidu said ______________________ that it was perfect.

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© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 2 In the following lists, highlight the words that are another way of saying:

a looked. b asked. c run.

peeped beseeched dart

peered prodded shove

crept pleaded flutter

scanned revealed rush

stared implored race

dozed requested drip

glimpsed demanded dash

Step 3: Add colour with similes and metaphors

Similes compare one thing to something else using the words like or as.
For example: Lisa was as nervous as a kitten.
Lisa was like a nervous kitten.
Metaphors compare one thing to something else by saying that it is that thing.
For example: Lisa was a bundle of nerves.
Similes and metaphors help the reader create mind pictures of people, places
and events. Like descriptive verbs, they add interest to the text.

Are the following sentences similes or metaphors? Write the answers in the spaces.

1 Lisa practised so much her fingers felt like jelly. _________________________________

2 Lisa felt a tingle of excitement run up her spine. ________________________________

3 Mrs Naidu was grinning as broadly as a Cheshire cat. ___________________________

Step 4: Bring the characters to life with dialogue

Use a red pen to fill in the missing capital letters and speech marks in the
following sentences.

1 good morning, Lisa, said Mrs Naidu brightly. How did you get on with the
two pieces I set you last week?
not too badly, murmured Lisa, looking down at her feet.

2 Lisa, said Mrs Naidu, if you don’t start practising, we’ll have to stop your
music lessons.

3 that was perfect, Lisa! she exclaimed.

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© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the final draft
Adina has started writing the final draft of her narrative. Help her complete it by
filling in the missing sections, and then look in the answers section to compare what
you have written with what Adina wrote.

Hint! Look at Adina’s first draft and practice exercises for ideas.

Practice Makes Perfect

Lisa wasn’t looking forward to her music lesson that afternoon. She wished she’d spent less
time watching TV and more time practising.
Lisa loved Mrs Naidu, her teacher, and wanted to please her. She also loved playing the
piano. But every week it was the same story—she didn’t practise enough. She wasted her
time watching silly programs on TV or playing computer games.
When Lisa got to Mrs Naidu’s house, her teacher was waiting for her.
(How did Mrs Naidu greet Lisa, and what was Lisa’s reply to Mrs Naidu’s question?)

Lisa sat down at the piano and started playing. At the end of the first piece, she glanced at
her teacher. She could see the disappointment on Mrs Naidu’s face. But worse was to come.
“Lisa,” said Mrs Naidu, “if you don’t start practising, we’ll have to stop your music lessons.”
(What did Lisa beg Mrs Naidu to do?)

The following week, Lisa practised every day. She played the piano so much her fingers
sometimes felt like jelly. But she knew she would be well prepared for her next lesson.
As she sat down to play the first piece, a tingle of excitement ran up her spine. When she
had finished, she looked at Mrs Naidu. Her teacher was beaming from ear to ear.
(What did Mrs Naidu say to Lisa, and what was the thought that went through Lisa’s mind?)

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© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Your turn
Write a narrative of about a page on one of the following. Use your own paper for
this activity.

Writing Checklist Make sure your narrative includes: 3

✹ a title.
✹ an orientation that captures the reader’s attention and sets the scene by
telling who, what, where and when.
✹ an interesting complication or problem that has to be solved.
✹ a series of events divided into paragraphs.
✹ interesting adjectives and descriptive verbs.
✹ interesting information and detail about the events.
✹ a resolution in which the problem is solved.
Use Musa’s final draft on page 78 and Adina’s final draft on page 83
Tip to help you write your narrative.

Go to WORD BANK page 106 for useful vocabulary

Write a narrative based on one of the following proverbs.

1 Every cloud has a silver lining.
(Something good can come out of a bad situation.)
2 Don’t count your chickens before they’re hatched.
(Don’t rely on something before it happens.)

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© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Unit 8 Writing a discussion

Looking at discussions
A discussion is a text in which you give the points for and against an idea and
come up with a conclusion.
You and your parents might, for example, have talked about pocket money and come
up with arguments for and against the idea.
A written discussion is similar, but you also have to come up with a conclusion about
the idea.
Let’s think about the question: Should children get pocket money? Here are some
arguments for and against and one possible conclusion.
Arguments for: Pocket money teaches children responsibility.
It teaches them the value of money.
Arguments against: Children could spend the money on the wrong things.
They could lose the money if they carry it around with them.
Conclusion: Children should get pocket money.
A discussion should have:

✹ an introduction that states the idea.

✹ arguments for the idea.
✹ arguments against the idea.
✹ a conclusion that tells whether you agree or disagree with the idea.
Sometimes it can give advice.
For example: I think children
should get pocket money, as long Should Children
as they don’t spend it on the Get Homework?
wrong things. Many children do not like to
do homework. There are lots of
arguments for giving homework,
but there are also arguments
Read the discussion about against it.
homework and then do the On the one hand, homework helps
activities. students practise things they learn
in class.
On the other hand, children need
1 Highlight the argument for to relax after school, not do more
homework. schoolwork.
2 Underline the argument I think homework is a good thing,
against homework. but teachers mustn’t give too much.

3 Put a box around the writer’s

advice.

Unit 8 Writing a discussion 85

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Student A: Ruby’s draft
Ruby’s Year 4 class are reading Charlie and the Chocolate Factory by
Roald Dahl. In the novel, any child who finds a golden ticket in their chocolate bar
will receive a lifetime supply of chocolates and sweets.
Each of the students has to write a discussion in which he or she looks at arguments
for and against children eating chocolates and lollies.
Their teacher put some of their arguments on the board.

Should Children Eat Lollies and Chocolates?

Arguments for and against

lots of sugar tooth decay

a delicious treat could spoil our appetite

for healthier foods

good for parties make us happy

can make us sick make good presents

Help Ruby organise the arguments by writing them in the correct columns.

For Against

a ______________________________________ a ______________________________________

______________________________________ ______________________________________

b _____________________________________ b _____________________________________

______________________________________ ______________________________________

c ______________________________________ c ______________________________________

______________________________________ ______________________________________

d _____________________________________ d _____________________________________

______________________________________ ______________________________________

86 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the first draft
This is Ruby’s first draft. Read what she wrote and then answer the questions.

Should Children Eat Chocolates

and Lollies?
Most children like chocolates and lollies.
Chocolates and lollies make them happy. This is a good thing. Adults
give children lollies to cheer them up. Chocolates and lollies make good
presents. Birthday parties wouldn’t be as much fun without lollies.
Chocolates and lollies are full of sugar. Sugar isn’t healthy. It can cause
tooth decay. Lollies can spoil children’s appetites. They won’t eat
healthy food. They could get sick.

1 A good discussion should contain the following features. Tick (3) the ones that
Ruby has used in her draft.
a an introduction that refers to the question and also states that
there are arguments for and against the idea
b arguments for the idea
c arguments against the idea
d connectives to link ideas (e.g. On the one hand or also)
e present-tense verbs (e.g. is or give)
f correct punctuation and spelling
g a conclusion that tells whether you agree or disagree with the idea
and that may also give advice

2 Singular nouns show that there is only one person or thing. What is the
singular of:
a lollies? _________________ b parties? _________________

3 What is the word won’t short for?

will not r
would not will neve

4 Why has Ruby used an apostrophe ( ’ ) in the word children’s?

Unit 8 Writing a discussion 87

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Step-by-step improvement plan
Ruby is going to do some exercises to find ways to improve her discussion. Help her
complete them.

Step 1: Start with a good introduction

The introduction is the first paragraph. It should tell your reader what the
discussion question is. It should also tell your reader that there are arguments for
and against the idea. It should not say what your opinion is.

1 Which is the best way for Ruby to start her discussion? Tick (3) the correct answer.

A All children love B Some children like C Some people think

chocolates and lollies. chocolates and lollies children shouldn’t eat
I think they should be but others don’t. If they chocolates and lollies.
allowed to eat them. like them, they should There are arguments
be allowed to eat them. for and against this
idea.

2 This is another way that Ruby could start her discussion. Fill in the missing parts.
Most children like _____________________________________________________. Some
people think they should be allowed ___________________________________, but
others _____________________. There are _________________________________ for and
________________________ on ___________________ sides.

Step 2: Link ideas with connectives

Connectives are words and phrases that link ideas in a text (e.g. In addition or
Furthermore). They help make our writing flow.
Complete the following sentences with connectives from the box. Use each
connective once.

Hint! Start with On the one hand.

However On the other hand therefore On the one hand

1 ____________________________________________, eating chocolates and lollies makes

children happy.
2 _________________________________________, chocolates and lollies are full of sugar.

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© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 3 Chocolates and lollies are delicious. ____________________________, they can cause
tooth decay.
4 Eating lollies could spoil your appetite; ____________________ you may not want to
eat healthier foods like fruit and vegetables.

Step 3: End with a good conclusion

The conclusion is the last paragraph. This is where you give your overall
opinion after thinking about both sides of the question. You can also give advice
in this paragraph.

Choose from the list below the best advice Ruby could give to complete this sentence.

I think it is all right for children to eat

chocolates and lollies, _________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

a as long as they are all the same colour.

b but they mustn’t eat too many because they aren’t good for you.
c especially if they really like them.

Unit 8 Writing a discussion 89

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the final draft
This is Ruby’s final draft. Read the comments about her discussion on the left, and
do the tasks on the right.

Comments Tasks
Should Children Eat Chocolates
and Lollies?
The introduction Most children love chocolates and lollies. Some 1. Underline the
should refer to people think they should be allowed to eat them but word that has a
the question and similar meaning
state that there are others don’t. There are arguments for and against to like.
arguments for and on both sides.
against it.
On the one hand, eating chocolates and lollies 2. Highlight the
makes children happy. This is a good thing. Adults sentences that
Giving arguments start with a
often give children lollies to cheer them up when connective.
for and against the
idea helps the reader they are sad or upset. Chocolates and lollies also
make a decision. make good presents because most children like to
eat them. In addition, birthday parties wouldn’t be as
much fun if children didn’t have lollies to eat.
Using connectives
to link ideas makes On the other hand, chocolates and lollies are full 3. Underline the
the writing flow. of sugar. Sugar is not a healthy food. It can cause connective at
the beginning of
tooth decay. Eating too many lollies can also spoil the paragraph.
children’s appetites. They might not eat as much
fruit and vegetables as they should. If they don’t eat
healthy food, they could get sick.

The conclusion I think it is all right for children to eat chocolates 4. Highlight the
gives the writer’s and lollies, but they mustn’t eat too many. writer’s advice.
overall opinion after
thinking about both
sides of the question.
It can also give
advice.

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© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Student B: Aran’s draft
One of the characters in Charlie and the Chocolate Factory is Mike Teavee.
He spends all his time watching television.
The Year 4 students have to write another discussion in which they look at arguments for
and against children watching television.
One of the students, Aran, wrote these arguments in his notebook.

Should Children Be Allowed

to Watch Television?
Arguments for and against
television programs can be entertaining
some programs contain violence
can learn a lot from some programs
don’t get any exercise watching television
children enjoy watching television
watching television could be bad for children’s health
some programs are educational
many programs not suitable for children

Help Aran organise his arguments by writing them in the correct columns.

For Against

a ______________________________________ a ______________________________________

______________________________________ ______________________________________

b _____________________________________ b _____________________________________

______________________________________ ______________________________________

c ______________________________________ c ______________________________________

______________________________________ ______________________________________

d _____________________________________ d _____________________________________

______________________________________ ______________________________________

Unit 8 Writing a discussion 91

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the first draft
This is Aran’s first draft. Read it and then answer the questions.

Should Children Be Allowed to Watch Television?

There are arguments for and against letting children watch television.
On the one hand, many television programs are entertaining. Children enjoy
watching them. This makes them happy. Television programs are also educational.
Children learn a lot from them. They can watch documentaries like Frozen Planet.
They can even learn how to cook. They can watch the food programs.
On the other hand, many television programs are not suitable for children. They
contain violence. This is not a good thing. Also, children may not get enough
exercise. They sit and watch television all the time. This is bad for their health.
Overall, I think that watching television is good for children.

1 Which of these features has Aran remembered to use in his draft? Tick (3) the
correct answers.

a an introduction that refers to the question and also states that

there are arguments for and against the idea

b arguments for the idea

c arguments against the idea

d connectives to link ideas

e present-tense verbs

f a conclusion that tells whether the writer agrees or disagrees with

the idea and also gives advice

2 Aran has remembered to link some of his ideas with connectives.

Underline three connectives that Aran has used in his draft.

3 In the draft, find the nouns that are formed from the words below. Write the
nouns in the spaces.

argue violent healthy

______________________ ______________________ ______________________

4 Write down the plural of documentary. _________________________________________

92 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Step-by-step improvement plan
Aran is also going to do some exercises to find ways to improve his discussion. Help
him complete them.

Step 1: Start with a good introduction

1 Which is a good way for Aran to start his introduction? Tick (3) the correct
answer.

A These days most people have B I think children should be

a television in their homes. allowed to watch television.
But should children be Most children like to
allowed to watch it? watch it.

2 This is another way Aran could write his introduction. Fill in the missing sections.
Most children like watching __________________________. But is it a good thing for
children to do? There are arguments ___________________________________________
______________________________________.

Step 2: Join clauses with conjunctions

A clause is a group of words that contains a verb.

For example: I am watching television. The program is educational.
Conjunctions join clauses, and words within clauses.
For example: Ruby and Aran can watch television because they have finished
their homework.
Joining clauses with conjunctions makes our writing flow.

Join the following words and clauses with a conjunction from the box. Use each
conjunction once.

if and because or but

1 Children enjoy watching television _________________ it makes them happy.

2 Some television programs are educational _________________ children learn a lot
from them.
3 Children might even learn how to cook _________________ they watch the food
programs.
4 Many television programs are suitable for children _________________ some
contain violence.
5 Children should not watch programs that contain violence _________________ bad
language.

Unit 8 Writing a discussion 93

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Step 3: Ending with a good conclusion
1 Read Aran’s conclusion again:
Overall, I think that watching television is good for children.
What has he left out? Tick (3) the correct answer.
a a statement in which he agrees or disagrees with the idea
b advice for the readers
2 Help Aran write a better conclusion for his discussion by filling in the missing
words and phrases from the box.

too much bad language allowed violence

Overall, I think that children should be ________________________________ to watch

television, as long as they don’t watch _______________________________. They also

shouldn’t watch programs that contain ____________________________________ and

______________________________.

3 What other advice could Aran give his readers about the programs children
shouldn’t watch?
Use the phrase on the note to help you write your sentence.

programs that are rated PG or M

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

94 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Writing the final draft
Aran has started writing the final draft of his discussion. Help him complete it by
filling in the missing sections, and then look in the answers section to compare what
you have written with what Aran wrote.

Hint! Look at Aran’s notes and the practice exercises for ideas.

Write a good introduction for Aran’s discussion.

On the one hand, children enjoy watching television because many programs are
entertaining. They make children happy. Lots of programs are also educational,
like Frozen Planet. Children can learn a lot from them. If children watch the food
programs, they can even learn how to cook.
On the other hand, (Continue the paragraph, giving arguments against children watching
television.)

Overall, I think that children should be

allowed to watch television, but they
shouldn’t watch too much. Also, they
shouldn’t be allowed to watch programs
that have lots of violence and bad language
in them.

Unit 8 Writing a discussion 95

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Your turn
Write a discussion of about a page on one of the following. Use your own paper for
this activity.

Writing Checklist Make sure your discussion includes: 3

✹ an introduction that refers to the question and states that there are
arguments for and against the idea
✹ arguments for and against the idea
✹ connectives to link ideas
✹ conjunctions to join words and clauses
✹ present-tense verbs
✹ a conclusion that tells whether you agree or disagree with the idea and
gives advice
Use Ruby’s final draft on page 90 and Aran’s final draft on page 95 to
Tip help you write your discussion.

Go to WORD BANK page 106 for useful vocabulary

1 Should children get paid for doing chores around the house?
2 Should sport be a school subject?
3 Use the pictures below to help you write arguments for and against building a
pool in the backyard.

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© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Answers
Page 8
Unit 1 Writing a recount 1 b, c, d, e, f 2 had, washed, gave, got, saw
3 a outfit b parade c performers
Page 1 Pages 9–10
1 hundreds of aunts, uncles and cousins Step 1
2 in the UK A
3 to spend Christmas and New Year with relatives
Step 2
4 it’s freezing here and it rains a lot
1 On Saturday morning 2 After that/Then
Page 2 3 Then/After that 4 In the evening/That night
1 a Yum! b Yay! c It was fun! 5 The next day 6 After lunch
d boring e again! f more fun! 7 That night/In the evening 8 Finally
2 a play computer games and watch TV. Step 3
b we won our soccer match./my friend George 1 a outfit b celebrations c lunch
came to my house./I got to play with my
d restaurant e floats f display
cousins.
2 a talented b colourful/spectacular
Page 3
c spectacular/colourful
1 a, b, c, e, f 2 did, spent, came, played, ate
Step 4
Pages 4–5 The New Year celebrations ended with a spectacular
Step 1 fireworks display, and then it was time to go home.
2 In the afternoon/After lunch I thought this year’s celebrations were the best ever,
but Mum says I say that every year!
3 That night/Later 4 The next morning
5 After lunch/In the afternoon Pages 11–12
6 Later/That night My weekend
Step 2 The weekend was one of the busiest and most exciting
times of the year for me. It was Chinese New Year!
1 two boring 2 a brilliant
On Saturday morning I went shopping with Mum. We
3 my funny green 4 a very good
had to buy clothes and lots of other exciting things for
5 traditional Lebanese 6 a young the New Year celebrations.
Step 3 After that, I helped Mum clean the house. Then
1 b I washed my hair and tried on my new outfit. It
2 I had a busy weekend, but it was great fun! looked amazing! Later I helped Mum put up the
final decorations.
Page 6
The next day we went to my favourite restaurant in
1 went 2 strawberry 3 After lunch, then the city where we met other members of our family
4 That night 5 were and some special friends. My grandparents, aunts,
6 traditional Lebanese food, an old family tradition uncles and cousins were there. It was so exciting! It’s a
7 When dinner was over tradition in our culture for the grownups to give children
8 I really enjoyed spending time with my family
lucky money at New Year. They put the money in red
and friends over the weekend.
envelopes because the Chinese consider red to be a
lucky colour. I got lots of red envelopes and I’m feeling
Page 7 very rich!
1 a exciting! b brilliant! After lunch we watched the New Year parade. We saw
2 a new b final c lucky d great talented acrobats, dancers, martial artists and other
3 a celebrating b celebrations performers in the parade. I really liked the floats.
They were so colourful. I also liked the dragon and
c celebrates d celebrated
lion dances.

Answers 97

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 The New Year celebrations ended with a spectacular Pages 21–22
fireworks display, and then it was time to go home.
Step 1
I thought this year’s celebrations were the best I’d
ever seen, but Mum says I say that every year! 1 bulky 2 powerful 3 (an) enormous
4 fresh 5 bowed
Unit 2 Writing a description of Step 2
an animal 1 which 2 who 3 whose 4 that 5 who
Step 3
Page 13 1 and 2 Although 3 but
1 b 2 b 4 because 5 When
Page 14 Step 4
1 thick, rough, big, heavy, white, black 1 long, reddish-brown
2 They can’t run very fast. 2 fruits, leaves, stems, insects
3 It means their risk of becoming extinct is very high. 3 long arms, fingers 4 to sleep, it makes
5 are curved, so it is
Page 15
Page 23
1 a, b, c, d, f, g 2 eats, run, climb
3 It has small ears. My Favourite Animal
My favourite animal lives in forests. It is intelligent and
Pages 16–17
is about seven times stronger than a human.
Step 1 My animal has a bulky body and is quite big. It is
1 massive 2 stumpy 3 cute covered in long, reddish-brown hair.
4 cuddly 5 coarse 6 enormous My animal, which has long, powerful arms, is good at
Step 2
climbing trees. When it stretches out its arms, its
arm span measures about 2 metres from fingertip
1 and 2 but 3 and
to fingertip. When it stands, its hands almost touch
4 so 5 and 6 Although the ground.
Step 3 My animal has four fingers and a thumb on each hand
1 Its eyes, ears, legs and shoulders are black. and five toes on each foot. Its fingers and toes are long
2 It is covered in thick, coarse fur. and curved to help it grip onto branches when it climbs
trees. It does not have a tail.
3 If you ever see one of these animals, it will most
likely be in a zoo. Although my animal has short, bowed legs, it can
stand and walk upright. It can also walk on all fours.
4 These animals will sleep anywhere, but they like
to lean back against something. My animal sleeps in trees. Before it goes to sleep at
night, it makes a fresh nest.
5 These animals have powerful teeth and jaws to
help them chew the leaves, stems and shoots of It eats food that it finds in the forest, like fruit, leaves,
bamboo plants. stems, bark, insects and honey.
6 Because the nutritional level of bamboo is low, Those of you who have seen my animal in a zoo should
these animals use as little energy as possible. easily guess what it is.
Page 18
Unit 3 Writing a sound poem
1 big, enormous 2 will help
3 head, thick, coarse eyes, ears, legs black,
Page 25
4 and but 5 leaves, stems low, my
6 cute, cuddly 1 a moon b place c yet d croak
2 c
Page 19
Page 26
1 They are set close together.
2 They are set quite far above the mouth. 1 whistling, purring, ticking 2 crunching
3 It’s an omnivore. 3 the frying pan
4 a away b clock c makes d fill
Page 20
Page 27
1 a, b, c, d, f, g
2 a long, reddish-brown b long, curved 1 a 2 Suggestions: glug-glug, gulp
3 to help it climb trees 3 joke, coke 4 No

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© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Pages 28–29 ducks: sucks, clucks, trucks
mouse: house, grouse, louse
Step 1
2 a ringing b sounds c rams
1 Talking words: whispering, muttering
3 songs: clangs, sons, sings
Shouting words: shrieking, squealing
ewes: two, sweets
Crying words: sobbing, whining
lowing: browning, flowering
Laughing words: chuckling, giggling
Singing words: chanting, humming Page 35
Gasping words: panting, puffing The Sounds Animals Make
Snoring words: snorting, snuffling The cackling of the geese
Moaning words: grumbling, groaning The barking of the dogs
2 Suggested answers: The meowing of the cats
a stuttering, stammering, chattering, jabbering The croaking of the frogs
b bellowing, yelling, whooping, screeching The squawking of the seagulls
3 burping, sniffing, yawning, hiccupping, The clucking of the hens
munching, clapping The mooing of the cows
Step 2 Grunting pigs inside their pens
1 dear, fear, near, here, cheer, appear The baaing of the sheep
2 long, wrong, along, thong, strong The buzzing of the bees
3 sell, well, swell, smell, tell, yell, shell The roaring of the lions
Page 30 Birds cheeping in the trees
1 ear, fear 2 chuckling, slurping
The quacking of the ducks
3 song, wrong 4 cheering, squeals
The squeaking of a mouse
The hooting of an owl
Page 31
As it flies above our house
1 the drain 2 swishing 3 crying, squeaking
4 drumming 5 bawling, wailing Unit 4 Writing to persuade—
Page 32 expositions
1 a, b
2 a barking, meowing, crying, oink, sing, quack, Page 37
hoot
1 a 2 b
b geese, frogs, hens, cows, sheep, bees, lion,
mouse Page 38
1 keeps hair out of your face; helps keep you cool
Pages 33–34
on a hot day
Step 1 2 stops you losing papers or posters; makes it
1 geese—cackling, lion—roaring, frogs—croaking, easier to carry things
mouse—squeaking, hens—clucking, 3 can wear it on your wrist; helps you remember
cows—mooing, birds—twittering, to get forms signed
sheep—baaing, seagulls—squawking,
bees—buzzing Page 39
2 Dogs: growling, howling, snarling, woofing 1 a, b, c, d, e, h, i 2 think, believe 3 definitely
Birds: cheeping, tweeting, chirping, cooing 4 Suggestions: You can roll it into a ball and use
Bees: humming, droning, murmuring it as an eraser.

3 a hissing b chattering c whining You can wrap it around your pencil to give you a
better grip.
Step 2
Pages 40–41
1 dogs: frogs, logs, jogs, fogs
cats: bats, mats, plaits, rats, gnats Step 1
seagull: dull, hull, skull Number 1
hens: pens, wrens, tens, dens Step 2
cows: meows, bows, rows Firstly, In addition, also, Secondly, for example,
bees: sneeze, knees, trees Finally

Answers  99

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Step 3 organised, and they are perfect for sealing plastic
1 if/when 2 when/if 3 because bags. In addition, you can use paperclips to attach
4 so 5 but/although photos, cards or anything else to a piece of string to
make a classroom display.
Step 4
Finally, you can bend a paperclip into different shapes,
Number 3 so you can be very creative with it; for instance, you
Page 42 can turn it into a hook or sculpture.
1 I definitely think the rubber band is the most I’ve only given you a few examples of the different
useful item to have in your school bag. ways you can use a paperclip. However, I’m sure my
arguments have convinced you that it is the most
2 If, when, or, so 3 Secondly, For example
useful of the six items.
4 slipping a rubber band around your wrist
5 but
Unit 5 Writing an information
Page 43
report
1 repairs things
2 holds things together
Page 49
3 can bend it into different shapes
1 a, d 2 in the Nile River 3 c
Page 44
Page 50
1 a, b, c, e, h, i
2 Suggestions: You can use it as a hairclip. You 1 a North b East c South d West
can use it as a bookmark. 2 a western b western
3 Suggestions: I think the paperclip is more 3 along the coast
useful because rubber bands often snap if you Pages 51–52
stretch them too far.
1 a, b, c, f, h
Pages 45–46 2 a fifty, active b hot, dry, cooler, wetter
Step 1 3 Suggestion: So few people and animals live in
Number 2 the Atacama Desert because there’s hardly any
water there and both people and animals need
Step 2
water to survive.
1 If 2 until 3 and 4 or 5 so
Pages 52–53
Step 3
Firstly, For example, also, Secondly, In addition, Step 1
Finally, for instance 1 America 2 Andes Mountain Range
Step 4 3 Desert 4 Atacama Desert, Andes 5 Mars
Suggestion: I’ve only given you a few examples Step 2
of the different ways you can use a paperclip. 1 an arid
However, I’m sure my arguments have convinced 2 experiences temperatures of up to 25 degrees
you that it is the most useful of the six items. Celsius
Page 47 3 climate 4 experiences cooler temperatures
Why the Paperclip Is the Most Useful Item 5 flora and fauna
I would definitely choose the paperclip to have in my Step 3
school bag. Actually, I would have quite a few of them. 1 I have chosen Chile because I think it is an
I think the paperclip is by far the most useful of the six amazing country.
items, for the following reasons. That sounds scary!
Firstly, a paperclip is handy for fixing things. For I definitely wouldn’t want to live there!
example, if the pages of your book come loose, a
2 Facts: Flamingos are birds.
paperclip will keep them in place until you can get
them fixed. A paperclip can also be turned into a Flamingos have long necks.
little pin that can be used for all sorts of things, like Flamingos are able to fly.
unclogging the little opening at the top of a glue bottle. Page 54
Secondly, paperclips are good for holding things
1 longest 2 Andes Mountain Range, Chile
together. They help you keep your notes or papers
3 climate 4 Atacama Desert, Earth

100 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 5 wild flowers, herbs, cacti and even some trees The Amazon Rainforest
penguins, flamingos, hummingbirds and sparrows More than half of the Amazon Rainforest is in Brazil. It
insects, scorpions and a few reptiles is the biggest rainforest in the world.
6 on the coast 7 NASA Flora and fauna
Page 55 The rainforest consists of three sections: the canopy,
the understorey and the forest floor.
1 largest 2 tallest
The forest is home to a wide variety of animals. These
3 a colourful b unusual include colourful birds, like toucans and macaws,
Pages 56–57 and mammals like sloths and tamarin monkeys.
There are also lots of dangerous animals in the
1 b, c, d, e, f, g, h
forest, such as jaguars, anacondas, piranha fish and
2 a The plants underneath the top layer of trees
poison dart frogs.
are thinner because they don’t receive as
much sunlight.
People of the Amazon
b The temperatures become cooler the further
About 20 million people live in the Amazon. Most of
you move away from the equator.
them live in cities or towns, but there are still many
indigenous people who rely totally on the river and the
Pages 57–58 forest for their way of life.
Step 1 Conclusion
Suggestion: Brazil is the largest country in South The biggest threats to the future of the Amazon
America. It is on the eastern side of the continent, Rainforest are deforestation (the cutting down of
next to the Atlantic Ocean. trees) and climate change.
Step 2
1 Brazil, Parana, Negro Unit 6 Writing a procedure
2 Amazon Rainforest, Brazil
3 Tropic of Capricorn, Brazil Page 61
4 Brazil, Argentina, Peru, Bolivia, Venezuela 1 This is how to make your own hand stencil.
5 Gulf of Mexico, Caribbean Sea, South America, 2 a sheet of black paper and some white paint
United States of America powder
6 Brazil, Brasilia, Portuguese 3 First, Next, Then 4 wipe, place, flick, Remove
7 Brazil, Sao Paulo, Rio de Janeiro
Page 62
Step 3
1 She needs to see what the symbols look like so
1 a mainly tropical climate 2 humid that she can decorate her clap sticks.
3 annual 4 species 5 flora and fauna 2 She is going to use them to dot paint onto the
6 the canopy, the understorey and the forest floor clap sticks.
7 indigenous 8 deforestation, climate change 3 They are clapped together.
Page 59 Page 63
Brazil 1 a, b, c, d, g, h
Brazil is the largest country in South America. It lies on 2 a didgeridoo
the eastern side of the continent, next to the Atlantic b Clap sticks provide a beat for the music.
Ocean.
c Answers will vary.
Rivers
Pages 64–65
The world’s largest river, the Amazon, runs through the
northern part of the country. Other important rivers Step 1
include the Parana and the Negro. 1 Rub 2 Wipe 3 Squeeze
Climate 4 Spread 5 Dip
The equator and the Tropic of Capricorn pass Step 2
through Brazil, so the country has a mainly
1 a securely b Carefully c evenly
tropical climate. Around the equator it is hot and
d frequently e clearly
humid throughout the year. The average annual
temperature is about 27 degrees Celsius, and some 2 a regularly b neatly c tightly
places receive more than 2000 mm of rain per year. d exactly e directly
The climate is cooler and drier in the south.

Answers 101

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Step 3 Page 71
1 First, Then/Next, Next/Then, Finally How to Weave a Tablemat
2 First of all, After that, Meanwhile Aboriginal and Torres Strait Islander people used
natural materials like bark and feathers to weave items
Page 66 such as baskets, mats, bags and nets.
1 traditional Aboriginal musical This is how you can make your own woven tablemat
2 (about 15–20 cm long and the width of a using modern materials.
broomstick) Materials
3 First 4 lightly 5 squeeze two sheets of A4 paper, a ruler, a pencil, scissors,
6 evenly, Carefully 7 you’re sticky tape, an A4 laminating pouch
8 thickly 9 as a series of dots access to a computer, printer and laminating machine
Steps
Page 67
Start by finding a picture of Aboriginal art on the
1 He needs the computer to find images of internet. Download and print it in colour and as a
Aboriginal artwork and a printer to print black-and-white image.
them out.
Trim away the white paper around each image.
2 If Damian laminates his tablemat, it will protect
Turn the images to the blank side and accurately
it and make it last longer.
measure a 1-cm border around one of them.
Page 68 Draw in the border with a pencil and ruler.
Next, draw lines exactly 2 cm apart parallel to the
1 a, b, c, d, g, h 2 Answers will vary.
short sides. Make sure the lines are inside the border.
Pages 69–70 After that, carefully fold the image in half lengthwise
so that the edges all meet.
Step 1 Cut along the parallel lines up to the borders you drew
1 Find 2 Trim 3 Draw earlier.
4 Weave 5 Neaten 6 Protect Then, draw lines approximately 2.5 cm apart parallel to
Step 2 the long sides of the second image.
1 a Accurately b exactly/approximately Use the lines to help you cut the second image into
c Carefully d approximately/exactly even strips.
2 a gradually b diagonally Finally, weave the strips through the slits in the first
image, creating an interesting pattern.
c immediately d almost
Use sticky tape to secure the strips at the back of
e completely
your mat.
Step 3 Place your woven mat into a laminating pouch, making
First/First of all, trim away the white paper around sure the borders around the edges are even.
each image. Once you’ve laminated your mat, it’s ready to use at
Turn the images to the blank side and accurately the dinner table!
measure a 1-cm border around one of them.
Afterwards/After that/Next/Then, draw lines Unit 7 Writing a narrative
exactly 2 cm apart parallel to the short sides. Make
sure the lines are inside the border.
Page 73
Afterwards/After that/Next/Then, carefully fold the
image in half lengthwise so that the edges all meet. 1 in the woods
Cut along the parallel lines up to the borders you 2 Mother Bear forgave Goldilocks and made more
drew earlier. porridge.
Afterwards/After that/Next/Then, draw lines Page 74
approximately 2.5 cm apart parallel to the long 1 Hyun didn’t think Joshua would be his buddy
sides of the second image. because he wasn’t one of the cool kids.
Use the lines to help you cut the second image into 2 Hyun thought Joshua would want to be friends
even strips. with the cool crowd, but Joshua liked chess and
Finally, weave the strips through the slits in the first wanted to be friends with Hyun.
image, creating an interesting pattern.

102 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Page 75 Pages 81–82
1 a, b, c, e, f, g, h Step 1
2 a tall, friendly b worried c brilliant 1 Lisa wasn’t looking forward to her music lesson
Pages 76–77 that afternoon.
2 She wished she’d spent less time watching TV
Step 1
and more time practising.
Number 1
Step 2
Step 2
1 a murmured b glanced c begged
1 noticed 2 mumbled 3 scowling d beaming e exclaimed
4 swaggered 5 strolled 2 a peeped, peered, scanned, stared, glimpsed
Step 3 b beseeched, pleaded, implored, requested,
1—d; 2—c; 3—a; 4—b; 5—e demanded
Step 4 c dart, rush, race, dash
1 “Hyun,” said Mr Stiles, “I want you to be Step 3
Joshua’s buddy this term.” 1 simile 2 metaphor 3 simile
2 “Why me?” Hyun whispered to the boy sitting Step 4
next to him.
1 “Good morning, Lisa,” said Mrs Naidu brightly.
3 Joshua smiled at me. “Hello,” he said in a “How did you get on with the two pieces I set
confident voice. you last week?”
4 “Hello,” I mumbled back, not looking at him. “Not too badly,” murmured Lisa, looking down
5 “Mr Stiles says you’re a good cricketer, Josh,” at her feet.
said Adam. “How’d you like to play with us 2 “Lisa,” said Mrs Naidu, “if you don’t start
at lunch break? Hyun doesn’t know anything practising, we’ll have to stop your music
about cricket.” lessons.”
6 “No thanks,” said Joshua, “I’d rather play chess 3 “That was perfect, Lisa!” she exclaimed.
with Hyun.”
7 “Mr Stiles says he’s a brilliant player,” said Page 83
Joshua. Practice Makes Perfect
8 “Well,” said Hyun, “you can’t always judge a Lisa wasn’t looking forward to her music lesson that
book by its cover.” afternoon. She wished she’d spent less time watching
Page 78 TV and more time practising.
1 tall, friendly 2 choose Lisa loved Mrs Naidu, her teacher, and wanted to
please her. She also loved playing the piano. But
3 I couldn’t believe my ears. 4 Hello Hello
every week it was the same story—she didn’t practise
5 looking daggers at me enough. She wasted her time watching silly programs
6 I had butterflies in my stomach. 7 swaggered on TV or playing computer games.
8 How’d you like to play with us at lunch break? When Lisa got to Mrs Naidu’s house, her teacher was
9 brilliant 10 I was walking on air waiting for her.
Page 79 “Good morning, Lisa,” said Mrs Naidu brightly.
“How did you get on with the two pieces I set you
1 Lisa wasn’t practising enough, so Mrs Naidu
last week?”
probably thought Lisa was wasting her time
learning to play the piano. “Not too badly,” murmured Lisa, looking down at
her feet. Liar, she thought.
2 c
Lisa sat down at the piano and started playing. At the
3 Lisa played the piano perfectly after she had
end of the first piece, she glanced at her teacher. She
practised a lot.
could see the disappointment on Mrs Naidu’s face. But
Page 80 worse was to come.
1 a, b, c, e, f, g, h “Lisa,” said Mrs Naidu, “if you don’t start practising,
2 a Lisa didn’t want to go to her music lesson we’ll have to stop your music lessons.”
because she hadn’t practised enough. Lisa begged Mrs Naidu to give her another chance.
b Lisa didn’t want to give up music lessons, so The following week, Lisa practised every day. She
she decided to practise harder. played the piano so much her fingers sometimes felt

Answers  103

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 like jelly. But she knew she would be well prepared for Page 91
her next lesson.
As she sat down to play the first piece, a tingle of Arguments for Arguments against
excitement darted up her spine. When she had television programs some programs contain
finished, she looked at Mrs Naidu. Her teacher was can be entertaining violence
beaming from ear to ear. can learn a lot from don’t get any exercise
“That was perfect, Lisa!” she exclaimed. some programs watching television
Yes, thought Lisa, it was practice that made it perfect. children enjoy watching television
watching television could be bad for
some programs are children’s health
Unit 8 Writing a discussion
educational many programs not
suitable for children
Page 85
1 … homework helps students practise things they Page 92
learn in class. 1 a, b, c, d, e
2 … children need to relax after school, not do 2 On the one hand, On the other hand, Also
more schoolwork. 3 arguments, violence, health
3 … teachers mustn’t give too much. 4 documentaries
Page 86 Pages 93–94
Step 1
Arguments for Arguments against 1 A
a delicious treat lots of sugar 2 Most children like watching television. But is
good for parties tooth decay it a good thing for children to do? There are
arguments for and against the idea.
make us happy can make us sick
make good presents could spoil our appetite Step 2
for healthier foods 1 because 2 and 3 if 4 but 5 or
Step 3
Page 87 1 b
2 Overall, I think that children should be allowed
1 b, c, e, f 2 a lolly b party
to watch television, as longs as they don’t watch
3 will not
too much. They also shouldn’t watch programs
4 to show the appetites belong to the children that contain bad language and violence.
Pages 88–89 3 Suggestion: Children also shouldn’t watch
programs that are rated M, and they should only
Step 1
watch programs rated PG if their parents say it is
1 C all right.
2 Most children like chocolates and lollies. Some
Page 95
people think they should be allowed to eat them
but others don’t. There are arguments for and Most children like watching television. But is it a
against on both sides. good thing for children to do? There are arguments
for and against this idea.
Step 2
On the one hand, children enjoy watching television
1 On the one hand 2 On the other hand
because many programs are entertaining. They make
3 However 4 therefore children happy. Lots of programs are also educational,
Step 3 like Frozen Planet. Children can learn a lot from them.
b If children watch the food programs, they can even
learn how to cook.
Page 90 On the other hand, many programs contain violence
1 love or bad language. These programs are not suitable
2 On the one hand, eating chocolates and lollies for children. In addition, children who watch
makes children happy. television all the time don’t get enough exercise.
In addition, birthday parties wouldn’t be as This is bad for their health.
much fun if children didn’t have lollies to eat. Overall, I think that children should be allowed to
3 On the other hand
watch television, but they shouldn’t watch too much.
Also, they shouldn’t be allowed to watch programs that
4 … they mustn’t eat too many.
have lots of violence and bad language in them.

104 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Word bank
cows moo dogs bark, growl,
Unit 1 Writing a recount howl, whine
donkeys bray elephants trumpet
Time connectives to link ideas:
horses neigh, whinny lions roar
after breakfast/lunch/dinner afterwards
mice squeak monkeys chatter
before finally first first of all
parrots squawk pigs grunt, squeal
in the morning/afternoon/evening
sheep baa, bleat turkeys gobble
last of all lastly later next
Sounds people make:
that morning/afternoon/night
Crying sounds: howl, squeal, whimper, whine, yowl
the next morning/day then
Eating and drinking sounds: burp, crunch,
Adjectives that describe people, things gulp, munch, slurp
and events:
Laughing sounds: chuckle, giggle
amazing, astonishing, breathtaking, spectacular,
Shouting sounds: scream, screech, shriek
stunning
Talking sounds: babble, blabber, gasp, groan,
big, enormous, huge, large
grumble, jabber, moan, mumble, murmur, mutter,
boring, dull, monotonous, uninteresting sigh, squabble, whisper
colourful, bright, brilliant, vibrant
Sounds things make:
delicious, appetising, mouthwatering, tasty
balloons pop bells clang, tinkle
amusing, entertaining, funny, hilarious
cameras and keyboards click cars zoom by
excellent, good, great, outstanding
clocks tick doors creak
drains gurgle fans whirr
Unit 2 Writing a description of
knives and forks clatter leaves rustle
an animal the pitter-patter of raindrops sausages sizzle
Adjectives that describe animals: thunder rumbles trains rattle by

bent, bowed, curved, rounded water splashes waves crash

adorable, beautiful, cute, delightful

Unit 4 Writing to persuade—
enormous, gigantic, immense, massive
expositions
bulky, chunky, stocky, thick
coarse, fuzzy, rough, ruffled Connectives to link arguments:
short, stubby, stumpy also finally first of all firstly
cuddly, lovable, snuggly, soft for example in addition last of all lastly
powerful, strong, tough secondly

Conjunctions to link phrases and clauses: Conjunctions to link ideas:

although and because but if although and because but
or so unless until when if or so unless
while yet until when while yet

Unit 3 Writing a sound poem Unit 5 Writing an information report

Onomatopoeic words: Scientific language:
Animal sounds: This will depend on the subject you are writing about.
bees buzz birds twitter Deserts: arid, environment, oasis
cats meow, purr chicks cheep Rainforests: canopy, deforestation, understorey

Word bank  105

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 Reptiles: backbone, cold-blooded, scales to have a heart of gold (to be kind and generous)
Solar system: asteroid, orbit, planet to have butterflies in your stomach (to be nervous)
Weather: Celsius, climate, temperature to jump out of your skin (to get a fright)
to let the cat out of the bag (to reveal a secret)
Unit 6 Writing a procedure to look daggers at someone (to look angrily at
someone)
Action verbs that might be useful in
to walk on air (to feel happy or excited)
procedures:
apply arrange attach cover Figurative language—similes:
decorate dip fasten finish as different as day and night

fix rub smooth smear as dry as a bone

spread squeeze tape wipe as regular as clockwork

as shiny as a new pin
Adverbs to describe how something
is done: as tough as leather
carefully clearly completely diagonally as warm as toast
directly evenly exactly firmly to be packed like sardines
gradually immediately lightly regularly to grin like a Cheshire cat
safely securely thickly tightly to have a face like thunder
Descriptive verbs:
Unit 7 Writing a narrative ask, beg, beseech, demand, implore, plead, request
bend, bow, crouch, stoop
Proverbs:
hit, slam, smack, strike, whack
Every cloud has a silver lining. (Something good
can come out of a bad situation.) glance, glimpse, look, peek, peep, peer, scan, stare

Don’t count your chickens before they’re hatched. complain, groan, moan, sob, whimper
(Don’t rely on something before it happens.) prod, push, shove, thrust, jostle
Practice make perfect. (The more you practise announce, exclaim, mumble, murmur, say
something, the better you get at it.) beam, grin, smile
You can’t judge a book by its cover. (You can’t tell advise, command, inform, instruct, order, tell
what someone or something is like just by looking
hike, march, plod, stride, trudge, walk
at them.)
The early bird catches the worm. (Act quickly if you
want to be successful.) Unit 8 Writing a discussion
Pride comes before a fall. (Don’t be too full of Conjunctions:
confidence as something might happen to make
although, and, because, but, if, or, so, unless, until,
you look foolish.)
when, while
Rome was not built in a day. (It takes time to do a
job properly.) Connectives that show different ideas:
You can lead a horse to water, but you can’t make on the one hand on the other hand
it drink. (You can give someone an opportunity, but however in contrast
you can’t force them to take it.)
Connectives that show order:
Figurative language—common sayings: after that finally first first of all
to be a couch potato (to not do much exercise)
firstly lastly next second
to be full of beans (to be very energetic) secondly then
to be over the moon (to be very happy)
Words to talk about ideas:
to catch red-handed (to catch someone while they
advantage argument disadvantage issue
are doing something wrong)
negative opinion positive question
to feel off-colour (to feel ill)
side topic view viewpoint
to feel on top of the world (to be very happy)

106 Excel A d v a n c e d S k i l l s Wri t i n g Wo rk b o o k Ye a r 4

© Pascal Press ISBN 978 1 74125 404 4 Excel Advanced Skills Writing Workbook Year 4
 DiZign Pty Ltd Trimmed size 201 mm x 275 mm

Advanced Skills WRITING

ADVANCED SKILLS

ENGLISH
ADVANCED SKILLS WRITING WORKBOOK
Get the Results You Want! YEAR

This book is part of the Excel Advanced Skills

WRITING WORKBOOK
Year 4 Ages 9–10 years old 4 WORKBOOK
AGES
series, which provides students with more
challenging extension work in writing. 9–10
The Excel Advanced Skills series of Writing
Workbooks for Years 1–6 will help primary school
students improve their writing in English and other
subjects. Each unit focuses on a different type of text
by looking at its particular features and how to apply
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Laura Anderson, BA (Hons) English Language and Literature, Dip. Ed., is an experienced teacher who
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has taught in primary and high schools both nationally and internationally. She currently works as an
English consultant for an educational publisher. Laura is also author of the successful Excel Advanced
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Skills Grammar and Punctuation Workbooks for Years 3, 4, 5 and 6. Loo
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