Teacher’s Guide - s3.amazonaws.coms3.amazonaws.com/edcanvas-uploads/275705/local/1389401977/Teacher's...those in this book, which is similar in its layout to a three-level guide

Teacher’s Guide

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Contents Table of Reading Levels 1

Answers to the questions in the main text 9 Poetry 1 ‘Cell Phone’ by Raymond Huber 9 2 ‘Mrs Midge’s Fridge’ by Kathleen Mayson 10 3 ‘Rules’ by Karla Kuskin 11 Fiction 4 ‘The Silent One’ by Joy Cowley 12 5 ‘Kingfisher Come Home’ by Witi Ihimaera 13 6 ‘Hope’s Rainbow’ by Janice Marriott 14 Non-fiction 7 ‘Harry Houdini – Escape Artist’ by Meryl Hughson 16 8 ‘MAF Beagle Brigade on Border Patrol!’ 17 from Waikato Times 9 ‘Dolphin Etiquette’ by Stephen Dawson and 18 Elizabeth Slooten Newspaper articles 10 ‘Croc Hunter’ by Meryl Hughson 19 11 ‘Babies in Danger’ from Reuters 20 12 ‘Shocking Text Bullying’ by Meryl Hughson 21 Magazine article 13 ‘Scary Mary’ from Tearaway Upstart magazine 22 Maori myth 14 ‘Te Waka O Aoraki’ retold by Philippa Graham 23 in association with Te Ao Hurae Tarawhata (Jo) Waaka (Kai Tahu)

© Pearson Education New Zealand 2007

Table of Reading Levels I have designed this Reading Levels table firstly to help teachers gauge the difficulty of the tasks

that have been set in Comprehension Skills for the English Curriculum: Levels 3–4, by giving the reading

level of each extract. I am a firm believer that, in any classroom, there will always be a wide range

of reading abilities. It is important to address this need by providing multilevel activities such as

those in this book, which is similar in its layout to a three-level guide.

Provision has been made for students’ differing needs (both academically and in learning styles),

and this means that there is – I hope – something for everyone to experience success in. To this end,

I’ve provided a pictorial question in each chapter, and have graded the tasks according to their

levels of difficulty. Level One in each chapter contains the easiest tasks, and Level Three the most

difficult ones.

Secondly, the tasks that are set in the chapters of the textbook have been listed in the Reading

Levels table. This has been done in order to make it quick and easy for teachers to view the types of

activity that occur in each chapter. This enables teachers to check the list to find out where a genre

or aspect of English which they currently are teaching occurs in the book, and to use this in

conjunction with their own teaching programme. For instance, if a teacher is teaching poetic

devices, then he or she may select, for example, Chapter 2, which is carefully designed to improve

students’ knowledge and skills in that specific aspect of the English curriculum.

Thirdly, I’ve sought to give teachers an opportunity to select activities which are suitable for

specific students, either because of their reading ability, or because the activities deal with high-

interest subjects likely to appeal to the students. I have put time into analysing what sorts of subject

are popular with teenagers, by surveying teenagers about their interests and favourite subjects. I

hope that this facilitates learning by encouraging students to read both for enjoyment and in order

to gain new insights along the way.

Meryl Hughson

May 2007

Teacher's Guide to Comprehension Skills for the English Curriculum Levels 3-4 1


Extract Page

no. Genre Reading

age (years)

Teaching points and associated activities

‘Cell Phone’ 2 Poetry 9 to 10 • Writing a humorous poem.

• Extending vocabulary knowledge.

• Making comparisons and noting similarities.

• Understanding how rhyme is used in poetry.

• Identifying fiction and non-fiction genres.

• Making illustrations.

‘Mrs Midge’s Fridge’

5 Poetry 12 to 14 • Understanding the use of poetic devices: simile and metaphor.

• Locating specific information; building vocabulary knowledge.

• Matching key vocabulary with the correct definition.

• Rephrasing information in the student’s own words.

• Creating an own poem.

• Checking credibility of poem’s statements; distinguishing between true and imaginary statements.

• Identifying main ideas within the poem sufficiently well to suggest an original title for it.

‘Rules’ 11 Poetry 9.5 to 10.5

• Improving knowledge of poetic devices, including alliteration.

• Creating an own poem.

• Identifying a tongue twister, making comparisons, inferring information and forming and justifying viewpoints.

• Learning what a moral is.

• Understanding what nouns and adjectives are.



Extract Page

no. Genre Reading

age (years)


‘The Silent One’ 14 Fiction 9.5 to 10.5

• Definition of the term ‘vocabulary’; learning about how writers create vivid and lively word pictures and images.

• Discussing viewpoints and connecting ideas that are separated in the text.

• Learning what the words ‘significance’ and ‘image’ mean.

• Learning how to use poetic devices: simile and metaphor.

‘Kingfisher Come Home’

18 Fiction 9 to 10 • Understanding what is meant by the term ‘symbol’ and how symbolism is used in poetic writing.

• Recognising and understanding different levels of meaning in this extract.

• Understanding the role a narrator has.


• Creating a written or visual image to do with a personal symbol(s).

• Making comparisons.

• Understanding the meaning of the word ‘quote’.

‘Hope’s Rainbow’

22 Fiction 9.5 to 10.5

• Recognising and understanding different levels of meaning in this extract.

• Linking ideas which are separated in the text in order to form an opinion.

• Increasing vocabulary knowledge.

• Expressing opinions based on inferences gleaned from the text and extending personal concepts and knowledge.



Extract Page

no. Genre Reading

age (years)


‘Harry Houdini – Escape Artist’

27 Non-fiction 8.5 to 9.5

• Improving understanding of underlying meanings in the text.

• Vocabulary building.

• Expressing personal opinion, often based on making inferences from the text; stating whether the student agrees or disagrees with particular statements.

• Writing a personal narrative.

• Using word skills and generating words of three letters or more from one longer word.

‘MAF Beagle Brigade on Border Patrol!’

31 Non-fiction 8.5 to 9.5

• Identifying the differences between non-fiction and fiction texts.

• Identifying differences and similarities between this non-fiction article about beagles and the fiction narrative, ‘The Silent One’, in Chapter 4.

• Writing a non-fiction story about a job involving animals.

‘Dolphin Etiquette’

35 Non-fiction 12 to 14 • Vocabulary building – matching key vocabulary with the correct definition.

• Expressing opinions and inferring meaning, using clues from the text.

• Rephrasing the text in the student’s own words.

• Writing a short story.

• Learning what a report is.

• Understanding the meaning of the word ‘slant’ and then researching a topic and giving their own slant on it.



Extract Page

no. Genre Reading

age (years)


‘Croc Hunter’ 40 Newspaper article

12 to 14 • Learning about what special qualities make a person a hero or legend in their own lifetime.

• Forming generalisations.

• Expressing the key message in this extract.

• Giving meanings of key vocabulary.

• Using word skills and generating words of three letters or more from one longer word.


• Understanding the meaning of the word ‘summary’.

• Choosing from a range of activities which include:

– research

– speech making

– poster making

– summarising key concepts

– imagining oneself as Steve Irwin when he was young

– listing the personal qualities which identify Steve as a legend in his own time.

‘Babies in Danger’

44 Newspaper article

10 to 12 • Learning new vocabulary.

• Retelling a story in the student’s own words.

• Understanding what a phrase is.

• Designing a poster.

• Identifying and understanding what a headline is.

• Creating a new headline for the newspaper article in the text.



Extract Page

no. Genre Reading

age (years)


‘Shocking Text Bullying’

48 Newspaper article

12 to 14 • Learning about issues/problems that can occur with the use of the internet (safety/protection) and cell phones.

• Understanding the meaning of the words ‘research’ and ‘online’.

• Choosing the correct meaning for a given word or phrase.

• Forming a personal opinion on an issue and inferring information using context clues.

• Deciding whether statements are true or whether they are false.

• Understanding what a theme is and how readers often have to interpret this message from the text for themselves.

• Choosing from a range of activities, including the following.

– Forming an opinion on a given topic and then writing a letter about it, giving one’s own perspective.

– Holding a debate.

– Problem solving.

– Conducting a survey in order to gather information and also to create a PowerPoint™ display.

– Writing a pamphlet about the risks and positive aspects of cell phone and internet usage.

– Drawing a cartoon and writing a caption to demonstrate the student’s unique perspective.

– Writing a speech about the pros or cons of increasing or decreasing internet access for students at the student’s school.



Extract Page

no. Genre Reading

age (years)


‘Scary Mary’ 53 Magazine article

10 to 12 • Learning about the qualities and strengths required in order to achieve sporting success.


• Expressing personal opinion and identifying key issues/messages within the text.

• Forming an opinion in order to be able to choose whether to agree or disagree with given statements.

• Understanding what the word ‘fictitious’ means.

• Writing an interview with a fictitious sportsperson.

• Choosing from a range of activities:

– research about New Zealanders’ sporting achievements

– writing an imaginary story

– creating either a poster or a cartoon

– expressing personal viewpoints on given subjects

– understanding the terms ‘autobiography’ and ‘dust cover’

– reading an autobiography and then reviewing it

– creating a dust cover for the autobiography the student has read and reviewed

– selecting a famous person with whom they identify

– listing five reasons for selecting this person

– listing reasons why the student would like to trade places with that person and what the student would like to achieve if he or she could trade places with this famous celebrity/sportsperson

– listing famous stunt performers from the past or alive today.



Extract Page

no. Genre Reading

age (years)


‘Te Waka O Aoraki’

58 Maori myth

9 to 10 • Learning about New Zealand myths and legends.


• Understanding the meaning of the word ‘myth’.

• Giving reasons for the actions taken by the characters in the story.

• Retelling a section of the story in own words.

• Drawing conclusions and inferences from close reading of the text.

• Creating an illustration and giving it a title.

• Making a generalisation through locating key aspects of the message in order to give this myth a new title.

• Identifying myths and legends as a genre and distinguishing between these and fairytales or fables.

• Learning the meaning of the word ‘native’.

• Writing an own myth or legend in narrative form, using either a New Zealand native species of bird or insect as main subject.



Answers Chapter 1 Cell phone Level One 1 His mobile phone was his best friend. 2 He used his phone in the loo or in the swimming pool. 3 His phone is normally pressed to his ear. 4 ‘Snoozing’ means to nap or have a short sleep.

‘Mobile’ means portable or easily carried. ‘Lodged’ means positioned or stuck in a certain place or area.

5 Answers will vary but must reflect the accurate meaning of the selected word. Level Two 1 Sleep. 2 Answers will vary. ‘Luminous’ is one possible answer. 3 The phone is compared with a bumblebee: it is half the size of a bumblebee. 4 The mistake Norman makes is sniffing the phone into his brain. Level Three 1 He thinks they are boring (line 4). 2 aa bb cc dd is the rhyming pattern for the poem.This could also be described as rhyming

pairs. 3 Answers will vary. Internet, fax, ipod and text messaging vocabulary are possible answers. 4 Answers will vary. Its tiny size; the facilities it offered – speed-dial, redial, e-mail, free buzz;

the fact that it had a light are possible answers. 5 Answers will vary. 6 Answers will vary.



Chapter 2 Mrs Midge’s Fridge

Level One 1 Mrs Midge kept these items in her fridge: pizza, apple pie, chutneys, cheese, sausage, jelly,

mincemeat, mayonnaise, vermicelli, yoghurt, custard, chicken legs, cherry tart, bananas, sultanas, a jar, a jug, a pot, soup, and porridge.

2 Answers will vary – see list of items for Question 1 above. 3 Mrs Midge bought her fridge to keep her leftover food in. 4 ‘Stocked her fridge’ means that Mrs Midge filled up the fridge to prepare for when she might

need extra food. 5 Savoury snacks are foods like meat pies, sausage rolls and sandwiches. 6 Vermicelli is a type of long, thin, stringy pasta. Level Two 1

pie came out in blotches pizza grew white whiskers sausage left from tea mayonnaise mucky cheese put on a furry coat soup smelt simply squalid fridge sweet as country clover marmalade turned solid yoghurt yucky

2 As time passed, all the food in her fridge went bad, grew mould, and lost its food value. 3 The word ‘squalid’ means to be dirty, untidy and in bad condition.

Individual sentences will vary. 4 The sentence ‘The cheese put on a furry coat’ is a metaphor. 5 The phrase ‘As sweet as country clover’ is a simile. 6 Mrs Midge begged the fridge’s pardon, meaning that she apologised to the fridge for the state

that it was in. She swept the food off the shelves in the fridge and tipped it all in the garden. 7 The word ‘morsel’ in verse three means a small piece of food. 8 Mrs Midge ended up with a well-stocked fridge because she couldn’t bear to throw any

scraps of food away and waste them. Level Three 1 Answers will vary. 2 By the end of the poem Mrs Midge had apologised to the fridge for letting it get so filthy and

choked with old expired food. She then turned around and started hoarding food scraps all over again, which is exactly how the poem started.

3 The pizza didn’t really grow whiskers in the way a man does. However, it was getting mouldly, and the mould was sticking out like whiskers do on a human face.

4 The descriptions could be used very easily to describe humans; for example, whiskers on a face; blotches on a face; soup smelling as dirty people do; legs walking as humans do; people wearing coats, etc.

5 No, I don’t think the chicken legs actually got up and walked. Instead, they became so bad that mould grew all over them, and possibly live maggots could be walking on them.

6 Answers will vary. 7 A person who hoards things, especially money, is called a ‘miser’.



Chapter 3 Rules Level One 1 Answers will vary. 2 A cigar is a tube-like roll of tobacco for smoking. 3 Answers will vary. 4 Answers will vary. Level Two 1 Examples of alliteration: ‘broom to breakfast’; ‘bearded bears’. 2 ‘Do not take a whale to visit Russell’s mother’s cousin’s yacht.’ 3 Answers will vary. Level Three 1 The final verse is warning to children not to do anything, it is probably written in a joking

tone. It suggests that to do anything at all would be to break rules. Explanations will vary. 2 Answers will vary. 3 The final verse gives a point of view taken by adults.

Reasons will vary. 4 a) To shock or bring it to the reader’s attention that these are just ordinary mice.

b) Answers will vary. 5 Answers will vary.



Chapter 4 The Silent One Level One 1 Jonasi was out on the reef on the morning after the feast. 2 The seabirds flew over the water so low that their wings almost broke their own reflections. 3 The person for whom Jonasi caught a large fish was called old Luisa. 4 The turtle came back late in the morning. 5 Jonasi saw in the eyes of the turtle more wisdom than Jonasi could ever measure. They also

spoke of a time when earth and sky were one and the gods lived in caves of eternal night; they were eyes that could read the pictures in Jonasi’s mind.

6 Jonasi’s heart stopped and then began to hammer at such a pace he thought his head would burst.

Level Two 1 Jonasi’s reasons for going out on the reef were to look for the turtle he had seen the

previous day, and to catch a fish for old Luisa. Answers may vary, as the readers are asked for their own opinion.

2 Small fish were looking for plankton to eat; big fish were chasing the smaller ones and all of the reef was full of activity as all the fish and each different part of the food chain sought to find food to eat and so to live.

3 Jonasi was not really thinking about catching the fish. Instead, he was thinking about the day before and about the turtle he had seen.

4 Jonasi thinks that he must have dreamed that he saw the turtle. He puts it down to his imagination, as he has never before heard of anyone seeing a white turtle.

5 Jonasi didn’t see the turtle at first as the sun was too bright on the water. He didn’t see it until it was close to his raft.

6 This is the sentence that tells us that his second impression of the turtle was different from his first one. ‘The turtle was much more beautiful than he’d remembered.’

Level Three 1 Answers will vary. 2 Two examples of similes used in this paragraph are, ’... the plates of its shell shimmering

through the water like pale fire’, and ‘Its shell seemed newborn’. 3 Jonasi’s response to seeing the turtle is conveyed very strongly by the images of his heart

racing, his head seeming to want to burst, his throat swelling and the fact that he couldn’t swallow. It seems that he is completely overcome by seeing the turtle again. (Answers may vary.)

4 The turtle’s shell appeared to be freshly created or newly made; it was flimsy and weak, just made by the sun. (Answers will vary.)

5 The reason Joy Cowley has linked the images of the turtle’s eyes to the supernatural, and to times long past and gods who live forever, is to make the reader understand that the turtle is incredibly wise and old, and that Jonasi thinks it has supernatural powers. (Answers will vary.)



Chapter 5 Kingfisher come home Level One 1 The writer lives in Wellington city now. 2 The kingfisher reminds him of home. 3 The writer is Maori. 4 The writer goes to parties, drinks, plays hockey for a Maori team. 5 Whenever he thinks of home, he thinks of the kingfisher, his family and a magical, happy

warmth which he has not found in the city. 6 He has spent fifteen years in the city. Level Two 1 He doesn’t think of Waituhi most of the time because he is busy and happy in Wellington.

He enjoys going to the pub, going to parties and playing hockey. 2

Words Meanings whanau family casts appears in my mind define to state precisely the meaning of reflection an image of something formed by throwing it back (using light,

heat, sound) scratch-up made up, formed randomly recede to become more distant crowd a large number of people gathered together

3 The warmth of his whanau/family is missing. (Answers may vary as students are asked to give

their own opinion.) Level Three 1 Answers will vary. Examples: He has become busy and involved in the city life; he has

pushed away the memories or the call to go home because of his new lifestyle; money, the distance or work may limit his opportunities to return home.

2 When he thinks about the kingfisher, his mind goes back to his life and family at home. His current world recedes as the kingfisher image links his two worlds. The kingfisher defines his memories of home as magical, happy and having a warmth which he has not found in the city.

3 The reflection of the kingfisher across the river is an image which is a visual and physical reminder of home. On another level, this kingfisher image is symbolic of the magic, happiness and whanau life of the narrator’s home town that is not available to him in the crowded city. So it is also about him reflecting in his mind on his home town. Life in Waituhi and life Wellington are compared in the writing.

4 Answers will vary. 5 The narrator misses the warmth and magic of whanau at home. His happiness in

Wellington is different from the happiness he gets from the quiet and warmth of his home town.



Chapter 6 Hope’s Rainbow Level One 1 Hope’s father was on the phone at the worst possible time. 2 On Thursdays Mum worked late so Hope had to ‘be mum’, fetch Fred from the crèche and

prepare dinner as well. 3 Fred was Hope’s little brother. 4 She refers to herself as ’the Great Boiling Mud Pool’. 5 Bunsen is the name of the family dog. Level Two 1 ‘Thursday’s were the pits …’ means that Thursdays were the worst day of the week for

Hope. ‘Pride’ means a sense of dignity and self-respect in this context. ‘Little White Lies’ means small lies told to make a situation sound better, rather than telling the truth, because the truth is painful. ‘Slithered’ means to move or slide unsteadily.

2 a) Hope lived on the farm before her parents separated. b) Mum, Dad, Fred, Bunsen the dog and Earwig the donkey lived on the farm with Hope.

3 Answers will vary. Hope is probably angry because her father doesn’t understand the position he puts her in as an intermediary (a go-between) between himself and her mother. She is also angry and confused about her parents’ situation and all sorts of feelings are coming to the surface, including anger. She may be angry because she didn’t tell her father the truth and has tried to appease him. She may be angry about her parents’ separation or divorce and the problems that she has to face in her current life. Her Dad said that she mustn’t get upset, but she has become upset and this may make her angry. (Other answers are possible.)

4 Answers will vary. Hope may not want to discuss the things her father has talked about. She decides to bottle up her feelings during the phone call and afterwards the anger comes to the surface. She may be angry about lots of aspects of her life that have come about as a result of her parents’ separation. Perhaps she feels she may lose her pride if she talks to him about her inner feelings. (Other answers are possible.)

5 Answers will vary. a) Hope compares the Little White Lies to pets that live in a tin with a painted lid under

her bed because she is secretive about what she tells others, and the Little White Lies have to be a secret, likes pets kept under a bed. Telling one Little White Lie means Hope has to tell another, and she feels ‘they must have babies’ as there seem to be more and more of them and she has to work harder to hide them away.

b) The Little White Lies do not literally have babies. They do, however, ‘have babies’ in a figurative sense, because she starts by telling as one small lie and then she has to tell another and another. This is why Hope describes the lies as ‘having babies’ – like pet mice, there are more and more of them.

Level Three 1 Answers will vary. Hope might have wanted to keep her father happy and didn’t want him

to get upset by the truth. She might not have wanted to inform him about what was really happening in her present situation. Using Little White Lies was a tactic which she had used in the past, and one lie led to another, so she had to tell more. (Other answers are possible.)

2 Hope and her father were crying during the phone call because Hope started crying when her father asked her how her mother was. Then her father started to cry because he wanted Hope’s mother to call him, but she never did.

3 Answers may vary. a) The boiling mud-pool gang members are possibly Brad, Fred, Mum and Bunsen.



b) Examples of possible answers: The boiling mud may symbolise these people’s anger and their emotions in turmoil as a result of the marriage break-up. All of these people are angry about the changes in their lives.

4 Answers may vary. The mountain-of-misery gang are probably Hope’s upset feelings – her feelings of wanting to cry and rage about the way things are now in her life.

5 Hope misses the happy life of the farm and what she sees as the normal days when she lived with her mother and father, her donkey Earwig, Brad and Fred and Bunsen. She misses living in a time when she didn’t have to worry about everyone.

6 Hope decides to go out with Fred and Bunsen for a walk for a change of scene and to try to get her grief out of her mind.

7 Answers will vary. Hope’s feelings may include: anger; frustration; grief; unease; regret; sadness; despair. Problems which Hope faces may include: having to do more work; having to cook a meal whilst babysitting her brother Fred on Thursdays; telling the truth or choosing to tell white lies; coping with the problems one white lie causes and the fact that it leads to further lies; trying to help both her mother and her father; being torn between different perspectives and loyalties, etc.



Chapter 7 Harry Houdini – Escape Artist Level One 1 Harry Houdini is famous for performing escapes out of seemingly impossible situations. 2 The can was large enough to hold a man. 3 A ‘padlock’ is a detachable lock with a hinged hoop that is fastened through a ring on the

object to be locked. 4 Houdini had the sheets soaked with warm water so that they would tighten around his

body. This made his escape more difficult. It also probably heightened the audience reaction.

5 The crowd applauded loudly because Houdini’s escape from the locked can full of water was amazing.

6 The crowd got worried and anxious when Houdini was handcuffed and locked in the can because they thought he might not escape from that situation in time, and that he would drown in the water. It seemed a very dangerous stunt.

Level Two 1 Here is a list of some of the words with three or more letters that can be made out of the

word ‘extremely’: melt, met, let, teem, mere, yet, tree, rex, reel, meet, extreme. More answers are possible.

2 Houdini was handcuffed before being put into the can of water in order to make his escape a much more difficult feat.

3 Houdini could stay underwater when placed in a can which was padlocked for three-and-a-half minutes

4 Answers will vary according to personal choice. 5 Answers will vary. Level Three 1 Illustrations will vary. 2 a) and b) Answers will vary. 3 Answers will vary. 4 Answers will vary.



Chapter 8 MAF Beagle Brigade on border patrol! Level One 1 The dogs of the MAF Beagle Brigade are trained to find food and animals in luggage or in

people’s pockets when the people arrive from overseas. 2 Diseases or harmful insects like fruit fly are found on food. 3 Pepper loves kids. 4 Benny loves his work. 5 Benny found six turtles one day, in a little boy’s jacket pocket. 6 The dogs are trained to smell out risky things on people or in their luggage. Level Two 1 Peter Crocker and his dogs Benny and Pepper are part of the Beagle Brigade. 2 Peter knows that Benny is a good listener because he overheard a man saying that he

should have brought an apple back for him. Benny had already gone past, but when he heard the word ‘apple’, he came back and sat by the bag of the man who had said it.

3 Honest people don’t get fined because they haven’t tried to hide things from customs, and they haven’t made false claims.

4 Neither Benny nor Pepper found the puppy in the woman’s handbag. It was another dog in the Beagle Brigade.

5 a) Accidents that can happen to these dogs include getting bumped by trolleys and passengers. Sometimes their tails get run over, or people step on them by mistake. b) These accidents often happen because these dogs are so small. Sometimes people don’t see them.

6 The risky things which are brought into the country are food and animals in luggage, or in people’s pockets.

Level Three 1–4 Answers will vary.



Chapter 9 Dolphin Etiquette Level One 1 Dolphins are attractive to people because they seem friendly. 2 The best speed to go at when you are in a boat near dolphins is as slowly as possible. 3 You should approach dolphins slowly from the side or rear of the group. You should try

not to split the group by driving through the middle. 4 ‘Reverse gear’ in this article means going backwards by using the boat’s gear mechanism. 5 The best way to photograph dolphins when they are busy and not interested in the boat is

to use the ‘Milo method’. The ‘Milo method’ is to stop the boat, have a cup of Milo and wait for the dolphins to come to the boat. Then you can take photos.

6 Litter dropped into the sea is very dangerous to marine mammals. Plastics such as fishing lines and packaging straps are potentially harmful. Other answers are possible.

Level Two 1

List One List Two etiquette the customs or rules of behaviour common sense good practical understanding technique a method or skill used for a particular task accelerate to increase speed restrictions rules which limit or control something or someone litter rubbish split to break into and separate one part from the whole decade a period of ten years curious eager to know or find out something

2 Answers will vary. 3 You should take care when approaching groups of dolphins which have babies (calves)

swimming with them, because these groups won’t normally approach a boat. You should be careful to respect them as they are busy looking after the calves and the group’s needs.

4 Dolphins are quick to approach boats, and take a great deal of interest in finding out about the people on board and their boat.

5 Answers will vary. Some possible reasons for this rule are: • We need to respect the dolphins and their needs. • We should not harass or bother these sea creatures as they have a right to live their

lives without human interference. • Dolphins will approach you if they want to get to know you; however, it is best to

follow their lead as to how much interaction with people they wish to have. 6 Marine mammals are warm-blooded sea animals such as dolphins and whales, the female

of which produces milk to feed her babies. Level Three 1 In order to protect and care for dolphins, it is very important to understand what the law

allows you to do around them, and what it does not. It is vital that people in boats take steps to ensure that they do not annoy or trouble these special sea creatures.

2 Answers will vary. Possible answers could include: Humans have a responsibility, as beings who speak a different language to that of the dolphins, to respect them. Dolphins cannot speak our language to tell us if they are unhappy or that they have a problem with what we are doing in their environment. Thus they are at the mercy of human beings’ actions.

3–6 Answers will vary.



Chapter 10 Croc Hunter Level One 1 Steve Irwin made a living out of dicing with death. 2 Steve often talked about the chances of a croc attack. 3 Steve Irwin was known internationally as ‘The crocodile hunter’. 4 Steve died from a stingray barb. 5 No, Steve was not afraid of losing his own life. Level Two 1 This story is mainly about the life of Steve Irwin, known as ‘The crocodile hunter.’ 2 Steve’s childhood hobby was collecting reptiles. He was often out catching fish and hunting

rodents to feed to his crocodiles and snakes. 3 Celebrities are famous people. The celebrity mentioned in this item is Justin Timberlake. 4 Words that can be made out of ‘international’.

into, in, tan, lot, tin, tit, lint,treat, train, let, on, nation, tint, teat, tent, taint, an, tone, net, late, inner, loin, intent, lane, loan, tern, learn, nation, national (There are more possible answers.)

5 The sorts of things which Steve did were: set up and run his own zoo; appear on TV chat shows; try to protect, understand and save endangered species; make his own TV shows to teach people about his favourite animals; educate people about conservation; publicise ecological issues; work in the bush doing practical things. (Other answers are possible.)

6 List One List Two barb a point facing in the opposite direction to the main point, e.g.

on a fishhook, harpoon, etc. dicing with death to take a big risk infested to inhabit or overrun in unpleasantly large numbers internationally throughout the world lethal capable of causing death sleek smooth, shiny glossy swift moving or able to move quickly flak severe criticism

Level Three 1 Answers will vary. Examples: enthusiasm; courage; eccentricity; happiness; optimism;

concern as an ecologist; uniqueness; fame; family-mindedness; heroism. 2–3 Answers will vary. 4 Answers will vary but may include: his family; Australians; Kiwis; fellow celebrities; his

television followers around the world; people who worked for and with him at his zoo; ecologists; his friends; children and people who had visited his zoo; etc.

5 Dr Dolittle is a fictitious character in a series of children’s books by the author Hugh Lofting. Dr Dolittle was able to talk to animals – Steve Irwin could not talk to animals. Dr Dolittle lived for and looked after animals – Steve Irwin did this too. Answers will vary.

6 Answers will vary. Possible answers could include his love of animals; his belief in the importance of conservation; his enthusiasm; his desire to save animals; his TV shows; his zoo; the way he included his family in his celebrity life.



Chapter 11 Babies in danger Level One 1 Parents should wait until their children are at school before getting a dog. 2 Children aged 1 or younger have the highest risk of being bitten. The article says that German Shepherds and Dobermann Pinschers are most likely to bite

young children. 4 No, school-aged children are less likely to be bitten as they can be taught how to approach

and handle dogs. 5 Answers will vary. Examples of dog breeds: Dobermann pinscher; pit bull terrier; German

shepherd; Labrador; beagle; poodle; collie; fox terrier; etc. Level Two 1–4 Answers will vary. Level Three 1 A ‘pack of dogs’ means a group of dogs that hunt and live together. 2 A ‘toddler’ is a young child who is learning to walk with short unsteady steps. 3 ‘A ranking system’ means that people or animals or things are arranged in a graded order,

with some more important than others. 4 A ‘victim’ is a person or animal that suffers harm, or is injured in some way. 5 The phrase ‘parents should think twice’, means that the parents should carefully consider

their decision before acting. 6 Answers will vary.



Chapter 12 Shocking Text Bullying Level One 1 Research is investigation done in a careful, scientific way. Its purpose is to find out facts or

collect information on a subject. 2 The research took place in America. 3 ‘Online’ means to be using the internet. 4 ‘Divided into pairs’ means to be divided into groups of two. 5 ‘Messages’ in this article means sentences sent by email or by cell phone to others. 6 To alter a message is to change a message so that it contains a different meaning from what

was meant. Level Two 1 ‘Reaction’ means response or way of behaving as a result of something that has been said or

done. ‘Havoc’ means chaos or disruption. ‘Taunted’ means to tease or make fun of someone else in a nasty way. ‘Exchanges’ means messages sent back and forth between people.

2 Web messages were altered to include things such as pictures of drugs, ugly images and rude words.

3 Answers will vary. Possible answer: Because the researchers thought ‘good’ girls would not behave badly, and that there would not be a lot of text bullying.

4 The ‘good girls’ in the study came from home-schooling backgrounds and families that attended church.

5 a) true; b) false; c) false; d) true; e) true; f) false. Level Three 1 The key message or theme of this article is that text and internet messages can have a

negative social effect. Sometimes such messages can even have a physical effect on other people.

2–-7 Answers will vary.



Chapter 13 Scary Mary Level One 1 Mary Perkins made motocross history when she became the first woman in the world to

join the Crusty Demons FMX team. 2 Mary set a Guinness world record for the longest jump by a woman on a motorcycle, of

159 feet. 3 Mary got into FMX by rounding up sheep on her family farm, and then she progressed into

racing motocross. 4 Mary would like to be the best female FMXer in the word and to encourage more girls into

the sport. Also, she’d like to do a back-flip. 5 Mary says that confidence is really important in this sport. Also getting back on, and giving

it another shot, even after you have made a mistake. She has to be prepared to keep trying to do new tricks even if they don’t work out at first.

6 Mary’s main form of training is riding her bike. 7 Mary has recently spent two months touring in Australia with the Crusty Demons FMX

team. Level Two 1 ‘Motocross extremists’ are people who take the sport to dangerous and difficult heights.

They are prepared to take big risks to set records and be daredevils in this sport. 2 Some of the difficulties that Mary has faced in this sport are crashing on the metal down-

ramps and getting injured; being the first female in a tough guys’ sport; having serious crashes and broken bones; needing to keep herself confident and motivated to keep going in this male-dominated sport.

3 a) The Guinness Book of Records is internationally recognised as being the official record of attainment in any activity in the world. b) It is significant that Mary Perkins’ accomplishment has been published in the Guinness Book of Records, because it is difficult to be a world record holder in any sporting activity. The article says that Mary made motocross history by joining the Crusty Demons FMX team and doing such an extreme stunt. (Answers will vary.)

4 Answers will vary. Level Three 1–3 Answers will vary. 4 Answers will vary but will probably include: single-mindedness; financial and family

assistance; top-quality coaching and mentoring; government and local assistance; sponsorship; personal grit and determination; goal setting; stamina; endurance and time spent on rigorous training schedules.

5–8 Answers will vary.



Chapter 14 Te Waka O Aoraki Level One 1 Aoraki’s father was Rakinui. 2 Aoraki and his brothers decided to leave the heavens to visit Papatuanuku, the Earth Mother. 3 They decided to go fishing because they were hungry. 4 A ‘karakia’ is a prayer. 5 They cried out because they were frightened. 6 The English title for the story is ‘How the South Island was formed’. 7 ‘Formed’ means made. 8 ‘Hesitation’ means to pause before moving on. 9 The front of a boat or waka. Level Two 1 A myth is a story that has been told for many generations. It is usually about superhuman

beings of an earlier age. Often it gives an explanation of how natural phenomenon came into existence.

2 The chanting of the karakia was important because it was needed to launch the huge waka into space.

3 Because only the bow of the waka lifted. The waka had lost its power to move away from Earth.

4 Aoraki and his brothers scrambled to the left side of the waka to avoid being drowned. 5 Some people of the tribe Kai Tahu think that when people die, and their spirits go on their

final trip, the spirits pause to find their direction from Aoraki. From there they turn back to see their living whanau for the last time and they hear their sad voices. Then they continue their trip to their spiritual homeland.

6 Answers will vary. Level Three 1 According to this myth, Aoraki (Mount Cook) was formed when the magic of the karakia

Aoraki was chanting was broken. This karakia was important to launch the waka into space. Mount Cook (Aoraki) and the rest of the Southern Alps were formed when Aoraki and his brothers turned into stone.

2 Answers will vary. 3 This is a myth or a legend because it is a story about supernatural beings that lived in a

previous age, and it has been told for many generations. It also gives an explanation for a natural phenomenon, the forming of the mountains of the South Island.

A fable is a short story, often one with animals as characters, that illustrates a moral. A fairytale is a story about fairies or magical events.

4 Answers will vary.


Documents

Teacher’s Guide - s3.amazonaws.coms3.amazonaws.com/edcanvas-uploads/275705/local/1389401977/Teacher's...those in this book, which is similar in its layout to a three-level guide