ATESOL NSW PROFESSIONAL DEVELOPMENT PROGRAM 2005
English (ESL) Course Stage 6 Year 11
Unit: Language Study within an
Area of Study – Transitions
TEACHING SEQUENCE – PART B
ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition
Jo-Anne Patterson Wyndham College
ATESOL NSW PROFESSIONAL DEVELOPMENT PROGRAM 2005
English (ESL) Course
Stage 6 Year 11
Unit: Language Study within an Area of Study – Transitions Part B
This unit of work was developed by Dianne O’Neile of Pendle Hill High School and Jo-Anne Patterson of Wyndham College as part of
the 2004-5 ATESOL NSW Quality Teacher Programme Project: Programming ESL in English 7-12 within a Quality Teaching framework.
 Commonwealth of Australia 2004
This work is copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgment of the
source and no commercial usage or sale. Reproduction for the purposes other than those indicated above requires the written permission of the
Department of Education, Science and Training. Requests and enquiries concerning reproduction and copyright should be addressed to the Director,
Quality Teaching Section, Schools Group, Department of Education, Science and Training, GPO Box 9880, Canberra, ACT 2601.
Disclaimer
The views expressed herein do not necessarily represent the views of the Australian Government Department of Education, Science and Training.
Acknowledgement
This project was funded by the Australian Government Department of Education, Science and Training as a quality teacher initiative under the
Australian Government Quality Teacher Programme.
ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition
Jo-Anne Patterson Wyndham College
Outcomes and
content
Language to be
taught
Teaching and learning sequence
Resources
Quality teaching
dimensions and
elements
5. Exploring a Core text: On Loan
Dimension:
Significance
Element:
Background
knowledge
Tell students that in this section of the unit they will
be studying a novel related to the concept of
Transitions called On Loan.
4. A student
learns the
language
relevant to their
study of English
including:
a. Pre reading activities
Issue the text
Reading skills:
Prediction
Text prediction tasks:
 Read blurb on back cover
 Examine image of the young girl on front
cover. Who is she? What kind of transitions
might she be going to experience in the
story?
 Discuss the title On Loan what does ‘loan’
mean?
Vocabulary:
Introducing key
words students will
need to
demonstrate their
understanding of
the text, its
narrative structure,
language
techniques and
links to the concept
of transitions.
Check students’ understanding of the term narrative.
They may need to find the meaning in the dictionary.
Ask them to use the thesaurus to find synonyms for
narrative. Issue Handout 1 and work through the
introductory activities that cover the purpose,
elements, and structural and language features of
narrative.
Ask students to demonstrate their understanding
and consolidate their knowledge of the key features
of narrative by completing the matching words and
definitions activity on Handout 2.
4.1 its terminology
4.2 language for
making
connections,
questioning,
affirming,
challenging,
speculating and
generalising
4.3 language of
personal, social,
historical, cultural
and workplace
contexts
ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition
Class set of
novels On Loan
Penguin edition,
1985
Dictionaries and
thesauruses
Handout 1: An
introduction to
On Loan
Dimension:
Intellectual quality
Element:
Metalanguage
Handout 2:
Learning about
narrative
Jo-Anne Patterson Wyndham College
9. Students learn
about the ways
they can respond
to texts by:
Skills:
Listening for details
in an audio text
9.1 engaging with
texts in a range of
modes and media
Reading for the
main ideas
b. Reading the text
Present the orientation of the story as a listening
activity. Create a taped reading of chapter 1, pages
1-4. Ask students to record some of the details on
Handout 3 as they listen to the recording. For
example:
- a description of the setting in this section of the
chapter
- key words to complete sentences from the
orientation.
Allow students to read the questions before playing
the tape. Replay 2 or 3 times.
Informal assessment: Check students’ ability to
record details from an audio text by asking them to
share their answers with the class.
Tape recording
of chapter 1 of
the novel,
pages 1-4
Handout 3:
Listening for
details in the
story On Loan
When reading the remainder of the story, teachers
may select from the following strategies to suit the
abilities of the students in their class.
 read the novel as a class with teacher and/or
students reading aloud
 teacher creates a recorded reading of the
story for the students to listen to as they
follow the words in the text
 pair or group reading of selected sections
 students read the story or selected sections
independently.
Alternatively, all of the strategies above may need to
be employed to cater for the different reading levels
in a class. If space is available the teacher may
have groups of students employing a reading
strategy appropriate to their ability.
ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition
Dimension: Quality
learning
environment
Elements:
Engagement
Social support
Dimension:
Quality learning
environment
Element:
Engagement
Social support
Students’ selfregulation
Jo-Anne Patterson Wyndham College
Reading skill:
sequencing text
Writing skill:
summarising
8. Students learn
to use a variety
of textual forms
appropriately by:
8.2 identifying the
effects of the
language forms
and features, and
the structures of
particular texts
Grammar:
descriptive
language Identifying
adjectives used to
describe the
appearance of
characters in a
story
Building descriptive
vocabulary
Describing mood
8.3 using various
language forms
and features, and
structures of
particular texts to
shape meaning
Identifying and
using third and first
person
After students have read the novel, informally assess
and reinforce their understanding of the events in the
story by asking them to work in pairs to complete the
plot sequencing activity on Handout 4 and share
their responses with the class.
Handout 4:
Plot sequencing
Dimension:
Quality learning
environment
Element:
Engagement
Social support
Divide students into groups of two or three. Allocate
a chapter of the novel to each group (there are 8
chapters in the novel). Ask each group to write a
plot summary for their chapter and present it on
paper incorrectly sequenced as modelled in the
activity on Handout 4. Ask each group to pair up
with another, swap plot summaries. Each group is
to correctly sequence the events of the chapter.
Groups may need to reread the chapter.
c. Engaging with the text
Explore the characters in the story by asking
students to complete Handout 5. The activities in
this handout require them to name the major
characters and examine the descriptive language
used by the composer to create strong images of
these characters in the minds of the responder.
Explore how the composer creates mood and
imagery as Lindy begins her transition in the story by
asking students to complete Handout 6.
Explore how perspective is created in a story by
asking students to retell key events in the story from
a different character’s perspective.
Informally assess students’ knowledge of the whole
text by giving them a revision quiz. See Handout 8.
ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition
Handout 5:
Creating
characters in a
story
Dimension:
Intellectual quality
Elements:
Deep knowledge
Metalanguage
Substantive
communication
Handout 6:
Creating mood
and images in a
story
Handout 7:
Changing
perspectives
Handout 8:
Revision quiz
Jo-Anne Patterson Wyndham College
d. Linking the text to the Area of Study –
Transitions
11. Students
learn to analyse
and synthesise
information and
ideas by:
11.1. collecting,
selecting,
interpreting and
drawing
conclusions about
information and
ideas in a range of
texts from
personal, social,
historical, cultural
and workplace
contexts
11.2 making
connections
between
information and
ideas in a range of
texts
11.4. developing
and presenting
information and
ideas in texts in a
range of modes
and media in
analytical,
expressive and
imaginative ways
Revisit the sentences about Transitions that were
jointly constructed at the beginning of the unit.
Skill:
Formulating
general statements
Read through these sentences with the class and
ask students to choose those that are relevant to
Lindy’s experience in On Loan. Ask students to find
evidence from the story to illustrate how these
statements relate to Lindy’s experience. See
Handout 9 which guides students through making
these connections between the text and the Area of
Study.
Handout 9:
Linking On
Loan to
Transitions
Dimension:
Intellectual quality
Elements:
Deep
understanding
Higher order
thinking
Substantive
communication
Dimension:
Significance
Element:
Knowledge
integration
e. Responding to the text
Structuring an
analytical response
that explains how
transitions are
expressed in the
text:
 topic
sentence
 elaboration
 explanation
and
examples
 concluding
sentence
An analytical response
Ask students to use the ideas developed from the
activity above and the scaffold on Handout 9 to write
an extended response explaining the transitions
Lindy experiences in the novel On Loan.
A creative response
Ask students to compose a diary entry that Lindy
might write explaining in her own words the
transitions she has experienced and how they have
affected her. Prepare students for this composition
by:
ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition
Dimension:
Quality learning
environment
Elements:
Explicit quality
criteria
Student selfregulation
Jo-Anne Patterson Wyndham College
11. Students
learn to analyse
and synthesise
information and
ideas by:
11.3 synthesising
information and
ideas
11.4 developing
and presenting
information and
ideas in texts in a
range of modes
and media in
analytical,
expressive and
imaginative ways
Identifying and
using the language
features of a diary
entry
 personal
voice
created by
first person
pronouns
 informal
register
 emotive
words
 conversatio
nal tone
1. Conducting a class brainstorming session on
the major changes in her life that have led to
Lindy’s transition. This may be done in
groups on butcher’s paper or as a class on
the whiteboard. Give students a structure to
organise these ideas. For example:
Changes
Finding out that her
real parents are still
alive
Handout 9:
Linking On
Loan to
Transitions
Dimension: Quality
learning
environment
Element:
Engagement
Social support
Lindy’s feelings about these
changes
Lindy is excited by the idea
that she has real parents,
brothers and sisters. Lindy is
confused about what is
expected of her. Lindy is also
worried about the reaction of
Marj and Geoff.
2. Providing students with a model of a diary
entry.
3. Exploring the purpose, structure and
language features of a diary entry that Lindy
would write.
4. Discussing Lindy’s personality, level of
education and feelings and linking these
factors to the register and language she
would/would not use in her diary entry.
Teacher
selected model
of a diary entry
Collect student compositions and provide feedback.
ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition
Jo-Anne Patterson Wyndham College
Handout 1
An introduction to On Loan
On Loan is a narrative.
The word narrative means _____________________________________________
___________________________________________________________________
Other words for narrative include ________________________________________
___________________________________________________________________
The purpose of a narrative is to _________________________________________
___________________________________________________________________
Types of narratives include _____________________________________________
___________________________________________________________________
On Loan is a novel composed by Ann Brooksbank. It is a fictional story. This type of
narrative has particular elements, structural and language features.
Elements of narrative
A narrative involves a sequence of events (plot) and a collection of people (characters)
in a variety of places (settings).
Structural features
The plot of a story is made up of three main parts: orientation, complication and
resolution. The first part of a story is the orientation. Here the world of the story is
introduced, its characters and setting. There may be some foreshadowing of the action
to come.
Next, a narrative has a complication. For a story to be interesting its characters may be
confronted with an obstacle, choices where decisions need to be made or a problem that
impacts on their life. This section of the story aims to draw the reader into the plot and
make them curious to find out what happens. There may be more than one complication
in a story.
In the resolution the problems are resolved, obstacles overcome and decisions made.
Some stories have more than one resolution and some leave us wondering, ending with
questions for the reader to ponder or solve.
The novel On Loan uses this narrative structure.
ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition
Jo-Anne Patterson Wyndham College
Handout 1 (cont.)
Language features
The narrator
This is the person who tells the story. In the novel On Loan the composer has chosen to
tell the story in the third person. This means someone not part of the story tells what
the characters are doing, thinking and feeling. This someone is called the narrator.
Pronouns such as he, she, them and they are used to indicate the use of third person.
The narrator also describes the events of the story and the setting. Composers often
choose to tell stories this way because the reader is then able to find out what everyone
in the story is doing, what their personality is like and what they are feeling about the
things that are happening in the story from the one perspective.
Dialogue
During the story the composer may choose to vary the way the story is told to make it
more interesting for the responder or to allow them to see things from a different
perspective. The use of conversation is one of these ways. Conversation happens
when the characters speak to each other. Throughout the story On Loan the composer
has chosen to use conversation to enable the characters to speak for themselves,
allowing the responder to find out how they feel through their own words rather than
those of the narrator. This is called first person and is indicated by the use of I, me, us
and we.
Description
Descriptive words are used in a story to create images in the reader’s mind. The
composer describes the appearance of characters and settings in the story to create a
picture of them in the mind of the responder. Mood and mood changes are also
conveyed through the use of descriptive words in On Loan.
ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition
Jo-Anne Patterson Wyndham College
Handout 2
Learning about narrative
Using the information from Handout 1 demonstrate your understanding of narrative
terms by matching the terms with their definitions in the table below.
Term
narrative
Meaning
Characters in a story speak for themselves. Pronouns such as I,
me, we and us are used to indicate this type of narration.
plot
Someone not part of the story tells what the characters are doing
thinking and feeling. Pronouns such as he, she, they and them are
used in this type of narration.
character
When a complication is resolved.
setting
A character’s point of view.
orientation
Locations in a story, where things happen.
complication
When characters talk to each other.
resolution
The people involved in a story
third person
A story, tale or yarn.
perspective
The part of a story where the characters, setting and situation are
introduced.
conversation
Pictures created in the minds of readers by the composer’s careful
choice of words.
first person
This section of the story aims to draw the reader into problems,
obstacles or decisions experienced by the characters in the story
and make them curious to find out what will happen.
images
The things that happen in a story.
fictional
Work of the imagination.
ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition
Jo-Anne Patterson Wyndham College
Handout 3
Listening for details in the story On Loan
As you listen to the beginning of the story answer the questions below.
1. This part of the story is set in the dressingroom of Lindy’s school hall. Describe
the dressingroom.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. How many girls were dressed in Kimonos? ___________________________
3. Fill in the missing words.
Her face was smooth and ____________________, with almond ____________
That needed no stage make-up. She turned to her __________________.
4. When she was on the stage, who was Lindy looking for in the crowd? ______
___________________________________________________________________
5. What is Geoff’s occupation? _______________________________________
6. How old is Danny? ______________________________________________
7. How does Geoff feel about Lindy at this time? _________________________
___________________________________________________________________
8. Choose a sentence from the reading that shows this feeling.______________
___________________________________________________________________
___________________________________________________________________
9. What do you think the word spontaneous means? ______________________
10. This piece of the story comes from the:
a. climax
b. resolution
c. orientation
d. complication
ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition
Jo-Anne Patterson Wyndham College
Handout 4
On Loan - Plot summary
1. The events in a story make up the plot. Show your understanding of the story of
On Loan by cutting out the events below and placing them in the order they
happened in the story.
2. Divide the ordered events into the orientation, complication(s) and resolution(s).
3. Paste the plot summary into your notes
Le takes Lindy to Cabramatta to meet her Vietnamese cousin Minh and Uncle and
Aunt. Minh tells her how difficult the war years were for her family and how hard it
was for Vietnamese refugees to escape Vietnam.
Lindy is happy on her fourteenth birthday party surrounded by her father Geoff,
mother Marj, brother Danny, her friend Julie and other relatives.
Lindy arrives home from school one day to find Marj worried about a letter that has
arrived for her from Vietnam.
Lindy’s friend Julie tells her that she is lucky to have such a loving family and
wonders if Lindy thinks about being adopted.
In a letter from Vietnam, Lindy receives a photo of herself as a small child with her
mother, brothers and sisters. She learns that her biological parents had named her
Mai.
Lindy writes a letter to Le who has returned to Vietnam, telling him that Minh is
teaching her the Vietnamese language, that she thinks of him often, that she feels
older and surer of herself and that it is good to know who she is.
Julie helps Lindy decide that she will stay in Australia until she is 16 and then she will
travel to Vietnam to meet her biological family.
Lindy has an emotional meeting with Le at Sydney airport. Watching them Geoff
begins to feel afraid of losing Lindy. They show Le some sites in Sydney and take
him to a hotel where he will stay while he is visiting Lindy in Australia.
Lindy tells Le that she doesn’t really know who she is or where she is supposed to
be, or anything.
Le asks Lindy to leave her Australian family and return to Vietnam with him to live.
Lindy asks Le why she was adopted. She understands his explanation but feels
ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition
Jo-Anne Patterson Wyndham College
saddened by it.
In a letter from Vietnam Lindy learns that her biological father and mother were
looking for her for many years. She learns that her mother has died and that her
father, Le is hoping to travel to Australia to meet her.
Lindy’s family watch proudly as she and her friend Julie play Japanese girls in a
school play.
Lindy goes to the library to research Vietnam. She is saddened by the things she
learns about what the people of Vietnam suffered during the civil war.
In a conversation with Julie, Lindy confides that she remembers a little about being
taken away from her mother as a baby. That she feels like she is being ripped in half
by her two families.
Marj and Lindy’s relationship is put under much pressure by the arrival of the news of
Lindy’s real father. Marj asks Lindy to tell Le not to come to Australia because she is
scared of losing her daughter
ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition
Jo-Anne Patterson Wyndham College
Handout 5
Creating characters in a story
The composer has created a number of characters to tell the story of Lindy’s transition
from childhood to adolescence. The composer builds an image of each character
through descriptions of their appearance, personality and actions. Sometimes a
character is described by the narrator using the third person and sometimes characters
describe each other in the first person.
Work with a partner to name the 6 characters in the story and find examples of
descriptive words and phrases used to describe their appearance, actions or personality.
Lindy has been done as an example for you.
Character
Lindy
Description
The narrator describes Lindy ‘…long black hair. Her face was smooth
and pretty, with almond eyes …..’ (p1).
The narrator tells the responder what Julie thinks of Lindy, ‘There
was something about her, a certain stillness, a half-adult quality, an
air of standing at a slight distance and working things out for herself
….’(p 10-11).
Le describes Lindy, ‘I have imagined your face in dreams. Grown
from a tiny girl to a near woman. You have a lovely face’ (p39).
In the resolution of the story the narrator describes Lindy as, ‘calm,
self-contained, thoughtful’ (p84)
ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition
Jo-Anne Patterson Wyndham College
Handout 6
Creating mood and images in a story
Mood refers to the feeling surrounding the characters and events in the story.
The mood in a story can change often and dramatically. The mood in the orientation of
On Loan through to the beginning of chapter two is pleasant. As Lindy is walking home
from school she feels she belongs to the community and its people, (pages 12 and 13).
When she arrives home Marg tells Lindy there is a letter for her from Vietnam. The mood
changes suddenly and words such as:
puzzled, loss, uneasily, grieved, anxiously, troubled, urgently, crisis, shocked, grief and
painful are used, (pages 13 to 15).
1. Work with a partner to find the meaning of these words.
2. Describe the mood created by this choice of words.
3. How does this change of mood help to tell the story?
At the end of chapter 2 Lindy goes to the library to find out more about Vietnam, the
country in which she was born. The language used to express what she found is
descriptive. Words such as:
burning, running, prisoners, gun-point, body, swooping, stumbling, ugly, refugees,
blackened, devastation and burn-out are used to create an image in the mind of the
responder.
4. Work with a partner to find the meaning of these words
5. What pictures and mood are created?
6. By the end of chapter 2 Lindy’s world has changed greatly. Describe the type of
transition she is experiencing.
7. Be ready to share and discuss your responses with the class.
ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition
Jo-Anne Patterson Wyndham College
Handout 7
Changing the perspective in a story
Marj undergoes an important transition in the story. The responder knows how worried
she is about losing Lindy. Her reactions to the events in the story and her feelings are
told through conversations with Lindy and Geoff, and by the narrator in the third person.
Complete the table below by finding other examples of Marj’s reactions and feelings in
the story as told in the first person through her conversations with others, and through
the narrator in the third person.
Marj’s reactions/feelings
When the first letter from
Vietnam arrives Marj is
instantly concerned that it
will be bad news.
How this is conveyed
In a conversation with
Lindy about the contents
of the letter Marj is able to
reveal her fears about
losing Lindy.
Evidence
‘What is it?’
‘Its from my real father’
‘It can’t be!...It can’t be!... I
think I’d better ring your
father..I think he should
come home’ (p 14-15)
Choose an event from the list below and retell it in the first person from Marj’s
perspective.
a. Lindy’s concert performance, pages 2- 5.
b. Le’s visit to Lindy’s home, pages 45-52.
c. Lindy’s return from her day with Le to Cabramatta to meet her father’s brother,
pages 77-79.
d. Le’s departure from Australia, pages 84 -85.
ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition
Jo-Anne Patterson Wyndham College
Handout 8
Revision Quiz – On Loan
1. What does the word author mean? _________________________________
2. Who is the author of the story On Loan? _____________________________
3. What is another word for author? ___________________________________
4. What does the word narrative mean? ________________________________
___________________________________________________________________
5. What does the narrator of a story do? _______________________________
___________________________________________________________________
6. Who is the responder? ___________________________________________
___________________________________________________________________
7. The structure of a story means how it is o________________. The words
below are used to describe how a story is organised. Put them in the correct order.
___
resolution
___
climax
___
orientation
___
complication
8. Some of the language features of a story include:
 first person
 third person
 conversation
Write the term in the first column next to its correct definition.
Term
Definition
Speech marks are used to show that the people in the story
are actually talking.
The story is told by someone not directly involved in it. Words
such as “he”, “she”, “they” and “them” are used.
The story is told by the person who is experiencing the events
being described. Words such as “I”, “me”, “we” and “us” are
used.
Handout 8 (cont.)
ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition
Jo-Anne Patterson Wyndham College
9. Write a sentence about yourself in the first person. _____________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
10. Write a sentence about someone else in the third person. _______________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
11. Elements of a story include;
 plot
 characters
 setting
 theme
12. Write the term in the first column next to its correct definition.
Term
Definition
The main concern, issue or focus of a story
Places in a story where the action happens
The people in a story
What happens in a story, the events.
13. Who are the characters in the story On Loan? _________________________
__________________________________________________________________
___________________________________________________________________
14. List three different settings in On Loan.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition
Jo-Anne Patterson Wyndham College
Handout 8 (cont.)
15. Trace the plot of the story by numbering these events in their correct order.
___
Lindy meets her Vietnamese father when he flies to Australia.
___
Lindy is a very happy girl who is part of a school play.
___
Lindy celebrates her 14th birthday with her family, Geoff, Marj and Danny.
___
Lindy’s life is changed when she receives a letter from her father who has
been searching for her.
___
Lindy and Geoff show Le around Sydney.
___
Lindy meets her cousins who live in Cabramatta.
___
Lindy writes a letter back to her Vietnamese father.
ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition
Jo-Anne Patterson Wyndham College
Handout 9
Linking On Loan to the Area of Study
1. Choose the statements describing aspects of transitions written at the beginning
of the unit that are relevant to Lindy’s experience in On Loan.
2. Find examples from the novel to illustrate how these statements relate to Lindy’s
experience.
Aspects of transitions
Examples/evidence from the text
3. Using these statements and the examples you have chosen complete the
paragraph below that describes Lindy’s transition as expressed in the novel On
Loan.
In the novel ______________________ written by ____________________
the character ________________ experiences a ______________transition
from ___________________________ to ___________________________.
This happens when _____________________________________________
_____________________________________________________________
_____________________________________________________________
Lindy feels ____________________________________________________
ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition
Jo-Anne Patterson Wyndham College
_ Handout 9 (cont.)
____________________________________________________________
because ______________________________________________________
_____________________________________________________________
She learns much about __________________________________________
_____________________________________________________________
through _______________________________________________________
_____________________________________________________________
Finally, Lindy decides to _________________________________________
_____________________________________________________________
_____________________________________________________________
The composer has used language features such as ____________________
__________________________________________________________ to
express these changes in Lindy. For example ________________________
_____________________________________________________________
This conveys __________________________________________________
_____________________________________________________________
_____________________________________________________________
At the end of the story Lindy is a very different person because she has
experienced a transition from ______________________________________
_____________________________________________________________
to ___________________________________________________________
_____________________________________________________________
ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition
Jo-Anne Patterson Wyndham College