Brilliant Activities for Reading Comprehension Year 4 : Engaging Stories to Develop Comprehension Skills [1 ed.] 9780857474988, 9780857474858

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Ages: 7–11yrs

Brilliant Activities for

Reading Comprehension, Year 4 Engaging Stories to Develop Comprehension Skills

Charlotte Makhlouf

Contents Introduction...................................................................................................................................4 Links to the National Literacy Strategy.........................................................................................5 Cross-curricular Activities.............................................................................................................8 Wizard’s List of Jobs..................................................................................................................14 Maisy, who Squeezed Herself into Tight Places.........................................................................17 Sharon Smayle’s Report............................................................................................................20 Capture of the White Stallion......................................................................................................23 Lions in the Garden....................................................................................................................26 Space Station Astra....................................................................................................................29 Some Peculiar Inventions...........................................................................................................32 Book Review..............................................................................................................................35 The Afternoon Train to Sunbeam Creek.....................................................................................38 No Gold at Mouse Creek............................................................................................................41 Chicken (a play).........................................................................................................................44 Earth, Sea and Sky....................................................................................................................47 Shock for Shoppers....................................................................................................................50 I Had a Dream............................................................................................................................53 Monkey Trouble..........................................................................................................................56 Everest – to the Top (part 1).......................................................................................................59 The Haunted Villages in Snodshire............................................................................................62 Wizard’s Speech........................................................................................................................65 The Albatross Virus....................................................................................................................68 Tragedy at Danger Zone............................................................................................................71 Mouse Creek Remembered.......................................................................................................74 Speech to the Board of Directors...............................................................................................77 The Oasis at Wadi Loofah..........................................................................................................80 Everest – to the Top (part 2).......................................................................................................83 The Fosters (a radio serial)........................................................................................................86 The Red Stone...........................................................................................................................89 Mystery at the House of Shells...................................................................................................92 The Lost City of Chipputut..........................................................................................................95 The Last Settlement of the Beeca People on the Island of Gweek............................................98 Superheroes.............................................................................................................................101 Unseen Danger........................................................................................................................104 The Haunted House.................................................................................................................107 Answers.................................................................................................................................... 110

Brilliant Activities for

Reading Comprehension, Year 4 Engaging Stories and Activities to Develop Comprehension Skills

Charlotte Makhlouf

Brilliant Publications publishes many other practical resource books for primary school teachers, a few of which are listed below. You may find more details on our website: www.brilliantpublications.co.uk. Brilliant Activities for Reading Comprehension Series Year 1. Year 2. Year 3. Year 5. Year 6. Other publications Brilliant Activities for Persuastive Writing. Brilliant Activities for Reading Non-Fiction. Brilliant Activities for Reading Fiction Speaking and Listening Games Fun with Plays. Fun with Poems. Fun with Action Rhymes and Poems.

Published by Brilliant Publications Unit 10 Sparrow Hall Farm Edlesborough Dunstable Bedfordshire LU6 2ES, UK Tel:

© Text: Charlotte Makhlouf 2012 © Design: Brilliant Publications 2012

2015 digital version by Andrews UK Limited www.andrewsuk.com

01525 222292

E-mail: [email protected] Website: www.brilliantpublications.co.uk The name Brilliant Publications and the logo are registered trademarks. Written by Charlotte Makhlouf Illustrated by Calivn Innes, Pat Murray and Frank Endersby Cover illustration by Frank Endersby Front cover designed by Brilliant Publications

The right of Charlotte Makhlouf to be identified as the author of this work has been asserted by herself in accordance with the Copyright, Designs and Patents Act 1988. Pages 14–125 may be photocopied by individual teachers acting on behalf of the purchasing institution for classroom use only, without permission from the publisher an without declaration to the Publishers Licensing Society. The materials may not be reproduced in any other form or for any other purpose without the prior permission of the publisher.

Introduction The importance of reading for meaning should never be underestimated. Whilst many young children might be able to decode quite complex texts, it is vital that they understand what they read. More importantly, it is fundamental that they enjoy what they are reading. Over my 15 years of experience, I have used a number of comprehension books as part of my English teaching. Very few of them have engaged the children who are being asked to read and understand them. I decided that if we are asking children to read, understand and answer questions from a passage, that passage should at least engage their attention, and indeed their teacher’s attention as well. The passages in the Brilliant Activities for Reading Comprehension Series are designed to give children valuable reading practice through varied, enjoyable texts. The passages begin in the Year 1 book with simple picture comprehension. They gradually increase in difficulty as you progress through the book, and through the series, encouraging pupils to use a range of strategies for decoding the text and to develop their ability to read for meaning. The passages are entirely fictional and it is hoped that both pupils and teachers will find them humorous. Teachers should read the texts with the children and discuss them thoroughly before allowing them to proceed to the activities. If you are using the e-book version, you can display the pages on the interactive white board. In the Year 4 book there are first a series of Questions that require factual recall. Encourage children to respond in full sentences. The Word work sections will help to develop and stretch their vocabulary. The Extension work sections require more open-ended questions enabling the pupils to provide a more personal response. Children should write the answers in their workbooks or on separate sheets of paper. Answers are provided on pages 110–125. On pages 8–13 there are some suggestions for ways in which the children can follow up this work in other areas of the curriculum, thus providing a cross-curricular aspect. These activities are ideal for children who finish their work early. The Brilliant Activities for Reading Comprehension Series provides the teacher with a basis for ensuring progression. The activities give pupils: u

the ability to select or retrieve information in order to answer the questions successfully using a full sentence

u

the opportunity to deduce, infer or interpret information, events or ideas from the texts

u

the opportunity to identify and comment on the structure and organization of the text and comment on the writer’s use of language at word and sentence level

u

the chance to comment on cultural, social or historical traditions and the impact the text may have on the reader.

The Brilliant Activities for Reading Comprehension Series provides an invaluable resource for assessing pupil progress in reading. The key assessment criteria from the National Strategies for levels 2,3 and 4 for reading are listed, for your convenience, on pages 5–7.

Links to the National Literacy Strategy The activities in this book will help to assess the following criteria: AF1 – use a range of strategies, including accurate decoding of text, to read for meaning Level 2

In some reading: u range of key words read on sight u unfamiliar words decoded using appropriate strategies, eg blending sounds u some fluency and expression, eg taking account of punctuation, speech marks.

Level 3

In most reading u range of strategies used mostly effectively to read with fluency, understanding and expression.

AF2 – understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text Level 2 Level 3

Level 4

In some reading: u some specific, straightforward information recalled, eg names of characters, main ingredients u generally clear idea of where to look for information, eg about characters, topics. In most reading: u simple, most obvious points identified though there may also be some misunderstanding, eg about information from different places in the text u some comments include quotations from or references to text, but not always relevant, eg often retelling or paraphrasing sections of the text rather than using it to support comment. Across a range of reading: u some relevant points identified u comments supported by some generally relevant textual reference or quotation, eg reference is made to appropriate section of text but is unselective and lacks focus.

AF3 – deduce, infer or interpret information events or ideas from text Level 2 Level 3

In some reading: u simple, plausible inference about events and information, using evidence from text, eg how a character is feeling, what makes a plant grow u comments based on textual clues sometimes misunderstood. In most reading: u straightforward inference based on a single point of reference in the text, eg ‘he was upset because it says “he was crying”’



u responses to text show meaning established at a literal level, eg ‘walking good’ means ‘walking carefully’ or based on personal speculation eg a response based on what they personally would be feeling rather than feelings of character in the text.

Level 4

Across a range of reading: u comments make inferences based on evidence from different points in the text, eg interpreting a character’s motive from their action at different points u inferences often correct, but comments are not always rooted securely in the text or repeat narrative or content.



AF4 – identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level Level 2

In some reading: u some awareness of use of features of organization, eg beginning and ending of story, types of punctuation.

Level 3

In most reading: u a few basic features of organization at text level identified, with little or no linked comment, eg ‘it tells about all the different things you can do at the zoo.’

Level 4

Across a range of reading: u some structural choices identified with simple comment, eg ‘he describes the accident first and then goes back to tell you why the child was in the road’ u some basic features of organization at text level identified, eg the writer uses bullet points for the main reasons.



AF5 – explain and comment on writer’s use of language, including grammatical and literary features at word and sentence level Level 2

In some reading: u some effective language choices noted, eg ‘“slimy” is a good word there’ u some familiar patterns of language identified, eg once upon a time; first, next, last.

Level 3

In most reading: u a few basic features of writer’s use of language identified, but with little or no comment, eg ‘there are lots of adjectives.’

Level 4

Across a range of reading: u some basic features of writer’s use of language identified, eg ‘all the questions make you want to find out what happens next’ u simple comments on the writer’s choices, eg ‘“disgraceful” is a good word to use to show he is upset.’



AF6 – identify and comment on writer’s purposes and viewpoints, and the overall effect of the text on the reader

Level 2

In some reading: u some awareness that writers have viewpoints and purposes, eg ‘it tells you how to do something’, ‘she thinks it’s not fair’ u simple statements about likes and dislikes in reading, sometimes with reasons.

Level 3

In most reading: u comments identify purpose, eg ‘the writer doesn’t like violence’ u express personal response but with little awareness of the author’s viewpoint or effect on reader, eg ‘she was just horrible like my nan is sometimes.’

Level 4

Across a range of reading: u main purpose is identified, eg ‘it’s all about why going to the dentist is important and how you should look after your teeth’ u simple comments show some awareness of writer’s viewpoint, eg ‘he only tells you good things about the farm and makes the shop sound boring’ u simple comment on overall effect on reader, eg ‘the way she describes him as “ratlike” and “shifty” makes you think he’s disgusting.’



AF7 – relate texts to their social, cultural and historical traditions Level 2

In some reading: u general features of a few text types identified.

Level 3

In most reading: u some simple connections between texts identified, eg similarities in plot, topic or books by same author, about same characters u recognition of some features of the context of texts, eg historical setting, social or cultural background

Level 4

Across a range of reading: u features common to different texts or version of the same text identified with simple comment, eg characters, settings, presentational features u simple comment on the effect that the reader’s or writer’s context has on the meaning of texts, eg historical context, place, social relationships.

Cross-curricular Activities Wizard’s List of Jobs

page 14

v The wizard is making frogs’ legs cookies for the school fair. Write a list of other edible things to make for a wizarding school fair. v Bake some frogs’ leg cookies. Use thin strips of angelica or green glacé cherries instead of frogs’ legs. v Write a set of instructions to go with the new non-stick cauldron. Give some ‘dos’ and ‘don’ts’ wizards should observe when using these cauldrons. v Draw a rainbow that needs its colours brightening; or one after it has been brightened. Try to get the order of the colours right. v Listen to some of the music from the Sorcerer’s Apprentice by Paul Dukas. Invent a dance to go with it. v Write some ingredients to go in your very own spell. Maisy, who Squeezed Herself into Tight Places page 17 v Act out the poem. v Mime verses of the poem to the class. v Stories and verses with a moral like this are called cautionary verses. Make up a cautionary poem of your own. Think of a moral and then write the poem around it. v Draw a picture of each part of the story as a film storyboard. v Write an alternative ending for the poem. Sharon Smayle’s Report

page 20

v Be honest about your strong and weak points. Set yourself some targets to meet. v Design a brand new layout for your real school reports. v Do a survey to find out whether or not teachers in your school enjoy writing reports. Produce a graph or chart to display the results. v Make up some maths problem-solving activities to give Sharon some practice.

Capture of the White Stallion

page 23

v Make a large tepee, big enough to get inside. v Draw or paint a white stallion. v Make a totem pole from papier mâché in which you embody the attitudes and aspirations of people in the class. v Write an article about bison. Include an explanation of why they are or were important to Native Americans. v Look at books and DVDs about the Native Americans and prepare a presentation for the class about them. Lions in the Garden

page 26

v Read some other poems about animals. Which do you like best, and why? v Act out the poem with some other people. v Write a verse of your own to add to the poem. Or write your own animal poem. v If the lions could speak, what do you think they might say to one another whilst enjoying the garden? Write a short conversation between two of the lions. Use a play format so that we know which lion is doing the talking. v Use some fabric scraps to make a collage of the scene in the garden. Space Station Astra

page 29

v Draw what you think a hyderoid home might look like, or a home in the Estron district. v Draw what you think the whole space complex might look like. v There are two daily shuttles from Earth to Astra, and the journey takes just over two Earth days. How many shuttles (spaceships) does the company need to keep to this timetable? v There are two daily shuttles from Earth to Astra, each carrying up to one hundred and two passengers. How many tourists could leave for Astra every day? Every week? v Design a postcard showing a tourist attraction on Astra or Gloid. Then on the other side write

a message telling your friends or family what you have been doing. v You are starting a new shuttle company, to take tourists straight to Persephone Asteroid, without going via Astra. What will you call it? Make a leaflet designed to promote your new company. In the leaflet say what makes your company better than the others. Some Peculiar Inventions

page 32

v Make up a list of ingredients that Professor Winkle used for his potion. v Look at the label on a shampoo or other bottle. Read out the list of ingredients – if you can. Which ones do you like the sound of? Which ones have you ever heard of before? v Invent a potion of your own, describing what it is for and what ingredients to use. v Design a wonderful new bottle to put Doctor Brains’ potion in. Design a label to go on it. v Have a class debate on potions to keep people looking young. Do you think it is a good idea or a bad idea? Divide the class into two groups to present arguments for and against ‘youth potions’. Book Review

page 35

v Find out what work a cobbler used to do. v Imagine you are Sarah Short’s cat. Describe how you feel about the ghostly cobbler. v Design a dust cover for the book v Research stagecoaches, then paint a picture of one. v Williams and Crackall are the firm who published this book. Write an email from Marcia Williams to Bill Cracknell with an idea for the next book you would like Harry Sneetch to write. v Look at some grown-up books and find out how many pages they have. Suppose Harry plans to take two months to write his next book. Roughly how many pages must he write a day? v This review is about 400 words. Write a review of a book you have enjoyed. Try to keep to fewer than 300 words. The Afternoon Train to Sunbeam Creek

page 38 v Draw a map of Sunbeam Creek. Make sure to show the sheriff’s office, the store, the station, houses … v Paint a picture of the Miss Alice. Or draw a sepia-coloured ‘photograph.’ v Sheriff Petwee is looking for a new deputy. Write a job description saying what the job entails, the qualities the candidates should have and what experience they would need. v Imagine you are Miss Alice and you have decided on a change of career. Write a letter to Sheriff Petwee explaining why you would be suitable for the job of deputy and saying how your experience as a teacher would be useful. v Act out the trial of Bloater MacGlubin. Choose an advocate to find an argument in his favour and an accuser to speak against him. v Draft a poster to pin up around town, persuading the residents of Sunbeam Creek to join the posse to fight the MacGlubins. No Gold at Mouse Creek

page 41

v Draw a map of the area around Mouse Creek, showing where the soldiers made their camp and where the burial ground is. v Find out about the kind of waggons that the soldiers might have used. Make a model wagon using balsa wood and fabric. v Work out what shape you need to cut from paper so you can fold it round in to a tepee shape. v The press get hold of the story about Frank Scurvy’s and Ted Williams’ escape. Imagine you are a reporter preparing to interview the two men. What questions will you ask them? Chicken (a play)

page 44

v Devise a game the Crazy Horse Gang can play which is not dangerous. v Make a poster showing that railway lines are dangerous places to play. v Sometimes roads or footpaths cross railway lines. Make up some rules to help people cross safely. v You are a member of the town council. You want to stop children from playing on railway lines. What do you suggest to the other councillors? v Write a story to show what Sajuta does next.

page 56

v Continue the play, showing what happens next.

Monkey Trouble

v Draw a storyboard of the action so far for a film.

v Rajasthan is in India. Find out 10 interesting facts about Rajasthan.

Earth, Sea and Sky

page 47

v Choose one of the verses to illustrate. v Research whaling then have a class debate about it. Divide the class in two, one side must think of arguments for whaling and the other side against. v Find out about why some of the world’s forests are disappearing. Do you think it is a good or bad thing that they are? v Read an extract from the story Moby Dick and discuss the character of Ahab. v Research how whales communicate. v Find out about the Serengeti. What kind of place is it? Write a report on the Serengeti for your classmates. Shock for Shoppers

page 50

v Write a letter to the Prime Minister telling her how outraged you are by the price increases. v Work out whether the price of bread has increased by 100% or less or more. v Design posters telling people to conserve fuel. v Make a chart showing the prices of bread, milk and petrol before and after the price rises. Add some other items to it, inventing your own prices.

v Draw a picture of part of the Jami market. v Imagine you have your own coach company. Give your company a name and say where you go to in India. (You might need a map and some tourist brochures to help you decide where to go.) v Make your own tourist brochure. Where will the tours take place? What will they consist of? Use other brochures to help you with your layout, design, pictures and writing. v In India, the money is rupees. Get someone to help you use an online currency converter to find out how many rupees are worth the same as £1. Can you work out how many rupees are worth the same as £10? £100? Everest – to the Top (part 1)

page 59

v Research people’s attempts to climb Mount Everest. v Mount Everest is in the Himalaya mountains. Find the Himalayas on a globe or map of the world. v Find out what country or countries Mount Everest is in. v Look at maps of Everest and find the various routes to the top, and locate the different camps.

v As a class, discuss whether it is really possible that future food and fuel prices will rise this steeply.

v Mount Everest is very, very cold. Look at some catalogues, or look online, and decide how you would spend £300 on clothes and equipment to wear in snowy, icy conditions.

v Make a small garden in the school grounds and grow some food.

v Find out about glaciers, what they are and how they move.

v Plant a fruit tree.

v Imagine you have just climbed to the top of Mount Everest. Draw or paint what you can see.

I Had a Dream

page 53

v Research famous speeches to do with dreams. Discuss the dreams and aspirations these speeches contain. v Write about your best ever dream or your worst nightmare. v Choose a poem you like. Copy it out and illustrate it. v Devise a circle dance where ‘many hands join together’ or learn an existing dance.

The Haunted Houses of Snodshire

page 62

v Research what a night watchman used to do. v Draw a bird’s eye view of the village of Little Widdling, showing where Elsie and Esmé have their cottages. Put in other features which are mentioned in the passage. v Draw a map of the County of Snodshire, showing the villages mentioned in the story,

and other places.

does the shuttle go?

v Make a model of Mrs Coddlington’s garden, using different materials. Can you incorporate some tiny real things from a garden?

v Design a space map showing where Moon Station Gloid is in relation to Space Station Astra and the whole Vectra Quadrant.

v Paint a portrait of one of the characters in the story.

v Have a class campaign in which half the class produce a case for closing down the Danger Zone and the other half present a case for keeping it open.

Wizard’s Speech

page 65

v Have your own class ceremony in which you give awards for things people have done in the last year. Try to award achievements that have done individuals, or the class, some good. v Thalydia’s brother, Thalmus, wants to be a fabric designer. Help him make some interesting designs using just star shapes. v Draw up a calendar of events for the next edition of the BAWW newsletter. Think of some really interesting or fun events the wizards might like to attend: balls, parties, lectures, picnics, competitions … v Design and make a label for Thalydia Gupta’s lotion. Remember, the label is an important marketing tool: the more attractive it is, the more bottles will get sold. The Albatross Virus

page 68

v Rewrite the passage in play format. v Use the play format you have written and act out the play with a friend for the rest of the class. v Produce a series of pictures as part of a film storyboard to show the story so far. Devise some more pictures to show what you think will happen next. v Draw portraits of the two characters in the passage. Tragedy at Danger Zone

page 71

v Draw a picture of the Danger Zone or one of the areas within it, such as the Black Hole. v Another facility like the Danger Zone is opening soon on Moon Station Gloid. Design a poster advertising this place. Instead of calling it the Danger Zone it is going to be given another name. What would you call it? v Make up a shuttle timetable for people visiting Moon Station Gloid from Space Station Astra. How long does the journey take and how often

v Design a space home for the future. Mouse Creek Remembered

page 74

v These events took place in 1861. How long ago is that? v Make a timeline showing significant events in the history of North America. v Research the lives of Native Americans in the 1860s. v Split the class into three teams and have a class debate about whether Lieutenant Scurvy and Private Williams should be shot for desertion. One team prepares a case for one of the men and another team prepares a case for the other. Another team provides a case against them. v Circle time – Imagine you are the chief of the Native Americans, Spitting Bull, and his war council. Take it in turns to say whether you think you should attack the soldiers. v Act out the events of Moose Creek. Speech to the Board of Directors

page 77

v If Shamlal has been working as Dame Astrid’s personal assistant for 35 years, approximately how old must he be? v Imagine you are Shamlal in a year’s time. Send a postcard, email or letter to your old workmates saying what you are doing. v Write and design an advertisement for the new jobs to be filled at the factory. v Loopy Chews are cube shaped, about 2 cm long. Design a wrapper for this sweet. Make sure it fits the sweet, and is attractive. v Twizzle Sticks are about the size and shape of a pencil. Design a wrapper for this sweet. Make sure it fits the sweet, and is attractive. v Design a gift box containing about 30 Loopy Chews and Twizzle Sticks.

v You are working on the new sweets being produced. What will you call them and what will they look like? v Draw a plan of the factory to help Eva find her way around. The Oasis at Wadi Loofah

page 73

v Paint a watercolour picture of Madu’s caravan walking through the desert. v Weave a brightly coloured cloth out of wool to go over the back of one of the camels. v Draw a picture of Pharaoh’s daughter. v Make some date slice, or stuff dates with marzipan. v Put up a canopy in a corner of the classroom. Furnish it with silken cushions, like Madu has. Paint a mural to make it look like you are in an oasis. Everest – to the Top (part 2)

page 83

v Everest is a sacred mountain to many sherpas. Split the class into two teams and have a debate on whether the mountain should be climbed or not. One team should argue ‘for’ climbing the mountain and the other team ‘against’. v Do some research on the storm which hit Mount Everest on 10th/11th May 1996 and claimed the lives of many climbers. v Find out more about famous climbers who have ascended Everest. v Research some facts and figures about Everest. How tall is it? What are the highest and lowest temperatures the mountain air reaches? What wind speeds can you expect to find there? Where was it first climbed? v The yeti is a strange animal that is supposed to live in the Himalayas. Find out all about it. v Make up your own imaginary creature who lives high on Everest. Describe where they live, what they eat, and how they spend their time. v Design a down snowsuit to wear on the mountain. The Fosters (a radio serial)

page 86

v Write the next scene for the play, making sure

you give stage directions and sound effects. v Only some of the characters appear in this episode. Plan an episode of the serial in which Auntie Rose and Uncle Lee appear. You don’t have to write the dialogue, unless you want to. Just explain what happens and make sure the story follows on in some way from the scene you have just read. v Draw a picture of Emily Ellis. v Paint a picture of Wortlebury Hall. v Make a rabbit from clay. Or sew one from felt. v Find out about some of the jobs Claudia might do on the farm. The Red Stone

page 89

v Draw a plan of the garden showing where Meh-Ling buried the stone. She can use the plan to remind herself about where the dangerous stone is. v Make a model garden, like Meh-Ling’s. v Write the passage out in play format and perform it with a friend. v Find some stones and decorate them with red swirling patterns. Design the net of a box to put a stone in, as a gift. Mystery at the House of Shells

page 92

v List all the describing words you can find in the passage and find the meaning of those you don’t know. v Draw or paint a picture of the House of Shells. v Write the newspaper column and headline which tells of the return of Artemis Jade. Don’t forget to say where she has returned from, and why. v Imagine you are Samira or Sheba. Draw a particularly beautiful shell you have found and write about it. v Decorate a bottle or box with shells. v Research some of the sea creatures that make and live in shells. Do any sea creatures live in shells they didn’t make? v Find out how shells are made. Do they all have a spiral shape?

The Lost City of Chipputut

page 95

v Have a class debate in which one half are the Spanish and the other half are a jury. The Spanish have to put forward their case for attacking the people in this story. The jury have to decide whether they were justified. .

v Make jewellery and other artefacts and spray them gold so that they look like treasure. v Make a headdress for the high priest. v Find out about animals and birds that live in the South American jungle. v The people in this story are very like the Incas. Research the Incas, using the Internet and books to help you. The Last Settlement of the Beeca People on the Island of Gweek page 98 v If you could interview Yumba Thong Gweek, what questions would you ask her about the voyage to Gweek? v Make a small boat from leaves or other natural materials. Does it float? How much weight can it carry?

they have? How can they be destroyed? Unseen Danger

page 104

v Draw the opening to the cave. v Suppose you lived in a cave. Draw or design some furniture and cooking equipment for it. v Paint or draw what you think the ‘thing’ looks like. v Make or find a small box and use it to create a special container for keeping the Black Pearl safe. The Haunted House

page 107

v Draw or paint the garden before it fell into ruin. v Draw a plan of the garden, using the descriptions in the passage, as well as your own imagination. v Draw a portrait of the old lady when she was younger. Frame the portrait with a design of ivy leaves. (If necessary, find out what ivy looks like.)

v Paint a series of scenes showing the voyage taken by the Beeca people.

v Find a seed or plant catalogue and cut it up to make a collage of garden flowers. Include the names of the various flowers.

v Make a papier mâché island of Gweek.

v Sow some sweet peas.

v Make a rain catcher. How much rain can you catch in it in a week? Would that be enough to drink if you had nothing else?

v Invent 10 dogs’ names. What kind of dog would suit each name?

Superheroes

page 101

v Have a superheroes day at school and celebrate all the good work they do. v Talk about why superheroes in stories are mostly male. Invent a female one. v Research superheroes in Hindu mythology. Draw a picture of your favourite. v Produce a poster showing all sorts of different superheroes and what they do. v Research Greek, Roman or Norse gods and find out about their superhero powers. Choose one god you like and one you don’t, and explain your opinions about them. v Design an outfit for your own superhero. v Superheroes often have to defeat villains. Make up a villain of your own. Who is he or she? What are they like? What evil powers do

Wizard’s List of Jobs

To do ell. ember Book-binding sp m re to y Tr . ok bo l el c Mend old sp in invisibility cloak. c Put patch on tear ring on’t forget free measu D . on dr ul ca k ic st nc Order new no spoon set. ttle? e pale yellow crystal bo Us w. de ng ni or m rly c Collect ea g the when they are sendin t ou d fin to U 4srd c Email Wiza w. black cats for intervie elf of dust potions on top sh T N’ DO : nx Jy r fo te c Write no cupboard. To mak e tions and potions. c Labels for new lo bow when g the colours in a rain in en ht ig br r fo n tio po c More they get faded. for Mrs Inver-Sibyl. c Vanishing cream fair. gs cookies for school c Batch of frogs’ le aking potion. c More of Muddle-m

Questions Answer the following questions with a full sentence: 1.

How many jobs are on the ‘to do’ list?

2.

How many jobs are on the ‘to make’ list?

3.

Does Wizard Quinn write proper sentences when making notes for himself? Why do you think that is?

4.

What will the wizard receive free with the new cauldron?

5.

Why do you think the wizard has ordered a ‘non-stick’ cauldron?

6.

Collect early morning dew. Use pale yellow crystal bottle? Why do you think the wizard has put a question mark after the words ‘yellow crystal bottle’?

7.

What do you learn about the wizard’s life and personality from the lists?

Word work 1.

Give the meaning of the following words:



dew



faded



interview

2.

What does it mean to be ‘invisible’?

3.

Why is ‘book binding’ important?

Extension work 1.

Look at the ‘to do’ list. Which item do you think the wizard should do first? Why?

2.

Which item on the ‘to do’ list do you think will be the hardest to do? Why do you think that?

3.

Use your imagination! Why does the wizard want to make a ‘muddlemaking’ potion?

4.

The wizard is interviewing some black cats and will offer one of them a job. What work do you think the cat will be expected to do?

5.

One of the wizard’s questions at the interview will be: ‘Why do you think the role of wizard’s cat is important?’ If you were a cat, what would your response be?

6.

Think up three more questions the wizard could ask the cats, to find out whether or not they will do the job well.

7.

Imagine you want to make a potion for brightening the colours in a rainbow. What ingredients would you use? Explain why you chose those particular ingredients.

8.

Invent a potion of your own. What will it be used for? What ingredients will you use and how will you use them?

Maisy, who Squeezed Herself into Tight Places It happened that one summer’s day Maisy’s family went away To visit a really special place Where rockets blast to outer space. Now you know, or ought to know That space is a place where rockets go. It’s not for cars or boats or lorries Or little girls with silly hobbies. But Maisy, being a naughty child, With tendencies to be quite wild, Slipped away from Mother’s care There was a girl whose name was Maisy, A foolish child who was quite lazy. It’s sad, but I’m afraid to say That Maisy liked to run away! Instead of sitting at her lessons She was up and off in seconds. To her teacher’s great dismay She would hide from him all day. She ran away whenever able To hide beneath the kitchen table, An annoying habit you will see Which grated on her family. She hid in cupboards, desks and sheds In cardboard boxes and under beds. She even crawled right through the drains And came out smelling really strange.

And sneaked right up a narrow stair. The stairs went up and up so high, They seemed to go right to the sky. Just then she reached a tiny room Where knobs and dials lit up the gloom. A watching crowd were pleased to see The rocket take off easily. It zoomed up far, far into space With admirable speed and stunning grace. Poor Maisy’s family to this day Don’t know how she was whipped away. The moral here, you’ll understand Is hold on tight to Mother’s hand.

Questions Answer the following questions with a full sentence: 1.

What did Maisy like doing?

2.

Who do you think was annoyed by her habit?

3.

Name some of the things Maisy liked to hide in.

4.

What do you think the really special place was that her family visited?

5.

Where did the stairs lead to?

6.

At the end of the poem, what happened to Maisy?

7.

Find three words which describe what Maisy is like?

Word work 1.

Just then she reached a tiny room Where knobs and dials lit up the gloom.



What do you think these lines are actually describing?

2.

What is an annoying habit?

3.

What does grated mean in the sense it is used here?

4.

What is a moral in the sense it is used here?

Extension work 1.

Why do you think Maisy kept running away?

2.

If you were Maisy’s mum, what would you do about her annoying habit?

3.

Write another verse describing what happens to Maisy next.

4.

Imagine the conversation Maisy’s parents might have when they discover that Maisy has disappeared. Write it as a dialogue.

5.

What do you think Maisy might do when she realizes she is no longer on Earth but in space?

6.

Which verse did you like the best and why?

7.

Maisy is not alone as she travels into space. Who do you think is with her and why are they on the rocket too?

8.

Compare and contrast this poem with other cautionary tales. How is the language similar/different?

Sharon Smayle’s Report Saint Bernard’s Roman Catholic School Name of pupil: Sharon Smayle

Autumn Term Report Class: Year 4 B

Learning Areas

Achievement

Effort

Comments

English

High

B

Maths

Low

C

Science

Medium

C

Sharon continues to make progress in English and it is good to see that has become more focused during lessons and less inclined to socialize. Sharon is a very fluent reader who enjoys the challenge of more demanding books. She tells me she is interested in science fiction and detective novels and has enjoyed a number of stories on these topics which she has shared with the rest of the class. Sharon has written some excellent stories, which show great imagination. She uses a variety of descriptive words. However, she needs to guard against more ghoulish storytelling which does not do her abilities any justice. This has been a less than satisfactory term for Sharon, who has found it difficult to concentrate on her work and apply herself to the concepts we have encountered. She really needs to spend more time focusing on the work in hand rather than making cartoon pictures of the rest of the class in her workbook. Sharon is able to add and subtract numbers of 1000 and understands the processes of multiplication and division. However, more in-depth problem solving has proved a challenge for her. Sharon has provided some interesting and unorthodox solutions for our investigations involving money. It might be helpful if she could spend time during the holidays doing shopping activities using real money rather than suggesting everything should be put on a credit card! Sharon has an imaginative and inventive approach towards science. She has clearly enjoyed our practical activities, which I was glad to see. However, she does need to listen carefully to instructions which are for the benefit of her personal safety and that of the rest of the class. Sharon has learnt that many substances are highly flammable and need to be treated with great care. She is learning to measure out quantities carefully and to read instructions without rushing.

Questions Answer the following questions with a full sentence: 1. 2. 3. 4. 5. 6. 7. 8.

Which school does Sharon attend? How old is Sharon? From reading the report so far, what do you learn about Sharon’s personality? How do we know that Sharon is a good reader? What do you think is meant by ‘the challenge of more demanding books’? What does Sharon seem to spend much of her time doing during maths lessons? Out of the three subjects commented upon, which one do you think Sharon likes best? What tells you this? In science, why is it important that Sharon should listen carefully to instructions?

Word work 1.

Give the meaning of the following words: focused ghoulish inventive unorthodox

2.

‘Sharon has learnt that many substances are highly flammable and need to be treated with great care.’ What do you think the teacher actually means by these words?

3.

Give two words which describe Sharon’s approach to science.

Extension work 1.

Not all the subjects have been commented upon. Which subject in Sharon’s report (not English, maths or science) would you be interested to read? Give reasons for your answer.

2.

Write a report for Sharon, for either PE or Art.

3.

What do you think Sharon’s ‘interesting and unorthodox solutions’ involving money, could be?

4.

What does the teacher suggest Sharon’s parents do to help her improve her skills with money?

5.

‘… she has become more focused during lessons and less inclined to socialize.’ If you were Sharon’s parents, how would you interpret this comment?

6.

If you could set Sharon three targets for improvement, what would you choose and why?

Capture of the White Stallion Chief Fighting Hare stared hard at Little Running Bull. He could not believe his good luck. The wild ponies were back and with them was the beautiful white stallion. He tried not to let the excitement show on his face. A chief did not jump up and down with excitement. ‘I want that white horse,’ he told his son flatly. Little Running Bull frowned. ‘The white stallion is clever, Father. It will be difficult to catch him.’ Fighting Hare nodded. It was going to be very hard to catch the white stallion for he was indeed fast and clever and above all he knew they wanted him. There was silence in the tepee. The fire in the centre crackled happily. Fighting Hare pulled the cloak of soft, bison fur around his shoulders. Even though it was spring, the nights were still chilly and frost sometimes greeted them in the early hours of the morning. He thought hard. The ponies would be quick to run away if they smelt the people creeping up on them. He remembered the hunt they had had last spring when the ponies had been in the woods. They had spent hours chasing the white stallion through the trees and down to the river. Even then, though humans and animals were exhausted by the chase, the big horse had surprised them all by jumping over the river, and disappearing once more into the dense woods. They had made camp by the side of the river but even after another day in the woods they had not seen the stallion again until now … ‘When I have him in my hands, I will call him Shining Cloud, for that is what he is,’ said Fighting Hare softly. ‘A beautiful cloud which floats away when you think you have it in your grasp.’ ‘But how will you catch him, Father?’ asked Little Running Bull. Fighting Hare smiled. ‘This spring there will be no chase. I will invite the white stallion to come to me.’ Little Running Bull stared at his father. ‘Come to you?’ he repeated. ‘How will you do that?’ Fighting Hare stared at the flames leaping up from the fire. ‘I will go to him, speaking the language of the horse and he will come to me; for he will understand that it is not as a slave that I wish him to be mine, but as a valued and much loved friend.’

Questions Answer the following questions with a full sentence. 1. 2. 3. 4. 5. 6. 7. 8.

What is a ‘stallion’? Why do you think Fighting Hare values the white stallion so much? How does Fighting Hare hope to capture this horse? Does this sound like an effective method of capture? Give reasons for your answer. If the stallion is captured, what name will Fighting Hare give him? If you could name the horse, what would you call him and why? How did Fighting Hare’s people try to capture the ponies the previous year? Why do you think the ponies are important to the people?

Word work Give the meaning of the following words: clever exhausted disappearing beautiful creeping invite slave dense

Extension work 1.

Describe in your own words what you think the inside of the tepee might be like.

2.

What do you learn about Fighting Hare’s personality from the passage?

3.

How do you think Little Running Bull might want to capture the stallion?

4.

Native Americans are named for an action or deed or personal quality that shows their character really well. What do you think Fighting Hare might have done to acquire his name?

5.

If you could give yourself a Native American name, what would you call yourself and why?

6.

Imagine you are one of the people camped in the woods after the chase with the white stallion. Describe the conversation you had that night.

7.

Imagine you are the white stallion. How did you feel when the Native Americans began chasing you?

8.

Write an argument in favour of capturing the white stallion. Give reasons why he should be captured.

9.

Write an argument in favour of not capturing the white stallion. Give reasons for your argument.

10.

What do you think will happen next in the story?

Lions in the Garden We had lions in our garden last night. We watched them pad through the open gates And lap the water from the pool. Amber bodies covered the grass, Some at rest, some at play. Billy and I watched awestruck As the might of the African plain Graced our backyard. The park rangers kept watch all night. We could not sleep. We could not move. Only thin glass and brick walls protected us From giant paws and savage jaws, Fierce in hunt, gentle in play. The big male roars. The pride rise. Something crashes past in the undergrowth. A lioness pads forwards. Her sisters follow. Bodies tense, ears alert. Then suddenly, The darkness explodes with a golden flood. Paws flash past, gravel flies And, like the wind they are gone. The pool is still, the garden bare. But there are paw prints beside my garden chair. We had lions in our garden last night.

Questions Answer the following questions with a full sentence: 1.

How did the lions enter the garden?

2.

What was the first thing the lions did when they arrived? Why do you suppose they did that?

3.

What protected the watchers from the lions?

4.

Which line do you think best describes the strength of the lions?

5.

In verse three, why do you think the pride rose up?

6.

What evidence remains to show that lions have been in the garden?

7.

In your own words, comment on the language of the poem. Which words or phrases make it evocative?

8.

The final lines may be considered ‘dreamlike’. Why do you think this might be?

Word work 1.

Give the meaning of the following words:

pride (of lions) awestruck amber savage 2.

‘The darkness explodes with a golden flood.’



Explain what this means in your own words.

Extension work 1.

The mention of ‘park rangers’ tells us that the story is set in a national park, where animals roam free. What job do you suppose the park rangers do?

2.

Which part of the poem appeals to you the most and why?

3.

The poem is set in Africa. But suppose this event took place in Britain, in an ordinary garden. How might a child feel if they looked out of the window and saw they had lions in their garden?

4.

List all the verbs in the poem. Substitute other verbs. What difference do they make to the poem?

5.

List all the adjectives. Substitute other adjectives. What difference do they make to the poem?

6.

Invent a conversation between the watchers, Billy and the poem’s author. How old do you think they are? What do you think they might say to one another?

Space Station Astra Space Station Astra is the largest and most important station in the Vectra Quadrant. Astra is circled by four moons, and its pale, green glow welcomes visitors from thousands of space miles away. Once at Space Station Astra, visitors can stay and enjoy mountain climbing and abseiling in the Clay Hills, or swimming and snorkelling in the Orange Sea; alternatively, visitors can catch a connecting shuttle to the Persephone Asteroid or Moon Station Gloid. At Moon Station Gloid, tourists can go moon walking and space jumping. Not for the faint hearted, the Space Jumping Arena has different levels for beginners and advanced jumpers. You are strongly advised to take out insurance before booking your course. The really brave – or foolhardy – can visit the recently re-opened Danger Zone. This was closed last year after a fatal accident. Space Station Astra is still developing its enormous shuttle complex and residential districts. The Popstar Zing Twang recently bought a hyderoid home in the expensive Nappa district of Astra, on the shores of the Orange Sea. ‘I don’t care about the colour of the water’, she says. ‘The water is warm like a bath, and the fish are just amazing. As big as cows, but quite harmless, and just so colourful.’ Homes in Nappa have recently been valued at over six million zircons. Many people, however, have chosen the less expensive space homes in the Estron District. It is a popular area for young families, and local schools are said to be excellent. For those on holiday, hotels are varied and comfortable, with complimentary space cars to the various recreational facilities. There are two daily shuttles from Earth to Astra, each carrying up to one hundred and two passengers. The shuttles leave from the new Shepton Skye space zone in Scotland, and the journey takes just over two Earth days. Helioplop Shuttles, which run the Astra link, say they are confident about the future of space travel and have announced an increase in passengers over the past year. They are hoping to offer a new shuttle service to the Nutglob Space Station in three years’ time.

Questions Answer the following questions with a full sentence: 1.

In which quadrant is Space Station Astra?

2.

How many moons circle the space station?

3.

What mode of transport takes you to Space Station Astra?

4.

What will you see when you are still thousands of miles from the space station?

5.

If you were leaving from Earth, where would you go to get your transport to Astra?

6.

What activities are available when you arrive in Astra?

7.

What activities are available in Moon Station Gloid if you choose to go on there?

8.

What currency is used in Astra?

Word work Give the meaning of the following words:

residential enormous complimentary recreational

Extension work 1.

Why do you think you are advised to take out insurance before going space jumping?

2.

Which activities would you choose to try out on Astra or Gloid, and why?

3.

The Nutglob Space Station wants to offer an exciting new activity for tourists. What do you think the activity could be and what would make it so appealing?

4.

This article doesn’t say why people would want to visit Persephone Asteroid. Imagine you have been there. Write an email to a friend describing what you saw and did there, and what it was like. Don’t forget to say where you stayed and what you ate.

5.

Why do you think Helioplop Shuttles are ‘confident about the future of space travel’?

6.

Comment on the style of language used to promote space travel.

Some Peculiar Inventions Doctor Melissa Brains glared, and jabbed a finger at the small, purple bottle. ‘That’s my bottle!’ she snapped, ‘and you’ve stolen it.’ Professor Hussain Winkle went red. ‘I beg your pardon!’ he spluttered. ‘I made that formula up, and you know it. You’re the one who’s trying to steal it from me.’ Doctor Brains gritted her teeth angrily. She hated Professor Winkle. Professor Winkle was always receiving prizes for wonderful new lotions and potions. His latest discovery had been a cream to make people look younger.

snapped Professor Winkle. ‘It’s to make hair grow on a bald head.’ He picked up the small bottle and took a sip of the liquid.

‘Very nice!’ He licked his lips. ‘It tastes Today’s argument was over this bottle of of raspberries with a hint of ginger.’ Doctor Brains stared at Professor purple liquid. Both had made a mixture identical in colour. One of them had left Winkle’s head. Professor Winkle’s hair their bottle on the work table by mistake was thinning on the top but no matter how hard she looked she could see no and now neither could remember who new hair growing. had left it. ‘I dare you to drink it!’ Doctor Brains said quickly. Professor Winkle looked startled. ‘I beg your pardon,’ he said. Doctor Brains glared at him. ‘You heard,’ she growled. ‘If it’s your invention, you won’t mind drinking it. After all, if it’s yours you should know what it’s for. ‘Of course I know what it’s for,’

‘It’s not working!’ Doctor Brains cried gleefully. ‘That means it’s my mixture!’ She snatched the bottle out of Professor Winkle’s hands and gripped it in her own. ‘Don’t be ridiculous!’ cried Professor Winkle. ‘It’s not an instantaneous cure. It will take a good few hours to work … ’. He never finished his sentence. To his horror, Doctor Brains had tipped

the rest of the bottle’s contents into her mouth and swallowed.

her eyesight became that of a young woman’s.

‘Doctor Brains! What are you doing?’ cried Professor Winkle in alarm, trying to snatch the bottle from the doctor’s hands.

Nothing happened.

‘That’s my formula for eternal youth!’ shouted Doctor Brains with a strange laugh. ‘I invented it! Now I will stay young forever and I’ll never grow old.’ She ran to the nearest mirror in the laboratory and stared hard at herself. Soon the wrinkles on her face would vanish forever. Her greying hair would turn dark brown again and she would be able to throw her glasses away as

Then slowly, unbelievably, the hair on Doctor Brains’ head started to grow. Very slowly, inch by inch, it grew longer and longer. It slithered down over her ears and forehead, past her neck and over her shoulders.

Doctor Brains stared and stared. Surely the mixture should be working by now? Still nothing happened.

Professor Winkle watched in amazed disbelief. ‘That is my potion,’ he breathed. ‘How amazing! It really works!’

Questions Answer the following questions with a full sentence: 1. 2. 3. 4. 5. 6. 7.

What does Doctor Brains intend her potion to do? What does Professor Winkle intend his potion to do? Why does Professor Brains hate Professor Winkle? When Doctor Brains drinks the potion, what transformation does she hope to see? From the passage, what do we learn about Doctor Brains’ character? Why do you think Professor Winkle is amazed that his potion works? Do you think the two scientists are behaving like adults? Or like badly-behaved children? Explain why you think that.

Word work 1.

2.

Give the meaning of the following words: instantaneous mixture liquid laboratory invention What do you think is meant by the words eternal youth?

Extension work 1.

Instead of drinking the potion, what else could the two scientists have done to find out who it belonged to?

2.

Both people think that the bottle belongs to them. What do you think they could do in future to ensure there are no mix ups?

3.

Of the two potions they intended to make, which do you think would be more useful?

4.

If you could invent something what would it be?

5.

Write a story describing what happens next to Doctor Brains and Professor Winkle.

6.

Imagine something goes seriously wrong in the laboratory. What do you think it could be and how did it happen?

7.

Describe an argument you have had with someone. What was it about and how did you solve it?

Book Review

REVIEWS

Haunted Villages in the County of Snodshire by Harry Sneetch Williams and Crackall, price £12 hARRY sNeetch’s exciting new book is an enjoyable and spinetingling read which is definitely not for the timid. The first tale in the book focuses on his own cottage, which is haunted by an old gamekeeper. ‘I’d seen him a number of times wandering about with a couple of dead rabbits in his hands and wondered how many other places had spirits in them,’ said Mr Sneetch at the launch of his new book. ‘The supernatural has always fascinated me. Many people don’t believe in ghosts or spirits but I strongly feel that they are very much a part of our community if we are lucky enough to see them.’ Mr Sneetch’s book is filled with fascinating stories about the ghosts in Snodshire. In the tiny village of

Reviewed by Thelma Bickle

Little Crooping, an old cobbler can be heard banging away late at night in the house which was once his shop. ‘He doesn’t do it every night,’ explained the present owner, Sarah Short. ‘Just weekends and Friday lunchtimes. It upsets the cat a bit but he’s no trouble really.’ In the woods near Little Widdling, an old stagecoach can sometimes be seen on dark nights. ‘Terrified me, it did,’ explained Daniel Poppins, one of the many people interviewed for the book. ‘I was driving my car home late one summer’s evening. As I approached the woods I suddenly felt the temperature drop. I couldn’t understand it as it was such a lovely, warm evening. Then, to my horror, I saw this old stagecoach pulled by six horses, with a

driver in a cape; it was thundering towards me. I braked hard, but the entire coach went right through me and out the other side. The temperature inside the car went really cold as the coach went through but when it vanished it was suddenly warm again.’ Other people have experienced the phantom stagecoach, but no one has seen the Beast of Tiddlehampton, believed to frequent the heath above the town; local experts believe it may have a lair in an old cave there. ‘The

evidence for the Beast’s existence,’ explains Mr Sneetch, ‘is the huge, cat-like prints left in the snow last winter. Also the remains of both sheep and deer have been found, with large tooth marks where the carcasses have been gnawed. Trees have been bizarrely scratched and numerous chickens and cats have disappeared.’ Harry Sneetch’s book is an enjoyable, wellresearched account of local mysteries and ghosts in the county of Snodshire.

Questions Answer the following questions with a full sentence: 1.

What is the author’s name?

2.

How much does the book cost?

3.

Who wrote this review?

4.

What is a book review and why are books reviewed in newspapers and magazines?

5.

Does this review make you want to read this book? Give reasons why, or why not.

6.

How did Daniel Poppins know the stagecoach, driver and horse were all ghosts?

7.

Which of the stories outlined in this review appeals to you the most and why?

8.

Has anyone seen the Beast of Tiddlehampton?

9.

What makes people believe the Beast of Tiddlehampton exists?

10. How do we know that the cobbler does not work every night?

Word work Give the meaning of the following words:

timid spine-tingling supernatural community phantom well-researched

Extension work 1.

2.

3. 4. 5. 6. 7.

Imagine you are Harry Sneetch. You have just interviewed someone from the village about some supernatural or mysterious event. Write a short chapter for your book describing this extraordinary happening. Don’t forget to say who you interviewed and why. You are one of the few people who has actually seen the Beast of Tiddlehampton. Describe where you were and what you were doing at the time of seeing the creature. What did you see and how did you feel? Mr Sneetch says that places have spirits in them. What do you think he means by this statement and do you agree with him? Why do you think people are so interested in the supernatural? Imagine you have read Harry Sneetch’s book. Write your own review describing it and explaining what you thought of it. You are the driver of the old stagecoach. Describe how you felt as you came out of the woods and found a car in front of you. Write another chapter for the book with a different creature/ supernatural happening in it.

The Afternoon Train to Sunbeam Creek Sheriff Petwee scowled at the news. Big Dan MacGlubin was coming to Sunbeam Creek. He turned to Deputy Doggle. Deputy Doggle looked scared. Very scared. ‘Looks like we got trouble, Sheriff,’ began Deputy Doggle nervously. Sheriff Petwee nodded. Trouble was the right word. He cursed Old Eli for not bringing the news sooner. Old Eli had been at the saloon playing cards the previous night. Grunt and Loafer MacGlubin were at the adjoining table, discussing their cousin Big Dan’s plans, and Old Eli heard every word. Big Dan was coming to town with the clan, and they would be armed! But instead of going straight to Sheriff Petwee with the news, Old Eli had downed a few glasses of Firewater and then passed out in Mrs Cutter’s barn. When he had woken up late the next morning, he remembered Grunt and Loafer’s conversation and rushed to Sheriff Petwee’s office. Now he stood nervously in front of the sheriff and deputy, twisting the brim of his hat in his hands. ‘What you gonna do, Sheriff?’ he asked in a shrill voice. Sheriff Petwee glared at him and then stared at the clock. He wished Old Eli had come in earlier … much earlier! It was already eleven o’clock and the MacGlubins were arriving at Sunbeam Creek on the one o’clock train. Two hours. They had just two hours to find men willing to stand up to the MacGlubins. But who would be prepared to fight? Everyone was terrified of them. When annoyed, Big Dan had a tendency to tear through town, shooting and killing innocent people. Everyone knew he was a cattle rustler but no one dared say anything in case he turned on them. Only Sheriff Petwee had stood firm against Dan. Just the other day he had caught Big Dan’s brother, Bloater, holding up Mrs Gibbons as she served behind the counter at the store. Bloater was now in the cells awaiting trial. But

Big Dan wasn’t having his brother go on trial, which was why he was coming to Sunbeam. To hunt down Sheriff Petwee and release Bloater. ‘We’ll need us a posse!’ said Sheriff Petwee grimly. ‘A large one. This ain’t a job for one man alone.’ Deputy Doggle said nothing. Ever since he had heard that Big Dan MacGlubin was coming to town he had wondered how he was going to get away. The very thought of staying to fight left him feeling weak. ‘Are you sure you’ll be needing me, Sheriff?’ he asked. Sheriff Petwee stared at him in utter surprise. ‘What sort of question is that, Deputy Doggle? You’re my deputy; of course I’ll be needing you! Question is, who else will stand with me?’ Deputy Doggle didn’t think anyone else would stand with the Sheriff against the MacGlubins. He was right. Sheriff Petwee went round every house and ranch but everyone shut their doors and windows. ‘I’ve got a wife and kids, Sheriff,’ said Oatis Groats, locking his front door firmly. ‘What’ll happen to them if I gets myself shot?’ ‘What’ll happen to Sunbeam if Big Dan takes

charge of it?’ retorted the sheriff. ‘Won’t any of you stand with me?’ he shouted. But everyone had closed their shutters and barred their doors. ‘What about you, Eli?’ demanded the Sheriff, catching sight of Old Eli skulking behind a hitching post. ‘Won’t you join me?’ Old Eli shook his head firmly. ‘I’m too old, Sheriff. My eyes is right poorly. Can barely see a thing. ‘I’d be no use to you, I wouldn’t. ‘Sides, it’s you they want! ‘ Old Eli scuttled off quickly. ‘I’ll stand with you!’ said a voice. The Sheriff turned quickly. He nearly dropped his gun in surprise. It was Miss Alice the school teacher, and she was toting a gun.

‘If you’re happy to have me, I’ll stand with you,’ she continued. Sheriff Petwee’s mouth fell open. ‘But you’re a woman!’ he spluttered. ‘Do you know how to use that thing?’ he asked in surprise. Miss Alice raised the gun to her shoulder. ‘Throw some coins up into the air,’ she commanded. Sheriff Petwee rustled around in his pockets and then threw six small coins high into the air. There was a series of rapid shots and the coins thudded to the ground. In each one there was a hole gouged right out of the centre. ‘Reckon that answers your question, Sheriff,’ smiled Miss Alice.

Questions Answer the following questions with a full sentence.   1. What tells you that the events in the passage are not set in the United Kingdom? Give reasons for your answer. In which country do you think the events are set?   2. Why is Big Dan MacGlubin going to Sunbeam Creek?   3. Why do you think the Sheriff wishes Old Eli had come in to the office earlier?   4. What prevented Old Eli from arriving earlier?   5. What is the job of a sheriff?   6. Who is currently being held in the cells and for what crime?   7. Why is everyone reluctant to help the sheriff?   8. If you had to make up an excuse not to help the sheriff what would you say?   9. What job does Miss Alice do? 10. How does Miss Alice prove that she is capable of using a gun? 11. Why do you think Miss Alice offers to help the Sheriff?

Word work 1.

Give the meaning of the following words: skulking innocent scared adjoining release

2.

What is the purpose of a hitching post?

3.

Big Dan is a cattle rustler. What does a cattle rustler do?

4.

The sheriff is keen to get a posse. What is a posse?

Extension work 1. 2. 3. 4. 5. 6.

7. 8.

Why do you think the Sheriff was so shocked to see Miss Alice with a gun? What do you think Sheriff Petwee should do next? Imagine you are Miss Alice. Write some things you like, and some things you don’t like, about teaching school in Sunbeam Creek. Imagine you are Big Dan’s sister. What do you make of his goings-on? Imagine you are Big Dan. What might make you change your plans for shooting up Sunbeam Creek? Mrs Gibbons has to give evidence at the trial of Bloater MacGlubin. Imagine that you are Mrs Gibbons. Write a brief description of how you were held up at gun-point by Bloater. What do you think will happen to Sheriff Petwee, Miss Alice and Deputy Doggle? Write the next chapter in the story. How does the language create an image of the Wild West?

No Gold at Mouse Creek In 1861 Lieutenant Colonel Marsh T. Knoggins led an expedition to Mouse Creek, Wyoming. A rumour had been going round that there was gold to be found in the creek and the colonel wanted to check this out for himself. Unfortunately, as they neared the creek, the unthinking and un-noticing colonel led his troop of twenty men right across a Native American sacred burial ground. The horses churned up the burial ground with their hooves. The men then camped close to Mouse Creek and spent most of the next day in the river looking for gold. At lunch time, Lieutenant Frank Scurvy and Private Ted Williams noticed some bones protruding from the ground and suspected that their troop may have camped near a burial ground and, worse, spoiled some of the burials. They felt guilty about what they had done, but also feared the people whose burial ground it was might take revenge on the invaders. Lieutenant Scurvy reported the information immediately to Colonel Knoggins, but the colonel had other things on his mind. He ordered his men back to the river to continue searching for gold. Reluctant to disobey his superior’s commands and yet unwilling to lose the lives of his men, Lieutenant Scurvy risked his commanding officer’s displeasure and prepared for a possible attack. He moved the tents closer to the wagons and reinforced the gaps between the wagons with thorny branches. The lieutenant’s actions were wise. In the early hours of the morning Chief Spitting Bull led his men in a ferocious attack, killing nearly every one of the American soldiers. Only Frank Scurvy and Ted Williams escaped. The men’s harrowing account tells how Spitting Bull unleashed a flood of arrows on the American soldiers, and drove a herd of bison through the camp to scatter and trample the men. Frank Scurvy and Ted Williams managed to catch the horses of some fallen Native Americans. Wrapping themselves in the blankets used as saddle cloths, they rode out of the camp to safety.

The two men arrived back at Fort Yellow Snake four days after the attack to report the loss of nineteen men, twenty horses and three wagons and supplies. General G.J. Wilmott Bradshaw concluded that Lieutenant Colonel Marsh T. Knoggins had made a grave error when he had ignored his lieutenant’s information. He had also made a grave error in not realizing that he was taking his men through a graveyard, when proper research would have told him that it was there.

Questions Answer the following questions with a full sentence. 1.

What is Marsh T. Knoggins’ full title?

2.

Why were the American soldiers at Mouse Creek?

3.

Why did Chief Spitting Bull lead an attack on the American soldiers?

4.

What measures did Frank Scurvy take to prepare the camp for an attack?

5.

Which American soldiers managed to escape from the attack?

6.

Explain how the two American soldiers managed to escape.

7.

How many American soldiers and animals were lost in the battle?

8.

Why do you think the lieutenant was reluctant to disobey his superior’s commands?

9.

What do you learn about the lieutenant’s personality from the passage?

Word work Give the meaning of the following words:

creek displeasure protruding sacred superior reluctant

Extension work 1.

How do you think the native Americans felt when they found out that the troops had churned up their burial ground?

2.

Do you think that Spitting Bull’s actions were justified? Give reasons for your answer.

3.

Imagine that you are Marsh T. Knoggins. You didn’t die in the attack after all. Explain why you ignored your lieutenant.

4.

Write a brief history of Mouse Creek, explaining how it got its name.

5.

Imagine that you are General G.J. Wilmott Bradshaw. Write a letter to the legal committee at Fort Yellow Snake, describing the errors you think Marsh T. Knoggins made.

6.

Imagine you are Ted Williams. Write a letter home to your mother telling her about the raid and your escape.

7.

Compare and contrast the language in this passage with that of the Book Review on Haunted Villages.

Chicken (a play) wait for those who aren’t ready! (goading him.) You really are chicken! Sajuta  I’m not! Marcia  You are … chicken, chicken, CHICKEN, CHICKEN! Wanda  Sajuta’s just a baby. You’d best go back to your Mum then, Sajuta, if you can’t jump over a bit of railway track. Watch Mahmoud. He’s not afraid of a bit of railway track. Are you, Mahmoud? Mahmoud No!

Scene: a group of children are sitting on the steep bank beside a busy railway track. Their ages range from eight to thirteen. Marcia is the oldest and Sajuta is the youngest. Sitting slightly apart from them all is Lily. She is holding a railway timetable in her hand. Every so often she glances at it. Marcia  (Scornfully) Chicken!



He looks carefully both ways and then runs neatly over the track all the way to the other side and back again.



Easy! Nothing to it! You just have to watch the live bits, there’re the ones that’ll kill you!

Wanda  (laughing) Yeah! We don’t want Sajuta Baby to frazzle up like a crisp.



They all laugh unkindly.

Lily 

(Seriously and calmly) Well if you’re going to do it, you’d better get on with it Sajuta. The fast train is due very soon.

Sajuta  (Crossly) I’m not chicken! Marcia  You are too! We’ve all done it, even Mahmoud. If you want to be part of the gang, you’ve got to do it too! Deacon  It’s your initiation! Travis 

(grinning and punching Deacon playfully) ‘Initiation’. That’s a big word for you Deacs, where’d you learn that then?

Deacon  (annoyed, pushing his glasses back up his nose) Hey watch my glasses! You nearly had them off. My Mum’ll kill me if I break this pair. Marcia  Come on then Sajuta. Get on with it, we’re all waiting!

Mahmoud I nearly got hit by the fast train once. Just made it back to the bank in time before it zoomed past. Marcia  Come on Sajuta, do it with me! I’ll run over and you just follow, put your feet where I put mine and don’t fall over.



She gets up and slithers down the bank to the rails. She jumps on to the track.



Come on Sajuta! It’s easy!



She begins jumping over the rails to the other side. In the distance is the sound of a train whistle. The children feel the ground rumble beneath them.

Lily 

(urgently) Get on with it Sajuta, if you’re going to do it! The train’s coming! Come on, Marcia, get a move on. The train’s coming!



Sajuta stands frozen with fright halfway up the bank as Marcia begins

Sajuta  I’m not ready. Mahmoud What d’you mean you’re not ready? Sajuta  (nervous and flustered) I’ll do it when I’m ready. Marcia  (mimicking him) ‘I’ll do it when I’m ready’. You’re never going to be ready. The Crazy Horse Gang won’t

running back. Suddenly she trips and falls over the track.



(She stares at Sajuta’s frozen face.)



Sajuta! Snap out of it! We’ve got to help Marcia or she’ll die! Now come on!



(Sajuta looks at Lily then follows her on to the track to where Marcia is standing, holding her leg. They take her arms and help her across just as the fast train zooms by. The rush of air from the train knocks them all flat against the bank.)

Marcia  Ow! My foot!



On the opposite bank, behind a tall, mesh fence, a man in overalls appears. He sees the children.

Man 

(shouting) Bruce! There are kids on the track! Here, you kids … clear off the track, a train’s coming!



Everyone except Lily and Sajuta race up the bank and squeeze under the gap in the fence on their side and then disappear.

Lily 

(very urgently) Get off the track, Marcia. The train’s coming!

Just slightly. What about you Sajuta? You OK?



(Sajuta nods.)

Lily 

Marcia  I can’t! It’s my foot … I’ve twisted my foot! Lily 

Well, hop! You’ve got to get going.

Marcia  I can’t. I really can’t. My foot hurts too much. Oh, it’s gone purple! Man 

Hey you, girl! Get off the track! Do you want to get killed?

Lily 

Come on Sajuta! We’ll have to help her!

Marcia  (shocked) That was close!

Marcia  Thanks … both of you. I’m sorry I called you a chicken, Sajuta. You’re not. You’re a true member of the Crazy Horse Gang now!



Sajuta stares at Marcia then gets up unsteadily.

Sajuta  Thanks. But if you don’t mind I’d rather not be a member. Not now. Getting squashed by the 1.15 from London isn’t my idea of a good time.

Questions Answer the following questions with a full sentence: 1.

What does it mean if someone is ‘chicken’?

2.

What are the children encouraging Sajuta to do?

3.

Do you think that Sajuta is ‘chicken’? Give reasons for your response.

4.

Why do you think Lily is holding a railway timetable?

5.

What happens to Marcia as she comes back across the line?

6.

Why do you think some of the children ran away?

7.

Who stayed to help Marcia?

8.

How is the urgency of the situation conveyed throughout the passage?

9.

Discuss why some of the children find the situation humorous.

Word work 1.

Find two words that show how worried and upset Sajuta is.

2.

Give the meaning of the following words: initiation mesh urgently mimicking

Extension work 1.

Does this sound like the type of game you would like? Why or why not?

2.

Who do you think is the main character in this play and why?

3.

If you could play the part of one of the characters, who would you choose and why?

4.

Which character do you like best? Give reasons for your answer.

5.

Is there a character you dislike? Give reasons for your answer.

6.

What is an initiation ceremony?

7.

Do you think Sajuta makes the right decision at the very end of the passage?

8.

What does this tell you about Sajuta’s personality?

Earth, Sea and Sky

‘I am the lord of the sky’, said the eagle, flapping his great wings. ‘I go where mortals cannot, high above the clouds Where the air is thin.’ ‘I am mistress of the trees,’ said the monkey, scratching her furry body. ‘You will not find me if I choose to hide where the few Jungle trees remain, with fruit ripe for picking.’ ‘My heart lies in the vast ocean depths,’ crooned the whale. ‘I am the largest creature of the sea. For years man hunted me with arrows of bright steel. Now he has finished his chase and My song can be heard all over the ocean floor.’

‘I graze the high pastures,’ said the horned cow, ‘Where the mountain grass is sweetest. My bell rings out over the valleys and meadows Where the alpine flowers grow.’ ‘I follow the pride,’ said the lion cub, with a skip and a bounce. ‘The vast plains of the Serengeti are my playground. It is here that my brothers and sisters learn the skills That will make us kings and queens over all creatures.’ ‘I am Queen of the flowers and plants,’ said the butterfly. ‘I dance over the brightest gardens and sip the sweetest nectar I can find. They are my kingdom; my playground And my final resting place.’

Questions Answer the following questions with a full sentence: 1.

Who is ‘lord of the sky’?

2.

Where is the air thin?

3.

What is the monkey mistress of?

4.

Where would you find the horned cow?

5.

Where is the butterfly’s final resting place?

6.

In the poem, people have stopped chasing the whale. Why do you think they might have stopped? Do you think that in the real world whales are no longer chased?

7.

Why do you think ‘few jungle trees remain’? Where do you think the trees might have gone?

8.

Which verse did you like best and why?

Word work 1.

2. 3. 4.

Give the meaning of the following: mortal alpine final resting place kingdom pride of lions pasture The fruit is described as ‘ripe for picking’. What does this mean? The eagle is able to go ‘where mortals cannot’. What is meant by this? The lion cub says that it and its brothers and sisters are learning the skills that will make them ‘kings and queens over all creatures’. What does the cub mean by this?

Extension work 1.

What does the poem tell us about the various homes of the animals around the world?

2.

If you could be an animal, what would you be and what would you do?

3.

Write an extra verse for the poem, featuring your chosen animal.

4.

Do you think animals are important in the world? If so, why?

Shock for Shoppers The Daily Tidings

FOOD PRICES SOAR! shoPPeRs in England received a severe shock yesterday as the price of food soared to unbelievable heights. This was due to the disastrous weather over recent summer months, which has severely reduced grain crops all over the country, and an outbreak of foot and mouth disease, where entire herds of castles have had to be slaughtered in affected areas.

Overnight the average price of bread rose from £1.19 to £4.26 while a litre of milk rocketed from 80p to £3.57. Incredulous shoppers could hardly believe their eyes, and supermarkets reported an immediate dip in sales as shoppers became extremely cautious about what they bought. ‘Many people asked us if there had been a mistake with the prices,’ explained Rufus Crooping, manager of the supermarket giant Savers. ‘When we told them there hadn’t been, they were horrified. We were only told about the price rises the night before so we had a mad rush to get everything altered before the store opened.

It was terrible watching people staring at the prices. Everyone was just buying the bare minimum.’ It is feared that people who are already struggling to make ends meet will be tipped into a critical level of poverty. Pensioner Arthur Coggins said ‘I remember when you could get a good shop out of ten pounds,’ he said. ‘Now you hardly get anything at all for the same amount. My pension won’t rise like the cost of food has.’ Mea Harding of Help the Elderly voiced the fears of many people. ‘We’ve got a lot of old people living on the breadline already. This terrific price increase will push them even further into poverty.

The government needs to think very seriously about how they are going to help these individuals, especially when many of them have no pension to support them.’ The cost of petrol also reached an all-time high. At most petrol stations a litre of petrol rose from £1.20 to £10.24. Country petrol stations were hit hardest with some charging £10.63 a litre. For many living in isolated country areas, their car is a lifeline, especially when public transport is limited or non-existent. Susan Greevy, a mother of three children, who lives in the tiny Scottish hamlet of Glen Knocklin, said she had no idea how

she was going to get the children to their school seven miles away in Kinmararie. ‘We dinna have no public transport around Glen Knocklin since the cuts. It’s a wee village with only five houses in it. The nearest place for supplies is ten miles away in Kyle McAulich. If ye dinna have no car then you’ll not be able to leave the village.’ Prime Minister Nell Groating said she was sorry about the increase in food and petrol but

that it was unavoidable. ‘People will just have to stop using their cars and make use of public transport instead,’ she told reporters outside 10 Downing Street, before leaving by limousine for a banquet at the Guild of Master Tailors and Lady’s Outfitters. Weather experts’ predictions show that the next few years will be critical. Disturbingly bleak weather patterns show that the world’s weather is changing for the worst with dire

consequences for natural food production. ‘This is just the beginning of radical climate change,’ said Lewis Kentucky of the Weldon Weather station in Scotland. ‘Severe weather will affect harvests globally and deplete food reserves further. We need to rethink how we produce food and fuel. Technology needs to move fast to forestall a possible catastrophe.’

Questions Answer the following questions with a full sentence: 1. 2. 3. 4. 5. 6. 7. 8.

What has happened to the price of food? What two events have caused this? How did shoppers in Rufus Crooping’s supermarket react to the price rises? What concern does Arthur Coggins have about price increases? Why is Mea Harding so concerned about the price increases? Why are cars so important in the countryside? What is Susan Greevy’s problem? What does Lewis Kentucky say people need to do to protect their future?

Word work 1.

2. 3. 4. 5.

Give the meaning of the following words: unbelievable rocketed increase disastrous deplete What does it mean to be ‘living on the breadline’? What does it mean if you are ‘struggling to make ends meet’? What are you doing if you are buying ‘the bare minimum’? What ‘possible catastrophe’ do you think Lewis is talking about?

Extension work 1. 2. 3. 4.

5.

6. 7.

In the light of food and fuel increases, what things do you think you could do to help your family, reduce your costs and save fuel ? Read the paragraph about Prime Minister Nell Groating. Do you feel that she is sorry about the increases? What makes you think that? Compare the Prime Minister’s lifestyle with that of Susan Greevy from Glen Knocklin. What differences do you notice? An alien from the Planet Grush has heard Susan Greevy’s words and does not understand the Scottish dialect. Rewrite what she says in Standard English. Imagine you are Prime Minister Nell Groating. You have been asked by your ministers to appear on television to speak to the whole country about the price rises. Write a speech telling everyone how important the price rises are and how you hope to help everyone so that they don’t face hardship. Write a list of things people can do to help the elderly in this crisis. Discuss how you think people will react to the price increases. What other actions do you think they might take?

I Had a Dream

I had a dream that the seas rose up

I had a dream that I could walk

And swallowed vast cities until

Wherever my footsteps took me,

They were built again and men

And could climb the

Were wiser.

Highest mountains Without fear of falling.

I had a dream that the plight of millions Was captured in a small glass bottle

These are my dreams.

And flung high above the stars

If they were your dreams too

Where it vanished forever.

We could make them happen For when many hands join together

I had a dream that the harsh sun

Realities happen.

Became gentle,

What are your dreams?

And the soaking rains Fell on the dry earth Where the crops refuse to grow.

Questions Answer the following questions with a full sentence: 1.

In the poet’s dream, what is captured in a small glass bottle?

2.

In the poet’s dream, what do the rains do? Is this a good thing, do you think?

3.

In the poet’s dream, what does the sun do?

4.

In the final verse, what does the poet hope might happen?

5.

What is the main message that the poem is trying to convey?

6.

Do you think that the message is an important one? Give reasons for your answer.

7.

Find two examples from the passage of sentences which conjure up a specific imaige in your mind. What are these images?

Word work Give the meaning of the following words:

crops harsh plight

Extension work 1.

What do you think the poet is trying to say in the second verse?

2.

The poet writes of a ‘fear of falling’. Looking deeper into the poem, what do you think the poet means by this phrase?

3.

Do you think the poem describes a real dream or another kind of dream? Explain your ideas.

4.

If your footsteps could take you anywhere, where would they take you?

5.

Write your own verse for the poem.

6.

Imagine you have not seen rain in your country for years. Describe your feelings when the rains finally come and flood the land.

7.

Make a list of all your hopes. Which one is the most important to you and why?

Monkey Trouble

Rajasthan Daily News

MONKEYS GO BANANAS

toURists weRe surprised yesterday when local monkeys suddenly lost control at a local market in Rajasthan and began throwing fruit at them. The incident happened when one of many tourist coaches drew up outside the famous Jami market, renowned for its locally produced goods, including stone carvings. As the tourists on the Golden Triangle coach got out, they were pelted with fruit by monkeys screeching in the nearby trees. Abal and Dena Jordan, who were on the Golden Triangle tour, said that the experience was very upsetting. ‘It was as if they knew we were sightseers and didn’t like us. They just picked every piece of rotting fruit they could reach and chucked it at us. We made a run for the covered section of the market, but by the time we got inside we were all covered in muck.’ Primate expert, Astrid Tallon, was surprised to learn of the attack when we contacted her by mobile phone today. ‘Mostly, monkeys don’t seem to mind tourist coaches. They are very inquisitive and enjoy

watching people exploring the market. This particular attack seems most unusual.’ Ms Tallon was unsure about what might have caused the monkeys’ actions. She made a number of suggestions for their peculiar behaviour. ‘They could have been protecting their territory and their offspring, which seems the most likely explanation. Or they might have been trained to do it by local children bent on mischief. It is possible that the monkeys were fed up with the sheer volume of tourist traffic and responded by throwing fruit at the incomers to get them to leave. If this is the case, then it shows the monkeys to be remarkably intelligent.’

Stallholders at the Jami market were surprised by the attack. Jalal Koori, who sells locally-made pottery, said ‘The monkeys are normally harmless animals that live quietly in the trees. They give no trouble. Of course, we don’t encourage the tourists to feed them. This behaviour is very strange. Very strange indeed.’ But the Jordans disagreed with this assessment. ‘Those monkeys weren’t quiet at all when we arrived. As soon as the coach entered the town they all went nutty up in the trees, shouting and jumping up and down. When our friend Lennox got off the coach they went even nuttier. We reckon

it was his T-shirt that did it.’ According to Dena Jordan, Lennox Bailey was wearing a bright green T-shirt with a picture of a chimp on the front. ‘It even had the name

of some zoo on the back. No wonder the monkeys went strange. I think that vile green shirt really upset them.’ Ms Tallon assures us there is no evidence that monkeys

can read. However she acknowledges there might be a connection between the chimp T-shirt and the monkeys’ behaviour. She has plans to research the possibility further.

Questions Answer the following questions with a full sentence: 1.

Where did the fruit-throwing incident take place?

2.

Describe what happened to the tourists.

3.

Why was primate expert Astrid Tallon surprised by the attack?

4.

What did she suggest was the most likely causes of the attack?

5.

What do Abal and Dena Jordan feel was the cause of the attack?

6.

Name two things sold at the market.

7.

Suppose monkeys really could read. Why might a bright green T-shirt with a picture of a chimp on the front and the name of a zoo on the back upset them?

8.

Why do you think tourists are encouraged not to feed the monkeys?

Word work 1.

Give the meaning of the following words:

incident renowned offspring 2.

What is a primate?

3.

What is a primate expert?

Extension work 1. 2. 3. 4. 5. 6.

7.

8.

9.

10.

Why do you think the monkeys attacked the tourists? Can you suggest anything to prevent the monkeys getting upset again? Write a list of things you might find on sale at the Jami market. Next week the monkeys find another way of attacking the tourists. Describe what they do this time. Imagine you are one of the monkeys. Describe in your own words what happened that morning. You have been asked to write a passage about the Jami market for a popular guide book on India. In your own words, describe the market and what you can buy there. Describe any important facilities tourists might be concerned about such as refreshments and toilets. You are the owner of the Golden Triangle tours. People have been concerned about the incident at the market and are worried about visiting the place. Write a short letter to all your clients explaining that the incident was a one-off. Try to reassure them that this will not happen again. You are a priest at the temple near the market. Sometimes tourists wander into the temple from the market, and you are concerned that their clothing and their behaviour is not suitable for a sacred place. Write a letter to the local paper giving reasons why you think tourists should not be allowed to visit the temple. You are Lennox Bailey and are being interviewed on television about the coach tour’s experience at the market. Describe what happened from your point of view. Imagine you are a reporter interviewing Lennox Bailey about his experience at the market. What questions would you like to ask him?

Everest – to the Top (part 1) Ever since they had reached Everest Base Camp, Fung Liu had struggled. She’d struggled with the altitude, she’d struggled with her health and she’d struggled with exhaustion. Now, slumped in the snow just two hundred metres above Camp Five, she coughed violently and closed her eyes. It had taken her three hours to get to this spot, just tens of metres above the tents. If she opened her eyes she could see the bright blue tents shining in the sunshine. Beside her, Sherpa Pemba Tong urged her to get up. ‘Long way to go, Fung my friend. Must keep moving, don’t shut your eyes. It’s bad to shut your eyes. Might never open them again.’ Fung struggled to her feet again and nodded weakly. She knew it was wrong to shut her eyes but the temptation was too great. She knew the sensible choice was to give in and go back to the camp but pride and stubbornness forced her upwards. She was going for the summit if it killed her.

Watching her from the relative comfort of Base Camp was Wen Lee, the team leader. Lee was responsible for her team’s safety. Every decision on the mountain was hers and the others obeyed. They all respected her knowledge and experience, all of them … except Fung. As Lee watched Fung sink to her knees once again, Lee’s heart sank too. Fung was too slow. Far too slow. The Death Zone, that freezing place seven and a half thousand metres above sea level, where oxygen was scarce, was no place for the slow. Lee watched through her binoculars as Fung

struggled in the direction of Camp Six, with three sherpas dogging her footsteps every inch of the way. As team leader Lee knew she’d have to call Fung back to Base Camp. She was too slow. Painfully slow. Lee watched as once again Fung sank to her knees coughing and spluttering. Irritation flared up in her. Fung was jeopardizing the other team members’ chances. The others had reached Camp Six hours ago and were settling down ready to make their push for the summit. Fung had hardly made any progress from Camp Five and night was approaching. Lee switched on her radio and it crackled into life. At the other end of the line, Pemba Tong, her most trusted chief sherpa, sounded weary. ‘Pemba here.’ ‘She’s too slow, Pemba,’ Lee stated the obvious flatly. ‘At this rate she’s going to be using up crucial oxygen supplies that we’ll need for the ascent. You’ve got to persuade her to turn around and come down

or she’ll die.’ There was a pause as Pemba Tong considered this. ‘I’ll try,’ he replied, knowing that it was useless. Summit fever had gripped hold of Fung Liu with unbelievable force. She was utterly determined to get to the top and nothing was going to stop her . ‘Let’s go down,’ Pemba urged. ‘Darkness will be here very soon and we’ve time to get back to Camp Five before the light goes.’ Fung scowled and shook off Pemba’s arm. ‘No!’ Her voice was slurred and angry. ‘I

won’t! There’s plenty of time to get to the top!’ ‘Sorry, Fung my friend, but there isn’t time to get to the top. Better we go down now and you can try again in the morning when you’ve rested!’ Fung sank to her knees again, cursing furiously. ‘I won’t, I tell you, I won’t! There is time. Plenty of time.’ Wen Lee, watching through the binoculars, frowned and switched on the radio again. ‘I want you to come down now, Fung,’ she said firmly. ‘Do you hear me?

You’ve done really well but you need to come down now and rest or you’ll die. Do you hear me?’ She listened as painful coughing echoed down the radio. ‘I can do it, Wen,’ replied the wheezy, breathless voice that was Fung. ‘I can do it. Just give me another chance.’ Lee gritted her teeth. ‘There are no more chances, Fung. It’s going to be dark in minutes, you’ve made no progress up to Camp Six and you’re sick, very sick. Get back down here before you die.’

Questions Answer the following questions with a full sentence. 1. 2. 3. 4. 5. 6. 7. 8. 9.

List the three things Fung has been struggling with on the mountain. What is Wen Lee’s job on the mountain? Where is Fung trying to get to? What is the Death Zone? Why do you think that the Death Zone is no place for people who are tired and moving very slowly? What do you think a sherpa’s job is? Explain what you think ‘summit fever’ could be and why it has gripped Fung? Why does Wen Lee want to call Fung back to Base Camp? Why do you think that oxygen supplies are so important on Everest?

Word work 1.

2.

Give the meaning of the following words: altitude exhaustion temptation jeopardizing crucial Lee thinks that Fung is ‘jeopardizing the other team members’ chances.’ Explain what this means in your own words.

Extension work 1.

If you were Wen Lee, what would you do next to get Fung down to Base Camp?

2.

Imagine you have just climbed to the top of Mount Everest. Describe your feelings.

3.

Sherpa Pemba Tong tells Fung that she ‘Must keep moving, don’t shut your eyes.’ Why do you think Pemba gives Fung this advice?

4.

If you were Fung what would you do next? Explain why you would do that.

5.

What do you think the writer of this story will choose for Fung to do next?

6.

Write your own story about what happens to Fung next.

7.

Fung knows she should go back down the mountain but pride and stubbornness are forcing her upwards. Do you feel that pride and stubbornness are good or bad traits in a person?

Haunted Villages in Snodshire INTRODUCTION

I

first met Mrs Coddlington outside her cottage in the village of Dugwich, about three years ago. She was a lovely lady who was very interested in gardening. She had a beautiful black cat called Arthur who was her pride and joy. We had a delightful chat about her life and her husband Edgar, who had died the previous summer from a long illness. Mrs Coddlington was remarkably upbeat and positive about her loss. ‘He wouldn’t have wanted me to grieve,’ she told me. ‘Edgar loved life and he wanted me to celebrate his life by carrying on with things just the way we used to.’

I was so inspired by her attitude I remarked upon it the next day to my good friend Susan Tallow who also lives in Dugwich, and with whom I was staying. Susan looked at me strangely and informed me that Mrs Coddlington had died just a few months after her husband Edgar. ‘They’ve both been dead a good five years now,’ she said.

I realized to my surprise that I had been speaking to a ghost.

At first the experience quite unnerved me. I could hardly believe Susan until I went back to the cottage and found it locked and empty; the garden unkempt and overgrown. I simply could not understand what had happened until I spoke to Professor Davina Lloyd, an authority on the supernatural. She told me that it was possible I had had an ‘out of time’ experience, in which I had ‘tuned in’ to a period of time which had already passed. There are very few people able to do this and it appears that I am one of them. It made me realize that spirits are all around us if we can be aware of them and that there are plenty of other people who have had similar experiences. At that point in time I was very keen to meet them, which is how ‘Haunted Villages in the County of Snodshire’ came to be written. I met so many interesting people during my research for the book and so many amazing stories. I think one of my favourites has to be the tale about the old night watchman of Little Widdling. Little Widdling has many ghosts but the old night watchman really stands out. Seventy-two year old Esmé Grey told me the story one morning over a cup of coffee and a slice of her home-made cherry cake. She had been out late one night playing

cards with a group of friends. ‘I was planning to walk home because my car had broken down and the walk was only a short one. It was a chilly night in November and there was already a bit of ice forming on the cars, roads and pavements. I’m not as steady on my legs as I used to be and I was frightened of falling over so the walk took me longer than usual. When I got to the High Street I was very cautious because it’s quite a steep road all the way down and I could see that it was icy in places. At that point a very nice middle-aged man, carrying a lantern on a stick, came up to me and asked me if I needed assistance. He took me by the arm and helped me all the way down the hill and over the bridge to my house. He watched me from the gate until I had let myself into the house, nodded at me and then went away. I was so grateful to him that at the time I didn’t realize he was just a ghost.’ Esmé would never have realized her helper had been a ghost if it wasn’t for her friend Elsie Williams who had spotted her crossing the bridge that night. ‘I was watching Esmé going over the bridge from my kitchen window and wondered what she was doing out so late. There was no one with her that I could see so I was astounded when she told me this nice man had helped her home! I told her I couldn’t see anyone but her. She was really shocked.’

I did some research on the night watchman and found out that the mysterious man who had helped Esmé was probably George Greville, the last night watchman of Little Widdling, who had died in 1876. ‘I’ve often wished I could see him again to say ‘thank you’,’ Esmé told me, ‘but I never have.’

Harry Sneetch

Questions Answer the following questions with a full sentence: 1. 2. 3. 4. 5. 6. 7. 8.

This passage is the introduction to a book. What is the book called? Who is the author of the book? Briefly describe what the book is about, and how it came to be written? What was Mrs Coddlington interested in? Why did the night watchman help Esmé home? How did Esmé find out her helper was a ghost? Professor Davina Lloyd explains to the author how they could have talked to a woman who was dead. What was her explanation? The story of the old night watchman is the author’s favourite. Why do you think this is so?

Word work 1.

Give the meaning of the following words: assistance frightened spotted grieve mysterious supernatural

2.

‘At first the experience quite unnerved me.’ Explain what you think the writer means by this.

3.

‘Mrs Coddlington was remarkably upbeat and positive about her loss.’ What do you think the writer means by this?

Extension work 1.

Imagine you are the night watchman of Little Widdling. Describe what happened the night you met Esmé, from your point of view. Did you realize Esmé and you lived in different times?

2.

Do you think Esmé might ever see the night watchman again? In what kind of circumstances might she?

3.

One of the funniest stories in the book is about the tailor of Snodbury. Imagine you are author. Write up the story, explaining why it is so funny.

4.

Elsie Williams has also had a ghostly experience but she has kept it secret for a long time. Describe Elsie’s ghostly happening.

5.

Have you ever experienced anything which ‘unnerved’ you? What happened?

6.

Why do you think people are so interested in the supernatural?

Wizard’s Speech BAWW Newsletter

January 2013

Text of Witch Oatkin’s speech, given to the British Association of Witches and Wizards Annual Awards Ceremony Fellow Witches and Wizards, it gives me great pleasure to stand before you on this great occasion, the 200th anniversary of our Annual Awards Ceremony. These awards have been made every year on the night of the full moon in December, since the first ceremony, organized by Witch Yule. She wanted to ensure the magic arts were kept alive and flourishing through the continual invention

and improvement of spells, lotions and potions. This last year has seen many new inventions, from practitioners of magic all over the country. Today is a very important day in our wizarding calendar because it focuses our minds on the best of the last year’s work. These spells are our investment for the future, intended to meet the growing and changing needs

Wizard Hornwell’s lotion, winner of the Best Lotion award.

of our community. It is a tribute to our community that we are able to produce such a plethora of spells, mainly aimed at helping others. As you are all aware, our world is constantly under threat. Sadly, humankind is not always appreciative of our presence in society today. Even though we endeavour to keep a low profile and not advertise our abilities, there are yet occasions when this fails and the consequences have to be faced. I refer to our latest trouble in which a spell went badly wrong, an event which had the misfortune to be publicized in the daily papers of the human world. And now on to the awards. It gives me great pleasure

to announce the winners for the three main categories. The award for Best Lotion goes to Wizard Hornwell for his lotion that instantaneously cures warts and veruccas. The award for Best Potion goes to Wizard Freshwater for his potion to cure hayfever sufferers of their sneezing and runny eyes. The award for Best Spell goes to Wizard Wing for his excellent new ‘banishing’ spell. Our youngest competitor is only eight years old. Her witchcraft is clearly going to go far. She receives Highly Commended for her lotion which cures spots and blemishes. Very well done, Thalydia Gupta.

It was difficult to choose an overall winner but the judges felt that the most valuable and interesting contribution was from Wizard Wing for his ‘banishing’ spell. Congratulations, Wizard Wing! Once again another year has passed with some truly astounding

work from you all. On behalf of the BAWW committee, I would like to thank all those who have contributed to the development of magic, and hope that next year will prove to be even more inspirational. Witch Oatkin is last year’s overall winner. Her lotion to restore whiteness to teeth was considered outstanding.

Thalydia Gupta, who was highly commended for her lotion to cure spots and blemishes.

Questions Answer the following questions with a full sentence: 1.

Who is giving the speech?

2.

What did this witch win last year and what for?

3.

What is the BAWW?

4.

Who started this awards ceremony and for what reasons?

5.

Why do you think the witches and wizards try ‘to keep a low profile’ in the world of humans?

6.

Who received the award for Best Potion? What was the potion for?

7.

Who received the award for Best Lotion? What was the lotion for?

8.

Who was the overall winner? How do you think their spell will be valuable?

9.

Compare and contrast this piece of writing with the passage ‘Haunted Villages of Snodshire’.

Word work 1.

Give the meaning of the following words:

annual anniversary flourishing plethora appreciative banishing 2.

If something is considered ‘to be even more inspirational’, what does this mean?

Extension work 1.

Which of the lotions, potions and spells mentioned here do you find the most interesting and why?

2.

Do you agree with the judges’ decision about the overall winner? Give reasons for your answer.

3.

Suggest some other things that Thalydia Gupta could work on to try and win an award next year.

4.

Imagine you are Thalydia Gupta. Describe how it felt to be awarded a prize. Explain how you thought up your idea for your lotion.

5.

Imagine you have won a prize at the awards ceremony. What was it for? Prepare a short speech of thanks to give to your fellow wizards.

The Albatross Virus Doctor McFloss stared hard at the small, glass tube. A lot of people had died trying to get hold of it. ‘Where did you find it?’ he whispered hoarsely. ‘That does not matter!’ snapped Professor Yah coldly. ‘The fact is I have it. What I want to know now is can it be used?’ Doctor McFloss wiped the beads of perspiration from his forehead with a spotted handkerchief. The virus made him nervous. One small slip of the hand would send the glass tube hurtling to the ground and a single droplet of the virus could kill all the people in an entire city. The whole phial would kill the world! ‘I don’t know,’ began the Doctor weakly. ‘I would have to test it of course.’ ‘Of course,’ replied Professor Yah with a cold smile. The Doctor gulped. Testing the virus brought terrible risks. ‘All you need to know,’ continued Professor Yah, ‘is that the virus has been in a very cold place. A very cold place indeed. That is all.’ Doctor McFloss twisted his hands nervously. ‘Professor Yah. I must insist you give me more information … ’ The tall woman’s eyes flashed dangerously. ‘Never call me by that name again,’ she snapped in a furious whisper. ‘Shut the laboratory door!’ Doctor McFloss shut the metal door swiftly, ignoring the curious looks from the white-coated laboratory technicians. Professor Yah towered over him by a good four inches. Her hawk-like eyes glared at him. ‘If it weren’t for your expertise,’ hissed the Professor, ‘I would have killed you for that slip. Very few people know that I am still alive. Most people think I died falling into a crevasse on the Pongpong Glacier. I would prefer to keep it that way. Do you understand?’ Doctor McFloss nodded quickly. There had been a brief mention of the incident in the newspapers. Most people would have taken little

interest in it simply because it was not big news but those who knew Professor Yah would have read the article avidly. Secretly the doctor wished the professor had died on the glacier. She was an evil, nasty woman. How on earth had she escaped from the crevasse? Still, if the virus had been exposed to extreme cold for a decent period of time, it would become less dangerous. Which in turn would give him more time. ‘I’ll put it in the freezer then, shall I?’ he asked hopefully, taking the phial from the professor’s black, gloved hand. ‘I think not,’ said the professor, snatching the phial back. ‘As you will see, the virus is still frozen. It has responded badly to the extreme cold and will take many hours to defrost. I want it to thaw now so that I can use it quickly.’ ‘How quickly?’ ‘By tomorrow morning. There are going to be a lot of people in London, Paris and Bonn who will be dead by tomorrow afternoon.’

Questions Answer the following questions with a full sentence: 1. 2. 3. 4. 5. 6. 7. 8.

In your own words, describe what you think a virus is. How do we know that the virus is dangerous? Where is the conversation between the professor and the doctor taking place? Why does the virus make Doctor McFloss nervous? What does the professor want Doctor McFloss to do with the virus? Where do you think it is likely that the professor found the virus? Why do you think Doctor McFloss is anxious to put the virus in the freezer? Why is the professor annoyed that the Doctor has spoken her name out loud?

Word work 1.

2.

Give the meaning of the following words: glacier crevasse phial expertise extreme nervous ‘If it weren’t for your expertise,’ hissed the professor, ‘I would have killed you for that slip.’ In your own words, describe what she means by this remark.

Extension work 1.

The virus is known as the ‘Albatross Virus’. Make up a reason why it was given that name.

2.

If you could give the virus a different name, what would you call it and why?

3.

Who do you think made the virus? Say who they are and what they are like.

4.

If you were Doctor McFloss, what would you do to stop Professor Yah from continuing with her evil plans?

5.

Write a brief story describing how Professor Yah managed to get out of the crevasse.

6.

Write a story which explains how the phial of virus came to be on the PongPong Glacier.

7.

Write a brief story which explains why Professor Yah wants to kill so many people.

8.

Continue the story and say what you think will happen next.

Tragedy at Danzer Zone

Gloid News

E a r t h D ay M a r c h 2 7 t h 3 0 1 8

(49th Moon Cycle)

The Danger Zone at Moon Station Gloid

the DANGeR ZoNe at Moon Station Gloid claimed its first victim yesterday when eighteen-year old Dougal Brown was swallowed up by the infamous Black Hole. Zone workers tried hard to prevent him from being sucked in but the task proved impossible, especially when their own lives were threatened. The Danger Zone is well known for its enormously risky activities. People looking for danger

and excitement travel to Space Station Astra and take a connecting shuttle to Moon Station Gloid in order to experience the ‘fear factor’. Insurance companies will not insure adventure seekers who enter the Danger Zone. ‘Anyone who enters the Danger Zone, does so at their own risk,’ said Mettan Ahmedin, a consultant at the big insurance company Protect. ‘People know that when they

enter, there is a very strong chance they will not come out alive.’ Most of the activities in the Danger Zone are rated as being ‘life-threatening’ but feedback from people who have visited is extremely positive. ‘It’s the only place in the universe you can go knowing that whatever risks you take, no one will stop you,’ said thrill-seeker Ella Godrington. ‘Most of the time I was terrified. My capabilities and mental strength were pushed to the limit, but the adrenaline rush was huge! If I could save up and go again I would.’ Dougal Brown’s luck ran out at the Black Hole, one of the Danger Zone’s most notorious areas. The hole is certainly

not for the fainthearted and only the most desperate of thrill-seekers brave the challenges of its rim. The objective is to obtain an Enzolite Crystal, worth millions of zircons. If retrieved it would make the finder rich beyond his or her wildest dreams. Dougal was seen near the rim of the Black Hole at around 2.00 pm but it is not clear how he was sucked in. Zone workers monitoring this section said he must have lost his grip on the rope bridge haul, which is fixed directly above the hole. ‘There are no safety nets and to get down to Dougal would have been nearly impossible. You can’t swing out and grab him and you wouldn’t have time to cross the bridge on your own,’

a shuttle he ed into get on ck su t no to is was determined ngth to hold on t re no st is a le m ho em G he it. T explained the Danger to the rope. use by get to ns r ru fo d ho se w en , he lic ns bi Stub Zone. I only wish ike a real black e L th r e. de on un Z r ne e’s anyo the Dange hadn’t.’ hole, the Zon t ge to of eighteen. d e ie ag tr s ‘We ha e ol The Danger Zone r, lack H B he ot e m rg la l’s r ga ou ou D him with osed while ction; rown, is now cl , formidable su B ce vi ta de et ri en are H ng bi grab investigations is created by r is th ge an D it e e th at tim th e ne said but by th out. Many a vast machi ptured carried ca he d , ha m hi e on Z d he believe reac which people ugh n ro th io nt te ’ at n. lle fa l’s y ga at Dou had alread e should matter is pulled as a the Zon l w ga ou he D e r. nc si n Whe be closed foreve eat rate. If you gr ad a re d he e’ le ‘H ho e e boy. entered th believe it enter the hole, ther l the Others al d le in ck it ta t y ou ad e re ab al had is a great plac no chance of as is w d r an he ot es in ur az fo n mag at least experiencing coming out agai out,’ for it s hi y tr d to an en e es ke iti of activ the thrills they ar s. alive, for the rear er rt po th re ng re ld st to of s she a society reserves the machine open had a denied in ld he ou w ew kn gy e e er ‘W en and which has becom t into space. The e H ou . ak ly re re st l ve vi se de re is da have been with health Black Hole area doing obsessed at s th ay y w el al lik as is w It . low ithin a safety. tal contained w the other and gs in th ed physical and men rc fo re. ht special, rein boys wouldn’t da st exhaustion caug re e th at th could d shell so e As soon as he up with him an on Z r ge an D e th d of he no longer ha

Questions Answer the following questions with a full sentence: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

What is the Danger Zone in the story? In which year does this story take place? In which newsletter does this article appear? In your own words describe what happened to Dougal Brown? What kind of people are attracted to the Danger Zone? What is an insurance company and why won’t these companies insure people who enter the Danger Zone? If someone is successful in going near the Black Hole, what will they win? Why is the Black Hole so dangerous? Why is the Black Hole area contained in a reinforced shell? Describe why it was impossible to save Dougal. What does Dougal’s mother tell us about her son’s character? Find two phrases from the passage to back up your answer.

Word work 1.

Give the meaning of the following words: infamous victim notorious connecting capabilities faint-hearted

2.

What is an ‘adrenaline rush’?

Extension work 1.

How do we know that Dougal was probably tired when he entered the Black Hole section?

2.

If you were going to the Danger Zone how would you prepare yourself for the adventure?

3.

Imagine you have been to the Danger Zone. Describe what it was like and how you felt when you were there.

4.

Write a letter to Gloid News complaining about the Danger Zone and suggesting it should be closed down. Give reasons why.

5.

Write a letter in reply, giving reasons why the Danger Zone should not be closed down. Who is writing this letter?

6.

Make up an activity of your own for the Danger Zone. Is it lifethreatening? If so, how?

Mouse Creek Remembered Notes The story in this passage follows on from No Gold at Mouse Creek In 1861 American soldiers like Ted Williams would have called Native Americans ‘Indians’. This reflects the fact that when Europeans first crossed the ocean to America they thought they had landed in India, so called the people living there already ‘Indians’.

Private Ted Williams – Report to Colonel G.J. Wilmott Bradshaw, May 16th 1861 We were horrified when we realized that Lieutenant Colonel Marsh T. Knoggins had taken us through an Indian graveyard. But when Lieutenant Scurvy told the colonel, he didn’t care. He wasn’t interested in a place where Indians were buried. It shook a few of the men up quite badly when they knew the horses had trampled up some graves. Talking over with Lieutenant Scurvy about what might happen if the Indians found out shook me up even more and the lieutenant told the colonel our fears but still he wasn’t having any of it. He stared straight at Lieutenant Scurvy and told him to get back to the river. There wasn’t going to be any attack. Lieutenant Scurvy gathered his men together quietly behind one of the

wagons and told them about the attack he thought might come. We all set about reinforcing the camp as best we could, furtively, because we didn’t want to attract attention. Some of the men were all for deserting but the lieutenant said we would do better to stand firm together. We didn’t get much sleep that night. As the moon was setting the Indians attacked. Even though we were prepared, we didn’t have a chance. The herd of bison which charged through the camp shocked us. They overturned two of the wagons and killed men instantly. We managed to stop them coming near the wagon we were behind. Then the Indians came out of the darkness like a flood. They fired

the tents and wagons with flaming arrows and cut our comrades down. Private Lenny Evans risked his own life to save Private Lee Jones who had been shot by four arrows. He managed to drag Lee back under our wagon. We never saw what happened to them because by then we were trying to save our own lives. The lieutenant and I managed to get hold of a couple of Indian horses. We pulled the blankets

off of their backs and wrapped ourselves in them. We then rode across the river and back across the plains as fast as we could until we were a good distance away. Then we holed up in a cave for a couple of days. As soon as the horses were rested up we continued on to Fort Yellow Snake. I’m only sorry I never had the chance to say goodbye to so many of my friends.

Questions Answer the following questions with a full sentence: 1.

To whom will Private Williams’ report be given?

2.

Who led the soldiers through the graveyard?

3.

How did Lieutenant Colonel Knoggins respond to the lieutenant’s warning?

4.

Why might the Native Americans have attacked as the moon was setting?

5.

Why would the Native Americans use bison in their attack on the soldiers?

6.

Describe how Private Williams and Lieutenant Scurvy managed to escape the attack.

7.

Who risked his life to save another soldier?

8.

How were the wagons set on fire?

Word work Give the meaning of the following words:

comrades furtively deserting

Extension work 1.

2. 3. 4. 5. 6. 7.

8.

If you had been the chief of the Native Americans, what would you have done to Colonel Knoggins and his soldiers for destroying your burial ground? What would you have done if you had been Lieutenant Scurvy and you had feared an attack? Do you think Lieutenant Colonel Knoggins was justified in ignoring the lieutenant’s warning? Give reasons for your answer. Imagine you are Private Lenny Evans. Describe your brave rescue of Private Lee Jones. Do you think Lieutenant Scurvy and Private Williams should have escaped, or should they have remained with their comrades to fight? Private Evans and Private Jones also managed to escape. In your own words describe how they escaped and what they did next. Colonel G.J. Wilmott Bradshaw writes a letter to his wife about this sad story. What might he say about the events? Write the Colonel’s letter for him. Colonel G.J. Wilmott Bradshaw has to decide whether to court-martial Lieutenant Scurvy and Private Williams for desertion. What do you think he should do and why?

Speech to the Board of Directors By Dame Astrid Levison to the shareholders of Gonzo Sweets ‘I am pleased to announce that this has been an enormously profitable year. Our sweets Loopy Chews and Twizzle Sticks have exceeded all expectations. They have been a success not only in this country but worldwide. Our sales are expanding in five different continents and should continue to grow next year. ‘Next month sees the opening of a new factory in Snodshire, to meet the increase in demand. We are taking on ten members of staff for the office there, and one hundred employees for the factory floor. We hope that if sales increase further we will be able to take on a further fifty new employees. ‘We are also developing two new sweets, which we hope to sell worldwide. Leading supermarkets have expressed an interest in these and trials will soon begin with children nationwide to find out whether they will be popular. ‘Sadly, due to a succession of problems, we will be terminating our contract with the packaging company, Uniwrap. But I am pleased to announce that in future our packaging will be designed and made by Wrappanappa. They are a young, creative company who, I feel confident, will be able to meet our needs and provide a fresh approach to our packaging. ‘It is with great regret that I announce the retirement of my personal assistant Shamlal Persad, who has decided to retire to Barbados at the end of July. Shamlal has been my assistant for 35 years and will be greatly missed. I would personally like to thank Shamlal for his invaluable help over the years and his devotion to Gonzo sweets. ‘My daughter, Eva, has expressed a desire to enter the family business. Having been at business school for three years, she is keen to expand her practical experience. She will begin working on the factory floor in two weeks’ time. She will not receive any special treatment and is to be considered an ordinary member of the workforce. ‘In conclusion, this has been an excellent year of growth and expansion. I am extremely confident that our future is bright and prosperous. Thank you.’

Questions Answer the following questions with a full sentence: 1.

Who is giving the speech?

2.

To whom is the speech being given?

3.

How do we know that this has been a good year for Gonzo Sweets?

4.

Why is a new factory opening?

5.

How many staff will be employed at the new factory?

6.

What is Gonzo Sweets going to do before bringing out their two new kinds of sweet?

7.

Who is retiring in July, and what job do they do?

8.

What reasons are given for terminating the contract with Uniwrap?

9.

Why do you think a fresh approach is required for the packaging?

Word work 1.

Give the meaning of the following words:

terminating profitable expanding 2.

What does it mean if you ‘retire’?

3.

What is a ‘family business’?

Extension work 1.

Why do you think that Eva has to be treated as an ordinary member of the workforce?

2.

If you were Eva, would you want to work in the family business? Why, or why not?

3.

Do you think Gonzo Sweets sounds like a good company to work for?

4.

The new sweets are supposed to be new and exciting. If you could design a new sweet, how would you make it interesting and exciting?

5.

If you got a job in the new factory making sweets what sort of things might you be expected to do?

6.

You have been asked to interview people who want jobs at the new factory. Think up three questions to ask them which will help to find out whether they are suitable for the job.

7.

What do you think the problems concerning Uniwrap could have been? Have a guess.

The Oasis at Wadi Loofah

It was the hottest time of the day. The fiery, midday sun sent a shimmering heat haze over the burning desert. Under his canopy, Madu sat, fanning himself with a large palm leaf and squinting into the distance. The caravan was late. It should have reached the oasis long before now. Madu scowled. The caravan contained a large quantity of silks and spices he planned to sell at the market in Jaffar el Bazook. He hoped it had not been attacked by bandits. He stuffed another date into his mouth and scowled. The oasis was usually a very pleasant spot. Today, however, the cool date palms gave him no pleasure. Instead, he wondered what he would do if the caravan did not arrive. He made a lot of money trading at the market in Jaffar el Bazook. No caravan meant no money.

Madu cursed and sat down on his silken cushions to finish off his dates. His tummy gurgled noisily. From somewhere in the oasis came the smell of roasted goat. The thought of lunch calmed Madu’s frazzled nerves. He shaded his eyes and scanned the horizon once more. This time he sat up. A whisper of sand blew up from far away in the desert. Could this be the caravan at last? Madu stared into the shimmering heat, watching as gradually a long line of camels came into view at last. He let out a great bellow of delight. ‘My caravan,’ he howled. ‘My beautiful caravan has arrived at last!’ Soon, twenty camels scattered themselves around the oasis. Folding their knees gracefully beneath them, they plumped down wearily on the sandy ground. Men moved swiftly between

them, loosening ropes and pulling off the heavy packs attached to their backs. As they worked, Madu bustled about, checking supplies and giving orders. ‘You have done well, friend,’ he told Yusaf, the head of the caravan. Yusaf smiled. ‘I am glad that the caravan meets with your approval, master.’ He gave a small bow. ‘If you will permit me, I will tell the men to rest and eat, for they are exhausted. We have been travelling for many days now. A sand storm stopped us for two of those days. Luckily only one camel was lost.’ He looked furtively around and then jerked his head in the direction of a large, covered cart. ‘I have something to show you which is for your eyes alone.’ Madu’s eyes narrowed. He liked secrets and surprises and Yusaf often brought him goodies from afar. He clapped his hands noisily and shouted a few orders to the men. They drifted off among the palm trees, glad of the chance to rest. Yusaf beckoned Madu over to the cart. It was guarded by three men armed with swords. Madu frowned. ‘What is this?’ he queried. Yusaf nodded at the guards, who pulled back the curtain. Inside, four

children glared furiously at Madu. ‘Slaves,’ whispered Yusaf. ‘We found them in Shaloom and thought they would fetch a tidy price.’ Madu’s eyes lit up in delight. Slaves! What incredible good luck! He peered at the children. They looked nice and plump too, not thin and sickly. ‘They’ll fetch an excellent price.’ He turned to Yusaf. ‘Well done, my friend, you have surpassed my expectations.’ Yusaf rubbed his hands together nervously. ‘It might be wise if we left quite quickly,’ he told Madu in a whisper. ‘As soon as the men and

camels are rested we should make haste for Jaffar el Bazook.’ ‘Why is this?’ Madu asked with a frown. ‘You have only just arrived. Why the haste?’ Yusaf smiled uneasily. ‘As I said, master,’ he continued with a wink, ‘it would be wise to get to the market quickly.’ ‘You’ll never get there,’ snapped one of the children from the back of the cart. ‘You’ll never reach Jaffar el Bazook.’ Madu froze in surprise. Prisoners did not usually answer back in so bold a manner. ‘And why not, child?’ he asked in a cold voice. The girl sneered at him. Madu’s eyes narrowed. Something

about the child seemed strangely familiar. He wondered briefly why this should be so. ‘Because my father will catch you long before you get there.’ Madu threw back his head and roared with laughter. ‘What makes you think that your father will catch the great Madu, eh?’ he snickered. ‘Who is he that can run down my caravan and rescue you? Answer me that.’ The girl stared back at him fearlessly. ‘He is Pharaoh. No one kidnaps Pharaoh’s daughter without paying the penalty, and your penalty will be death!’

Questions Answer the following questions with a full sentence:   1.   2.   3.   4.   5.   6.   7.   8.   9. 10.

How does Madu earn his living? Why is he waiting at the oasis? During which part of the day is the story set? What is Madu going to have for his meal? How will Madu be affected if his caravan does not arrive? From the passage, what do we learn about Madu’s character? What reason does Yusaf give for the delay of the caravan? Why do you think that the slaves are being guarded so heavily? Madu is clearly delighted with the slaves. Why do you think this is? Why is Yusaf keen to move off swiftly from the oasis?

Word work 1.

2.

Give the meaning of the following words: oasis caravan plump frazzled approval Find three words in the opening paragraph which tell us how hot it is.

Extension work 1.

What do you think will happen next in the story? Write the next few paragraphs.

2.

Write a day in the life of Pharaoh’s daughter when she is at home.

3.

Imagine you are one of the camels in the caravan. Do you like the desert or not? Describe what the journey through the desert was like for you.

4.

Imagine that the caravan has not arrived. Write down Madu’s thoughts as he works out what to do next.

5.

If you were Yusaf, what would you bring back for Madu to sell at the market? Say why you think it would meet with great approval from Madu.

6.

Compare and contrast the conversation between the characters in this passage with that of ‘Chicken’.

Everest – to the Top (part 2) Night fell with alarming swiftness. With the darkness came the clouds. At Base Camp, team leader Wen Lee watched the storm roll in, then ran for her tent. Nearby, other climbers raced for their tents as winds of over sixty miles an hour hit the camp. Struggling into her padded down snowsuit, Wen wondered what on earth it would be like for her climbers now stranded at Camp Six? If the winds were vicious here at the bottom of the mountain, how fierce would they be nearer the top? Wen shuddered as she thought of Camp Six. It was the highest camp in the whole world. Situated in the Death Zone where time was ticking away, three of her climbers were stuck, unable to go up or down. Then there was Fung Liu … Desperate for news of her team, Wen picked up her radio. Had Fung made it down to Camp Five, or had she continued upwards? Unknown to Wen, Fung had not moved at all. She was lying face down in the snow, a few hundred metres above Camp Five, unable to move. Wen’s radio crackled into life but there was no

response from Sherpa Pemba Tong. ‘Come in Pemba,’ called Wen desperately. ‘Where are you? Are you alright?’ Again, no response. Wen called again, this time to her climbers at Camp Six. A frightened Maeve Kelly answered her call. In the background Wen could hear the ferocious howl of the wind as it tore through the fragile camp. Her heart sank when she thought of the damage it must be doing to the tents and what little protection her climbers had against so vicious a storm. ‘Is Fung with you yet?’ shouted Wen. ‘No,’ shouted back Maeve. ‘They never showed up. We’re hoping they went back to Camp Five.’ ‘How are you doing?’ asked Wen, knowing that her exhausted team would get no rest that night. ‘We’re just trying to stay on the mountain,’ shouted Maeve, desperately trying to make herself heard above the storm. The blood drained from Wen’s face. She knew

what that meant. They were probably all sitting around the edges of the tent trying to stop it from blowing away. If it did, they would all be doomed. At that height, in those conditions, it would be impossible to find any shelter. The ground was too hard, the snow and ice too solid, for them to scratch a small hole in which to gain protection from the ravages of the wind. But what of Fung … and Pemba? ‘Why don’t you call the French team,’ suggested Anna, Wen’s assistant. ‘They’re at Camp Five and they might have some news about Fung and Pemba.’ Wen nodded. It was a good idea. The French team, however, said they had not seen Fung and her sherpa return. It was clear that the French too were struggling in the storm, desperately trying to stop their tents from

the radio went dead. Wen stared at her transmitter. Pierre Lefou was one of the French’s best climbers. He was prepared to risk his life in a killer storm to help a fellow climber, even though rescue was virtually impossible! Even if Pierre did find Fung, at that height, in those conditions, there would be no way he could bring her singlehandedly down the mountain. Wen picked up the radio again. But Pierre had already gone. Bundled up in his thick snowsuit, Pierre Lefou left his tent and stepped out into the whiteout of swirling snow. He was immediately knocked off his feet by the wind and almost

blowing away. Wen shivered as she imagined their plight. Even wrapped in her down suit and sleeping bag she was cold. How could she ask the other climbers to leave the relative warmth and safety of their tents to search for Fung? Weak and exhausted, Fung stood no chance of survival in a storm such as this. By now, she would have run out of oxygen, whilst the bitter, freezing cold would sap the life from her. A crackle came from Wen’s radio. ‘Wen!’ said a faint voice. ‘It is I, Pierre Lefou. Give me one moment while I put on my over-boots and I will go out and search for them.’ He said no more for

catapulted over the side of the ledge where the tents were precariously placed. Only the quick action of plunging his ice axe into the snow stopped him from falling over the ledge. He struggled upwards, buffeted by the force of the wind. The cold chilled him, instantaneously numbing fingers and toes. In the dark and the blinding snow, how was he to find the stranded climbers above him on the mountain? Pierre Lefou did not stop to question whether he was doing the right thing. Putting his own life in mortal danger, he turned up the mountain and began to climb …

Questions Answer the following questions with a full sentence: 1.

Where is this story set?

2.

What has suddenly taken all the climbers by surprise?

3.

Where is Fung Liu?

4.

How do we know that the situation is desperate for Sherpa Pemba Tong and Fung Liu?

5.

In your own words, describe how the wind is affecting the climbers.

6.

Pierre Lefou is prepared to risk his life in the storm for the other climbers, ‘even though rescue was virtually impossible’. Why do you think rescue is almost impossible?

7.

How are Maeve and the rest of her team trying to save their tent?

8.

What reasons are given for not being able to find shelter high up in the Death Zone?

Word work Give the meaning of the following words:

buffeted precariously survival ferocious

Extension work 1.

Why do you think people want to climb Everest?

2.

Before going up the mountain, the sherpas and all the team members have an important ceremony in which they say prayers for their climb and safe return to Base Camp. Imagine you are one of the climbers on Everest. Write a prayer for your team in which you ask for a safe climb up and back down.

3.

Imagine you are Wen Lee. Describe how you feel about the what is happening on the mountain. Describe what you will do next.

4.

Continue the story. Describe what happens to Pierre Lefou. Is he successful? What happens then?

5.

Find two phrases which best show the seriousness of the situation.

6.

Compare this passage with part 1. How has Fung Liu’s behaviour affected others?

The Fosters (a radio serial) Characters  Eileen Foster, works at the village shop; Bob Foster, handyman their eldest son, Malcolm (24 years old); their daughter, Susie (21 years old); their younger son, Eddie (11 years old); Emily Ellis, owner of Wortlebury Hall; Steve Hatchitt, her gamekeeper; Auntie Rose; Uncle Lee; Claudia, a farm worker; Dennis Turner, prisoner at Bodcombe Prison

Breakfast. Sound of the kettle whistling. Eileen 

You’re going to have to talk to Eddie, Bob. He’s been at it again.

Bob 

At what?

Eileen 

Trespassing, of course! I told you about it last week. Remember?

Bob  Eileen 

would be grateful. Rabbits are pests, you know. Perhaps Eddie could charge for his services and be the village rabbit catcher. Eileen 

Don’t be silly, Bob! This is serious. I don’t want Eddie being brought home by the police … or worse!

No, I don’t. What do you mean, trespassing?

Bob 

Alright, love, I’ll have word with him.

At Wortlebury Hall. Steve Hatchitt spotted him and told me. If Steve sees him again, there’ll be trouble.

Door opens and shuts noisily as Malcolm enters.

Bob 

The lad only wants a bit of fun.

Eileen 

But he’s been poaching there, Bob! You don’t think he really bought those three rabbits he keeps in the cage at the bottom of the garden, do you?

Malcolm  Can I have forty quid, please, Mum? Bob 

Some people say ‘good morning’ when they come down to breakfast.

Malcolm  (laughs) I’m seeing Claudia tonight, Mum, and I want to take her into Debden to the ice rink. Eileen 

She lowers her voice.

What happened to the other money I lent you? Don’t tell me you’ve spent it already?



Eddie brought them back from the Hall grounds in a basket. Wants to keep them as pets.

Malcolm (awkwardly) Yeah, well … I owed Will a bit of money. Had to repay him.

Bob 

Well what’s wrong with that. You’d have thought that Ellis woman

Eileen 

What’s that mean? You’ve not been gambling again, have you?

Oh Malcolm, no! I warned you last time! He’s a bad lot that Will. He’s got a police record. Claudia told me.

Have you heard the news? A man’s escaped from Bodcombe Prison! They’ve got police all over the place.

Malcolm  Claudia! What does she know? She’s only a farm worker!

Sound of china crashing to the ground

Sound of toast popping up.

Eileen 

Eileen 

Claudia’s a very good herdswoman. Her cousin is a policeman. That’s how she knows.

Sound of purse snapping shut.

Here you are and it’s the last time, mind. And I want it back!

Eddie 

(bursting noisily into the kitchen)

Good Heavens, Bob! Bodcombe Prison is high security. They have dangerous men there. And it’s only a few miles from here!

Programme ends with the sound of jaunty music.

Questions Answer the following questions with a full sentence: 1. 2. 3. 4. 5. 6. 7. 8. 9.

What is a radio serial? What has Eddie been doing that he shouldn’t? Why is Eddie’s mother so concerned about what he has been doing? In what way do you think rabbits are a pest? Malcolm says: ‘Claudia! What does she know? She’s only a farm worker!’ What do you think about this comment? What do you learn about Malcolm’s character from this scene? What do you learn about Eddie’s character from this scene? What is Eddie’s news? Why does Eddie’s news particularly worry his mother?

Word work Give the meaning of the following words: trespassing poaching gambling pests high security

Extension work 1.

How is a play format different to a story format?

2.

If you could choose to play one of the parts in this serial, which one would you choose and why?

3.

Bob says to his wife: ‘Alright, love, I’ll have word with him.’ What do you think Bob should say to Eddie?

4.

If you could add extra sound effects to the scene, what would you add, where would you put them, and why?

5.

What do you think will happen in the next episode of this serial?

6.

We are told that Will has a police record. What do you think he might have done to get a police record?

7.

What would you do with the rabbits at the bottom of the garden if you were Eddie?

8.

Write a character profile for any member of the family.

9.

Write a dialogue in which Eddie’s father talks to him about his poaching activities.

The Red Stone Without waiting for permission, he picked up the red stone and held it tightly in his hands. The stone began to blaze once more with its fiery, red light, and warmth spread over Huan’s hands and through his entire body. ‘It’s fantastic!’ he breathed, watching the stone with awestruck eyes.

Meh-Ling stared at the big red stone in her hands. She had found it quite by chance under the dustbin at the end of the garden. It was the dustbin where Dad put bits of garden rubbish and Meh-Ling had knocked it over by mistake. ‘What is it?’ whispered her brother Huan.

Meh-Ling shrugged. ‘How should I know? I’ve never seen it before!’ ‘It looks amazing! Do you think it’s magic?’

Meh-Ling fell silent. The stone certainly was amazing. It blazed with a fiery, swirling red glow that made the whole thing seem alive. As she held it, she could feel the stone getting warmer and warmer. Suddenly, fear washed over her and she dropped it on the grass. ‘I think we should put it back,’ she whispered to Huan. ‘Let’s forget about it and pretend we never saw it.’ Huan’s face fell with disappointment. ‘You can’t do that,’ he replied crossly. ‘We haven’t found out what it is yet. It might do something special. Let me hold it.’

Panic washed over Meh-Ling. There was something peculiar about the stone. It made her feel nervous and uncomfortable. She tried to take the stone away from her brother. ‘Huan, don’t!’ she begged. ‘Put it down, it’s not safe!’ Huan frowned and snatched the stone away. ‘I don’t want to.’ A dark scowl spread over his face, changing it slightly so that he looked … well … almost evil, thought Meh-Ling. ‘Put it down, Huan!’ But Huan’s hands gripped the stone more tightly and his frown intensified. When he spoke, his voice sounded more like a snarl.

‘Shan’t! You can’t make me. It’s mine now. You can’t have it.’

Meh-Ling flinched. Her brother sounded really strange. Not himself at all. ‘It’s the stone,’ she decided. ‘It’s taking Huan over!’ Without stopping to think, she slammed her fist down hard onto the stone so that it fell from Huan’s hands and thudded heavily onto the grass. Huan shuddered slightly and the deep frown left his face. He blinked in bewilderment and shook his head.

‘What happened?’ he asked Meh-Ling. ‘What’s the matter?’

Meh-Ling stared at him. ‘You mean you don’t know?’

Huan rubbed his forehead. ‘Know what?’

Meh-Ling stared at the stone lying on the grass. It looked like ordinary, flat and grey, yet underneath it she could see scorch marks where its peculiar heat had burnt the grass. She looked up at Huan, who appeared dazed and confused. What on earth had happened? Had the stone taken her brother over? Did it have strange powers? Meh-Ling did not wait to find out. She found a spade in the garden shed and began digging a deep hole in the flowerbed. Huan watched without comment. He still seemed dazed and a little wobbly. When the hole was deep enough, Meh-Ling kicked the stone into it

and covered it with soil. It was safe enough there until she could think of somewhere else to put it. Meh-Ling pushed Huan back towards the house and dragged him into the bathroom. She splashed his face with water until he appeared more alert.

‘You’d better wash your hands as well,’ Meh-Ling told him, pushing Huan’s hands under the tap and allowing the cold water to run freely over them. Huan flinched.

‘They hurt,’ he moaned, turning his palms upwards. Meh-Ling gasped. It was not surprising Huan’s hands hurt. The palms were red and slightly blistered and on each palm was a small, round circle with an arrow in it.

Questions Answer the following questions with a full sentence: 1. 2. 3. 4. 5. 6. 7. 8.

Where did Meh-Ling find the stone? What relation is Huan to Meh-Ling? After she has held the stone for a while, how does Meh-Ling feel about it? How do we know that this is not an ordinary stone? What happens to Huan as he holds the stone? What does Meh-Ling feel the stone is trying to do to Huan? Why do you think Meh-Ling makes Huan wash his hands? What does Meh-Ling do with the stone to keep it from hurting anyone else?

Word work 1.

2.

Give the meaning of the following words: shrugged shuddered peculiar Huan watches the stone with ‘awestruck eyes’. What do you think this means?

Extension work 1.

How do you think the stone came to be under the dustbin?

2.

What would you do with the stone if you were Meh-Ling?

3.

What do you think will happen next in the story? Write the next chapter.

4.

Suppose one of Meh-Ling’s parents digs up the stone while they are gardening. Write about what happens.

5.

Write a story about where the stone came from and why it has magic powers.

6.

Suppose the stone has other powers, which Meh-Ling has not yet discovered. What do you think they might be?

7.

Imagine you find a blue stone in your garden. What powers does it have and what will you do with it?

Mystery at the House of Shells It was a beautiful house, the House of Shells. It belonged to my old friend Samira Makrem and her daughter Sheba. Sheba, who was now in her twenties, had lived in the house all her life. Every shell which covered the house’s old, stone walls they had collected from the beach below. Often I had seen them, hunched over the sand and rockpools, searching for shells. Each shell they brought back was cleaned, polished and given a home somewhere on the house. I had not seen them for a year or two, but one day I received an email from Samira. It was urgent, she told me. Would I come at once to the House of Shells? Of course I replied that I’d come immediately. It was a long journey from London to Slidcombe Sands and I decided to travel by car. The House of Shells glittered a welcome in the early evening sunlight. High on a cliff, it faced the sea bravely, buffeted in winter by storms. Below the cliff was the cove and sandy beach where the two women collected their shells. It was a beautiful, secluded spot to search for shells. The only access to the beach was from the sea or by a steep cliff path, which twisted in and out of ancient trees. Samira was waiting for me on the doorstep, her face creased with worry and sadness. She took my hands in hers. ‘How good of you to come so quickly, Lady Drumberry,’ she said in a breathless voice. I smiled and patted her hands. ‘Now how many times have I told you,’ I chided her. ‘You must call me Freya!’ She smiled briefly, her eyes

filled with tears. ‘How good you are, Freya,’ she almost whispered. ‘Come inside … I have tea waiting.’ Over tea Samira began her tale. ‘She just vanished. First she was down on the beach and then she was gone. I had left her to bring some particularly fine shells back to the house. When I returned she had vanished. I looked everywhere but there was no sign of her. At first I thought that the sea had washed her away but it was completely calm. I looked everywhere for her; even the old cave below the lighthouse where we sheltered once during a storm. I was about to call the police when I found these things behind a rock on the beach. At first I thought nothing of them. Then I looked closer.’ Samira showed me the remains of a cheese sandwich, a small, closed shell and a tiny tube. ‘We were the only people on the beach all day, Freya,’ Samira explained. ‘We had our lunch

here at the house, so who left the sandwich? Sheba and I hate cheese, we never eat it. And this tube … it’s glue, Freya. We didn’t have any glue with us that day, I’m sure.’

insignificant but the paper made Samira gasp aloud. The colour drained from her cheeks. Sinking into her armchair, she began to shake. I knelt beside her and clasped her hands in mine.

‘And the shell,’ I asked. ‘Have you looked inside the shell?’ Samira shook her head. I broke it open swiftly. Inside was a piece of paper, folded many times to make it fit. I took it out and smoothed it open. It was a newspaper cutting. It looked

‘Samira, what is it? Whatever is the matter?’ She pointed at one of the smaller newspaper headlines. ‘She’s back,’ she whispered and her voice shook with terror. ‘Artemis Jade is back!’

Questions Answer the following questions with a full sentence:   1. Who has gone missing?   2. At first, what did Samira think had happened to her daughter?   3. Who has been asked to come to the House of Shells and for what purpose?   4. Why is the house called ‘The House of Shells’?   5. Which words at the start of the passage tell us that the owners of the house are well known to the narrator?   6. What makes Samira think someone else has been on the beach apart from her and Sheba?   7. How do we know that it is difficult to reach the beach?   8. What did they find inside the shell?   9. Where is the old cave? 10. Who was Samira initially going to call and what prevented her?

Word work 1.

2.

3.

Give the meaning of the following words: searching received urgent buffeted Give a word which means the opposite of: calm hate whispered The beach was a ‘secluded spot’. What does this mean?

Extension work 1.

How do we know that the house is at the mercy of the elements?

2.

Would you like to visit the House of Shells? Give reasons for your answer. Who do you think Artemis Jade could be, and why do you think Samira is so shaken by her return? What do you think might have happened to Sheba? Why was there a cheese sandwich on the beach? And a tube of glue? Samira was badly affected by the newspaper cutting inside the shell. Who put put the cutting there, do you think, and why? Do you think Lady Drumberry can help her friends? How might she? What happens next in this story? Write the next chapter.

3. 4. 5. 6. 7. 8.

The Lost City of Chipputut I am the high priest Tutchiptut. This was my home until it crumbled under the might of the Spanish invaders and was robbed of its riches. I would watch the condors fly over the high mountains and see my people work in peace until the foreign men marched through our jungles and sacred places and ripped the heart from us. My work lay in the Grand Temple of the Sun. There I would plot the sun’s course through the heavens. There I watched the moon and stars, for they too affected our lives. My people had good times and bad. On the flat stone, which lies high above our city, beside the Grand Temple, I performed the ritual sacrifices that made us good fortune out of bad. When disaster stared us in the face, the sacrifice of an enemy was necessary. I watched the blood of prisoners fill the cup of blessing to the brim, ready for the great Atachup to drink. It was I who cradled the great Atachup in my arms when the terrible sickness, brought by the Spanish invaders, struck. And it was I who wrapped him in his burial shroud and placed him in his tomb. They did not stay that time, those men from faraway countries. They bled us dry of all our wealth then vanished through the swamps. Good times, bad times. Our dominions grew when Atachup’s young son, Huelpa, took the throne, for he was strong and a warrior. But with this great acquisition

came strife. Our people were scattered far and wide through the land and Huelpa could not oversee them all. Some say men are born to fight for power. Certainly there were men for whom membership of a great kingdom was not enough, and who desired the throne themselves. I was one of them. My role as High Priest was too limiting. My talents deserved more, much more. The lust for power flowed through my veins. I became one of the plotters, and it was I who killed the young Huelpa; killed him secretly using the poison from the red flower called Yuang. I watched him drink and I watched him fall to the ground lifeless, for the red flower causes instant death and no trace can be found on the victim. It was I who seized the throne for myself and there were none to challenge me for I held the power of magic in my hands and no mortal man challenges the

spirits from the earth and sky. I reigned for three, long, prosperous years, years in which the land knew peace. I reigned with a fist of iron and none dared disobey my wishes. Harsh maybe, but a weak ruler is a dead ruler and I had no wish to lose the throne I had fought so hard for. But even magic cannot prevail against the might of the Spanish invaders. They returned to plunder our treasures once more. It was gold they sought, that precious metal we twisted and shaped with cunning craftsmanship. We fought hard to keep them out but spears and arrows are no match against weapons of steel and smoking sticks, which kill instantly.

lost my life. My spirit watched as my life’s blood seeped onto the flat stone and my eyes closed quietly in the deep sleep of oblivion. For many years Chipputut lay abandoned, its people gone or dead. Slowly, the jungle grew up and around the houses, the palace, the Grand Temple. Jaguars walked in the streets, snakes slithered through the empty window holes, and exotic birds sang from the tops of crumbling walls. But now my city is no longer lost; for recently people have come to cut down the jungle and have exposed the frail remnants of our city. Now, if you listen very carefully, you will hear the spirits whisper the name of Chipputut, as the cold wind lifts the condor high over the craggy mountains.

It was on the sacrificial platform that I finally

Questions Answer the following questions with a full sentence: 1. 2. 3. 4.

From whose viewpoint is the story being told? Is this person alive or dead? How do we know this? What do we learn about Tutchiptut’s personality from the passage? What are we told about the role of the high priest? What jobs does he do? 5. Why has Chipputut remained hidden until now? 6. Why has the city recently been found? 7. In what way was the reign of Huelpa successful? 8. In what way was it unsuccessful? 9. Who killed Huelpa, and how? 10. Comment on the style of language used within the passage Contrast it with ‘The Fosters’ radio play. How is it different?

Word work 1.

2. 3. 4.

Give the meaning of the following words: sacred factions prosperous exotic shroud What do you think is meant by a ‘fist of iron’? The invaders brought ‘smoking sticks’ with them. What do you think they could be? Explain in your own words why you think ‘magic cannot prevail against the might of the Spanish invaders.’

Extension work 1.

Do you think that the high priest Tutchiptut made a good ruler? Why do you think that?

2.

Imagine you are the high priest Tutchiptut. List all your talents.

3.

The storyteller says that when Huelpa came to the throne ‘our dominions grew’. Why do you think land was so important to these people?

4.

Pretend you are Huelpa’s sister. How did you feel when he died? Did you want to take over the throne?

5.

Why were these people no match for the Spanish invaders?

6.

Imagine you are one of the people in Tutchiptut’s army. Describe how you felt and what you did when the Spanish invaders attacked you.

7.

The passage could be described as poetical. Find three phrases or sentences which support this statement.

The Last Settlement of the Beeca People on the Island of Gweek The Beeca people arrived on Gweek quite by chance. They came from the South Island of Burlay, but were driven out by the Leeca people, who were desperate for land themselves. Burlay, with its kind climate and plentiful streams, provided an ideal habitat and they took it over ruthlessly, forcing any surviving Beeca to take to small palm boats and risk their lives on the choppy seas. We know about this tremendous voyage because the leader of the Beeca, Yumba Thong Gweek, wrote about these events months later, when they had found shelter and safety.1 The Beeca took very little with them into the boats because there was little time to gather together provisions. They used up their supplies very quickly, and were left with nothing. They gathered fresh water from the torrential storms which engulfed them on a nearly daily basis, and ate raw fish. It was probably the worst weather ever known there, with more storms in a few days than were generally experienced in the space of a hundred years. After two weeks of rowing, the Beeca were in a desperate plight. The island of Gweek, however, appeared over the horizon just in time. To their relief, the island was deserted. The thankful people landed and named their refuge Gweek in honour of the leader who had led them there.2 ‘They might never have found the island at all if it had not been for the sea turtles which helped them,’ explains historian Josie Wilkins, who has spent much of her life studying Gweek and its people. ‘The rowers might have missed it in the moonlight had it not been for the turtles nudging the boats to the shore. At first they thought it was the current but when they landed, they realized they had been helped by turtles, which had steered their fragile boats away from the mass of hidden rocks near the reef. From that day onwards, the turtles were regarded as sacred beasts. They are now a protected species and it is an offence to hurt or kill a turtle.’ 1 Yumba Thong Gweek was a fine poet as well as leader of her people. Her poems describing the voyage are now kept in the palace on the island of Zambo, and can be viewed by arrangement. 2 Yumba Thong Gweek was succeeded by her son, Thumbe Thong Gweek, who after only six months as king decided to become a hermit on the island of Peng. His role was taken over by his aunt, Thako Weng Gweek.

As the population of Gweek grew, most people chose to move to the nearby island of Zambo, which is larger. The main inhabitants of Gweek were then the Beeca monks, who had long maintained a religious community there. Unfortunately the Beeca monks found isolation difficult to cope with and agreed to join up with the community of the Doodie monks on the huge island of Samong. The Doodie monks were glad to welcome them as their own numbers were dwindling. The combined community of monks is now known as the Doobeecas. Gweek is now deserted. You can visit it by ferry from the main island of Zambo and it is well worth the journey in order to enjoy the pleasant walks by the seashore and the excellent swimming on the north side of the island.

Questions Answer the following questions with a full sentence: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Why did the Leeca people drive out the Beeca people? During their sea journey, what problems did the Beeca face? How did the Beeca get water to drink on their long voyage to Gweek? Why are turtles so important to the Beeca? How did Gweek receive its name? Was Yumba Thong Gweek a man or woman? How do we know that? Why did most of the Beeca people finally decide to leave Gweek? What is the job of an historian? Does anyone live on Gweek now? If you visit Gweek now, how will you get there and what will you enjoy?

Word work 1.

2. 3.

Give the meaning of the following words: isolation settlement dwindling torrential community deserted What is a hermit? What does it mean if you arrive somewhere ‘quite by chance’?

Extension work 1.

Imagine you are a Beeca person on the tremendous voyage. Describe the night you were pushed towards the shore by the turtles. How did you feel? What did you think was happening to you? What were your feelings when you finally reached land safely?

2.

Suppose you are Thumba Thong Gweek. You are explaining to your aunt why you want to give up the kingship. What is your reason?

3.

Suppose you are Thumba Thong Gweek. Write a letter of abdication, explaining to your people what a good queen your aunt Thako Weng Gweek will be. What do you say about her?

4.

Many dangers befell Thumba Thong Gweek when he arrived on the island of Peng. Describe one of the dangers he encountered. Be as imaginative as you can!

5.

Pretend you are the leader of the Doodie monks. How did you feel about the fact that your numbers were dwindling? How do you get on now with the Beeca monks that have joined you?

6.

Write an account of Gweek for a tourist book.

Superheroes Lenny Quinn stared at the old woman. How on earth had she done that? Old people didn’t jump up trees! But this old woman had, bringing a small, frightened cat down with her. ‘So young man,’ said the old woman with a grin, ‘you’ve guessed my secret.’ Lenny frowned and screwed up his eyes in bewilderment. He said nothing, just blinked in confusion. What secret? The old woman smiled. ‘I’m a superhero!’ Lenny smirked. A superhero! Right! Superheroes didn’t exist. They were only found in comics and story books … or films, and this was definitely not a film. ‘You’re joking,’ he said flatly. Instead of being cross, the old woman raised an eyebrow. ‘So you don’t believe in superheroes?’ she asked. Lenny shook his head. ‘No. They belong in comics. This isn’t a comic; this is real life.’ ‘I see.’ The old woman was thoughtful. ‘Do you read comics?’ Lenny shook his head. Of course he didn’t read comics. He was much too old for comics even though he had enjoyed them when he was younger. There had been a time when he had wished he was Spiderman and could climb enormous walls. It still didn’t solve the problem of how this old woman could jump to the top of a tree and down again in a few agile leaps. He was still pondering the problem when there was a scream, a crash and the sound of splintering glass. Lenny spun around towards the road, where a huge lorry had ploughed into a small car. Several people had rushed to the scene and someone was desperately crying for help. Lenny realized the old woman was no longer beside him but then forgot about her and ran to the crash scene. There was smoke coming from the front of the car and the lorry was twisted over to one side, jammed against a lamp post. Suddenly there was a shout from a bystander. ‘Look!’ Somebody in a long, flowing green cape and a green mask was pulling the door off the car with their bare hands!

There was a gasp from the crowd as the green figure dragged out the unconscious driver and laid her gently on the ground before turning to the lorry. Putting their hands on the side they pushed with superhuman strength until the lorry tilted back on to all four wheels. Just then, the sound of sirens filled the air and two police cars arrived, followed soon after by an ambulance. Everyone turned to the emergency vehicles, momentarily forgetting the green rescuer. Only Lenny’s eyes still followed the green person. He watched as the superhero suddenly vanished from view behind a wall; a moment later, the old woman popped out from behind the same wall and started to walk away. The old woman turned and her eyes met Lenny’s. She smiled and put a finger to her lips before disappearing into the crowds.

Questions Answer the following questions with a full sentence: 1. 2. 3. 4. 5. 6. 7. 8. 9.

What does the old woman claim to be? When Lenny first sees the old woman, what surprising thing has she just done? Why does Lenny no longer believe in superheroes? Where would you normally find a superhero? What vehicles have crashed? In the story, what makes us think that the old woman and the green superhero are the same person? In your own words, describe how the green superhero deals with the accident. Which two sentences near the end tell us that the old woman is well aware that Lenny knows her secret? Why do you think the green superhero left the scene of the accident as soon as the emergency services arrived?

Word work 1.

2.

Give the meaning of the following words: bewilderment agile unconscious momentarily What does it mean if you have ‘superhuman’ strength?

Extension work 1.

Why do you think the old woman revealed herself to Lenny?

2.

If you could be a superhero, what would you call yourself and what special powers would you have?

3.

What aspect of being a superhero would you most dislike?

4.

Write an account of a day in the life of a superhero.

5.

Imagine you are a superhero. Describe your worst adventure. What happened and why was it so awful?

6.

Write a letter to Lenny from the superhero in this story, explaining some of the things she has to do and what personal qualities a superhero needs.

Unseen Danger ‘You have entered my cavern, unasked, and the penalty is death,’ intoned the voice once again. Cold prickles of alarm crept down Bobbie’s back. ‘I’m sorry,’ she stammered, ‘I didn’t know it was your place. I was trying to find our dog. She ran away and I thought she might be here. Please don’t kill me.’ ‘Why shouldn’t I put an end to your miserable life?’ continued the voice. ‘You entered my cave without permission and crashed around upsetting my stones and boulders. That’s my furniture. And some of them were valuable antiques. Yet I watched you turn them over as though they were worthless.’ Bobbie gulped uneasily. ‘How was I to know they were your furniture?’ Silence fell. In the deep shadows, she thought she could see two fiery eyes glowing red. Bobbie had no idea who or what was talking to her, but it was something nameless and horrifying. Every so often gusts of cold air wafted around her, sending ripples of fear up her spine. Bobbie wondered how quickly she could reach the entrance to the cavern if she ran fast. It was somewhere behind her, a huge, high opening around which bones and skulls had been scattered. Suddenly she wished she had paid more attention to the bones for they would have given her a hint that the cave might be best left alone. She regretted the foolishness which had sent her walking coolly into a place she knew nothing about. All because Woody had run off! Where was the dratted dog? ‘I’ll do anything,’ she pleaded. ‘Anything at all, if you’ll just let me go. Please, I beg you.’ There was a low rumbling sound, like distant thunder over the hills. Could it be laughter? ‘Anything?’ said the voice. ‘Are you sure about that?’ Bobbie thought: if it meant saving her life then she probably would do anything. ‘Yes, anything,’ she shouted desperately. ‘Only please don’t kill me!’ There was silence. A long, dreadful silence that made Bobbie’s legs wobble and her heart thud painfully in her chest. Around her, something cold swirled and buffeted her gently. The shadows seemed to darken even more.

‘Very well.’ The voice close to her shoulder made Bobbie jump. ‘Find me the Black Pearl.’ ‘The Black Pearl?’ Bobbie frowned. ‘What’s the Black Pearl? How do I find that?’ ‘That’s for you to discover,’ said the voice. ‘Find it and bring it to me within one week. If you fail, I will hunt you down and your life will be forfeit. Now go!’ Bobbie fled. Charging out of the cavern and down the hill, she did not stop until she reached the meadow where her parents were still dozing in the sun after the family picnic. And there was Woody, safe and sound, stretched out asleep! Bobbie sank down onto the velvety, green grass in relief. She had escaped! She was free! Only she was not free. She still had to find the Black Pearl … or the thing in the cave would hunt her down. Panic gripped her once more. ‘How do I find it?’ she thought desperately. ‘What on earth do I do now?’

Questions Answer the following questions with a full sentence: 1.

What is a cavern?

2.

What has Bobbie done that the ‘thing’ says she should not have done?

3.

What was Bobbie trying to find in the cave?

4.

What had Bobbie been doing in the meadow with her parents?

5.

What clues were there, outside the cave, that it could be a dangerous place to enter?

6.

What did Bobbie damage inside the cavern while she was looking for the dog?

7.

Why is Bobbie not happy when she has got back to her parents?

Word work 1.

Give the meaning of the following words:

pleaded penalty wafted antiques 2.

‘Your life will be forfeit.’ What does this mean?

Extension work 1.

Use your imagination! What or who is living in the cavern?

2.

What do you think the Black Pearl could be and where is it to be found?

3.

If you were Bobbie, what would you do in order to find the Black Pearl?

4.

Why do you think that the ‘thing’ laughs at Bobbie?

5.

Do you think Bobbie is wise to agree she’ll do anything, in order to save her life? Give reasons for your answer.

6.

List some differences between the meadow and the cave.

7.

How would you feel if someone went into your room and overturned some of your belongings? What do you think your immediate reaction would be?

8.

You are one of Bobbie’s parents. She has told you about what happened in the cave. Write a letter to your local council complaining about the creature in the cave and stressing that it is a danger to the local community.

The Haunted House There were weeds filling the overgrown flowerbeds, choking and smothering the flowers. Ivy crept over the walls, and the roof stood in danger of collapse. Some of the windows had been boarded up against intruders; others were dirty and broken. As far as the children knew, no one had lived here for years and years. ‘There are no bats,’ whispered Em in disappointment. ‘I thought you said there were bats!’ Her brother, Lucas, stared at her scornfully. ‘Of course there aren’t any bats now. It’s daytime. They come out at dusk. Come on, let’s go in.’ As the two children made their way towards the rear of the building, May hung back. She hid behind a fat rhododendron bush, watching as her elder brother and sister made their way to the house. ‘Come on, May!’ shouted Lucas. ‘There’s nothing to be frightened of.’ But May shook her head and refused to move. ‘I’ll wait here,’ she called back in a small, reedy voice. ‘I don’t want to go in!’ ‘You’ll miss the treasure if you don’t!’ warned Lucas, then he and Em disappeared around the side of the building. May crouched lower behind the bush. She wished she

hadn’t come at all, but had stayed with Auntie Iris and Uncle John. But if she had, she would have missed all the fun. Em and Lucas were always having fun. Being the smallest she often felt left out. It had been Uncle John who had told them about the old house. He said it had belonged to an old lady who lived there on her own until she had died. May shivered, even though the August sun was hot on her face. She wished the others would hurry up so they could go home and help Auntie Iris with tea. A rustle behind her made her jump. She turned swiftly. Behind her was a little, old lady leaning on a walking stick and a small, white dog. He sniffed May and the old lady laughed. ‘It’s alright, dear,’ she said. ‘He’s very friendly. He won’t hurt you. He’s called Frosty. Why don’t you come and say ‘Hello’.’ May put out her

hand. The little dog sniffed her and allowed her to pat him gently on the head. The old lady smiled. She had a kind, gentle face. May found herself smiling back shyly. ‘I hope you don’t mind me asking, dear,’ continued the old lady gently, ‘but what are you doing in that bush?’ May swallowed hard. ‘I was hiding.’ ‘Hiding?’ The old lady smiled. ‘I understand. You think the cottage is haunted by ghosts.’ She sighed. ‘Well I can understand that. It looks unloved and is falling to bits, but I know it was very much loved once. The garden was beautiful and there used to be a lovely summerhouse covered with roses. Come on, Frosty, shall we show her?’ The little dog barked and raced around to the back of the cottage. May and the old lady followed slowly. ‘I’m not as mobile as I used to be, I’m afraid,’ the old lady said. ‘But when I was your age, I used to climb trees with my brother.’ They went around the side of the building. Like the front, the back garden was badly overgrown, but in the middle was an old fountain. There was no water now and leaves filled it to the brim. At the bottom of the garden she could just make out the remains of an old, wooden summerhouse covered in a

mass of pink and red roses. All around them insects buzzed and droned. ‘There used to be fish in the pond,’ mused the old lady. ‘Huge fish which swam round and round all day. They’ve long since gone. I expect the herons got them.’ ‘Herons?’ queried May. The old lady smiled. ‘Tall, grey birds with long beaks. They are always quick to snap up the fish.’ ‘May!’ shouted a voice from one of the windows of the cottage. May turned to the back of the building. It was Lucas. ‘Stay where you are, we’re coming down!’

‘That’s my brother,’ May explained. ‘He likes exploring places and hunting for treasure.’ The old lady smiled. ‘I wonder if he found any?’ she said. ‘I think it’s time Frosty and I got on with our walk. You should come here more often. It’s a lovely place for children to play; quite safe too. I’m so glad to have met you, dear. Goodbye.’ May smiled and watched her and her dog make their way slowly out of the garden. The cold feeling had left her and she felt nice and warm now. ‘May!’ Lucas’s hand on her shoulder made her jump. ‘So

you came after all. Isn’t it great. Em and I saw you in the garden; that’s why we came down.’ ‘The old lady found me hiding and brought me here to show me the garden. She said it was once very beautiful and that there used to be giant fish in the pond.’ She stopped as she noticed Lucas’s puzzled face. ‘What old lady?’ he asked. May frowned. ‘The old lady who was with me in the garden.’ Lucas looked at his sister in confusion. ‘But there was no one with you in the garden, May.’

Questions Answer the following questions with a full sentence:   1.   2.   3.   4.   5.   6.   7.   8.   9. 10. 11. 12.

How many children are there in the story? And who is youngest? Do you think that Em is disappointed that there are no bats? What relatives are the children staying with? May does not want to go into the house. Why is this? Why is the cottage ‘falling to bits’? How does the May feel about the old lady? What tells you that Frosty is friendly? In the old days, what were some of the things that made the garden beautiful? Briefly describe the garden nowadays. What is Lucas looking for in the cottage? ‘But there was no one with you in the garden.’ Why do you think Lucas says this? Why do you think the old lady knows so much about the garden and the cottage?

Word work Give the meaning of the following words: smothering haunted overgrown scornfully mobile

Extension work 1.

Do you think that the children should be exploring the cottage? Give reasons for your response.

2.

Invent a future for the cottage. What will happen to it in the next ten years?

3.

The old lady has forgotten to tell May that there is something else hidden in the garden amongst the nettles and brambles. What do you think it could be?

4.

Imagine you are May. Write a letter to your parents, telling them what you have seen and who you have met.

5.

May keeps a diary. Write her entry for that day describing what she did and who she saw.

6.

Continue the story saying what you think will happen next.

7.

Write the conversation you think Lucas, May and Em might have at the end of the passage.

8.

Write your own ghost story.

Answers Wizard’s List of Jobs (page 14) Questions 1. There are six jobs on the ‘to do’ list. 2. There are five jobs on the ‘to make’ list. 3. Wizard Quinn does not write proper sentences on his list. This is because it is a list and he is only writing quick, hurried notes for himself. 4. Wizard Quinn will receive a free measuring spoon set with the new cauldron. 5. I think the wizard has ordered a non-stick cauldron to ensure that his potions do not burn or stick to the sides of the cauldron. The wizard might even find that he does not lose as much of her potion if the cauldron is non-stick. 6. I think the wizard has put a question mark after ‘pale yellow crystal bottle’ because he is not sure whether he will be using this particular bottle or not, or whether he has the correct bottle or not. 7. I learn that the wizard is: probably quite organized as he is making a list and is going to label the new potions and lotions, keen to repair the damage done to old books by mending them, mends things quickly as they get broken or torn so that they do not get worse, perhaps makes mistakes with his potions because he is now ordering a non-stick cauldron or perhaps is keen to move with the times and become more modern by ordering a non-stick cauldron. The wizard helps people in the local community so that means he is not a bad wizard. Word work 1. Dew – moisture from air deposited as small drops on a cool surface between nightfall and

morning Faded – grow dim or disappear gradually Interview – a formally arranged meeting, in this case to meet cats for a new job 2. To be invisible means that other people cannot see you at all. 3. Book binding is important because it means that the pages of a book are held together carefully and are not lost. Extension work 1. I think that the wizard should do the … first because … . 2. I think that doing the … will be the hardest because … . 3. I think a muddle making potion will be useful because … . 4. I think that the cat will be expected to: (a variety of answers should be expected) ride on the broom with her, catch mice and other rodents, help with spells, be a good companion, do odd jobs, mew when intruders are around. 5. As a cat my response would be: (a variety of answers should be expected) The role of wizard’s cat is important because all wizards have a cat, or familiar, and to be without one means not upholding the wizards’ tradition. OR It is important because a wizard needs a cat to remind him of things that he needs to do or has forgotten to do. OR The role of wizard’s cat is important because wizards are very special beings and cats are very special animals (the Egyptians worshipped them) and therefore a special being requires a special animal and that would be a

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cat! Three more questions the wizard could ask the cats would be: (answers will vary) How do you feel about sometimes working late at night? How do you feel about riding on a broomstick at altitude? Do you have any special gifts that you might feel are important to the role? What do you like best about being a wizard’s cat? Do you enjoy foreign travel? Can you speak another language? (An imaginative, personal response is required for this question.) The potion I would invent would be … . It will be used for … . I have used these ingredients … .

Maisy who squeezed herself into Tight Places (page 17) Questions 1. Maisy likes running away and squeezing herself into tight places. 2. Her family were annoyed by her habit. 3. Maisy liked to hide in cupboards, desks and sheds, cardboard boxes, beds and the drains. 4. I think that the really special place the family visited was the NASA space station in America. 5. The stairs reached the control room of the rocket. 6. At the end of the poem, Maisy gets taken far away into space. 7. Three words that describe what Maisy is like are naughty, lazy and foolish. Word work 1. I think that the knobs and dials are the controls in the cockpit of the rocket. 2. An annoying habit is something that someone does

3. 4.

which irritates others. Grated means that something that someone does really gets on someone else’s nerves. The moral in this poem is the lesson that is being learnt from having read the poem.

Extension work 1. I think Maisy kept running away because she was bored and naughty. OR I think Maisy kept running away because she was a lazy, disobedient child who liked getting her own way. (Other answers may vary but be on similar lines to these). 2. If I were Maisy’s mum I would …. 3. (Personal response required in the form of writing another verse for the poem.) 4. (Personal response required.) 5. I think Maisy might … when she realizes she is no longer on Earth. 6. The verse I liked best was … . 7. I think that … is with Maisy in space. They are on the rocket because … . 8. (Children need to look carefully at another cautionary verse and then compare the two and discuss them carefully, looking at the language style and structure of the verses.) Sharon Smayle’s Report (page 20) Questions 1. Sharon attends Saint Bernard’s Roman Catholic School. 2. Sharon is either eight or nine years old depending upon when her birthday falls because we are told she is in Year 4. 3. From the report we learn that Sharon is becoming more focused, she is a very fluent reader who loves telling stories, especially horror stories, which means she probably scares the other children in the class.

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She does not like maths but is clearly inventive when it comes to shopping. Sharon has a rather slapdash approach to science which gets her into trouble. She is probably a naughty, tricky child. We know Sharon is a good reader because we are told that she is very fluent and enjoys more demanding books. I think that this means Sharon has enjoyed tackling more difficult books. If she is reading science fiction and detective novels then she is obviously quite advanced. Sharon seems to spend much of her time in maths making cartoon pictures of the rest of her class. I think that the subject Sharon likes best is English because her grade is higher for this than the others, she likes reading widely and she has written some imaginative stories. In this subject she does not appear to mess around, unlike the other two subjects. In science it is important that she listens to instructions because otherwise she will probably blow herself and the rest of the class up! It sounds very much like Sharon does what she wants to do in science and she most likely touches things she should not which will cause a serious accident.

Word work 1. Focused – the ability to concentrate for a period of time Ghoulish – of or like a ghoul; horrible Inventive – has imaginative ideas for making things Unorthodox – doing something in a manner that is not

conventional 2. I think that the teacher means that Sharon has been tampering with dangerous substances without understanding what they will do and as a result has probably had some nasty accidents. 3. Sharon’s approach to science is imaginative and inventive. Extension work 1. Another subject I would be interested to read is … because … . 2. (Personal response required for the writing of a report in either PE or Art. Look for original, inventive and humorous responses.) 3. I think her interesting and unorthodox solutions involving money could be slightly fraudulent, perhaps she steals things from shops and does not pay at all, or she might give foreign coins instead of English currency or she might do deals that involve not paying money at all but haggling and bartering. 4. The teacher suggests that Sharon’s parents get her to help with the shopping using actual money rather than the use of a credit card, so that she can learn to add and subtract. 5. I would interpret this comment to mean that she used to pay no attention to the lesson at all and spent all her time chatting to the other children, distracting and annoying them. 6. The three targets I would set Sharon for improvement are: …. Capture of the White Stallion (page 23) Questions 1. A stallion is a male horse. 2. Fighting Hare values the stallion because it is beautiful, clever and fast. 3. Fighting Hare hopes to capture the stallion by inviting

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5. 6. 7.

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him to come to him, speaking the language of the horse. (Answers will vary) I think that this is not an effective method of capture because wild horses are unlikely to approach humans because they are scared of them. OR I think that this is a good method of capture because the horse is not being chased by the Indians which is stressful, Fighting Hare is using the language of the horse to speak to him and invite him to come to him. If the horse is intelligent he might be happy to approach Fighting Hare and listen to what he says. If the horse is captured Fighting Hare is going to call him Shining Cloud. I would call the horse … because … . The previous year, the Indians had hunted the ponies in the woods. They spent hours chasing the stallion through the trees and down to the river, until the stallion jumped over the river and disappeared into the dense woods. The ponies are important to the Indians because they are a means of transport and because they use the ponies to hunt and carry their tepees when they move from place to place.

Word work Clever – able or skilful Disappearing – when something goes out of view and is no longer there Creeping – to move stealthily Slave – when someone works for another without payment Exhausted – to be very, very tired Beautiful – when something or someone is very lovely to look at Invite – to ask someone or something to come to you or a

special event Dense – thick covering Extension work 1. I think that the inside of the tepee looks like … . 2. We learn that Fighting Hare is an intelligent man who understands that there are other ways of capturing things rather than hunting them desperately. There is also a childlike quality about the chief because he is clearly excited about the ponies being back and yet he is trying not to let it show because he understands his role as chief and the importance of being serious at the right time. 3. I think that Little Running Bull will want to capture the stallion by … . 4. I think Fighting Hare received his name by … . 5. I would call myself … because …. 6–10. (Require a personal imaginative response therefore answers will vary.) Lions in the Garden (page 26) Questions 1. The lions entered the garden through the open gates. 2. The first thing that they did was lap the water from the pool. I think they did this because the day had been hot and they were thirsty. 3. Only thin glass and brick walls protected the watchers from the lions, this means that they were probably indoors. 4. The line that best describes the strength of the lions is ‘might of the African plain.’ 5. I think that the pride rose up because they could hear another animal in the undergrowth and they were keen to hunt it. 6. The evidence left to show that lions have been in the garden are paw prints. 7. The language of the poem is of someone speaking and recounting what they saw.

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Words or phrases which make it evocative are the imagery such as ‘amber bodies’ and ‘the darkness explodes with a golden flood’. This line really gives an image of a whole pride moving as one to be unified when hunting. I think that the final verse is very evocative because it has a dream-like quality about it, the lions have been in the garden and yet it is hard to believe that they were there because they left so quickly. The opening mirrors the ending which somehow links the poem carefully. (Children may find and use other lines from the poem but they need to clarify why they have chosen them). The final lines may be considered dream-like because there is a sense that the whole encounter was only a dream. It is hard to believe that there were lions in the garden as one minute they were there and the next they were gone. The final line mirrors the first line and links the two to add to the dreamlike effect.

Word work 1. Pride (of lions) – collective noun for a group of lions Awestruck – a sight that is impressive and fills one with awe so that you can barely speak Amber – yellowish translucent resin, in this case colour to describe the lions Savage – untamed, wild and ferocious 2. ‘The darkness explodes with a golden flood’ – this explains how the lions moved with speed so that together they were all grouped together as one blurring colour rather like a flood. It is a good way of describing how the pride work together when hunting to show

they are a unified cohesive force. Extension work 1. The rangers have the job of going around the park checking the perimeter fences to see if they are intact, they monitor the animals, namely where they are and their health and whether they have migrated to a different part of the reserve. Rangers also look after visitors to the park and ensure that the rules of the park are being kept. Rangers might also perform game captures if they need to move animals to a completely different area and they might help the vets with operations and the darting of animals. 2. The part of the poem that appeals to me the most is … because … . 3. (A personal and imaginative response is required for this question.) 4. Verbs in the poem: watched, pad, lap, rest, play, sleep, move, hunt, crashes, flies, explodes. (Substitution of other verbs will be personal and the response to how they affect the poem will also be personal.) 5. Adjectives in the poem: amber, thin, giant, savage, fierce, gentle, tense, alert. (Substitution of other adjectives will be personal and the response to how they affect the poem will also be personal.) 6. (Personal and imaginative response required.) Space Station Astra (page 29) Questions 1. Space Station Astra is in the Vectra quadrant. 2. The space station is circled by four moons. 3. You have to take a shuttle to get to Space Station Astra. 4. You will be welcomed by a pale, green glow from thousands of miles away. 5. If you were leaving from Earth

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you would go to the new Shepton Skye space zone in Scotland. The activities available are, mountain climbing and abseiling in the Clay Hills, swimming and snorkelling in the Orange Sea. If you go to Moon Station Gloid, you can go moon walking and space jumping. At Astra the currency used is the zircon.

Word work Residential – a built-up area where people have their homes and live Enormous – something that is very large Complimentary – an expression of regard, or in this context, there are free cars which take you to where you want to go and you do not have to pay for them Recreational – activities you can do to relax and enjoy yourself Extension work 1. I think you are advised to take out insurance before going space jumping because it is clearly a dangerous activity and there is the likelihood of getting hurt. 2. The activities I would like to try out are the … because … . 3. (Personal and imaginative response required, it should be fun and appealing and it should be new!) 4. (Personal and detailed imaginative response required giving information about the Persephone Asteroid.) 5. I think Helioplop Shuttles are confident about the future because they realize that space travel is going to be big business in the future and they are conscious that they will make a lot of money from it. They are also confident that their shuttles are safe and well manned and that they will probably have to make more shuttles to meet the growing

6.

consumer demand! The style of language used is very confident and positive which reassures people and makes them feel intrepid and excited about space travel. The language is also very detailed and informative with plenty of descriptions about what you can do and see rather like the information you might find in a guide book. They have also got a personal response from an individual to promote Space Station Astra which is very important as it reinforces the fact that it is trendy and popular with a variety of people.

Some Peculiar Inventions (page 32) Questions 1. Doctor Brains intends her potion to be a formula for eternal youth! 2. Professor Winkle hopes that his potion will make hair grow on the head of a bald person. 3. Doctor Brains hates Professor Winkle because he is always receiving awards and prizes for his lotions and potions. 4. When she drinks the potion, Doctor Brains hopes to see the wrinkles on her face vanish forever and her greying hair turn brown, her eyesight will also improve and she won’t need her glasses. 5. We learn that Doctor Brains is impulsive and slightly careless. She is also very competitive and is pleased when she thinks that the Professor’s mixture does not work. 6. Professor Winkle is amazed that his potion works because he probably thought that it would not work in the first place. 7. I think that the two scientists are behaving like… because …. Word work 1. Instantaneous – when something

happens immediately Mixture – when ingredients are put together and blended or stirred together Liquid – a fluid that flows smoothly Laboratory – a place where scientists work amongst special ingredients and equipment Invention – something that has been devised or created 2. I think that eternal youth means when someone will stay young and beautiful forever. Extension work 1. I think that the two scientists could have … (answers will vary: tested the ingredients, taken a small sip of each mixture to see what happens, checked the bottles for fingerprints). 2. In the future I think that they could … (answers will vary: label their bottles before putting the potion in, keep a small sample of each potion in labelled bottles, keep their work apart so that it does not get muddled, work at different work stations to avoid getting muddled.) 3. I think of the two potions the … potion is more important because … . 4. I would invent a … . 5–7. (Require an imaginative and personal response.) Book Review (page 35) Questions 1. The author is called Harry Sneetch. 2. The book costs £12. 3. The book has been reviewed by Thelma Bickle. 4. A book review is a piece of writing about what a new book is like and whether it is worth reading or not. You find them in newspapers and magazines because the publishers hope to sell the book by publicizing it through these media which a lot of people read. 5. I would/would not like to read

this book because … . Daniel Poppins knows that the stagecoach and driver are ghosts because it goes right through the car and then vanishes. 7. The story which appeals to me the most is … because … . 8. The Beast of Tiddlehampton has not been seen. 9. People believe that the beast exists because people have seen huge cat-like prints in the snow and the remains of carcasses have been found with large tooth marks in them. Trees have also been bizarrely scratched and chickens and cats have disappeared. 10. We know that the cobbler does not work every night because we are told that he does not do it every night by Sarah Short and that he only works at weekends and Friday lunchtimes. 6.

Word work Timid – lacking confidence or courage Spine-tingling – when something it so scary it sends shivers up your spine Supernatural – ghostly Community – group of people living together Phantom – ghost, spectre Well-researched – when you have found out a great deal about a topic or subject through research/reading Extension work 1–2. (Require a personal and imaginative response therefore, the answers will vary.) 3. I think that Mr Sneetch means that places still have the spirits of people living with them even if they are seen or not and that this is what gives a place atmosphere. 4. I think that people are interested in the supernatural because it is a topic that

fascinates people and one that is not easily explained. 5–7. (Require an imaginative and personal approach, therefore, answers will vary.) The Afternoon Train to Sunbeam Creek (page 38) Questions 1. We know that the events are not set in the UK because of the way in which the characters speak and because it is set in the Wild West and the Wild West can be found in America. 2. Big Dan MacGlubin is going to Sunbeam Creek to hunt down Sheriff Petwee and release Bloater from the cells. 3. The Sheriff wishes that Old Eli had come to the office earlier because it would have given him more time to think of a plan for dealing with the MacGlubins and for gathering together a posse. 4. Old Eli was prevented from coming earlier because he had too much Firewater and he passed out. 5. A sheriff’s job is to keep law and order in the town. 6. Bloater is being held in the cells because he was robbing Mrs Gibbons at the store. 7. Everyone is reluctant to help the Sheriff because they are frightened of the MacGlubins and they are frightened that Big Dan will turn on them. 8. If I had to make up an excuse not to help the sheriff I would say … . 9. Miss Alice is the school teacher. 10. Miss Alice proves that she is capable of shooting a gun because she shoots holes in the middle of each of the six coins that are thrown into the air by the Sheriff. 11. Miss Alice offers to help the Sheriff because she knows that she is a crack shot and will be able to help him. She is

also courageous and kind. Word work 1. Skulking – to sneak out of the way, to behave in a furtive, sneaky manner Innocent – harmless Scared – to be frightened of something Adjoining – next to/beside Release – to set free 2. A hitching post was used to tie your horse to after you had finished riding it. 3. A cattle rustler is someone who goes around stealing other people’s cattle. 4. A posse is a group of people, usually on horseback, who, on behalf of the law, go in search of criminals.

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Extension work 1. I think that the Sheriff is surprised to see Miss Alice with a gun because women do not usually go around with guns in the Wild West. 2–7. (Require an imaginative and personal response so the answers will vary.) 8. The language creates an image of the Wild West because of the way the characters speak to one another. The sentences are also short and dramatic which gives a sense of pace and movement and suspense as befitting the Wild West, which was fast paced when faced with a possible shoot-out.

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No Gold at Mouse Creek (page 41) Questions 1. Marsh T. Knoggins’ full title is Lieutenant Colonel Marsh T. Knoggins. 2. The American soldiers were at Mouse Creek to search for gold. 3. Chief Spitting Bull led an attack on the soldiers

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because they had desecrated an Indian burial ground. Frank Scurvy prepared the camp for an attack by moving the tents closer to the wagons and reinforcing the gaps between them with thorns. Frank Scurvy and Ted Williams escaped from the attack. The two soldiers managed to escape by catching the horses of some native Americans and wrapping themselves in blankets, they then rode out of the camp. Nineteen men, twenty horses and three wagons and supplies were lost in the attack. I think that the lieutenant was reluctant to disobey his superior because a soldier should never go against his superior because he will be severely punished. We learn from the passage that the lieutenant is a risk taker who is prepared to be punished for doing what he thinks is right to save people’s lives. He is also sensitive to the native Americans because he understands what they have done is very wrong.

Word work Creek – a narrow inlet on a sea coast Displeasure – to be unhappy with someone Protruding – when something is sticking out from somewhere Sacred – dedicated and regarded as holy Superior – someone who is more important than you are and is higher in rank than you are Reluctant – unwilling to do something Extension work 1. I think that the Native Americans were furious/really angry/disgusted/horrified when they discovered that their burial ground had been

churned up. I think that Spitting Bull’s actions were/were not justified because … . 3–6. (Require a personal and imaginative response so answers will vary.) 7. (Language of both passages should be compared and contrasted: the chatty vibrant language of the Haunted Villages Book Review, compared with the more formal, antiquated the language used in the Mouse Creek passage, is exciting and enticing. The report deals with the main facts in order to ensure accuracy.) 2.

Chicken (a play) (page 44) Questions 1. If someone is ‘chicken’ it means that they are frightened or scared of doing something. 2. The children are encouraging Sajuta to run across the railway track. 3. (Requires a personal and imaginative response.) 4. I think that Lily is holding a railway timetable because they need to see when the trains are likely to come along and avoid them. 5. As Marcia comes back along the line she trips and falls over the track and twists her ankle. 6. I think that some of the children ran away when they were spotted by the men and they did not want to be caught or recognized. 7. Lily and Sajuta stay behind to help Marcia. 8. The urgency is conveyed by the short, punchy sentences and the fear/worry in the children’s voices as they speak to one another. 9. I think that some of the children find the situation funny because they are trying to appear cool and unconcerned. They are also laughing because there is a sense of unkindness in

them and because they are mocking Sajuta to get her to do something which may kill her. Word work 1. Flustered and nervous. 2. Initiation – when you perform a task which allows you to become a member of a group or to welcome someone to manhood or womanhood Mesh – a fence made from a network of wire Urgently – needing attention at once Mimicking – when you copy what someone is doing often not in a nice way Extension work (Require a personal and imaginative response.) Earth, Sea and Sky (page 47) Questions 1. The eagle is the lord of the sky. 2. The air is thin high above the clouds. 3. The monkey is mistress of the trees. 4. You would find the horned cow on the high pastures. 5. The butterfly’s final resting place is the bright gardens. 6. People have stopped chasing the whale because we now recognize that if we hunt whales there will be none left. Years ago, however, whales were hunted with harpoons and hundreds of them died for their meat and blubber and other body parts. 7. Few jungle trees remain because of deforestation. They have been cut down by big companies and people to be used for lumber or firewood. 8. The verse I liked best was …

because … . Word work 1. Mortal – referring to people who are subject to death Alpine – meaning ground that is high up in the mountains or Alps Final resting place – a place where you will die Kingdom – a state ruled by a king Pride of lions – collective term used for a group of lions Pasture – fertile green land where cows like to graze 2. Fruit is ‘ripe for the picking’ means that the fruit is really ready to be eaten. 3. The eagle can go where mortals cannot which means that the birds can go up into the air and see places and things that humans cannot because we cannot fly! 4. The lion cub means that it is learning to hunt and survive which will make them the dominant animals, because lions are strong and clever. Extension work 1. The poem tells us that many of the animals’ homes are being destroyed by man and that as a result there will be no more of some animals left. It tells us that the mountains have good grass for cows and they are filled with beautiful flowers. We learn that up in the mountains the air is thin and that in the sea the whales are able to roam freely without as much fear as in the past. 2. If I could be an animal I would be a … because … . 3–4. (Require a personal and imaginative response so answers will vary.) Shock for Shoppers (page 50) Questions 1. The price of food has soared to unbelievable heights. 2. The two events that have

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caused this are disastrous weather and an outbreak of foot and mouth disease. Shoppers in Rufus Crooping’s supermarket reacted to prices with incredulity. They were horrified. The concern Arthur Coggins has about the price rises is that his pension will not rise like the cost of food. Mea Harding is worried about the price increases because people will be pushed into even greater poverty. Cars are important in the countryside because there is not much public transport and if you live in an isolated area you need a car to get around. Susan Greevy is concerned that she is not going to be able to get her children to school. To protect their future, Lewis Kentucky says that we need to think about how we produce food and fuel and that technology needs to move fast to do this.

Word work 1. Unbelievable – hard to believe Disastrous – terrible happening Deplete – to become smaller Rocketed – to get higher rather like a rocket Increase – to go up as in prices going up 2. To be ‘living on the breadline’ means that you have the minimum amount of money to spend on necessary items and nothing else, you cannot buy luxuries. 3. ‘Struggling to make ends meet’ means that you are finding it terribly difficult to survive on the limited amount of money that you have. 4. If you are buying ‘the bare minimum’, you are only buying just what you need to live on and nothing else, no luxuries or

unnecessary items. 5. The possible catastrophe that Lewis Kentucky is talking about is extreme weather that will stop crops in many countries from growing and huge food shortages and petrol increases. Extension work (Require a personal and creative response therefore answers will vary.) I Had a Dream (page 53) Questions 1. The plight of millions is captured in a small glass bottle. 2. The rains fall on the dry earth. I think that this is a good thing because it will now mean that the crops will start to grow. 3. The sun becomes gentle. 4. In the final verse, the poet hopes that if everyone works together they can improve the world and solve many of the problems that people around the world are encountering. 5. The main message of the poem is to work with others to solve problems around the world and to believe that the dreams we have may come true if we work at them and believe in them strongly enough. 6. (Requires a personal and imaginative response.) 7. Two examples from the passage which conjure up a specific image in my mind are … (examples will vary). Word work Crops – plants and vegetables which grow in fields Harsh – rough or discordant, in this case the sun is blinding and fierce in its intensity Plight – the troubles of some people, the difficulties they may have Extension work 1. In the second verse, I think that the poet is trying to say

that it would be good if all the troubles in the world, experienced by many people, could be put into a bottle and thrown away so that they would never return and their lives would be better and happier. 2. I think that the poet means that they have the ability to do whatever they would like in life without failing; the mountain is being likened to the person’s aspirations and the falling is an analogy for failing. 3. I think that the poem describes both imaginary and real dreams because people have hopes and desires as suggested by the glass bottle and some dreams, like crops growing in hot countries can be managed as a reality with the right help and guidance. 4–7. (Require a personal and imaginative response.) Monkey Trouble (page 56) Questions 1. The fruit throwing incident took place at a local market in Rajasthan called the Jami market. 2. The tourists were pelted with fruit by the monkeys. 3. Primate expert Astrid Tallon was surprised because the monkeys do not usually mind the tourist coaches. 4. She suggests that the most likely causes of the attack was that they were protecting their offspring, they may have been trained to do it by the local children or the monkeys were fed up with the sheer volume of tourist traffic. 5. Abal and Dena Jordan feel that the cause of the attack was the T-shirt worn by Lennox Bailey. 6. Two things sold at the market are locally produced goods and stone carvings. 7. If the monkeys could read, I think that they might be deeply offended by seeing a chimp on a T-shirt with the

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name of a zoo on it, because being in a zoo means that a monkey is being deprived of its freedom and the monkeys were protesting at other primates being kept in zoos! I think that tourists are encouraged not to feed the monkeys because as a result of this the monkeys may become too friendly and annoying and they may bite.

Word work 1. Incident – something which has happened Renowned – is well known for Offspring – babies or young children 2. A primate is a high order mammal which includes monkeys and humans. 3. A primate expert is someone who studies monkeys and other primates in great detail. Extension work 1. I think that the monkeys attacked the tourists because …. 2. I would suggest that … . 3. I think you would find … on sale at the market. 4–10. (Require a personal and imaginative response!) Everest – to the Top (part 1) (page 59) Questions 1. Fung Liu has been struggling with the altitude, with her health and with exhaustion. 2. Wen Lee’s job is team leader. 3. Fung is trying to get to the top of Mount Everest. 4. The Death Zone is a freezing place seven and a half thousand metres above sea level. 5. I think that the Death Zone is no place for people who are tired and moving slowly because they use up valuable oxygen too quickly and they are making no progress up

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the mountain. Because they are slow they are holding up other people and jeopardizing their chances of making it to the very top. (It might be that some children will know a little more and might add that you have a short window of opportunity to get from camp to camp and you have to do it in good time before it gets dark or before the weather conditions deteriorate.) A sherpa’s job is to help the climbers up the mountain and to carry supplies up the mountain. They also go ahead of the climbers to prepare the camps and drop crucial oxygen supplies to the right places. Summit fever is when an individual is completely oblivious to anything else other than getting to the very top. They might be sick or exhausted but they are utterly possessed and have to get to the top. It has gripped Fung because she is desperate and determined to carry on. Wen Lee wants to call Fung back to Base Camp because she has to rest as she is very very sick or she will die. Oxygen supplies are important because there is very little oxygen the higher up the mountain you go and climbers need oxygen to keep going to make their summit attempt.

Word work 1. Altitude – height, elevation of something, in this case the mountain Exhaustion – to be terribly tired, so tired you are not thinking rationally Temptation – to be persuaded to do something Jeopardizing – causing something or someone to be put into danger Crucial – when something is very

important 2. Lee thinks that Fung is preventing the other climbers from making it to the top. Extension work 1. If I were Wen Lee I would … . 2–7. (Require a personal and imaginative response therefore answers will vary.) Haunted Villages in Snodshire (page 62) Questions 1. The book is called Haunted Villages in the County of Snodshire. 2. The author of the book is Harry Sneetch. 3. The book is about the different ghostly experiences people have had in various villages around Snodshire. It made the writer realize that there are spirits all around him and that there were many people who had encountered them which is how the book came to be written. 4. Mrs Coddlington was interested in gardening. 5. The night watchman took Esmé by the arm and helped her down the hill and over the bridge because it was icy. He then watched her from the gate until she had let herself into her house, nodded at her and then went away. 6. Esmé found out that her helper was a ghost because of her friend Elsie Williams who had spotted her crossing the bridge. She said that there was no one with her. 7. Professor Davina Lloyd explains that the author has had an ‘out of time’ experience, in which they have ‘tuned in’ to a period of time that has already passed. 8. I think that the story of the night watchman is the author’s favourite because … (answers will vary, but detailed explanations should be given rather than a brief sentence,

for example: because there is something quite charming/ nostalgic/kind about his gesture and the way in which he nodded to her as she went in to her home was thoughtful and reassuring. OR It tells you more about the role of a night watchman years ago and how they went around the village checking that everything was all right. Word work 1. Assistance – to help someone or something Frightened – to be scared of something or someone Spotted – in this context to be seen in a chance situation Grieve – to mourn the loss of something or someone Mysterious – something that is obscure or secretive Supernatural – when dealing with unexplained situations or events pertaining to ghosts 2. I think that the writer means that the event gave him quite a scare and made him feel quite shaky, it affected his nerves. 3. I think that the writer means that Mrs Coddlington had reached a point in time when she had come to accept her loss and is very calm about it. Since she was already dead it could be that she feels positive as she’s been reunited with Mr Coddlington in heaven. Extension work (Require a personal and imaginative approach, or a personal recount. If children have not had a ghostly experience they should be able to say that they have not had a supernatural experience and qualify it. Example: I have not had a supernatural experience and I would not like one because it

would scare me too much!) Wizard’s Speech (page 65) Questions 1. The speech is being given by Witch Oatkin. 2. Last year this witch was the overall winner with her lotion to restore whiteness to teeth. 3. The BAWW is short for the British Association of Witches and Wizards . 4. The awards ceremony was begun by Witch Yule who wanted to ensure that the magic arts were kept alive and flourishing. 5. I think that witches and wizards keep a low profile in the world of humans because humankind is not always appreciative of their presence and they do not want to advertise their abilities. 6. The award for best potion was given to Wizard Freshwater for his potion to cure hayfever sufferers of their sneezing and runny eyes. 7. The award for best lotion was given to Wizard Hornwell for his lotion to instantaneously cure warts and veruccas. 8. The overall winner was Wizard Wing for his banishing spell. I think this will be valuable because should you find someone troublesome or difficult or even dangerous, they can be sent away and will never return. 9. The Wizard’s speech is rather more formal than the introduction to Haunted Villages, which is chatty and more conversational as if the writer is trying to have a conversation with you. As this is a speech, the Witch has to follow come of the conventions of speech writing, by thanking people and giving explanations for why things were done. The language is more academic whilst the other passage is

jolly and entertaining. Word work 1. Annual – something that happens every year Anniversary – when you celebrate an event every year Flourishing – when something or someone is thriving and doing well Plethora – when you have too much of something Appreciative – when people are grateful for all the work you have done Banishing – to be sent away from a place and not allowed to return 2. If something is considered ‘to be even more inspirational’ it means that next year they hope that all the lotions and potions devised will be even better and more exciting than this year’s. Extension work 1. I find the … lotion/potion/spell the most interesting because …. 2. I do/do not agree with the judge’s decision for the overall winner because … . 3–5. (Require a personal and imaginative response therefore answers will vary.) The Albatross Virus (page 68) Questions 1. I think that a virus is a very unpleasant infection or disease which could cause death in a great many people. 2. We know that the virus is dangerous because we are told that a single drop of the virus will kill all the people in an entire city. 3. The conversation is taking place in a laboratory. 4. The virus makes Doctor McFloss nervous because if it is dropped it will kill people and testing the virus brings terrible risks. 5. The Professor wants Doctor McFloss to thaw the virus

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immediately so that it can be used the following morning. I think that it is likely that the Professor found the virus on the Pongpong Glacier. Doctor McFloss is anxious to put the virus in the freezer so that it becomes less dangerous. The Professor is annoyed that the Doctor has spoken her name aloud because she wants to remain anonymous. Very few people know that she is alive and she wants to keep it that way.

Word work 1. Glacier – a frozen river of ice Crevasse – deep open chasm in a glacier Phial – small, glass bottle Expertise – someone who is practised and skilful at something Extreme – at the end or at the outermost edges Nervous – of a worried and nervous disposition 2. The Professor means that had it not been for the Doctor’s great skills and knowledge, he would have been killed for letting the Professor’s name slip out so that others could hear. Extension work (Require an imaginative and personal response so the answers will vary.) Tragedy at Danger Zone (page 71) Questions 1. In the story, the Danger Zone is a place where people can go and experience thrills and danger doing different activities in different areas of the zone. 2. The story takes place in the year 3018. 3. This article appears in the Gloid News. 4. Dougal Brown was swallowed up by the Black Hole. He lost

his grip on the rope bridge which is fixed directly above the hole, and fell. 5. Thrill seekers are likely to be attracted to the Danger Zone. 6. An insurance company is a company that insures people against accidents happening to them and if they do get hurt, they will pay for their treatment and transport. People who enter the Danger Zone are not going to be insured because if you enter the Zone you enter at your own risk. People know that when they enter there is a very strong chance they will not come out alive. 7. The prize in the Black Hole area is an Enzolite Crystal which will make you very rich indeed. 8. The Black Hole is dangerous because there are no safety nets. The Black Hole has tremendous suction like a real black hole. If you enter it then you will get sucked out to space. 9. The Black Hole area is contained in a reinforced shell so that the rest of the Danger Zone is not sucked in. 10. It was impossible to save Dougal because he had lost his grip on the rope bridge and he had already fallen by the time the grabbing device reached him. Getting down to where Dougal was would have been nearly impossible. 11. Dougal’s mother tells us that the Danger Zone had captured Dougal’s attention since he was a boy. He was a bit of a daredevil and was keen to try it out. He was determined to get to the Danger Zone. Two phrases which backup this evidence are: ‘we knew he had a daredevil streak’ and ‘the Danger Zone had captured Dougal’s attention since he

was a boy.’ Word work 1. Infamous – a reputation based on having done bad things Victim – person or animal killed Notorious – known for something bad Connecting – when two things are joined together Capabilities – the ability to do something Faint-hearted – someone who lacks the courage to do something 2. An adrenalin rush is when adrenaline rushes around your body after you have done something thrilling or scary. Extension work 1. We know that Dougal was probably tired when he entered the Black Hole because we are told that he had tackled at least four other activities that day and his reserves of energy and strength would have been severely low. 2–6. (Require an imaginative and personal response therefore answers will vary.) Mouse Creek Remembered (page 74) Questions 1. Private Williams’ report will be given to Colonel G J Wilmott Bradshaw. 2. Lieutenant Colonel Marsh T Knoggins had led the soldiers through the graveyard. 3. Lieutenant Colonel Knoggins responded to the lieutenant’s warning by not caring and by not being interested in the fact that it was a burial ground. 4. They might have attacked as the moon was setting because at that point in time it was probably darkest and it would have hidden them from view. 5. Bison were used because they stampede easily and having charged through the

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camp they created a huge amount of damage. Being big, heavy beasts they would be very difficult to stop. Private Williams and Lieutenant Scurvy managed to escape by getting hold of a couple of Indian horses. They pulled the blankets from the horses’ backs, wrapped themselves in them and rode out of the camp. Private Lenny Evans risked his life to save Private Lee Jones who had been shot by four arrows. The wagons were set on fire by flaming arrows.

Word work Comrades – friends Furtively – sneakily and secretly Deserting – leaving your position without permission and running off Extension work 1. If I had been chief of the Native Americans I would have … . 2. If I had been Lieutenant Scurvy I would have … . 3. I do/do not think Lieutenant Colonel Knoggins was justified in ignoring the lieutenant’s warning because . …. 4–8. (Require a personal and imaginative response therefore answers will vary.) Speech to the Board of Directors (page 77) Questions 1. Dame Astrid Levison is giving the speech. 2. The speech is being given to the Board of Directors and shareholders of Gonzo Sweets. 3. We know that this has been a good year for Gonzo Sweets because Dame Astrid opens with ‘it has been an enormously profitable year’. She goes on to say that their sales are expanding and they

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are opening a new factory. The new factory is opening to meet the increase in demand. One hundred and ten new members of staff are going to be employed in the new factory. Before bringing out their new sweets, they are going to trial them with children nationwide to find out if they will be popular. Dame Astrid’s Personal Assistant, Shamlal Persad is going to be retiring in July. The reasons given for terminating the contract with Uniwrap are that there have been a succession of problems. I think a fresh approach is needed for the packaging to meet the needs of the company, to meet the needs of a modern, vibrant world and to appeal to younger people. (Accept other answers that are also relevant).

Word work 1. Terminating – ending Profitable – making a profit, making more money Expanding – getting bigger 2. If you retire, it means that you are going to stop work. 3. A family business is a business that is run by a family, it may be a small or a large concern. Extension work 1. I think that Eva has to be treated as an ordinary member of the workforce because Dame Astrid does not want her to be treated differently just because she is a member of the family. She wants her to learn the job just like all the other employees. 2–7. (Require a personal and creative approach, therefore answers will vary.) The Oasis at Wadi Loofah (page

80) Questions 1. Madu earns his living by selling things like silks and spices at the local market. 2. He is waiting at the oasis for his caravan to arrive. 3. The story is set during midday, the hottest part of the day. 4. Madu is going to have roasted goat for lunch. 5. If his caravan does not arrive it means that he will not be able to trade at the market and he will have no money. 6. We learn that Madu is a man who likes his food. When things are going his way he usually enjoys the oasis, trading and money give him great pleasure. He can be active and alert when he has to be. He loves secrets and surprises. He is a man with a big personality, he is generous with his praise when people have pleased him, we also know that he can be cold and cruel. 7. Yusaf explains that the caravan was delayed due to a sand storm which blew up. 8. The slaves are being heavily guarded because they are an important merchandise which will bring them a great deal of money at the market and they do not want to lose them. They are also important children and Yusaf has no wish for them to be seen or to excape. 9. Madu is delighted with the slaves because they will fetch an excellent price at the market and make him rich. 10. Yusaf is keen to move off from the oasis because the girl slave is Pharaoh’s daughter and it is probable that Pharaoh has sent his men to come and rescue her. Word work 1. Oasis – a fertile spot in a desert Caravan – a long line of camels

which is used to transport goods across the desert Plump – of rounded dimensions Frazzled – in an exhausted state Approval – when you are pleased with something and give your approval 2. Three words in the opening part of the passage which tell us how hot it is are: fiery, burning, shimmering. Extension work 1–5. (Require a personal, creative response and therefore the answers will vary.) 6. (Answers should compare and contrast the two passages carefully making reference to the style of language, the modernity of ‘Chicken’, the more flowery conversation in ‘Oasis’. Conversations in ‘Chicken’ are shorter and more terse than in ‘Oasis’.) Everest – to the Top (part 2) (page 83) Questions 1. The story is set on Mount Everest. 2. The storm has taken all the climbers by surprise. 3. Fung Liu is lying face down in the snow a few hundred metres above Camp Five. 4. We know that the situation is desperate because we are told that they will be weak and exhausted, that they stand no chance of survival in a storm like this one. We also know that she will have run out of oxygen and that the freezing cold will sap the life from them. They will not be able to find shelter or make an ice hole. 5. The wind is ferocious and is tearing through the fragile camp. It makes communication very difficult and there is a danger that it is causing terrible damage to the tents. We also know that to stop the tents from blowing away, the climbers are having to sit on the edges to stop

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them from blowing away. I think that rescue is virtually impossible because the terrible wind is likely to blow the climbers off the mountain. It is also so cold that you will freeze to death. The blinding snow is making visibility impossible therefore all these factors will make rescue impossible. Maeve and the other climbers are sitting on the edges of their tents trying to stop them from blowing away. The reasons given for not finding shelter on the mountain, are that the ground is too hard and the snow and ice too solid for them to make a small hole.

Word work Buffeted – tossed around with force by a strong wind Precariously – when you are placed in a situation that is unstable Survival – when you are in a situation in which you have to work hard to stay alive Ferocious – in this case it means that the wind is really strong and blustery and savage Extension work 1–4. (Require a creative and personal approach therefore the answers will vary.) 5. The two phrases which best describe the seriousness of the situation are: ‘Her heart sank when she thought of the damage it must be doing to the tents and what little protection her climbers had against so vicious a storm.’ And ‘If it did, they would all be doomed’. (Accept also: ‘… Putting his life in mortal danger ….’ and ‘… in the Death Zone, where time was ticking away.’) 6. Fung Liu’s behaviour has affected the other climbers because they have had to wait for her when they could have made for the summit.

It has also meant that Pierre has put himself in danger to rescue her and she has put the lives of the sherpas in danger to help her. She has also reduced her oxygen supply which means that someone might have to give some of theirs to help her and that means there will be less oxygen on the mountain for everyone. The Fosters (a radio serial) (page 86) Questions 1. A radio serial is a radio play that you listen to each week. Usually something different happens or a particular story is continued each week involving a particular family. 2. Eddie has been trespassing and taking rabbits. 3. Eddie’s mother is concerned about what he has been doing because if he is seen at the Hall again there will be trouble. 4. Rabbits are a pest because they can damage your ground, they can weaken the ground by having all the rabbit warrens under it and because they eat crops. 5. I think that this is a very scathing comment about Claudia. He is belittling the job that Claudia does and he makes her appear to be unworthy and not important. 6. We learn that Malcolm is rather an unkind individual who only thinks of himself. He is also lazy because he keeps asking for money and should earn it himself, he is also not responsible. He is a gambler and is friends with the wrong people. 7. We learn that Eddie is trespassing on land that does not belong to him and that he is a thief. He is also kind hearted because he wants to keep the animals as pets. 8. Eddie’s news is that a man has escaped from Bodcombe

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Prison. His news worries his mother because the prison is a high security one and there are very dangerous people there. If one has just escaped then it is likely he will be near their home.

Word work Trespassing – going on land that does not belong to you Poaching – stealing things like rabbits or pheasants from other people’s land Gambling – playing games of chance using money Pests – creatures that are a nuisance to farmers like rabbits and insects High security – where there is a great deal of security and the police or other guards ensure that people cannot get in or out Extension work 1. A play format is different to a story format because it is laid out in dialogue with the characters down the side and what they say adjacent to their names. There are no paragraphs and there are simple directions for sounds and how the words are to be said. 2. I would choose to be … because … . 3. I think Bob should tell Eddie …. 4–9. (Require an imaginative and personal response therefore answers will vary.) The Red Stone (page 89) Questions 1. Meh-Ling found the stone under the dustbin at the end of the garden. 2. Huan is Meh-Ling’s brother. 3. After she has held the stone for a while Meh-Ling feels it getting warmer and warmer and she feels fearful. 4. We know that it is not an ordinary stone because it is big and red and it glows with

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a fiery glow that makes it appear alive. When Huan holds the stone the warmth spreads through his body, he becomes evil looking and he sounds strange as if it is taking him over. Meh-Ling feels that the stone is trying to take Huan over. Meh-Ling makes Huan wash his hands to try and clean them and perhaps to try and wash the evil from the stone away from him. To stop the stone from hurting anyone else, Meh-Ling kicks the stone into a deep hole that she has dug and then covers the stone up.

Word work 1. Shrugged – to raise and lower shoulders as a way of showing disdain Shuddered – when your body trembles suddenly often with fear or cold Peculiar – strange 2. He watched the stone with ‘awestruck eyes’ means that he is utterly captiviated and transfixed by what the stone is doing and is amazed by it. Extension work 1. I think that the stone came to be under the dustbin because …. 2. If I were Meh-Ling I would … . 3–7. (Answers will vary as they require a creative response.) Mystery at the House of Shells (page 92) Questions 1. Sheba has gone missing. 2. At first Samira thought that her daughter had been washed away by the sea. 3. Lady Drumberry has been asked to the House of Shells to help find Sheba. 4. The house has been given this name because it is

covered with shells. The words at the start of the passage which tell us that the owners are well known to the narrator are ‘my old friend’. 6. Samira thinks someone else has been on the beach because a cheese sandwich has been found and they don’t eat cheese and a tube of glue. 7. We know it is difficult to reach the beach because you can only reach it by going down the steep cliff path or by boat from the sea. 8. Inside the shell they found a piece of paper which turned out to be a newspaper cutting. 9. The old cave can be found below the lighthouse. 10. Samira was initially going to call the police but she did not when she saw the things behind the rock. 5.

Word work 1. Searching – to look for something Received – to be given something Urgent – when something is very important and has to be dealt with immediately Buffeted – when the wind is very strong and blows things around all over the place 2. Calm – rough Hate – like Whispered – shouted 3. A secluded spot is a place which is not known about by people. Extension work 1. We know that the house is at the mercy of the elements because it ‘faced the sea bravely, buffeted in winter by storms’. 2–7. (Require a personal and imaginative response and they will, therefore, vary.) The Lost City of Chipputut (page 95) Questions 1. The story is being told from the viewpoint of the High

Priest Tutchiptut. This person is now dead. We know because they tell us that they were killed on the sacrificial platform. 3. We know that Tutchiptut is strong and determined and ruthless. We also know that he will kill others to achieve his own ends and that he is capable of kindness. He clearly loves his land and wants the best for it. He also has knowledge of plants. 4. The High Priest has many jobs namely: plotting the sun’s course, watching the moons and stars, performing ritual sacrifices, burial of kings. 5. Chipputut has remained hidden until now because no one knew that it existed because it lay hidden among the jungle. 6. The city has recently been found because people have come to cut down the jungle and have exposed the frail remnants of the city. 7. Huelpa’s reign was successful because he was strong and a warrior. He expanded his dominions. 8. It was unsuccessful because his people were scattered far and wide through the land and they could not be overseen. People plotted against him for the throne and so did Tutchiptut. 9. Tutchiptut killed Huelpa secretly using the poison from the red flower called Yuang. 10. The language used in the passage is learned and shows that the speaker comes from a different era in history. There is also a preciseness about it as the narrator tells us eloquently of his hopes and dreams. The ending has a romantic, poetic quality about it and it is evocative. It conjures up images in the mind so that you almost feel that you are actually there with the condors. Compared with the radio play, The

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Fosters, which is much more modern and colloquial. The characters in the radio play could even be imagined to have regional dialects, compared with Tutchiptut who speaks like a learned and powerful man. The language in the radio play is simpler and the sentences shorter and more punchy. The language in this passage is more descriptive. Word work 1. Sacred – when something is regarded as holy Factions – groups of people Prosperous – well off, not poor Exotic – from a foreign land, unusual Shroud – a piece of linen that is wound around the body of a dead person before they are put in their grave 2. A fist of iron means someone who rules his people very firmly and is not averse to meting out harsh punishment where necessary. 3. Smoking sticks are the guns that the Spanish invaders brought to kill the local people. 4. ‘Magic cannot prevail against the might of the Spanish invaders.’ This means that the Spanish brought weapons with them that were far more powerful than words, like guns, cannons and swords. Extension work 1–6. (Require a personal and creative response so answers will vary.) 7. Three sentences which suggest that the passage is poetical are: ‘Now if you listen very carefully … over the craggy mountains’, ‘My spirit watched as my life’s blood … deep sleep of oblivion’ and ‘… this was my home until it crumbled under the might of the Spanish invaders …’ OR ‘Good times, bad times’ OR

‘… and there were none to challenge me for I held the power of magic in my hands … .’ The Last Settlement of the Beeca People … (page 98) Questions 1. The Leeca people drove out the Beeca people because they were also desperate for land. 2. During the sea journey the Beeca risked their lives on the choppy seas. 3. On their long voyage to Gweek they got water from the torrential storms which engulfed them daily. 4. Turtles are important to the Beeca because they helped them to get to shore by nudging the boats towards the land. 5. Gweek was named in honour of the leader who had got them there. 6. Yumba Thong Gweek is a woman. We are told she was a leader and poet to her people. 7. Most of the Beeca people decided to leave Gweek because there was not enough space on Gweek and the island of Zambo was larger. 8. An historian’s job is to research and find out about people who lived a long time ago. 9. Gweek is now deserted so this means that there is no one there now. 10. If you visit Gweek now you will be able to enjoy pleasant walks by the seashore and the excellent swimming. To get there now you have to travel by ferry from Zambo. Word work 1. Isolation – being all alone without anyone else around Settlement – a place where people

settle and live Dwindling – to grow less Torrential – terribly heavy rain Community – a group of people with something in common Deserted – when you arrive somewhere and find that there is no one there 2. A hermit is an individual who prefers to live completely by himself or herself. 3. If you arrive somewhere quite by chance it means that you have not meant to be there, it happened by accident. Extension work (Require a creative and imaginative response so answers will vary.) Superheroes (page 101) Questions 1. The old woman claims to be a superhero! 2. When Lenny first sees the old woman she has just jumped up into a tree to rescue a cat. 3. Lenny no longer believes in superheroes because they were only to be found in comics, storybooks or films. 4. You would normally find a superhero in a comic. 5. A huge lorry and a car have crashed. 6. We know that the green superhero and the old woman are the same person because as Lenny watches the green person vanishes from behind a wall and then reappears as an old woman, her eyes meet Lenny’s and she puts a finger to her lips. This tells us that it must be the same person. 7. The green superhero pulls the car door off with his/her bare hands and drags out the driver, laying her gently on the ground before pushing the lorry back upright! 8. The two sentences that tell us that the old woman knows that Lenny knows her secret are: ‘her eyes met Lenny’s’ and ‘she smiled and put a finger to

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her lips’. I think the green superhero left the scene just as the emergency services arrived because he job was over and she did not want to be discovered.

Word work 1. Bewilderment – confusion Agile – able to move around freely without stiffness Unconscious – when you momentarily lose consciousness Momentarily – for a brief while 2. If you have superhuman strength it means that you are possessed with more than normal strength. Extension work 1. I think that the old woman revealed herself to Lenny to show him that superheroes do exist and because she realized that he had guessed her secret anyway. 2–6. (Require an imaginative response therefore answers will vary.) Unseen Danger (page 104) Questions 1. A cavern is another word for a deep cave. 2. Bobbie has entered the cavern. 3. Bobbie was trying to find the dog which had run away. 4. Bobbie and her parents had been having a picnic in the meadow. 5. The clues outside which show it might be a dangerous place are the bones and skulls. 6. Inside the cave she upset stones and boulders. 7. When she returns to her parents Bobbie is worried about finding the Black Pearl because she does not know

where to start looking for it. Word work 1. Pleaded – begged Penalty – punishment for crime or offence Wafted – floating on a breeze Antiques – items that are very old and come from another era 2. Your life will be forfeit means that Bobbie will die if she does not bring the Black Pearl to the ‘thing’. Extension work 1–3. (Require an imaginative approach therefore answers will vary.) 4. I think that the ‘thing’ laughs at Bobbie because it can see that she is terrified and it finds it amusing to have her in its power. 5. I do/do not think Bobbie is wise to agree to anything because … . 6–8. (Require a personal and imaginative approach therefore answers will vary.) The Haunted House (page 107) Questions 1. There are three children in the story. May is the youngest. 2. I think that Em is disappointed that there are no bats because she had been looking forward to seeing some and bats are often associated with haunted houses so to see some flying around would give a greater impression that the house is haunted. 3. The children are staying with their Auntie Iris and Uncle John. 4. May does not want to go into the house because she is frightened. 5. The cottage is falling to bits because no one has lived there for years and years. 6. May feels shy around the old lady. The old lady speaks kindly and gently and May’s fear leaves her enough to

follow the lady to the garden. We know that Frosty is friendly because he just sniffs May and the old lady tells her that he is friendly and won’t hurt her. Frosty allows May to stroke him on the head. 8. In the old days the garden used to have fish in the pond, there was a lovely summerhouse covered in roses and a fountain. 9. Nowadays the garden is filled with weeds, there is ivy climbing up the walls, the roof is in danger of collapse, the back garden is overgrown, the fountain is filled with leaves, there are only the remains of the summerhouse and no fish are in the pond. 10. Lucas is looking for treasure in the cottage. 11. Lucas says this because he could see that there was no one with his sister. He also says it because he is confused when his sister tells him she has been with someone and he can see that she was alone. 12. I think that the old lady knows a great deal about the cottage and garden because it was once her home when she was alive. 7.

Word work Smothering – when something covers you thickly and you feel you cannot breathe Haunted – a place that is supposed to be the home of ghosts Overgrown – when a garden is thickly entangled and covered with weeds and plants and it is not looked after Scornfully – the way in which something is said in a sneering supercilious manner Mobile – able to get around easily Extension work 1–8. (Require a personal and creative approach and therefore answers will vary.)

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