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aa Assessmert Papers
English S——
Assessment es
Papers a
 le

Berke
MUU Hl)
30119 027 ae 69 3

Comprehension |
Fourth papers
10-11" years

OXFORD.
UNIVERSITY PRESS
OXFORD
UNIVERSITY PRESS
Great Clarendon Street, Oxford, OX2 6DP, United Kingdom

Oxford University Press is a department of the University of Oxford.

It furthers the University’s objective of excellence in research, scholarship,
and education by publishing worldwide. Oxford is a registered trade mark of
Oxford University Press in the UK and in certain other countries

Text © Michellejoy Hughes 2015

Illustrations © Oxford University Press 2015

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First published in 2015

All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted, in any form or by any
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Enquiries concerning reproduction outside the scope of the above
should be sent to the Rights Department, Oxford University Press, at SUTTON
the address above.
LIBRARY SERVICE
You must not circulate this work in any other form and you must
impose this same condition on any acquirer 30119 027 676 69 3
British Library Cataloguing in Publication Data
Data available Askews & Holts |May-2015
978-0-19-274234-6

ANON NSS (5 3) 28) al

Printed in China

Acknowledgements
The publisher would like to thank the following for permission to use copyright
material:

Illustrations: Angela Knowles

Cover illustrations: Lo Cole

Extract from Black Beauty by Anna Sewell sourced from www.childrensnursery.

org.uk; Extract from ‘Edward Lear’s Nonsense Books complete set’ (online
version) The Owl and the Pussy-Cat sourced from www.childrensnursery.org.uk;
Extract from “Edward Lear’s Nonsense Books complete set’ (online version)
The Jumblies sourced from www.childrensnursery.org.uk; Extract from Birds of
the Air by Arabella Buckley sourced from www.mainlesson.com; Extract from
Grandfather’s Chair by Nathaniel Hawthorne sourced from www.gutenberg.org;
Extract from Stories of the Ancient Greeks by Charles D. Shaw sourced from www.
mainlesson.com; Extract from The Life of the Spider by Jean Henri Fabre sourced
from Wwww.mainlesson.com; Extract from Historical Tales: Russian by Charles
Morris sourced from www.mainlesson.com; Extract from ‘The Questing Beast’ in
King Arthur Tales of the Round Table edited by Andrew Lang, sourced from
www-.sacred-texts.com.

Although we have made every effort to trace and contact all

copyright holders before publication this has not been possible in all
cases. If notified, the publisher will rectify any errors or omissions at
the earliest opportunity.

Links to third party websites are provided by Oxford in good faith

and for information only. Oxford disclaims any responsibility for
the materials contained in any third party website referenced in
this work.
Galorevouget started.
About Bond
Bond is the leading name in practice for 11+ and other selective school exams
(e.g. 7*, 12*, 13*, CEE), as well as for general practice in key learning skills.
The series provides resources across the 5-13 years age range for English and
maths and 6-12 years for verbal reasoning and non-verbal reasoning. Bond’s
English resources are also ideal preparation for teacher assessments at Key
Stages 1 and 3, as well as for Key Stage 2 SATs.

About comprehension
Comprehension is a vital life skill. It involves the ability to critically read and
understand written material and then to take or use relevant information
from it. This skill is developed in children from an early age; consequently
comprehension exercises form a core component of most English exams and
assessments in school.

To test the breadth of a child’s comprehension ability, exams may present one
or more extracts taken from works of fiction (i.e. novels), poetry, playscripts or
non-fiction (i.e. biographies, leaflets, advertisements, newspaper and magazine
articles). Questions are likely to range from those that require direct, literal
answers (e.g. ‘What colour was the girl’s coat?’) to those that, with increasing
levels of complexity, involve inferring information and offering a personal opinion
(e.g. ‘Why did Tom decide to put the money back?’; ‘How do you think he felt
when he realised that the money had gone?’).

Children are likely to face a range of different comprehension tasks throughout

Key Stages 1-3, particularly in English end-of-year assessments, Key Stage 2
SATs and 11* (as well as other selective) English exams. Both wide reading and
regular, focused comprehension practice are therefore essential for success.

What does the book contain?

* 10 papers — providing comprehension practice at fiction, non-fiction and
poetry. Each test includes one or more passages to read, followed by
questions. The number of questions in a paper may vary but each test is
worth a total of 35 marks. The comprehension texts and questions have been
pitched at the level of a ee ei exam.
¢ Tutorial links throughout — |) — this icon appears in the margin next
to the questions. It indicates links to the relevant sections in Focus on
Comprehension, our invaluable guide that explains all key aspects of
comprehension.
* Scoring devices - there are score boxes in the margins and a Progress
Chart on page 44.
¢ Answers -— located in an easily-removed central pull-out section.

le)
How can you use this book?
Flexibility is one of the great strengths of the Bond series. These comprehension books
can therefore be used at home, in school and by tutors to:
* set timed exercises — for each paper allow around 10 minutes to read the extract(s),
followed by 30 minutes to answer the questions; this will provide good practice for
11* (and other exam) time frames
* provide regular, bite-sized practice
¢ highlight strengths and weaknesses
¢ identify individual needs
¢ set homework
¢ help build a complete 11+ English preparation strategy alongside other Bond
resources (see below).
It is best to start at the beginning and work through the papers in order. If you are using
the book as part of a careful run-in to the 11*, we suggest that you also have these
other Bond resources close at hand:
Focus on Comprehension: this practical handbook is an essential support for Bond
Comprehension 10-11+* years. Focus on Comprehension clearly explains to children
how to read and understand a text, how to approach the core question types and
how to assess their own answers. The margin icons in Bond Comprehension 10-11*
years indicate which questions are cross-referenced to the relevant sections of this
handbook.
Bond Assessment Papers in English: these graded books provide lots of timed practice
at comprehension, spelling, grammar and vocabulary work, in line with the scope of
11* (and other) English exams.
How To Do 11* English: the subject guide that explains all aspects of 11* English.
The Parents’ Guide to the 11*: the step-by-step guide to the whole 11* experience. It
clearly explains the 11* process, provides guidance on how to assess a child and helps
you to set a complete action plan for a strategic run-in to the exam.
See the inside front cover for more details of these books.

What does a child’s score mean and how can it be improved?

It is unfortunately impossible to guarantee that a child will pass the 11+ English exam (or
any comprehension test) if they achieve a certain score on a practice paper. Success on
the day will depend on a host of factors, including the performance of the other children.
However, we can give some guidance on what a score indicates and how to improve it.
If children colour in the Progress Chart (page 44), this will give an indication of
performance in percentage terms. The Next Steps Planner inside the back cover will
then help you to decide what to do next. It is always valuable to go over incorrect
answers with children. If they are having trouble with any particular question type, follow
the tutorial links to Focus on Comprehension for step-by-step explanations and further
practice.

Don’t forget the website...!

Visit www.bond11plus.co.uk for lots of free resources, advice and information about
Bond, the 11* and helping children to do their best.
Liv)
 Key words
adjective a word that describes somebody or something
alliteration a repetition of the same sound five funny frogs
_ conjunction a word used to link sentences, phrases or words and, but
connective a word or words that join clauses or sentences
grammar rule a rule that we apply to a word when adding a prefix or suffix, e.g.
reply — take off the y and add ies to make replies
homophone a word that has the same sound as another but a different
meaning or spelling right / write
narrator a person who is telling a story
noun a word for somebody or something
onomatopoeia a word that echoes a sound associated with its meaning hiss
past tense form of a verb showing that something has already happened
preposition a word that relates other words to each other the book on the
table
present tense form of a verb showing something happening now
pronoun a word used to replace a noun
simile an expression to describe what something is like as cold as ice
suffix a group of letters added to the end of a word Jy, ful
superlative describes the limit of a quality (adjective or adverb) most / least
or shortest
synonym a word with the same or very similar meaning to another word
guick — fast
verb a ‘doing’ or ‘being’ word
Chapter 1 My Early Home
The first place that | can well remember was a large, pleasant meadow with a pond
of clear water in it. Some shady trees leaned over it, and rushes and water-lilies
grew at the deep end. Over the hedge on one side we looked into a plowed field,
and on the other we looked over a gate at our master’s house, which stood by the
roadside; at the top of the meadow was a grove of fir-trees, and at the bottom a 5
running brook, overhung by a steep bank. eee
While | was young | lived upon my mother’s milk, as | could not eat grass. In the
daytime | ran by her side, and at night | lay down close by her. When it was hot we
used to stand by the pond in the shade of the trees, and when it was cold we had a
warm shed near the grove. 10
As soon as | was old enough to eat grass, my mother used to go out to work in
the daytime, and come back in the evening. é
There were six young colts in the meadow besides me; they were older than |
was; some were nearly as large as grown-up horses. | used to run with them, and
had great fun: we used to gallop all together round and round the field, as hard as 15
we could go. Sometimes we had rather{rough play, for they would peer eiet: bite
and kick, as well as gallop.
One day, when there was a good deal of kicking, my mother whinnied to me to
come to her, and then she said:
“| wish you to pay attention to what | am going to say to you. The colts who live 20
here are very good colts, but they are cart-horse colts, and, of course, they have not
learned manners. You have been well-bred and well-born; your father has a great,
name in these parts, and your grandfather won the cup two years at the Newmarket
races; your grandmother had the sweetest temper of any horse | ever knew, and.
| think you have never seen me kick or bite. | hope you will grow up gentle and 25
good, and never learn bad ways; do your work with a good will, lift your feet up well
when you trot, and never bite or kick even in play.”
| have never forgotten my mother’s advice; | knew she was a wise old horse, and
our master thought a great deal of her. Her name was Duchess, but he called her Pet.
Our master was a good, kind man. He gave us good food, good lodging and 30
kind words; he spoke as kindly to us as he did to his little children. We were all fond
of him and my mother loved him very much. When she saw him at the gate she
would neigh with joy, and trot up to him.
From Black Beauty by Anna Sewell
eat The narrator is a young boy. Do you agree with this statement? Support your
answer with evidence from the text.

What do you think is meant by the term ‘rough play’, as used in the extract?

Give an alternative for each word as it is used in the context of the text.
a whinnied (line 18) ik ~—Ssab grove (line 5)

c temper (line 24)_ = d lodging (line 30)

A= Find THREE pieces of text that refer to the age of the narrator.
|

RN

uo . Give THREE ways in which the narrator is different from his friends.

o7) Find FOUR pieces of text that show why Duchess might love the master.

What does the narrator’s mother mean when she refers to ‘bad ways’?
a CE
 8 Describe FIVE traits that the narrator’s mother wishes him to have.

o Why do you think the narrator’s mother tells him about his family lineage?

10 Tick the THREE statements that are true.

A His father won two cups at Newmarket. i

B Water-lilies can grow in deep water. ing

C His grandmother’s name was Duchess. fa)

D There were at least eight of them in the field. hav :

E The warm shed was near the top of the meadow. Pret

F The running brook was at the top of the meadow.

11 Find an example of each of the following parts of speech in this sentence.

‘The first place that | can well remember was a large, pleasant meadow with a
pond of clear water
in it.’
a pronoun b verb

c adjective d preposition

12 Write these words in their present tense form.

Cee Pe ee b thought _

c spoke

3Progress Chart to record your score!

 The Owl and the Pussy-Cat
I. s

The Owl and the Pussy-Cat went to sea

In a beautiful pea-green boat, They took
some honey, and plenty of money,
Wrapped up in a five-pound note. The Owl
looked up to the stars above, —_=_-_-_-$--_-_-______-_—_‘*___& 5
And sang to a small guitar, “O lovely Pussy! |
O Pussy, my love, Z
What a beautiful Pussy you are, You are,
You are! What a beautiful Pussy you are!”

Il.
_ Pussy said to the Owl, “You elegant fowl! 10
How charmingly sweet you sing! Oh! let us be
married! too long we have tarried:
But what shall we do for a ring?” They sailed away,
for a year and a day,
To the land where the Bong-tree grows, And there in 15
a wood a Piggy-wig stood
With a ring at the end of his nose, His nose, His
nose, With a ring at the end of his nose.

Hl.
“Dear Pig, are you willing to sell for one shilling
Your ring?” Said the Piggy, “I will.” So they took it ~20
away, and were married next day
By the Turkey who lives on the hill.
They dined on mince and slices of quince,
Which they ate with a runcible spoon; And hand in
hand, on the edge of the sand, _~ 25
They danced by the light of the moon, the |moon,
The moon, They danced by the light of the moon.
The Owl and the Pussy-Cat by Edward Lear
The Jumblies

I.
They went to sea in a Sieve, they did,
In a Sieve they went to sea: In spite of all
their friends could say,
On a winter’s morn, on a stormy day,
In a Sieve they went to sea! And when the
Sieve turned round and round,
And every one cried, “You'll all be
drowned!”
They called aloud, “Our Sieve ain’t big,
But we don’t care a button! we don’t care a
fig!
In a Sieve we'll go to sea!” Far and few,
far and few, Are the lands where the
Jumblies live; Their heads are green, and
their hands are blue, And they went to 15
sea in a Sieve.
Il.
They sailed away in a Sieve, they did, IV.
In a Sieve they sailed so fast, With only a And all night long they sailed away;
beautiful pea-green veil And when the sun went down, They
Tied with a ribbon, by way of a sail, whistled and warbled a moony song
To a small tobacco-pipe mast; And every To the echoing sound of a coppery gong,
one said, who saw them go, In the shade of the mountains brown. “O
“O won't they be soon upset, you know! Timballo! How happy we are,
For the sky is dark, and the voyage is long, When we live in a Sieveand a crockery-jar!
And, happen what may, it’s extremely wrong 25 And all night long, in the moonlight pale,
In a Sieve to sail so fast!” Far and few, We sail away with a pea-green sail, 55}

far and few, Are the lands where the In the shade of the mountains brown!” Far
Jumblies live; Their heads are green, and and few, far and few, Are the lands where
their hands are blue, And they went to the Jumblies live; Their heads are green,
sea in a Sieve. 30 and their hands are blue; And they went
to sea in a Sieve. 60|
III.
The water it soon came in, it did, V.
The water it soon came in; So to keep them They sailed to the Western Sea, they did,
dry, they wrapped their feet To a land all covered with trees, And they
In a pinky paper all folded neat, bought an owl, and a useful Cart,
And they fastened it down with a pin. And 35 And a pound of Rice, and a cranberry Tart,
they passed the night in a crockery-jar, And a hive of silvery Bees. And they bought 65|
And each of them said, “How wise we are! a Pig, and some green Jack-daws, |
Though the sky be dark, and the voyage be And a lovely Monkey with lollipop paws,
long, And forty bottles of Ring-Bo-Ree,
Yet we never can think we were rash or 40 And no end of Stilton Cheese. Far and few,
wrong, far and few, Are the lands where the
While round in our Sieve we spin!” Far and Jumblies live; Their heads are green, and_ |
few, far and few, Are the lands where the their hands are blue; And they went to
Jumblies live; Their heads are green, and sea in a Sieve.
their hands are blue, And they went to
sea in a Sieve.
45
The Jumblies by Edward Lear ||
These questions are about The Ow! and the Pussy-Cat.

1 Name THREE items that the owl and the pussy-cat took with them on their travels.

2 What time of day was it when the owl and the pussy-cat first set sail?

wo Which animal suggested that there should be a wedding?

_ How many days were the animals at sea?

ol What do you think is meant by these words as they are used in the text?

a tarried (line 12) _

b quince (line 23) ee eee,

c fowl (line 10)

6 Describe in your own words how they find a wedding ring.

7 Find FOUR homophones in this sentence. Write them, with their homophone
partners, below.

“Dear Pig, are you willing to sell for one shilling your ring?”

2 2g eee Be ee ee

So. ee eee a. oaa

Please do not
write in this book
These questions are about The Jumblies.

8 Name TEN items that the Jumblies bought in the ‘land all covered with trees’.
1)

9 What time of the year was it when the Jumblies set sail? Be

@:
10 Name TWO things that they did to keep themselves dry. “eb

11 What was attached to the mast?

12 What did the Jumblies do at sunset?

13 What do you think is meant by these words as they are used in the text? (8 2b

a voyage (verse ll, line 24)

b warbled (verse IV, line 49)

c rash (verse Ill, line 40)

These questions are about both poems.

14 The Owl and the Pussy-Cat and The Jumblies are both ‘nonsense’ poems. Find
SIX pieces of evidence to support this statement. You can take your evidence
from either or both poems.

15 Both poems are about a sea journey. Find another FOUR things that both poems
have in common.

| 0 the Progress Chart to record your score!

 Bird-food in Winter

When Christmas is past and the real winter cold begins, the poor little birds often
have a hard time. So long as the weather is mild, the thrush picks out the slugs
and snails from their hiding-places in the walls and palings. The robin and the wren
bustle about, looking for seeds and insects. The little wagtails run about the lawns
wagging their tails, as they try to find a stray grub, or beetle. In the wood the tree- 5
creeper hunts for spiders and the eggs of insects in the bark of the trees, and the
nuthatches and pigeons feed under the beeches.
But after a while, when a hard frost comes, and snow lies deep on the ground,
the birds look very sad. The larks and the linnets crouch down under the banks of
the cornfields to keep warm. The thrushes fly from tree to tree to look for a 10
few mistletoe berries, now that all the others are eaten.
The chaffinches and the yellow-hammers fly round the
farmer’s ricks, to pull out some grains of wheat or
oats, or grass seeds. The field-fares wander
sadly about in flocks.
.
The rooks, starlings, and
jackdaws fly from field to field
screaming and cawing as
they try to find some place where
the wind has blown the snow away
and they can peck in the furrows. The
lapwings, which you may know by the
feathers which stand up on the back of
their head, cry “peewit, peewit” mournfully,
as they journey to the sea-coast, where they
find food on the sands and mudflats at low tide..
It is sad to think how often little birds are starved to death. They do not so much
mind the cold, for you remember that the air under their feathers keeps them warm.
But in a hard winter they often die from want of food. If you pick up a dead robin,
starling, or rook after a long frost, you will find that the bones are only covered with 30
skin and feathers. Its flesh has all wasted away.
Now is your time to be kind to the birds which have sung to you all the summer.
They did good work then, eating the caterpillars and grubs, the wire-worms and
maggots, the slugs and snails, and keeping down the weeds by eating the seeds.
Now you can feed them, for a little while, till the frost and snow are gone. 35
You will learn to know a great many birds in this way, and you need only give
them a few scraps, which you can well spare. Some birds, you will remember, like
seeds and crumbs and green food. Others, which eat insects in the summer, will be
glad of a little gristle or fat.
So you must save up every scrap from breakfast, dinner, and supper, and keep it 40
for the next morning — crusts of bread, the crumbs off the table, cold potatoes, and
potato skins. You can get your mother to boil the potatoes in their skins, and then
the birds will like the peel. Perhaps, too, you may save some pieces of cabbage,
some apple parings, and a little fat.
All this will make a nice dish for starving birds, if you chop it up and pour a little 45
hot water over the crusts. And if you live on a farm you may be able to sweep up a
few grains of corn in the stables, before they are thrown away with the manure.
Then clear the snow away in front of your door, throw the food down and go back
out of sight. The birds will soon come, and in a few days they will even be waiting
about for their morning meal before you bring it. 50
You must not forget to hang a piece of fat from the branch of a tree, so that you
may see the tits hang head downwards on the string to peck at it. And if you hang
up a bone with a little meat on it the starlings and jackdaws will come too.
Then remember that birds want to drink. You can put water for them in a pan, if
you change it when it freezes. But if you can spare a few pence to buy a cocoa-nut, 55
you may make it serve two purposes.
Saw it across the middle, and scoop out all the white from one half. Bore two
holes near the rim of this cup, and make a handle with a piece of string. Then hang
it on a tree and put some water in it. The birds will sit on the rim and drink. And as
they make it swing to and fro the water will not freeze. Then hang up the other half 60
in the same way, but leave the white inside. The little tomtits will peck away, and
fight for the sweet food till it is all gone.
A number of birds will come — robins, chaffinches, sparrows, wrens, starlings,
rooks, jackdaws, thrushes, and many others. You will be able to notice the
difference between the big missel-thrush, with his white spotted breast, and the 65
smaller brown song-thrush. And if you put some nuts on the window-sill the
nuthatch may come to fetch them if he lives near.
So you will see the birds more closely than you can at any other time, and next
summer, when they sing in the trees, they will be old friends.
From Birds of the Air by Arabella Buckley

1 Use the information given in the first two paragraphs to help you complete this
table.

Birds Food they eat

Robin

Wagtail

Thrush

Chaffinch

Tree-creeper
i) Explain how larks keep warm when there is snow on the ground.

o Why is it that birds do not mind the cold?

Give TWO key factors that cause birds to die in winter.

How can birds be helpful to gardeners? Support your answer with at least
THREE pieces of evidence from the text.

Explain, in your own words, TWO ways in which a cocoa-nut can be useful in the
garden.

Tick the TWO statements that are true.

A Birds like to eat potato skins. |_|

B Field-fares walk around in pairs. ie

C Asong-thrush has a white spotted breast. ips

D Pigeons like to eat food beneath trees. ‘we

E Starlings can easily find food beneath snow. | |

C2)
 Why do you think the author describes the lapwings’ call as ‘mournful’ (line 247)

Explain, in your own words, how the lapwings find food at the coast.

Which phrase, as used in the context of the extract, means the same as ‘rush
around’?

1 —t In the extract, the word ‘hide’ is written as ‘hiding’. (line 3)

a Which grammar rule must be applied to ‘hide’ before adding the ‘ing’ suffix?

b Find another word in the text that has followed this rule.

12 Explain, in your own words, why water is more likely to freeze in a pan than in
half a cocoa-nut.

What do you think is meant by these words as they are used in the text?

a bore (line 57)

b rim (line 58)

14 What type of reader do you think this text has been written for? Support your
answer with evidence from the text.

Cis)
15 Tick the TWO types of food that the author does not recommend as ingredients
for birds’ meals.

A Pieces of bread. [|
B Arange of insects. a

C Scraps of winter greens. 7

D Apple peel. ||
E Corn-on-the-cob. |_|

16 Birds only need feeding in the winter. How far do you agree with this statement?
Refer to the text in your answer.

))
Extract A

The Fox and the Crow

One day the sly, old fox went out for a walk when he saw a crow in the top of the
tree. The crow was the scruffiest old bird with tatty feathers and a scrawny head,
but she had an enormous chunk of cheese in her beak and the cheese smelled
so good to the hungry fox. The fox thought carefully about how he could get the
cheese and said to the crow: 5
“Kind crow, clever crow, you are the most beautifully elegant bird in all of the
world. Your feathers are as glossy as ebony, your intelligence is greater than all
other creatures, but it is your voice, your unforgettable, beautiful voice that is |
sweeter than the nightingale and as pretty as a picture. | do so love to hear your
voice so will you sing me your prettiest song?” 10 |
The crow was delighted to hear such praise. She shook her tatty feathers, lifted |
her scrawny head and opened her beak wide to begin her squawking. Down fell |
the chunk of cheese into the open mouth of the crafty fox. He snapped his teeth |
together. Snap! Snap! Snap! And the cheese was gone. The fox licked his lips and |
looked up at the dismayed crow. 15 |
“You silly crow. | am the cleverest creature in the whole world, for | knew how to
trick you. Your pride was your downfall and my prize fell down to me!” |

Extract B |
The Fox and the Cat |
Now this same fox was boasting to a cat about how many ways he had for |
escaping the enemy. He remarked, “Oh you're the stupidest cat. You can only climb |
up trees, but | have a whole bag of tricks that makes me the brightest creature in
the whole world.” |
At that, a pack of hunting dogs came bounding towards them with their teeth a
gnashing hungrily and their eyes burning brightly. The clever cat scampered up the
tree and avoided the terrible onslaught. She looked down at the fox and said, “Well
this is my plan. What are you going to do?”
The fox thought through all of his clever ways as the dogs got closer and closer
but alas, he was caught up in his own confusion and the dogs had their prey. 10

Please do not
write in this book
Extract C

The Fox and the Stork

The fox found that he got on well with a stork, so one day he invited the stork to
his home for a meal. The stork was very excited and turned up feeling very hungry.
The fox decided to play a cruel joke on the poor stork by serving some soup on a
shallow plate. The fox sat at the table licking up the soup saying, “Oh how delicious
this soup is, are you enjoying it, Stork?” 5
The stork had such a long beak that she couldn’t eat any of the soup at all; she
could only dip the very end of her beak into it. The fox made the joke worse by
saying, “Oh Stork, | am sorry that you do not like my lovely soup. You have left all of
it! Perhaps you are not hungry?”
The stork calmly replied, “Please do not apologise, Fox, | am sure that your soup 10
is very tasty. | look forward to you coming to my house tomorrow as | am making a
fine stew.”
The greedy fox looked forward to visiting the stork as he had heard about the
lovely food that she cooked. As he knocked on the stork’s door he could smell the
most wonderful aroma and he licked his lips with glee. The stork let the fox in and 15
ushered him to the table. The fox could hardly wait as the clever stork brought to
the table two of the longest jars that the fox had ever seen, and they were full of the
tastiest stew. The stork could easily fit her long beak into the jar as she supped the
hot food. The fox could see and smell the food, but his snout would not fit into the
jar. All he could do was watch the stork consume the delightful fare. 20
“Ah my dear Fox,” said the stork, “what goes around comes around!”
From Aesop’s fables; adaptations by Michellejoy Hughes

These questions are about Extract A.

1 Why did the fox want the crow’s cheese?

2 Underline the TWO words from the list below that best describe the crow’s
character.

humble vain modest conceited extravagant

3 Find an alternative word for these terms, as they are used in the text.

a dismayed (line 15) = == SCrawnny (line 12)

4 Each quote below is an example of a literary technique. Join each phrase to the
technique it represents.

a “as pretty as a picture ...” alliteration

b “Snap! Snap! Snap! And the cheese was gone ...” simile

c “Kind crow, clever crow ...” onomatopoeia

16 )
 5 Find another example of a simile in the text.

These questions are about Extract B.

6 Underline the word in brackets that is closest in meaning to each word as it is

used in the text.

a sCcampered (line 6) (darted, sidled, crept, struggled, strode)

b alas (line 10) (despite, sadly, because, regretful, although)

7 Find TWO homophones in this phrase. Write them, with their homophone
partners, below.

‘... he was caught up in his own confusion ...’

Shs matedenadon, aclaenes lyase inbinee wedi |!pebterm ant unset erty§
8 Explain the phrase ‘a whole bag of tricks’ (line 3, as used in the extract).

9 What do you think this tale teaches the reader?

These questions are about Extract C.

10 Reread the phrase ‘what goes around comes around’ (line 21).

a Which literary technique is this phrase an example of? ___

b Explain what the phrase means in your own words.

11 Why do you think the stork is referred to as ‘clever’? (line 16)

PL |
These questions are about all three extracts.

t2 These three tales are called ‘fables’. Write your own definition of a fable.

13 Why do you think the author has used a fox in all three tales?

14 Use the information given in each tale to write a description of the fox in your
own words. Refer to the text in your answer.

1 oa The fox thinks that the crow is vain, the cat is stupid and the stork has no
feelings. Do you think his opinion of each animal is correct? Explain your answer.

16 The author includes several superlatives in the texts. Find THREE examples,
one from each extract.

a From Extract A:

b From Extract B:

c From Extract:C;

Progress Chart to record your score!

C18)
Chapter 1 Grandfather and the Children and the Chair
Grandfather had been sitting in his old arm-chair all that pleasant afternoon, while
the children were pursuing their various sports far off or near at hand. Sometimes
you would have said, “Grandfather is asleep;” but still, even when his eyes were
closed, his thoughts were with the young people, playing among the flowers and
shrubbery of the garden.
He heard the voice of Laurence, who had taken possession of a heap of decayed
branches which the gardener had lopped from the fruit-trees, and was building a
little hut for his cousin Clara and himself. He heard Clara’s gladsome voice, too, as
she weeded and watered the flower-bed which had been given her for her own. He
could have counted every footstep that Charley took, as he trundled his wheelbarrow
along the gravel-walk.‘And though Grandfather was old and gray-haired, yet his heart
leaped with joy whenever little Alice came fluttering, like a butterfly, into the room.
Sire had made each of the children her playmate in turn, and now made Grandfather
her playmate too, and thought him the merriest of them all.
At last the children grew weary of their sports, because a summer afternoon is
like a long lifetime to the young. So they came into the room together, and clustered
round Grandfather’s great chair. Little Alice, who was hardly five years old, took the
privilege of the youngest, and climbed his knee. It was a pleasant thing to behold
that fair and golden-haired child in the lap of the old man, and to think that, different
as they were, the hearts of both could be gladdened with the same joys. 20
“Grandfather,” said little Alice, laying her head back upon his arm, “I am very tired
now. You must tell me a story to make me go to sleep.”
“That is not what story-tellers like,” answered Grandfather, smiling. “They are
better satisfied when they can keep their auditors awake.”
“But here are Laurence, and Charley, and I,” cried cousin Clara, who was twice 25
as old as little Alice. “We will all three keep wide awake. And pray, Grandfather, tell
us a story about this strange-looking old chair.”
Now, the chair in which Grandfather sat was made of oak, which had grown dark
with age, but had been rubbed and polished till it shone as bright as mahogany. It
was very large and heavy, and had a back that rose high above Grandfather’s white 30
head. This back was curiously carved in open work, so as to represent flowers,
and foliage, and other devices, which the children had often gazed at, but could
never understand what they meant. On the very tip-top of the chair, over the head of
Grandfather himself, was a likeness of a lion’s head, which had such a savage grin
that you would almost expect to hear it growl and snarl. 35
The children had seen Grandfather sitting in this chair ever since they could
remember anything. Perhaps the younger of them supposed that he and the
chair had come into the world together, and that both had always been as old as
they were now. At this time, however, it happened to be the fashion for ladies to
adorn their drawing-rooms with the oldest and oddest chairs that could be found. 40

It seemed to cousin Clara that, if these ladies could have seen Grandfather’s old
chair, they would have thought it worth all the rest together. She wondered if it were
C19)
not even older than Grandfather himself, and longed to know all about its history.
“Do, Grandfather, talk to us about this chair,” she repeated.
“Well, child,” said Grandfather, patting Clara’s cheek, “I can tell youa great many 45
stories of my chair. Perhaps your cousin Laurence would like to hear them too.
They would teach him something about the history and distinguished people of his
country which he has never read in any of his schoolbooks.”
Cousin Laurence was a boy of twelve, a bright scholar, in whom an early
thoughtfulness and sensibility began to show themselves. His young fancy kindled 0
at the idea of knowing all the adventures of this venerable chair. He looked eagerly
in Grandfather’s face; and even Charley, a bold, brisk, restless little fellow of nine,
sat himself down on the carpet, and resolved to be quiet for at least ten minutes,
should the story last so long.
Meantime, little Alice was already asleep; so Grandfather, being much pleased with 95
such an attentive audience, began to talk about matters that happened long ago.
From Grandfather’s Chair by Nathaniel Hawthorne

1 List the children’s names in age order, from oldest to youngest.

No Was Clara happy as she tended to the flower-bed? Explain your answer with
reference to the text.

wo Tick the TWO statements that are true.

A The chair was worth a lot of money.

B Grandfather had brown hair.

C Clara and Laurence were cousins.

D Alice slept during Grandfather’s story.

E Grandfather rarely sat in the chair. a |

4 Explain, in your own words, why the children ‘grew weary of their sports’
(line 15).

(20)
5 Which phrase suggests that Grandfather was pleased to have Alice sitting on his
knee?

Describe Grandfather's chair in your own words.

“I Give an alternative for each word as it is used in the text.

a lopped (line 7) b savage (line 34) _

foe} Find an example of each of the following parts of speech in this sentence.

‘It was very large and heavy, and had a back that rose high above Grandfather’s
white head.’

aanoun b an adjective

c a pronoun dapreposition __

Find TWO examples of similes in the text.

a ec R

10 Grandfather had bought the chair recently. Do you agree with this statement?
Support your answer with evidence from the text.

11 Find THREE homophones in this sentence. Write them, with their homophone
partners, below.

“| can tell you a great many stories of my chair.”

ly be tyete) Mere ene

eed in aes, Sie Ly

(21)
12 Why do you think the children wanted Grandfather to tell them a story?

13 What do you think Grandfather means when he says that the stories would teach
Laurence “something about the history and distinguished people of his country
which he has never read in any of his schoolbooks” (lines 47-48)?

14 What type of story do you think Grandfather will tell? Use the text to support your
answer.

‘the Progress Chart to record your score!

The Gods of Greece

The Greeks believed that the world was round and flat. Its outer border was the
great river, Ocean. The Mediterranean Sea was in the centre of this circle.
Far to the North lived the Hyperboreans in a beautiful land where cold winds did
not blow and snow never fell. These people were not obliged to work, and they had
no enemies with whom to fight. Sickness and old age did not trouble them. Their
lives were happy and tranquil.
In the distant South were the AEthiopians, who were so good and happy that the
gods often went to visit them.
In the far-off West were the Fortunate Isles, or ‘Islands of the Blessed’, where
everything was charming, and where a few people, beloved by the gods, lived 10
forever without pain or sorrow.
The Greeks thought there were many gods, most of whom lived above the clouds
on top of Olympus, a mountain in Thessaly. They had bodies like men and women,
but they were larger, stronger, and usually handsomer than human beings.
The king of all the gods, and the father of many of them, was called Zeus. The 15
Latin name for this god is Jupiter. He was the ruler of the weather. At his command
the clouds gathered, rain or snow fell, gentle winds blew, or storms roared. He
darted lightning across the sky and hurled thunderbolts upon the world.
The tallest trees and highest mountain peaks were sacred to him.
He was also the god of justice, and sent his servants, the Furies, to punish men 20
and women who did wrong.
His wife was Hera, who in Latin is called Juno. She was very handsome and
stately. Her eyes were large and dark, so that one poet called her ‘ox-eyed’. She
was proud and quarrelsome and ready to harm those who made her angry.
This couple had several children. One of them, Hepheestus, the Latin Vulcanus, is 25
said by some to have been born lame. Others say that his father in a fit of anger threw
him out of heaven. He fell for a long summer day, and when he reached the island
||
of Lemnos he had little life remaining in him, and limped forever after. He was the |
blacksmith god, who built houses for the other gods and made the sceptre of Zeus, |
|{
i
the arrows used by Apollo and Artemis, and other wonderful things. He was good- 30 |}4
|
natured and fond of fun, but not foolish. Volcanoes were called his earthly workshops. |
|i
His wife was Aphrodite, the Latin Venus, the loveliest of all the goddesses, who |

was said to have been born from the foam of the sea. She was the ruler of love
and beauty. Wherever she went soft and gentle breezes followed her, and flowers |{
|
sprang up where her feet touched. She made some people happy, but for others 35 |

she caused much grief and trouble. .

One day Zeus had a terrible headache. Hephaestus, with an axe, split open his
father’s aching head. The goddess Athene, the Latin Minerva, sprang out, full grown
and dressed in armour. She became the goddess of wisdom, and also took care of
cities. She never married but lived alone in her house upon Mount Olympus. 40

Phoebus, the Latin Apollo, was the god who ruled the sun. He loved music and
poetry.
 Artemis, the Latin Diana, was his twin sister. She had charge of the moon and
was the friend of the hunters.
Hermes, the Latin Mercurius, whence our Mercury, was handsome and swift, 45

the messenger of the gods. Under his care were merchants, travellers, and public
speakers. He wore a low-crowned hat with wings, and wings grew from his ankles.
In his hand, he carried a wand around which snakes twined. He was very cunning
and full of tricks.
Ares, the Latin Mars, was the god of war, finding pleasure in battle and death. 50

Hestia, the Latin Vesta, was the sister of Zeus. She was the goddess of the ~
fireside and watched over the homes of men. She never married, but Zeus gave her
a seat in the centre of his palace and sent her the sweetest morsels at every feast.
On earth she was worshipped as the oldest and best of the gods. In her temple
a sacred fire was kept forever burning, watched by un-married women, who were 55

called ‘Vestal Virgins’.

These ten gods formed the ‘Great Council’ of Olympus. They lived in their own
houses of brass, built by Hepheestus, but every day they went to the palace of Zeus
and feasted on ambrosia and nectar. Hebe, the beautiful daughter of Zeus and
Hera, waited upon the table. After her marriage to Heracles her place was taken 60
by Ganymede, a beautiful Trojan boy, whom Zeus in the form of an eagle carried
away to heaven. At the feasts Apollo played on his lyre and the Muses sang. The
Muses were nine sisters, who lived on Mount Parnassus. They had charge of poetry,
history, music, tragedy, comedy, dancing, love-songs, hymns, and astronomy.
The ruler of the sea was Poseidon, whose Latin name was Neptune. Under the 65
waves he had a shining palace, the work of Hepheestus.
Demeter, the Latin Ceres, was goddess of the earth, especially of harvests
of grain. Dionysus, or Bacchus, was the god of vineyards and wine, and was
particularly adored by the Greeks. Eros, the Latin Cupid, the little god of love, was
the son of Venus. Eos was the goddess of the dawn. Iris was the messenger of 70
Hera, and the road by which she travelled from heaven to earth was the rainbow,
which vanished when her errand was done.
There were three Fates, who spun the thread of human life and cut it off at their
pleasure.
There were three Graces, who favoured everything beautiful and charming in 75
manners and dress.
There were also three Furies, who had snakes for hair and were frightful to
look at. It was their duty to follow wicked men and women and punish them with
dreadful whips. i
Nemesis, like the Furies, pursued those who had done wrong, particularly those 80
who had insulted the gods. Wherever she went trouble and sorrow followed.
Momus was the god of laughter, Morpheus of sleep, and Plutus of riches. Plutus
was blind and could not see those to whom he gave his gifts. When he approached
men he limped slowly along. When he left them he flew away.
All these went and came as they pleased, being sometimes in the sky, sometimes 85
on the earth. They did not always do right, and they often quarrelled and fought
among themselves. Although they could not be killed, they could be wounded. A
A
a
t e

Then ichor instead of blood flowed from their veins. They took much interest in
human affairs; they had their favourites whom they helped, and their enemies whom
they tried to harm. 90
From Stories of the Ancient Greeks by Charles D. Shaw

Bh)
1 Choose ONE word or short phrase from the list below that best completes each
of the following sentences.

North Mediterranean East West Hyperboreans AEthiopians

Fortunate Isles Thessaly South Ganymede Mount Parnassus

a The lands to the extreme left were called the

b The people who lived at the most northern point were the

c The Greeks believed that the very middle of the world was the

d The AEthiopians lived to the far

ho Did the gods ever come down from the skies? Support your answer with TWO
pieces of evidence from the text.

3 What is the Greek name for the god Jupiter?

4 In which part of the world did some people enjoy eternal life?

uo Write your own description of Hera’s physical appearance and her personality.

ao Explain the sentence, ‘Volcanoes were called his earthly workshops ...’, as used
in the text (line 31).
4

7 Aphrodite was always kind and compassionate. Do you agree with this
statement? Refer to the text in your answer.
——————— nnn Enrnnenne

(25)
8 Tick the TWO statements that are false.

A Artemis was the twin sister of Diana. I

|
B Hermes was crafty. ||

C Nemesis made people laugh. ihe

D Zeus was the brother of Hestia.

E Hepheestus was Cupid’s father.

o If you held one of the following professions during this time, which god would
have been most important to you?

a a trader b a farmer

Give an alternative for each word as it is used in the text.

a-hurled (line-18) =. os In ee es Cb’ morsels (line.63) &

What material was Apollo’s house made from?

Reread lines 20-21 and 77-79 about the Furies.

a Describe the role of the Furies in your own words.

?

b Why do you think that the Furies looked so frightening?

This mythological extract illustrates several ways in which the Greek gods were
different from humans. Explain at least EIGHT of these differences, referring to
the text to support your answer.
Chapter 1 The Black-Bellied Tarantula
Lycosa tarantula by preference inhabits
open places, dry, arid, uncultivated places,
exposed to the sun. She lives generally —
at least when full-grown — in underground
passages, regular burrows, which she digs
for herself. These burrows are cylindrical:
they are often an inch in diameter and run
into the ground to a depth of more than a
foot; but they are not perpendicular. The
inhabitant of this gut proves that she is at
the same time a skilful hunter and an able engineer. It was a question for her not
only of constructing a deep retreat that could hide her from the pursuit of her foes:
she also had to set up her observatory whence to watch for her prey and dart out
upon it. The Tarantula provides for every contingency: the underground passage, in
fact, begins by being vertical, but, at four or five inches from the surface, it bends at
an obtuse angle, forms a horizontal turning and then becomes perpendicular once
more. It is at the elbow of this tunnel that the Tarantula posts herself as a vigilant
sentry and does not for a moment lose sight of the door of her dwelling; it was there
that, at the period when | was hunting her, | used to see those eyes gleaming like
diamonds, bright as a cat’s eyes in the dark. 20
The outer orifice of the Tarantula’s burrow is usually surmounted by a shaft
constructed throughout by herself. It is a genuine work of architecture, standing
as much as an inch above the ground and sometimes two inches in diameter, so
that it is wider than the burrow itself. This last circumstance, which seems to have
been calculated by the industrious Spider, lends itself admirably to the necessary 25
extension of the legs at the moment when the prey is to be seized. The shaft is
composed mainly of bits of dry wood joined by a little clay and so artistically laid,
one above the other, that they form the scaffolding of a straight column, the inside
of which is a hollow cylinder. The solidity of this tubular building, of this outwork,
is ensured above all by the fact that it is lined, upholstered within, with a texture 30
woven by the Lycosa’s spinnerets and continued throughout the interior of the
burrow. It is easy to imagine how useful this cleverly-manufactured lining must be
for preventing landslip or warping, for maintaining cleanliness and for helping her
claws to scale the fortress.
| hinted that this outwork of the burrow was not there invariably; as a matter 35
of fact, | have often come across Tarantulas’ holes without a trace of it, perhaps
because it had been accidentally destroyed by the weather, or because the
Lycosa may not always light upon the proper building-materials, or, lastly, because
architectural talent is possibly declared only in individuals that have reached the
final stage, the period of perfection of their physical and intellectual development. 40

One thing is certain, that | have had numerous opportunities of seeing these
shafts, these outworks of the Tarantula’s abode; they remind me, on a larger scale,
(Bz)
of the tubes of certain Caddis-worms. The Arachnid had more than one object in
view in constructing them: she shelters her retreat from the floods; she protects it
from the fall of foreign bodies which, swept by the wind, might end by obstructing 45
it; lastly, she uses it as a snare by offering the Flies and other insects whereon she
feeds a projecting point to settle on. Who shall tell us all the wiles employed by this
clever and daring huntress?
From The Life of the Spider by Jean Henri Fabre

1 What type of home does the adult Lycosa tarantula live in?

2 Which TWO skills does the Tarantula possess?

3 Where specifically does the spider lie in wait for her victims?

4 What information are you given about the Tarantula’s diet?

5 Underline the word in brackets that is closest in meaning to each word as it is

used in the text.

a arid (line 2) (unpleasant, putrid, luscious, barren, dangerous)

b perpendicular (line 9) (vertical, horizontal, parallel, reflective, obtuse)

c vigilant (line 17) (fragile, ravenous, distracted, watchful, bold)

d orifice (line 21) (section, opening, vessel, corner, block)

Oo Find TWO similes that the author uses in the text.

7 Other than the words ‘Lycosa tarantula’ and ‘spider’, which other scientific term
does the author use to describe the creature?

8 What helps to prevent dirt from building up in the Tarantula’s home?

8)
9 You are more likely to find a Lycosa tarantula in a rainforest than in a desert. Do
you agree with this statement? Explain your answer with reference to the text.

10 Explain, in your own words, the THREE reasons why not all tarantulas’ homes
will have an outer burrow.

1 st Which word, as used in the text, means the same as ‘consistently’?

1
nN Explain why tarantulas build shafts. Support your answer with THREE pieces of
evidence from the text.

Why do you think the shaft is hollow rather than solid?

14 Underline a connective in the following sentence.

‘This last circumstance, which seems to have been calculated by the industrious
spider, lends itself admirably to the necessary extension of the legs at the
moment when the prey is to be seized.’

(29)
15 What is meant by the phrase, ‘The Tarantula provides for every contingency ...’
(line 14)?

16 Lycosa tarantulas are extremely clever creatures. Discuss this statement with
reference to the text.

17 The author refers to the spider as being ‘industrious’. What do you think this
means?

18 What type of source do you think this extract has been taken from? Explain your
answer.

Progress Chart to record your score! _ Total bs) 35

Please do not
, Write in this book
The Ancient Scythians
Far over the eastern half of Europe extends a vast and mighty plain, spreading
thousands of miles to the north and south, to the east and west, in the north a
land of forests, in the south and east a region of treeless levels. Here stretches the
Black Land, whose deep dark soil is fit for endless harvests; here are the arable
Steppes, a vast fertile prairie land, and here again the barren steppes, fit only for
wandering herds and the tents of nomad shepherds. Across this great plain, in all
directions, flow myriads of meandering streams, many of them swelling into noble
rivers, whose waters find their outlet in great seas. Over it blow the biting winds of
the Arctic zone, chaining its waters in fetters of ice for half the year. On it in summer
shine warm suns, in whose enlivening rays life flows full again.
Such is the land with which we have to deal, Russia, the seeding-place of
nations, the home of restless tribes. Here the vast level of Northern Asia spreads
like a sea over half of Europe, following the lowlands between the Urals and the
Caspian Sea. Over these broad plains the fierce horsemen of the East long found
an easy pathway to the rich and doomed cities of the West. Russia was playing its
part in the grand drama of the nations in far-off days when such a land was hardly
known to exist.
Have any of my readers ever from a hill-top looked out over a broad, low-lying
meadow-land filled with morning mist, a dense white shroud under which everything
lay hidden, all life and movement lost to view? In such a scene, as the mist thins 20
under the rays of the rising sun, vague forms at first dimly appear, magnified and
monstrous in their outlines, the shadows of a buried wonderland. Then, as the
mist slowly lifts, like a great white curtain, living and moving objects appear below,
still of strange outlines and unnatural dimensions. Finally, as if by the sweep of an
enchanter’s wand, the mists vanish, the land lies clear under the solar rays, and we 25
perceive that these seeming monsters and giants are but the familiar forms which
we know So well, those of houses and trees, men and their herds, actively stirring
beneath us, clearly revealed as the things of every day.
It is thus that the land of Russia appears to us when the mists of prehistoric
time first begin to lift. Half-formed figures appear, rising, vanishing, showing 30
large through the vapour; stirring, interwoven, endlessly coming and going; a
phantasmagoria which it is impossible more than half to understand. At that early
date the great Russian plain seems to have been the home of unnumbered tribes
of varied race and origin, made up of men doubtless full of hopes and aspirations
like ourselves, yet whose story we fail to read on the blurred page of history, and 35
concerning whom we must rest content with knowing a few of the names.
Yet progressive civilizations had long existed in the countries to the south, Egypt
and Assyria, Greece and Persia. History was actively being made there, but it had
not penetrated the mist-laden North. The Greeks founded colonies on the northern
shores of the Black Sea, but they troubled themselves little about the seething 40

tribes with whom they came there into contact. The land they called Scythia, and
its people Scythians, but the latter were scarcely known until about 500 B.C., when
Sly)
Darius, the great Persian king, crossed the Danube and invaded their country. He
found life there in abundance, and more war-like activity than he relished, for the
fierce nomads drove him and his army in terror from their soil, and only fortune and 4
a bridge of boats saved them from perishing.
It was this event that first gave the people of old Russia a place on the page of
history.
From Historical Tales: Russian by Charles Morris

— Russia was north of which FOUR countries?

eh ees,
at Hf)

ee Se ee ee eee

2 If you were a crop farmer at this time, which section of the Black Land would you
have chosen for your farmland? Explain your answer with reference to the text.

3 Which ONE word does the author use to describe the Arctic winds?

4 For approximately how many months do these winds last?

ol Explain the following section of text in your own words.

‘... Chaining its waters in fetters of ice for half the year. On it in summer shine
warm suns, in whose enlivening rays life flows full again.’

o Which TWO phrases tell the reader that Russia is the source of many
nationalities?

enn Renenemeneeeeneeeneeenn aeeeemee eee ann

eae EERRRRREEnenenmemnnn nnn nares
7 Where are the lowlands?

Reread the second paragraph.

a Which literary technique is included in this section?

b Write out the relevant phrase.

o Give an alternative word for each of these words as they are used in the extract.

a meandering (line 7) b aspirations (line 34)

c seething (line 40) d fortune (line 45)

10 Explain, in your own words, why everyday things appear monstrous and
distorted (lines 18-28). Refer to the text in your answer.

11 How does the author make the text in the third paragraph sound supernatural?
Include at least FIVE pieces of evidence from the text to support your answer.
12 Choose ONE word from the group below that best completes each of the
following sentences.

North East South West Danube Greek Scythians

Darius Black Sea Persia Caspian Sea Russia

a The horsemen from the ___——=—S—SsS-s«erree fierce.

b The areato the _-_—==———SSSSSSs«Cwaas misty arnd impenetrable.

c The Greeks cared little for the people they named _

d There were rich cities in the of Russia.

13 What event saw the Scythians enter the history books?

14 In what type of source would you expect to find this extract? Explain your answer
with reference to the text.

(34)
 Firefighters Fight Forest Fire
Tuesday 3rd September 2009
by Louisa Johnson

This morning, firefighters from the Cheshire clearings, groups of people having barbecues
fire service were still trying to control the in the summer and teenagers setting off
fire that began sweeping through the ancient their own fireworks and lighting bonfires
forestland on Sunday. on Bonfire Night. All of these people have
Fire chief David Barnsley remarked that a chosen to ignore the warning notices that the
his crew had worked tirelessly over the last Woodland Trust have posted around the area.
three days to put out the flames. He added, It is clear that these offenders don’t take the
“The aim of my team has been twofold: to time to consider the fact that every match,
prevent any further damage to the forest and cigarette end, fire or barbecue ember or
to stop the fire from spreading to nearby — [S) firework has the potential to destroy a whole
homes. It’s still too early to say whether woodland.”
people or animals have been caught up in the Mr Morgan continued, “Some of the trees
blaze. We don’t yet know the initial cause of in this area were over a hundred years old
the inferno, but the unusually dry weather and they have been destroyed within minutes.
and recent heatwave could have caused the 15 The forest was also brimming with wildlife:
fallen leaves to ignite. At this stage, we are rabbits, birds, foxes, badgers, hedgehogs and
also not ruling out the possibility of, for squirrels, which have now either been lost
example, arson or a careless camper. The to the flames or have been made homeless
fire sprang up like a coiled spring, engulfing through the destruction of their habitat.”
several acres within minutes. As a result, we Cheshire police have issued another urgent
are doubtful that any casualties caught up public warning, reminding everyone of the
in the blaze will have survived, but we are dangers of heatwaves as well as general fire
continuing our search.” safety tips and have also asked all visitors to
When asked for his view on this devastating the county’s many forests and woodlands to
event, local resident Mr Morgan, a member 25 be extra vigilant. If members of the public
of the Woodland Trust, commented, “I walk come across any further outbreaks of forest ~ |
my dog in my local forest every day and I fires or see anyone acting suspiciously, they
regularly see smokers flicking cigarette ash should report the incident at their local police
without, it seems, a second thought. I have station, fire service, or Woodland Trust office
also seen campers lighting open fires in small 30 immediately. 60|
 Fireworks Sold to 10-year-old
Jason Jenkins, vendor of ‘Newz’ in Primrose take this issue and acts as a warning for other
Crescent, was fined £300 and ordered to pay tempted vendors. We will always prosecute
£200 costs within 28 days when he appeared anyone who sells fireworks illegally.”
before Cheshire magistrates. He was prosecuted Shirley Bryan, spokeswoman for Sparkless,
after a joint council and Cheshire fire and the anti-firework lobby, observed, “This is
rescue service operation was conducted in the another great day for the many people who
run-up to last year’s Bonfire Night. On 27th want to see a complete ban on fireworks being
October, a 10-year-old child volunteer was available to the public.” She added, “Children
able to purchase fireworks from the store. are hurt every year and many fires are directly
Under-18s are banned from buying fireworks. caused through the sale of fireworks. We want
Councillor Derek Jones commented, “This them to be made illegal for all citizens, not just
case is a good example of how seriously we the under-18s.”

as
aa
Eo
a

19th November 2008 PC Amarjit Khan 20785

At 20:14 | was called to 119 Harrogate Avenue by Mrs Leona Brahms who reported
smelling toxic fumes coming from the direction of the neighbouring property.
On approach, 117 Harrogate Avenue appeared derelict and in a poor state of repair.
Upon closer investigation | found 13-year-old Callum Crockett attempting to pull his
sister, 11-year-old Madison, through a downstairs front window amid plumes of black
smoke and noxious fumes. Madison appeared confused so | radioed for an ambulance
and then ensured that she was comfortable on the front lawn. At this point, Callum calmly
confirmed that no other person was in the derelict property; further stating that 10-year-
old Meera Davis had been in the property with them but had made an earlier escape to
raise the alarm at home. The arrival of Meera and her mother, Mrs Janine Davis of 72
Leeds Road, coincided with that of the ambulance. Mrs Davis provided additional address
and contact details for her sister, Ms Jodie Crockett; mother to both Callum and Madison.
All three children, accompanied by myself and Mrs Davis, were transferred to Alder
Hey Children’s Hospital at 20:35. Ms Crockett arrived at the hospital at 21:10. At 21:40 |
was able to question both Callum and Meera further about the incident. They informed
me that they often play at the derelict house. On this occasion, ‘Callum found a box
of matches in a kitchen cupboard and decided to light a fire to keep them all warm in
the downstairs front room! He made a heap from the post that littered the hallway and
proceeded to light it. The paper caught quickly and the fire soon spread to the remains of
ae
aa
ee
I
ee
the armchair. The flames died out soon after reaching the chair (Callum recalls the chair
being wet) but the chair then appeared to emit thick, black smoke which blocked the
path to the front exit.
Callum then smashed the front window with a broken table leg, and instructed Meera
to crawl out and go for help. It was at this point that Callum noticed Madison becoming
drowsy. He acted quickly in order to pull her through the broken window into the air.
Meera and Callum were released from Alder Hey at 21:50. Madison is being kept in for
observation. Her condition was described by doctors as stable and not critical.

PC Amarjit Khan 19/11/2008 23:42

These questions are about Extract A.

1 What date did the forest fire start?

2 Describe, in your own words, the THREE possible ways in which David Barnsley
thinks the fire could have been triggered.

3 Which literary technique is the title of Extract A an example of?

4 Find two synonyms for the word ‘fire’ in the second paragraph.

‘5 Why do you think Mr Morgan feels that setting off fireworks in woodland is
dangerous?

«6 Each extract has been taken from a different source. Where do you think Extract
A has been taken from? Support your answer with FIVE pieces of evidence.

a anannnnnEEEEEEEEEenEel

Please do not
= write in this book
These questions are about Extract B.

7 What had Jason Jenkins done wrong?

9 Tick the ONE statement that is true.

A Councillor Derek Jones lives in Primrose Crescent. hat

B John Jenkins had to pay £500. a

C Under-18s are banned from entering shops that sell fireworks. ||

D The council is working with the fire service. ||

—
E Everyone who sells fireworks will be prosecuted.

F A 10-year-old was paid to buy fireworks from ‘Newz’.

~ 10 Describe, in your own words, what Sparkless believes in.

11 Give an alternative word or short phrase for each of these words as used in the
text.

a conducted (line 6) b citizens (line 23)

These questions are about Extract C.

12 How do you know that the smoke was dangerous? Refer to the text in your
answer.

13 What stopped the fire from spreading?

 Kaa Why do you think it was easy for Callum to start a fire? Explain your answer with
reference to the text.

\as Callum obviously had an irresponsible nature. Do you agree with this statement?
Support your answer with evidence from the text.

This question is based on all three extracts.

v 16 ‘Children should be taught about the dangers of fire from an early age.’ If you
were teaching fire safety to a Year 5 class, what would be the FIVE key points
you would want to teach them and why? You can use any or all of these extracts
to help you explain your answer.

(39)
The Questing Beast
BUT Arthur had many battles to fight
and many Kings to conquer before
he was acknowledged lord of them
all, and often he would have failed
had he not listened to the wisdom
of Merlin, and been helped by his
sword Excalibur, which in obedience
to Merlin’s orders he never drew till
things were going ill with him. Later
it shall be told how the King got the
sword Excalibur, which shone so
bright in his enemies’ eyes that they
fell back, dazzled by the brightness.
Many Knights came to his standard,
and among them Sir Ban, King of Gaul beyond the sea, who was ever his faithful
friend. And it was in one of these wars, when King Arthur and King Ban and King
Bors went to the rescue of the King of Cameliard, that Arthur saw Guenevere, the
King’s daughter, whom he afterwards wedded. By and by King Ban and King Bors
returned to their own country across the sea, and the King went to Carlion, a town
on the river Usk, where a strange dream came to him. 20
He thought that the land was over-run with gryphons and serpents which burnt
and slew his people, and he made war on the monsters, and was sorely wounded,
though at last he killed them all. When he awoke the remembrance of his dream
was heavy upon him, and to shake it off he summoned his Knights to hunt with
him, and they rode fast till they reached a forest. Soon they spied a hart before 25
them, which the King claimed as his game, and he spurred his horse and rode after
him. But the hart ran fast and the King could not get near it, and the chase lasted
so long that the King himself grew heavy and his horse fell dead under him. Then
he sat under a tree and rested, till he heard the baying of hounds, and fancied
he counted as many as thirty of them. He raised his head to look, and, coming 30
towards him, saw a beast so strange that its like was not to be found throughout
his kingdom. It went straight to the well and drank, making as it did so the noise of
many hounds baying, and when it had drunk its fill the beast went its way.
While the King was wondering what sort of a beast this could be, a Knight rode
by, who, seeing a man lying under a tree, stopped and said to him: “Knight full of 35
thought and sleepy, tell me if a strange beast has passed this way?”
“Yes, truly,” answered Arthur, “and by now it must be two miles distant. What do
you want with it?”
“Oh sir, | have followed that beast from far,” replied he, “and have ridden my
horse to death. If only | could find another | would still go after it.” As he spoke a 40
squire came up leading a fresh horse for the King, and when the Knight saw it he
prayed that it might be given to him, “for,” said he, “I have followed this quest this
twelvemonth, and either | shall slay him or he will slay me.”

40)
 “Sir Knight,” answered the King, “you have done your part; leave now your quest,
and let me follow the beast for the same time that you have done.” 45
“Ah, fool!” replied the Knight, whose name was Pellinore, “it would be all in vain,
for none may slay that beast but | or my next of kin,” and without more words he
sprang into the saddle. “You may take my horse by force,” said the King, “but |
should like to prove first which of us two is the better horseman.”
“Well,” answered the Knight, “when you want me, come to this spring. Here you 50
will always find me,” and, spurring his horse, he galloped away. The King watched
him till he was out of sight, then turned to his squire and bade him bring another
horse as quickly as he could. While he was waiting for it the wizard Merlin came
along in the likeness of a boy, and asked the King why he was so thoughttul.
“| may well be thoughtful,” replied the King, “for | have seen the most wonderful 55
sight in all the world.”
“That | know well,” said Merlin, “for | know all your thoughts. But it is folly to
let your mind dwell on it, for thinking will mend nothing. | know, too, that, Uther
Pendragon was your father, and your mother was the Lady Igraine.”
“How can a boy like you know that?” cried Arthur, growing angry; but Merlin only 60
answered, “I know it better than any man living,” and passed, returning soon after in
the likeness of an old man of fourscore, and sitting down by the well to rest.
“What makes you so sad?” asked he.
“I may well be sad,” replied Arthur, “there is plenty to make me so. And besides,
there was a boy here who told me things that he had no business to know, and 65
among them the names of my father and mother.”
“He told you the truth,” said the old man, “and if you would have listened he
could have told you still more: how that your sister shall have a child who shall
destroy you and all your Knights.”
“Who are you?” asked Arthur, wondering. 70
“lam Merlin, and it was | who came to you in the likeness of a boy. | know all
things; how that you shall die a noble death, being slain in battle, while my end will
be shameful, for | shall be put alive into the earth.”
There was no time to say more, for the man brought up the King’s horse and he
mounted, and rode fast till he came to Carlion. 75

From King Arthur: Tales of the Round Table edited by Andrew Lang

1 How many kings are mentioned in the extract?

2 Tick the TWO statements that are true.

A The King’s enemies were stabbed by his sword.

B Guenevere married King Bors.

C Sir Ban was dazzled by Excalibur’s brightness.

D King Bors lived abroad.

E The King of Gaul helped the King of Cameliard.

4|
3 Choose ONE word or short phrase from the group below that best completes
each of the following sentences.

the hart Arthur Guenevere King Bors Excalibur Merlin

SirBan Carlion Usk = gryphons hounds _. The Knight

a The King of Gaul was called

b The town on the river Usk was called

c In the dream, the land was over-run with

Give TWO reasons why Arthur was successful in battle.

Explain why the King chose to go hunting. Support your answer with evidence
from the text.

What is meant by ‘... the King claimed as his game ...’ (line 26)?

Find an example of each of the following parts of speech in this sentence.

‘Then he sat under a tree and rested, till he heard the baying of hounds, and
fancied he counted as many as thirty of them.’

aapronoun_ = S™—tési i a. precOsiitiorn

c a conjunction -

© Why did Pellinore call the King a fool?

 9 Give an alternative for each word as it is used in the text.

a acknowledged (line 3). sib baying (line 29)

c quest (line 42) d likeness (line 54)
10 In the extract, the word ‘fancied’ is written in the past tense (line 29).

a Which grammar rule must be applied to the present tense form of this word to
change it into the past tense as shown?

b Find another word in the text that has followed this rule. Write the word in its
present tense form.

11 For how long did the King intend to pursue the beast?

12 Who were Arthur’s parents?

13 Explain, in your own words, the difference between how Merlin foresaw Arthur’s
death and his own.

14 This extract is not taken from a modern text. Find ONE word or short phrase in
each of the sections listed below that supports this statement.

eestor ea SE ob (line 52)

c (line 62) eee eee

This extract is from an adventure story. Do you agree with this statement?
Support your answer with THREE pieces of evidence from the text.
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