{"product_id":"english-is-english-for-the-australian-curriculum-year-8-print-ebookplus","title":"English Is... English for the Australian Curriculum Year 8 - Print \u0026 eBookPLUS","description":"\u003cp\u003e\u003cimg alt=\"Australian Curriculum English Jacaranda\" class=\"alignleft size-full wp-image-65372\" height=\"132\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/Australian-Curriculum-English-Jacaranda.png?v=1781101238\" width=\"680\"\u003e\u003c\/p\u003e\n\n\u003cdiv class=\"clear\"\u003e\n\u003cem\u003eEnglish is…\u003c\/em\u003e series uses a \u003cb\u003ecreative approach to learning\u003c\/b\u003e to inspire students to embrace the English language in all its variations and develop \u003cb\u003ekey skills in reading, understanding and creating\u003c\/b\u003e. It includes structured inquiry into the big ideas or concepts that support English, underpinned by the skills needed for \u003cb\u003eliterate citizenship\u003c\/b\u003e.\n\n\u003chr\u003e\n\u003ch2\u003eEnglish Is ... English for the Australian Curriculum Year 8 \u0026amp; eBookPLUS\u003c\/h2\u003e\n\u003cb\u003eKEY FEATURES\u003c\/b\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eFull coverage of the \u003cstrong\u003eAustralian Curriculum: English\u003c\/strong\u003e content descriptions allows students to achieve year level standards\u003c\/li\u003e\n\t\u003cli\u003eThe text is always at the centre of the learning\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eDifferentiated activities\u003c\/strong\u003e provide all students with an entry point to the texts through a Getting started, Working through and Going further grading\u003c\/li\u003e\n\t\u003cli\u003eSub-unit structure allows for a \u003cstrong\u003edip-in, dip-out approach\u003c\/strong\u003e\n\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eWordsmiths or mini-workshops\u003c\/strong\u003e drill down to teach key skills in a Tell me, Show me, Let me do it process\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eReady to Read\u003c\/strong\u003e prepares less able readers to engage with the texts\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eAsian and Indigenous texts\u003c\/strong\u003e are featured along with classic, world, Australian and contemporary texts\u003c\/li\u003e\n\t\u003cli\u003e'Need to know' explains \u003cstrong\u003ekey terms\u003c\/strong\u003e at point of need so that students learn \u003cstrong\u003eEnglish's metalanguage\u003c\/strong\u003e\n\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eLanguage, Literature and Literacy\u003c\/strong\u003e links connect to the \u003cstrong\u003eAustralian Curriculum\u003c\/strong\u003e content descriptions\u003c\/li\u003e\n\t\u003cli\u003eWide \u003cstrong\u003evariety of assessment options\u003c\/strong\u003e at the end of every unit with rubrics to guide students\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cem\u003eEnglish Is ... English for the Australian Curriculum Year 8 \u0026amp; eBookPLUS\u003c\/em\u003e is a hard-copy student text accompanied by eBookPLUS. \u003cimg alt=\"\" height=\"30\" src=\"http:\/\/www.wiley.com\/\/legacy\/Australia\/JacResources\/eBookPLUS_logo.jpg\" width=\"80\"\u003e \u003cstrong\u003eeBookPLUS resources include\u003c\/strong\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eAccess from any \u003cstrong\u003edigital device:\u003c\/strong\u003e PC\/MAC\/iPad\/Android Tablet.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eWorksheets\u003c\/strong\u003e - Word documents designed for easy customisation and editing.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eInteractivities and games\u003c\/strong\u003e to reinforce and enhance student learning.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eeLessons\u003c\/strong\u003e - engaging video clips and supporting material.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eWeblinks\u003c\/strong\u003e to relevant support material on the internet.\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cb\u003eProjectsPLUS\u003c\/b\u003e - unique \u003cb\u003eICT-based projects\u003c\/b\u003e that provide opportunities for students to demonstrate creativity, thinking skills and teamwork.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003chr\u003e\n\u003ch2\u003eContents\u003c\/h2\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eAbout eBookPLUS ix\u003c\/li\u003e\n\t\u003cli\u003eHow to use this book x\u003c\/li\u003e\n\t\u003cli\u003eAcknowledgements xii\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 1 Language Evolution 1\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow and why does language evolve? 1\u003c\/li\u003e\n\t\t\u003cli\u003eWhat do we mean when we say that language evolves? 3\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 3\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e1.1 Reading language from another era 4\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do I observe language change? 4\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Adjectives and adverbs 9\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e1.2 Technology and language change 11\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow has technology influenced language? 11\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Writing an explanatory paragraph using analogies 15\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e1.3 The influence of other languages on English 16\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow have other languages influenced English in the past? 16\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Subjective and objective writing 22\u003c\/li\u003e\n\t\t\u003cli\u003eHow does popular culture introduce foreign words? 24\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 28\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 2 Me, Myself and I 31\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does language influence a person’s identity? 31\u003c\/li\u003e\n\t\t\u003cli\u003eWhat do we mean by ‘language influencing identity’? 33\u003c\/li\u003e\n\t\t\u003cli\u003eGetting started 33\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e2.1 Names, labels and identity 34\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do names affect our view of people and characters? 34\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Using nouns 38\u003c\/li\u003e\n\t\t\u003cli\u003eHow are characters in fiction named and introduced? 39\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e2.2 The teenage community 44\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does language influence teenage identities? 44\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Audience and purpose 49\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e2.3 Spoken language in fiction and non-fiction 51\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does lost or hidden language affect identity? 51\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Setting out dialogue in fiction 56\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 58\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 3 Constructing Effective texts 61\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does a writer construct effective texts for a variety of audiences and purposes? 61\u003c\/li\u003e\n\t\t\u003cli\u003eWhat is a text? 63\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 63\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e3.1 Constructing imaginative texts 64\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do imaginative texts entertain their readers? 64\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . How writers use sentence structure and punctuation to help pace the reader\u003c\/li\u003e\n\t\t\u003cli\u003eImaginative texts with a more serious purpose 74\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e3.2 Constructing informative texts 78\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do informative texts inform their readers? 78\u003c\/li\u003e\n\t\t\u003cli\u003eOther informative texts — news reports 81\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Using nominalisations 85\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e3.3 Experimenting with text structures and features 87\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow can the same subject matter be used to create different text types? 87\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Separating fact and opinion in expressing a viewpoint 93\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 94\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 4 Crafting Character 97\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do writers make their characters come to life? 97\u003c\/li\u003e\n\t\t\u003cli\u003eWhat do we mean by ‘crafting character’? 99\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 99\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e4.1 Characters and self-discovery 100\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do characters help us to understand ourselves? 100\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Writing dialogue to reveal character 106\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e4.2 Characters and their worlds 108\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do characters help us understand the world of the text? 108\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Sentence structure and imagery 114\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e4.3 Characters and social commentary 116\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do writers craft characters to explore our culture, history and values? 116\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Linking characters to values using analogies and ethical dilemmas 124\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 126\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 5 Hearts and minds 129\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does the spoken word persuade? 129\u003c\/li\u003e\n\t\t\u003cli\u003eDid you use rhetoric today? 131\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 131\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e5.1 Rhetoric in action 132\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eWhat is rhetoric and how can we recognise it? 132\u003c\/li\u003e\n\t\t\u003cli\u003eRhetoric in media texts — advertisements 134\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Using connotations to create rhetoric 137\u003c\/li\u003e\n\t\t\u003cli\u003eRhetoric in a feature article 138\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e5.2 Writing rhetoric 141\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do we use rhetoric when we write to influence others? 141\u003c\/li\u003e\n\t\t\u003cli\u003eRepetition 141\u003c\/li\u003e\n\t\t\u003cli\u003eRepetition in speeches 143\u003c\/li\u003e\n\t\t\u003cli\u003ePlaying with hyperbole 144\u003c\/li\u003e\n\t\t\u003cli\u003eUsing metaphors and similes 145\u003c\/li\u003e\n\t\t\u003cli\u003eExtending a metaphor 146\u003c\/li\u003e\n\t\t\u003cli\u003eFigurative language in speeches 147\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Working with irony 150\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e5.3 Persuasive speaking techniques 151\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow can we speak to influence others? 151\u003c\/li\u003e\n\t\t\u003cli\u003eWhat makes a great speech? 154\u003c\/li\u003e\n\t\t\u003cli\u003eHow have great writers such as Shakespeare used rhetoric? 157\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Clauses 159\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 160\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 6 Picture this 163\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eWhy do visual texts have meaning? 163\u003c\/li\u003e\n\t\t\u003cli\u003eWhat’s in a picture? 165\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 165\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e6.1 The idea of representation 166\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eWhat does an image mean? 168\u003c\/li\u003e\n\t\t\u003cli\u003eDo the meanings of images change over time? 168\u003c\/li\u003e\n\t\t\u003cli\u003eCultural perspectives 168\u003c\/li\u003e\n\t\t\u003cli\u003eChanging stereotypes 169\u003c\/li\u003e\n\t\t\u003cli\u003eOld-fashioned heroes 170\u003c\/li\u003e\n\t\t\u003cli\u003eThe female hero 171\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Storyboarding 173\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e6.2 ideas expressed in images 174\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eAre there universal truths? 174\u003c\/li\u003e\n\t\t\u003cli\u003eAnime and good versus evil 174\u003c\/li\u003e\n\t\t\u003cli\u003eFear of the unfamiliar 176\u003c\/li\u003e\n\t\t\u003cli\u003eHeroes and villains 177\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Connotative language 178\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e6.3 Making meaning 179\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do images and words convey meaning? 179\u003c\/li\u003e\n\t\t\u003cli\u003eGraphic novels and short stories 179\u003c\/li\u003e\n\t\t\u003cli\u003eWords or images? 186\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Comparing and contrasting 188\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 190\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eUNIT 7 Seriously funny 193\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow does humour entertain and persuade within its historical, social and cultural context?\u003c\/li\u003e\n\t\t\u003cli\u003eThe power of laughter 195\u003c\/li\u003e\n\t\t\u003cli\u003eTuning in 195\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e7.1 Humour entertains 196\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do humorous texts entertain? 196\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Using puns to create humour 199\u003c\/li\u003e\n\t\t\u003cli\u003eHumorous media texts that entertain 201\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e7.2 Humour entertains and persuades 205\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow do humorous texts persuade as well as entertain? 205\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Creating spoofs with names 208\u003c\/li\u003e\n\t\t\u003cli\u003eSatire persuades 209\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003e7.3 Humour in context 212\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003eHow is humour part of its social, cultural and historical context? 212\u003c\/li\u003e\n\t\t\u003cli\u003eWordsmith . . . Avoiding verbosity 217\u003c\/li\u003e\n\t\t\u003cli\u003eCompose and create 218\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\u003cstrong\u003eProjects PLUS\u003c\/strong\u003e\n\t\u003cul\u003e\n\t\t\u003cli\u003ePersuasively speaking 222\u003c\/li\u003e\n\t\t\u003cli\u003eCreating character 224\u003c\/li\u003e\n\t\u003c\/ul\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003eGlossary 226\u003c\/li\u003e\n\t\u003cli\u003eSubject index 229\u003c\/li\u003e\n\t\u003cli\u003eAuthor\/Title index 232\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/div\u003e\n\n\u003chr\u003e\n\u003ch2\u003eView Other Year Levels in the 'English Is ... English for the Australian Curriculum' Series\u003c\/h2\u003e\n\n\u003cp\u003e\u003ca class=\"btn btn-info\" href=\"\/collections\/english-is-english-for-the-australian-curriculum-year\" target=\"_blank\"\u003eYear 7 \u003c\/a\u003e\u003cbr\u003e\n\u003ca class=\"btn btn-info\" href=\"\/collections\/english-is-english-for-the-australian-curriculum-year\" target=\"_blank\"\u003eYear 9 \u003c\/a\u003e\u003cbr\u003e\n\u003ca class=\"btn btn-info\" href=\"\/collections\/english-is-english-for-the-australian-curriculum-year\" target=\"_blank\"\u003eYear 10 \u003c\/a\u003e\u003c\/p\u003e","brand":"Jacaranda","offers":[{"title":"Year 8","offer_id":53558878470417,"sku":"9781742467757","price":80.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/9781742467757.jpg?v=1778753929","url":"https:\/\/www.teachersuperstore.com.au\/products\/english-is-english-for-the-australian-curriculum-year-8-print-ebookplus","provider":"Teacher Superstore","version":"1.0","type":"link"}