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1. English Across the
Curriculum
Self and Others
Unit 2
Level F
© State of Victoria DEECD 2011
Only for use for the purpose of education for the student(s) provided with the materials by DECV. Not to be
reproduced, communicated or otherwise used except as permitted by the Copyright Act 1968 (Cth).
© State of Victoria, DEECD 2011

2. 1
About the topic
During the past two weeks we have put the spotlight on YOU.
We will continue this focus by looking at you and the important people in your
life your family and friends.
You will be looking at the following:
caring
sharing
clothing
love
me education
food health
values

3. 66
Poetry about . . .Family, Friends & Emotions
Adam Bell
Adam Bell is my best friend.
He’s such a crazy kid!
He’s sure to meet a sticky end —
One day he almost did.
I really thought that he would die!
I told his mum and dad.
They shrugged and told me with a sigh,
“Our son, Adam, is mad!”
He squashed a spider in his hand,
And put it on some bread,
Then swallowed it, with grains of sand
To season it, he said.
He’s eaten far worse things than that.
Why, once he bit a dog —
And the dog died! We grabbed the cat
And hid it in a log.
He worries people half to death,
And, as a special treat,
He chews on garlic and his breath
Can knock you off your feet!
And as he limps along, he sings
A crazy football song.
The bell around his ankle rings,
Sometimes he has a gong!
Each day I meet him at his gate,
And, as we walk to school,
I think — I know he’s my best mate —
Which of us is the fool?
His hair’s half blue and half bright green,
And, just for something new,
Whenever he’s where he’ll be seen,
He wears one high-heeled shoe.
He says he so enjoys his life
By doing different things.
He just loves trouble! He loves strife!
When teachers yell, he sings.
by Maureen Stewart

4. 67
My Brother
My brother Hugh’s an idiot
As you will plainly see.
He has a hobby which he calls
“To live excitedly!”
He loves to be in danger,
And though he scares us stiff,
He has to have what he calls “fun”—
Like hanging from a cliff!
Or teasing farmer Bradshaw’s bull,
Which is a vicious brute,
Or palling up with criminals
Who only want to shoot.
He likes to work at chemistry
And play with chemicals
Which have a warning on the jar —
“Too dangerous to use!”
When we go to the seaside,
We lose Hugh every time.
Of course he’s swimming way beyond
The board, “Not past this line!”
Everything that’s dangerous
He’s sure to want to do,
The hospital’s reserved a bed
Just for my brother Hugh!
We’ve treated him for bruises,
For burns and fractured bones,
But if he’s not in danger
He’s always full of moans.
He’s had so many stitches
He’s like a patchwork quilt.
But injuries don’t worry him —
Of iron he is built.
In short: if you’ve got brothers
Who make problems for you,
I’ll gladly swap them any day
For my dear brother Hugh?
by Lynne Attwood

5. 68
When I Feel Sad
When I feel sad,
I feel as if I am on another planet
Watching stars float by.
Because when you are sad on earth,
people just don’t understand your feeling.
You go and sulk in a corner,
and this feels to me like a planet in space,
And the stars keep me company with their sparkling
and shining.
When I feel better, I go back to earth again
by Stephen McConnell (13 years)
Anger
Red hot tongues lick at you from inside,
As things all around begin to shimmer.
Pent up feelings begin to group together
Ready for an explosion within.
Everyone is against you, and you are mentally boxed in.
But you know that only more trouble would follow,
And your anger dissolves into tears.
by Robyn Gordon
Angry
You feel as if you could jump on them,
As if to kill them in anger,
It feels as if you had strength,
Of a hundred men.
You get in a kind of trance,
And go pushing people about,
The slightest thing that goes wrong,
Makes you blame it on someone else.
If a person gets angry with you,
You try not to listen.
by John Donald Williams (11 years)

6. 69
I Share My Bedroom
I share my bedroom with my brother
and I don’t like it.
His bed’s by the window
under my map of England’s railways
that has a hole in just above Leicester
where Tony Sanders, he says,
killed a Roman centurion
with the Radio Times.
My bed’s in the corner
and the paint on the skirting board
wrinkles when I push it with ny thumb
which I do sometimes when I go to bed
sometimes when I wake up
but mostly on Sundays
when we stay in bed all morning.
That’s when he makes pillow dens
under the blankets
so that only his left eye shows
and when I go deep-bed coal mining
for elastoplast spools
that I scatter with my feet
the night before,
and I jump onto his bed
shouting: eeyoueeyoueeyouee
heaping pillows on his head:
“Now breathe, now breathe”
and then there’s quiet and silence
so I pull it away quick
and he’s there laughing all over
sucking fresh air along his breathing-tube fingers.
Actually, sharing’s not so bad.
by Michael Rosen

7. 70
Happiness
What is happiness?
Happiness is when you share your things,
Families when they laugh together.
It’s the joy of living,
When a new person arrives into the family,
Happiness can be so many things,
Like birds and their young ones learning to fly,
When you go on trips,
And the joy of feeding the animals on the farms,
That’s what happiness is.
by Joan Terry (10 years)
The Quarrel
I quarrelled with my brother,
I don’t know what about,
One thing led to another
And somehow we fell out.
The start of it was slight,
The end of it was strong,
He said he was right,
I knew he was wrong!
We hated one another.
The afternoon turned black.
Then suddenly my brother
Thumped me on the back,
And said, “Oh, come along!
We can’t go on all night —
I was in the wrong.”
So he was in the right.
by Eleanor Farjeon

8. 71
Nursery Rhyme Alphabet
A ________________________________________________________________________
B ________________________________________________________________________
C ________________________________________________________________________
D ________________________________________________________________________
E ________________________________________________________________________
F ________________________________________________________________________
G ________________________________________________________________________
H ________________________________________________________________________
I ________________________________________________________________________
J ________________________________________________________________________
K ________________________________________________________________________
L ________________________________________________________________________
M ________________________________________________________________________
N ________________________________________________________________________
O ________________________________________________________________________
P ________________________________________________________________________
Q ________________________________________________________________________
R ________________________________________________________________________
S ________________________________________________________________________
T ________________________________________________________________________
U ________________________________________________________________________
V ________________________________________________________________________
W ________________________________________________________________________
X ________________________________________________________________________
Y ________________________________________________________________________
Z ________________________________________________________________________

9. 72
Friendship interview 1
About how many people would you rate as best friends up to now?
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Have you had any friendships which have lasted since childhood days?
______________________________________________________________________
Describe the longest friendship you have had and why you think it lasted.
____________________________________________________________________
____________________________________________________________________
What do you value most in a friendship?______________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Have your views of friendship changed as you have become older?_______
____________________________________________________________________
Do you consider your best friends are those of the same or of the opposite gender?
____________________________________________________________________
Have you always had friends of (a) the same gender? (b) the opposite gender?
____________________________________________________________________
Could you describe the act of friendship which most stands out in your memory?
____________________________________________________________________
____________________________________________________________________
What would be your major advice to someone wanting to build friendship?
____________________________________________________________________
____________________________________________________________________
Name and approximate age of person interviewed. _____________________

10. 73
Friendship interview 2
About how many people would you rate as best friends up to now?
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Have you had any friendships which have lasted since childhood days?
______________________________________________________________________
Describe the longest friendship you have had and why you think it lasted.
____________________________________________________________________
____________________________________________________________________
What do you value most in a friendship?______________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Have your views of friendship changed as you have become older?_______
____________________________________________________________________
Do you consider your best friends are those of the same or of the opposite gender?
____________________________________________________________________
Have you always had friends of (a) the same gender? (b) the opposite gender?
____________________________________________________________________
Could you describe the act of friendship which most stands out in your memory?
____________________________________________________________________
____________________________________________________________________
What would be your major advice to someone wanting to build friendship?
____________________________________________________________________
____________________________________________________________________
Name and approximate age of person interviewed. _____________________

11. 74
Friendship interview 3
About how many people would you rate as best friends up to now?
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Have you had any friendships which have lasted since childhood days?
______________________________________________________________________
Describe the longest friendship you have had and why you think it lasted.
____________________________________________________________________
____________________________________________________________________
What do you value most in a friendship?______________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Have your views of friendship changed as you have become older?_______
____________________________________________________________________
Do you consider your best friends are those of the same or of the opposite gender?
____________________________________________________________________
Have you always had friends of (a) the same gender? (b) the opposite gender?
____________________________________________________________________
Could you describe the act of friendship which most stands out in your memory?
____________________________________________________________________
____________________________________________________________________
What would be your major advice to someone wanting to build friendship?
____________________________________________________________________
____________________________________________________________________
Name and approximate age of person interviewed. _____________________

12. 75
Friendship interview 4
About how many people would you rate as best friends up to now?
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Have you had any friendships which have lasted since childhood days?
______________________________________________________________________
Describe the longest friendship you have had and why you think it lasted.
____________________________________________________________________
____________________________________________________________________
What do you value most in a friendship?______________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Have your views of friendship changed as you have become older?_______
____________________________________________________________________
Do you consider your best friends are those of the same or of the opposite gender?
____________________________________________________________________
Have you always had friends of (a) the same gender? (b) the opposite gender?
____________________________________________________________________
Could you describe the act of friendship which most stands out in your memory?
____________________________________________________________________
____________________________________________________________________
What would be your major advice to someone wanting to build friendship?
____________________________________________________________________
____________________________________________________________________
Name and approximate age of person interviewed. _____________________

13. 76
Feelings words
These words are to be used for the activity on page 26, Day 5.
Cut  along each line. Place the words in the most suitable column
mad furious frustrated hurt
tearful miserable joyful petrified
glad displeased unhappy delighted
scared shocked cheerful anxious
cross ecstatic startled annoyed
depressed concerned sorry pleased
content jealous exhilarated frightened
disappointed thrilled fearful horrified
terrified irritated afraid irate

14. 65
CHECKLIST OF ACTIVITIES TO RETURN THIS FORTNIGHT
Day 1 Paragraph about own family unit
Family and Me — pictorial representation
Written response — questions about families
Day 2 Recorded discussion — case history
Written response to one case history
Words! Words! Words! — Prefixes and suffixes— 12 words
Day 3 Six questions about On Loan
Mini story using four kinds of nouns
Words! Words! Words! — Abstract nouns and family words
Day 4 Written response to three areas — Love, fear, anger
Words! Words! Words! — Word search — unit words
Day 5 Cloze exercise — Behaviour
Classifying “feelings” words
Cartoon or short story to illustrate “feelings” word
or
“Feelings” mask and written description of role play
Words! Words! Words — Spelling test
Day 6 3 question response to Hating Alison Ashley
Descriptive writing —Erica or someone you know
(Draft to be returned as well.)
Day 7 Response to Being Me
List — Top Ten Things ...
Friendship interviews — 3 written observations and survey sheets
Friendship card
Words! Words! Words — Verbs alphabetical rhyme
Day 8 Classifying people and situations — least/most stressful
Sentences about handling stress.
Response to Being Me
Words! Words! Words — concatenations — prefixes
Day 9 Be Smart — Don’t Start activities
Words! Words! Words — Dictionary work —unit words
Day 10 Recorded reading of poems
Be Smart — Don’t Start activities
Letter to a Year 5/6 student
Words! Words! Words —Test of twenty spelling words
–– Dictation
Don’t forget to send your oral work!

15. 2
Unit 2F Day 1
Day 1
Today you will be looking at:
• what is a family and what is means to you
• how the family has changed
• your new spelling words and Look Cover Write Check
What is YOUR idea of a typical family? Discuss this with your supervisor before
reading on. You’ll have a chance to represent it visually a bit later.
This picture represents three generations of a family. Is this a typical family? Is
your family different?
Many of you probably have family photos depicting a similar scene to the one at
right. However not all families are like the one pictured above.
The most common type of family unit in Australia is made up of one or two parents
and a small number of children (usually less than three), living together. This type
of family is often called a nuclear family.

16. 3
Unit 2F Day 1
Introduction continued
In the past, the family unit has been very different with families often having a
large number of children as well as a close network of older adult relatives living
together.
Today if a family consists of one or more parents and their children, as well as
grandparents or other relatives living together, we call it an extended family.
The first picture on this page shows an extended family.
There are other kinds of family units — just some of these are listed below.
• parents and children • husband, wife and children
• one-parent families • separated/divorced families
• step families • foster families
• adopted families • extended families
• a couple without children
You can see a United Nations (an international organisation for world peace)
definition of a family on the next page.
Definition of a family
The family is the basic unit of society, providing emotional, financial and
material support for the growth and development of its members, and in
particular, caring for those who are dependent e.g. children.
For you to do SEND
Look again at the list of different family types on the previous page. How would you
describe your family? Talk about this with your supervisor before writing a
paragraph telling me about your family unit and how you would classify it.

17. 4
Unit 2F Day 1
Whatever its name, your family is the group you are born into or become part of
through adoption. A family is important because it meets the many needs you have
throughout your life. The family means many things to people. It may mean among
other things:
• companionship
• raising children
• nurturing • mutual support
• emotional closeness • teaching values
and cultural traditions

18. 5
Unit 2F Day 1
What does your family mean to you? continued
For you to do SEND
I’d like you to make a pictorial representation showing what family means to you.
Before you start, think, “What does my family mean to me? Talk about this with
your supervisor. On scrap paper, list the words and thoughts that come into your
mind.
You will need:
• a plain A4 sheet of paper
• coloured pencils, pens . . . your choice!
• your own drawings or magazine pictures
• a photo or drawing of yourself
How to go about it:
• Start with an attractive heading Family and me
• Next put a photograph or sketch of yourself in the middle of the page.
• Now make lines like bicycle spokes out from the centre. (your picture)
• At the end of each line write the words which represent family to you.
• Accompany the words with your own sketches, photos or magazine pictures.
This is Tim's representation before he placed his pictures. I'm sure that you will be
thoughtful and include many other special things in yours.
caring
sharing
clothing
love
me education
food health
values

19. 6
Unit 2F Day 1
In 1861 women in Australia had an average of five children.
The birth rate has dropped significantly with the 1996 census showing that women
had a birth rate of 1.87 children.
1861 2005
Not only is the size of the family changing but the age at which women are having
their children is also changing.
For women aged 30–39, there is an increase in the birth rate whilst there is a
decrease in the rate of births for younger women.
For you to do SEND
1. Why are women having fewer children and why are women becoming
mothers at an older age?
Discuss these two facts with your supervisor. Consider the many reasons.
Write a sentence or two telling me of your opinion.
2. You will need the picture chart titled Families Are Changing which was
included with your resources for this unit.

20. 7
Unit 2F Day 1
For you do to continued
(a) Look at the picture and talk about it with your supervisor before
answering these questions.
(b) Write a sentence telling what type of family is represented in the centre
of the page.
(c) Memory bubbles are used to show the changes that have taken place in
the lives of four of the family members. The arrows will help you with
the sequence of events.
Choose one of these pictorial memories and describe in words, your
understanding of the changes that have taken place in that person's life.
I think I’ll
check out
my birth
certificate for
my project.
I’m going to
see if I can go
back further
in my family
tree.

21. 8
Unit 2F Day 1
Words! Words! Words!
Instructions for Word Study
The process will be similar to the one you followed in Unit 1F.
Today you will need your:
• Look Cover Write and Check (LCWC) book
• Have-a-go booklet
• spelling page for this unit
For you to do SEND
1. You should now get the spelling page for this unit.
3. You will notice a Week One and a Week Two column. At the beginning of
each week you will be asked to select ten words which you have recently
found difficult to spell.
These can be from your:
• own writing
• Have-a-go booklet
• reading
• memory
4. Go over these words and your Unit Words with your supervisor.
Make sure that you know what they mean and how to pronounce them.
If in doubt, consult your dictionary.
5. Say the word aloud as you write them in the column headed Own Words.
You can do this now.
6. Next carefully copy your twenty words into your LCWC book.
7. In the column next to the words write any smaller words you can find inside
them. This may help you to learn to spell the words.
For example: emotional — emotion, motion, on
During the next three days you will be doing word study activities and learning to
spell these words using the LCWC method.
On the last day of the week your supervisor will test the twenty words for the week.
This will be your weekly routine for the rest of the year.

22. 9
Unit 2F Day 2
Day 2
Today you will be looking at:
• feelings and emotions
• reading and responding to given text
• prefixes and suffixes and Look Cover Write Check
How do you feel today? Are you happy? Upset? Angry? Curious? These are just
some of the words we use to describe our feelings and emotions.
Whenever a group live together there will sometimes be conflict. It is normal for
people to have different feelings, emotions and views on situations.
Most of us can at times be described as careless, thoughtless, rude, unco-operative
or badly behaved — all behaviours that can effect those with whom we live. Our
behaviour may change depending on the people we are with at any time.
The 6 year old who is a “model child” when visiting Granny, may be an absolute
“monster” at school.
Every family experiences problems occasionally. Sometimes these can have an
adverse effect on all family members.

23. 10
Unit 2F Day 2
For you to do SEND
On the next four pages you will find four case histories of families experiencing
problems.
1. Read each story with your supervisor or another adult. Why not take it in
turns to read the stories aloud to each other?
Together discuss the questions at the end of each story. Record one of
these story discussions. Don't forget to announce which story you are
discussing before you start.
2. On page 13 I've listed some further points to consider. Choose only one of
the stories and write a paragraph or two responding to the points I've
raised.
3.
You might wish to talk it over with your supervisor before you write.

24. 11
Unit 2F Day 2
home and watch television. It isn’t that
he doesn’t want to be friendly with
Paul other boys but he is very sensitive
about his speech and afraid that others
will make fun of him, or worse still,
ignore him completely. Paul looks
perfectly normal for his age and no-one
could tell that there was anything
different about him until they try to
talk to him. He has lots of memories of
being mocked and made fun of by
children because of his speech.
Paul Hirst is 13 years old and lives Paul’s parents have done all they can
with his mother, father and two to help him, although it is a little
younger sisters – Sue who is 10, and annoying to have a member of the
Jackie who is 7. Paul is deaf, not just family who can’t hear you calling them
hard of hearing but what the doctors to meals etc. They realise that it is
call severely deaf. He was born deaf, so very important for him to get out of the
he has never heard sounds properly house and meet other people and have
and does not even know what the tried many times to get him to make
voices of his family sound like. He friends with other boys. Paul has
cannot hear his own voice clearly, so he resisted this and it is difficult to argue
has to concentrate to make sure he is with someone who is deaf –
not talking loudly. Although he tries particularly when he doesn’t even want
very hard to talk correctly, his speech to listen. Mr Hirst wants him to join
is rather difficult to understand. the new Community Centre. To
(People learn to speak by listening to encourage children to join, the Centre
and imitating the sounds made by has sent invitations to a Christmas
others. If a person cannot hear other party to all children in the
speak, he will find it very difficult to neighbourhood. Sue and Jackie are
make the correct word sounds.) excited about the invitation but Paul
There is nothing wrong with Paul’s doesn’t want to go.
mind. He is a normal intelligent boy,
but because he cannot hear properly
has always found it difficult to learn
things as quickly as others.
Paul goes to school in town. He’s
lucky because the comprehensive
school has a unit with lots of special
equipment for deaf children. One of the 1. Try to put yourself into Paul’s
skills that Paul has learnt very well is shoes: Try to imagine how he
to lip read – that means he is able to feels about the situation
understand the words which others are
saying by watching their lips move. 2. Try to put yourself into Mr
He hasn’t any friends apart from the
Hirst’s shoes: How does he feel
children he meets at school. He doesn’t
go out much but prefers to stay at about Paul? How best can he help
the situation?

25. 12
Unit 2F Day 2
and quite a lot of bickering between
Gran the children and Gran about what
programmes they should watch on
television. Mr and Mrs Ash get very
irritable too and keep on getting on to
Jill and Tim about working harder at
school to be like John.
Mr and Mrs Ash get very cross with
the children when they bicker with
Gran – particularly when they cheek
her. They also get very cross with Gran
John (aged 14), Jill (aged 11) and and after the children have gone to bed
Tim (aged 8) live with their parents they often hear some angry voices
Ted and Sybil Ash in a street in an downstairs which normally ends in
industrial town. Their grandmother – Gran saying that it would be better if
Sybil Ash’s mother – lives with them as she were dead or if she had stayed in
well, ever since Grandad died three her own home.
years ago.
John is very good at school, works
hard and gets good marks. He comes
out on top of his form in most things at
the comprehensive school. Jill and Tim
are having John held up to them as a
shining example. Jill likes drawing and
making things with her hands is quite
popular with her friends. Tim is happy-
go-lucky and doesn’t seem to worry
about anything.
All three children were glad when
Gran came to live with them as she
was always such a good sport. Since 1. Try to put yourself in the
Grandad died, however, she has children’s shoes. Describe how
become rather moody and withdrawn they feel about the situation.
and always seems to be watching
television. She hardly ever goes out in
2. Try to put yourself into Gran’s
spite of the fact that there is a friendly
and thriving old people’s club in the shoes. Say how she feels about
next street. In fact Gran has become losing her husband and leaving
something of a problem to the children home.
and the family. She has become short-
tempered with the children in 3. Try to put yourself into Mr and
particular and wants her own way
Mrs Ash’s shoes. Describe how it
about everything. During the winter
months especially, there is a great deal might feel to have your children
of tension when they are all at home quarrel with your mother.

26. 13
Unit 2F Day 2
her mind whether to leave school next
Pulling our weight term when she is 16. Her mother
wants her to find a job in order to help
with the housekeeping.
Tony has just got a job delivering
newspapers and feels that what he
earns should be his to spend. Both his
mother and Marilyn think that he
should give some of his money to his
mother, particularly as they are saving
to go away together for a holiday in the
Mrs Short has two children, Marilyn summer.
aged 15 and Tony aged 13. Mrs Short
divorced her husband two years ago
and has had to cope with the family
since then. The Shorts live in a flat in a
city and since the divorce Mrs Short
has found a job in the local factory to
make ends meet. Both children were a
great help to their mother at first after
the divorce but now do less and less
about the home. There have been
several rows already because of the
children’s reluctance to help and
yesterday when Mrs Short came home
from the factory at a quarter past five
to find no tea prepared she became
very cross. She was particularly angry
with Marilyn, who she thinks is old
enough now to take on much more 1. Try to put yourself in Mrs
responsibility for the running of the
Short’s shoes. Describe what she
home.
Marilyn is resentful that Tony doesn’t feels like when she returns home
come in for quite so much criticism from work to find no one has
from their mother and when she prepared tea. What could she do
mentioned this to him he said its girl’s about the situation?
place to help around the house anyway.
This made her very angry and they had
a blazing row. Marilyn has quite a lot
of homework to do and can’t make up 2. Try to put yourself into Marilyn’s
shoes. Explain what she feels like
when Tony tells her that
housework is only for girls. Act
out this situation.

27. 14
Unit 2F Day 2
caught herself wondering what it
would have been like if Terry had died
Wendy when he was younger or if he were to
be taken to live in a school for
handicapped children.
Such thoughts make Wendy feel
guilty and she is really nice to Terry
for a day or so afterwards. She and her
mum have been having more and more
rows recently and Mrs Tomlin is very
tired and drawn. A social worker called
the other day and suggested that Terry
Mr and Mrs Tomlin live in a small could be sent on a holiday for two
house in a small town and have two weeks during the school holidays to
children. Wendy who is 13 years old give Mrs Tomlin a rest. Someone
and Terry who is 7. has to accompany Terry
Wendy is lively and bright, likes to the holiday centre and
school and has several friends who Mr Tomlin is unable to
often call to see her or to walk to school get time off work to go.
with her in the mornings.
Terry is crippled in both legs and will The social worker has
never be able to work – he was born suggested that Wendy
with a disease called spina bifida. should accompany Terry
Although he still has to go to hospital but she isn’t keen to go.
for a check-up occasionally he is quite
bright in himself. Terry attends the
normal junior school in a wheelchair 1. Try to put yourself into Wendy’s
and is pushed there most mornings by shoes, Terry’s shoes and Mrs
his mother. The children at school like Tomlin’s shoes. Record in some
Terry, who always has a store of funny
way what they would think and
stories and jokes.
Mrs Tomlin has to spend quite a lot feel about the situation.
of time doing things for Terry when he
is at home and often gets very tired – 2. Write down what Mrs Tomlin
particularly at weekends and during would say if Wendy said she
the school holidays. Wendy loves both wouldn’t go away with Terry.
her parents and Terry, but often feels
neglected at home and considers her 3. Say how Wendy would behave
brother to be the favourite. She also towards Terry if she was made to
feels that her mother picks on her a lot go away with him.
and is always asking her to do jobs
around the house, particularly for 4. Write several sentences to show
Terry. Recently, Wendy has come to
how you think the story might
resent Terry a little because she feels
that he has become the centre of her end.
parents’ interest. Worse still, she has

28. 15
Unit 2F Day 2
Points for further consideration and discussion
Remember you only need to choose one of these for your written response.
Paul What could be done to help by the family?
(see page 9)
Imagine that you live near to Paul and you are going
to the party yourself and think that he might go if
you asked him to. How would you feel about this?
How would you set about persuading him?
Gran Is it normal for families to have quarrels?
(see page10) What do you think?
How do you think Jill and Tim feel when John is
held up as an example to them?
Are adults always right? Would it be better if Gran
left the family?
Suggest some ways in which the difficulties in the
family might be overcome.
Pulling our Should helping about the home be a normal part of
weight family life?
(see page 11)
Do girls have a particular responsibility to help their
mothers in the home?
Should children keep all the money they earn from
outside jobs?
Wendy What should Wendy do? How many options are open to her?
(see page 12)
Do most people have feelings like Wendy about other
members of the family?
Should Mrs Tomlin think a little more about Wendy and her
feelings?
Should Wendy talk to someone about the way she feels?
Who should it be?

29. 16
Unit 2F Day 2
Words! Words! Words!
Suffixes and prefixes
How do I find a
word beginning
with a prefix in
the dictionary?
The dictionary
lists prefixes
and suffixes
In Unit 1F you learnt a little about suffixes and prefixes.
Do you remember?
Prefixes are added at the beginning of a root or base word to form a
new word.
They are printed in the dictionary like this: be-, un-, pre-, semi-.
The hyphens show that they are prefixes and not complete words.
Suffixes are added at the end of a root word to form a new word and
are printed in the dictionary like this: -ant, -ly, -ful.
The hyphen shows that they are suffixes and not complete words.
On page 8, I used the words, unco-operative and thoughtless when talking about
behaviour. Did you notice the prefix un and the suffix, less?

30. 17
Unit 2F Day 2
Suffixes and Prefixes continued
For you to do SEND
1. Below are some common prefixes. Write two words beginning with each
prefix and beside each word, write the meaning.
e.g. unco-operative — not co-operative
il- im- non- mis-
2. Below are some common suffixes. Form a word from each of them and use
that word in a sentence.
e.g. thoughtless — It was a thoughtless thing to do.
-al -able -list -less
Now it is time to learn this week's twenty words.
Remember:

31. 18
Unit 2F Day 3
Day 3
Today you will be reading about Lindy who was born in Vietnam and adopted by her
Australian parents when she was a small child.
You will join the family at Lindy’s 14th birthday celebration. Her adoptive father
Geoff, is about to make a speech to the gathered family and friends.
The extract from On Loan, by Anne Brooksbank, is in Literature Collection 1.
Get a comfortable spot to sit while you find out about Lindy’s dilemma.
Ask your supervisor to read the extract too so that you can discuss it together!
For you to do SEND
You will probably need to scan read the story once again to answer these questions.
1. Geoff made a significant speech at Lindy’s fourteenth birthday party, about
which Lindy says,
“He tries to say what he really thinks. People don’t always understand.”
Read Geoff’s speech again. Discuss it with your supervisor.
What are some of the problems that might arise from it?
2. How do we learn that the family unit is very important to Geoff?

32. 19
Unit 2F Day 3
Literature study continued
3. Why was Lindy’s friend Julie envious of Lindy?
4. What impact did the first letter from Lindy’s birth father have on Lindy and
her Australian family? Talk about this with your supervisor before writing
your response.
5. Lindy bought an airmail writing pad, envelopes and a new biro at the
newsagent to write to her birth Dad in Vietnam. Why do you think she didn’t
want to ask Marj for writing paper?
6. Although Lindy knew she was adopted, she had not been told anything of her
birth family or introduced to the culture of her country of birth.
Put yourself in Lindy’s shoes. Would you want to have known?
Give your reasons.

33. 20
Unit 2F Day 3
So many of the words we use when we are speaking, reading or writing are nouns,
(naming words). A noun has an important part to play in a sentence because it tells
who or what the sentence is about.
There are four main kinds of nouns: proper nouns
common nouns
abstract nouns
collective nouns
A proper noun names a particular person,
place or organisation. Proper nouns always
begin with a capital letter whether they
are at the beginning of a sentence or not.
For example: Lindy, Vietnam, Red
Cross, Clarendon Street
Dr Sarah O’Hara
Common nouns are the names given to
all objects of the same kind — people,
places, animals or things. Common
nouns within a sentence do not have
capital letters unless they are at the
beginning of a sentence. For example:
friend, country, scissors
dog
Abstract nouns are the names of ideas,
emotions, actions and feelings.
For example: friendship, honesty, anger,
anxiety, cheerfulness, sadness
anxiety
Collective nouns give names to a group or
collection of people, animals and things.
For example: herd, audience, fleet
crowd
For you to do SEND
Write an interesting “mini story” (just a couple of sentences), using all four kinds of
nouns. Underline the common nouns in red, the proper nouns in blue, the
collective nouns in green and the abstract nouns in yellow.

34. 21
Unit 2F Day 3
Words! Words! Words!
Abstract nouns
Remember! Abstract nouns are the names
of ideas, emotions, actions and feelings.
1. In his letter, Lindy’s Vietnamese father Le, talks about coming to Australia
to see Lindy. Choose two abstract nouns which would be suitable for the
reactions of each of the following people in this situation.
Lindy ……………………………….. …………………………………
Geoff ………………………………. …………………………………
Le ……………………………….. …………………………………
Marj ………………………………… …………………………………
Get your supervisor to check your words before writing the names of the people and
the abstract nouns you have chosen.
2.
3. Have you wondered how the word, family
came about?
In Ancient Rome, familia was the word for
a household. A household slave was a
famulus, hence family, a household of
people.
The meaning of the word has changed a lot
over the years. family
(a) You have been reading a lot about families this week. Find the word family
in your dictionary. List as many words as you can find which are derived
from the word family, including compound words.
(b) Use two of these words in interesting sentences of your own.
It's your Look, Cover, Write, Check time. I hope that by now you are getting
many of your twenty words correct on your first try. If not, keep working on them.
Congratulate yourself for every small improvement you achieve.

35. 22
Unit 2F Day 4
Day 4
Today you will be reading and writing about three emotions:
1. Love
2. Fear
3. anger
Yesterday you read about Lindy and her adoptive family and the emotional
upheaval that was brought about by the arrival of the letter from Lindy’s birth
father. Today we’ll take a close look at the role emotions play in our lives.
Read through the glossary below:
Glossary:
emotion an instinctive feeling as opposed to
reason, excited mental state
psychologist a person who studies the nature and
functions of the human mind.
self-preservation the instinct to go on living and avoid harm
Some psychologists believe there are three basic emotions — love, fear and
anger.
They believe that the other emotions come from these three and are a mixture of
them. They also believe that these three emotions grow directly from the instinct of
self-preservation, and are very important indeed.
What is self-preservation?
We are all born with the instinct of self-preservation. This means keeping your
body safe from harm and also your mind in a state of well-being.
You need to feel “good” about yourself and the world you live in.

36. 23
Unit 2F Day 4
The three basic emotions
Let’s take a closer look at those three basic emotions.
• You love the things that give
you pleasure and make you
feel safe and secure.
• You fear the things which
make you feel threatened.
• You are angry when
something upsets your
pleasure and stops you
getting your own way.
Love is an emotion that can make people happy.
Love could be called the health “cocktail” as it is a mixture of different ingredients
that make you feel good.
Happy people are — on average — healthier than unhappy people.

37. 24
Unit 2F Day 4
Did you know that there are different kinds of love?
Self love
Babies are cuddled, comforted, fed and kept warm.
This makes them feel “good” and happy. As well,
happy feelings flow to the people who make them feel
this way. This is called “self love” because the baby’s
love is about getting pleasure.
Give-and-take love
As children grow they begin to understand that to
get happy feelings they must give them too. They try
to please their parents and others. They learn to
share things such as toys.
Romantic love
During the teen years, romantic love becomes a powerful drive
for some. It can make people “blind” to the faults of those that
they love in this way.
Romantic love alone can lead to an unhappy partnership. If it
is balanced with other things it can be very happy.
Mature love
This is a mixture of the other loves, but it is far more out-going. Emotionally
mature adults strive for the happiness of their children and each other. They look
after their friends and family and do what they can to help others.
Altruistic love
This is called the highest form of loving. It means you devote your life to the
happiness of others, and do not expect anything in return. e.g. Mother Teresa, was
a nun, who put high ideals and love of others above herself, helping the poor in
India.

38. 25
Unit 2F Day 4
For you to do SEND
1. • When do you have feelings of love?
• What and who do you love?
• Make a list of these and describe your feelings.
or
Make three boxes. Now draw yourself in three
loving situations.
Imagine you are going home after visiting a friend. It is the middle of winter and
it’s already dark. You hear footsteps on the pavement behind you. You turn
around.
You see a furtive looking character and a stranger to the area.
He quickens his pace and makes weird noises. Your heart thumps. Your breath
comes in thick gasps. You break out in a cold sweat. You are afraid!
Reacting to fear
Your body reacts automatically to fear. It is instinctive behaviour that you cannot
control. Adrenalin, sometimes called the “fear” hormone, pours into your blood.
It floods right through your body, speeding up your breathing and your heart rate.
This causes extra oxygen to be rushed to your muscles and an enormous amount of
energy is released. You become tensed up. Suddenly your body has only one interest
— to get you out of trouble!
Fight or flight?
How you will react will depend on the sort of person you are and the situation.
Whatever you do, the adrenalin has prepared you for action.
This is most important if you are in a life-threatening situation. Most of the time
however, our fears are about minor things and situations which we must face. e.g.
waiting in line to have an immunisation injection

39. 26
Unit 2F Day 4
What is anxiety?
Anxiety is a milder fear. Everyone has anxious moments about themselves now
and then. A little anxiety is fine because it keys you up to do better. Anxiety can be
harmful if it becomes a habit — a non-stop worrying and nagging inside the mind.
People who stay anxious can be unhappy and tense. They risk losing their sense of
well-being.
Are you an anxious person?
Some people enjoy feeling slightly anxious and tense.
They thrive on inner challenges. Other people do not.
If you are a slightly anxious person and you don’t enjoy
it, what can you do about it?
Try making a list of your problems. Then read through
the list. Does worrying about the problems make them
any better — honestly? Relax. Learn to talk through your
anxieties with family members or friends. Talking really
does help: keeping quiet does not.
For you to do SEND
When have you been really frightened or felt threatened? How did your body react?
What makes you angry? Is it when you cannot have your own way — perhaps not
being allowed to do something or buy something that you want?
Or do you only get angry when you are unjustly accused — perhaps being told off
for something you did not do? Try to remember when you were last angry. How did
you feel?
• Write briefly telling me about the experience and how you felt.
• Try to choose words that will paint a picture for me so that I can feel your
fear.

40. 27
Unit 2F Day 4
Three choices
You have three main choices when you are in situations that cause you to be angry.
• You can suppress (hold in) your anger.
• You can express (show) your anger.
• You can channel (let out safely) your anger.
Let’s look at the reactions of three people in similar situations. Each believed that
the umpire had given an unfair call against them in an important junior doubles
tennis match.
Kelly suppressed (held in) his anger. He raged and fumed
inwardly. He played badly for the rest of the game because he
didn’t have his mind on what was happening. That night he
didn’t sleep well and he still felt resentful of the umpire the
next day.
Fiona expressed (showed) her anger. She shouted and
stormed and threw her tennis racquet to the ground.
She called the umpire names and completely disrupted the
game. She and her partner were disqualified from the
competition because of her behaviour.
Matthew channelled (let out safely) his anger. He said
nothing although he was furious inside. As the game
continued he used his energy to dive for “impossible” shots and
hit some great winners. He played better than he’d ever
played before and by the end of the game he’d completely
calmed down, the umpire’s bad decision forgotten.
• Suppressed anger may not be good for you. If you let the fires of rage go on
burning inside, you will become very tense.
• Expressed anger may be good for you but bad for the people you pour the rage
over — as well as, in the case of Fiona, her tennis doubles partner.
• Channelled anger is usually the best choice. Anger however is a very powerful
emotion and this is not always easy. It takes much practice, a lot of self-control
and even more common sense!
For you to do SEND
How would you have reacted in the tennis incident? Have you ever been in a
similar position to this? How did you react?
Write a few sentences telling me when and why you were angry. How did you
handle the situation?

41. 28
Unit 2F Day 4
Words! Words! Words!
Revision of unit words
For you to do SEND
Let’s take a final look at your unit spelling words for this week. I’m sure that you
will be clever enough to find the ten words — or a word derived from them, in the
Word Search below.
• As you find a word, highlight or circle it.
p a m l e s t c e p i d
a d o p t l e o x r a w
s r i a g l m d p r n p
b e h a v i o u r z x a
i n o l o o t p e p i d
t a r p x g i q s v o o
e l m s j e o p s f u p
n i o m z i n s t t s t
e n n p l e a s u r e i
a c e w r w l d p r u o
i m p o s s i b l e g n
l a b l o x y g e n h o
• Now carefully copy and write the words you’ve found so that I can see how clever
you’ve been.
• Look Cover Write and Check time.
• Remember it is test day tomorrow. I’m sure you will do well.

42. 29
Unit 2F Day 5
Day 5
Today you will be reading and writing about three different types of behaviour:
1. Instinctual
2. Emotional
3. Intelligent
Yesterday you read about that "bad" call by the umpire during the tennis match.
You could see from that incident how emotions can have a considerable effect on
the way we act and behave.
What is behaviour?
Have you ever thought about why you behave in a certain way?
We can classify our behaviour into three types.
Instinctive behaviour
This is when you do something automatically without thinking. Often this can be
something you have learned at a young age to protect you from harm. If for
example you pick up an extremely hot plate, you will instinctively let it go to
save your fingers from a bad burn. We call this a learned reflex. Can you think
of another situation like this?
Emotional behaviour
There are times when your emotions are in control. You act impulsively
(emotionally) whether it helps you or not. An example of emotional behaviour
was Fiona throwing the tennis racquet and calling the umpire names.
Intelligent behaviour
As you learn to reason things out, your actions become controlled by your
intelligence. You act in the way that will help you most, no matter what your
instincts or emotions tell you. Matthew was displaying intelligent behaviour
when he didn't allow the umpire's “bad” call to disrupt his tennis game.

43. 30
Unit 2F Day 5
For you to do SEND
To find out more about how and why we behave as we do, you will need to complete
the cloze activity below. Here's a reminder on how to do it.
1. Read through the passage and pencil into the gaps the words you think
might go there. Sometimes several words could be suitable.
2. Now read the passage out loud. Does it make sense? If not, try other words
until you are happy with what you have written.
3. Finally write the words out in pen. At the end of the fortnight, send it in with
the rest of your work.
Behaviour
Behaviour is what you do—the way you act and react. Your emotions and
intelligence show in the way you behave.
If some people always acted intelligently and ____________ always acted
emotionally, it would __________ easy to understand behaviour. But people chop
and change ____________ one kind of behaviour to the ____________.
Very young children are ruled by __________ emotions. They cannot help
behaving "childishly". They __________ only just begun to think, to reason,
___________ know and to understand. It takes a long _____________ and a lot of
practice to learn to _____________ with intelligence. Most people spend most of
____________ lives making choices between the two.

44. 31
Unit 2F Day 5
Cloze activity continued
The older people get, the more they ____________ reason out their behaviour.
This is because they ___________ more used to their emotions, and know which
ones
_____________ can trust and which ones might let ___________ down. They have
also made many mistakes and will have learnt _____________ them.
In spite of these things, adults _____________ often ruled by their emotions.
The important thing is that they try ____________ keep the negative emotions
under __________ sort of intelligent control. Keeping your emotions under some
____________ of intelligent control is a big part ___________ what growing up and
becoming an adult is about. This can start _____________ any age — from seven to
seventy!
People frequently say, "I couldn't help myself". Very often __________ is true.
There is nothing wrong in ___________ ruled by your emotions. It depends on
___________ situation you are in at the time.
Sometimes people who let ___________ intelligence rule their emotions are
called "cold fish". What do you think? (Discuss this with your supervisor.)

45. 32
Unit 2F Day 5
Feelings
For you to do—Complete the two tasks outlined below:
Task 1
1. There are many words that describe our feelings. Some of these are listed on a
separate page headed Feelings Words which you can remove from the back of
this unit.
Your task will be to classify them into one of four categories.
You will need:
• a dictionary to look up the meanings of some of the words
• page headed Feelings Words
• a partner (supervisor) to discuss the placement of words that you aren't sure.
How to go about it:
Make your page into four columns headed
Happy Angry Sad Scared
• Read the listed words. Beside each word, pencil in the first letter of the word
you think is most suitable. As there are two S words, write Sa for Sad, Sc
for Scared
• Place a cross (x) beside the ones you are unsure about. Look up the
meanings of these words in the dictionary and discuss their placement with
your partner.
• When you are satisfied with your classifying, carefully paste the “feelings”
words into the correct column.
Task 2—
Choose one of the “feeling” words and devise a cartoon or short story to illustrate a
situation where people would feel this way.

46. 33
Unit 2F Day 5
For you to do SEND
Spend some time now working on your special autobiographical project.
Are you looking for something extra to put in it?
Had you thought of writing a poem about yourself?
Here are two to give you some inspiration! Why not get your supervisor to help —
often two heads are better than one!
Jessica What words
could I use to
describe me?
J is for joyful, her heart is pure gold.
E is for easy-going, a happy soul.
S is for school work at which she takes care.
S is for sweet, loving and fair.
I is for intelligent, inquisitive, bright as the sun.
C is for caring and helping everyone.
A is for amiable — an angelic young thing.
Jessica's her name and happiness she'll bring.
Mark
M is for masculine, muscled and male.
A is for affectionate, freckled and pale.
R is for reasonable — that's him, all right.
K is for kindness — never gets in a fight.

47. 34
Unit 2F Day 5
Words! Words! Words!
Test time
For you to do SEND
Today your supervisor will give you a test of the twenty words you have been
learning this week.
Remember to check through it together.
Rewrite any incorrect words so that you will remember them for next time.
I’ll be interested to see how you go.