Year 7

English Work Booklet 4

Name: ______________________

Class: ________________________

Teacher: ________________________

CONTENTS OF WORK BOOKLET

Mythology

Lesson 1: Tasks on Demeter, Persephone and the Underworld Lesson 2: Tasks on Gaea, Kronos and Uranus Lesson 3: Tasks on Kronos and Zeus Lesson 4: Tasks on Heracles, Prometheus and Perseus Lesson 5: Tasks on Egyptian Mythology

Julius Caesar

Lesson 6: Tasks on Shakespeare, Ancient Rome and the Senate

Lesson 7: Tasks on the plot of the play Julius Caesar

Lesson 8: Tasks on the characters in the play Julius Caesar

Reading Comprehension

Lesson 9: Comprehension task on Alan Turing (non-fiction)

Lesson 10: Comprehension task on The Splendid Cannibal (fiction)

Lesson 11: Comprehension task on a Harry Potter extract (fiction)

Lesson 12: Comprehension task on David Attenborough (non-fiction)

Building Vocabulary

Lesson 13: Dictionary dig task to improve emotion words

Lesson 14: Dictionary dig task to improve verbs

Lesson 15: Dictionary dig task to improve adjectives

Lesson 16: Creative writing task to use new vocabulary

1. What does “Demeter” mean? A. Goddess of Grain

B. Barley Mother

C. Flower Goddess

2. What is the relationship between

Demeter and Persephone?

A. Mother-Daughter

B. Sisters

C. Friends

3. What did Persephone look like? A. The sun

B. A flower

C. The stars

4. Why did Persephone pull out the bush A. It was dangerous

B. The flowers smelt really bad

C. She did not know whether she

liked it or not

5. Where did the Golden Chariot appear

from?

A. A hole in the ground

B. Suddenly from behind a hill

C. Came down from the sky

6. What creature is carrying the golden

chariot that snatched Persephone?

A. Unicorns

B. Horses

C. Centaurs

7. What is the name of the God of the

Underworld who took Persephone?

A. Poseidon

B. Hercules

C. Hades

8. Who told Demeter that Persephone had

been taken?

A. A passer-by

B. The flowers

C. The birds

9. When Demeter was crying, a young boy

starts laughing at her so she turns him

into a creature – what creature did she

turn him in to?

A. A snake

B. A lizard

C. A frog

10. Demeter tells Zeus that

Persephone is a spring child and will

wither and die – why will this happen?

A. She needs fresh fruit to survive

B. She needs sunlight

C. She needs a mother’s love

11. What did the God of the

Underworld give to Zeus to convince

him to let Persephone stay with him?

A. Gold

B. Magic sandals

C. A new thunder bolt

12. How did the God of the

Underworld treat Persephone?

A. He was cruel and unpleasant

B. He didn’t speak to her – he

ignored her

C. He was kind and gentle

LESSON 1: Use your knowledge of Greek mythology to complete the

multiple choice quiz on Demeter, Persephone and the Underworld.

Challenge task: From Persephone’s perspective (point of view) explain

what happened to you the day that you got taken to the Underworld.

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13. How did Persephone feel in the

Underworld?

A. She secretly quite enjoyed the

amusement and attention

B. She cried continuously

C. She tried every day to escape

14. Demeter is incredibly upset that

Zeus wouldn’t help but weeks later he

realises he has to compromise – what

has happened that causes Zeus to

realise he must compromise?

A. No crops were growing

B. Demeter has told everyone of

Zeus’ terrible actions

C. Demeter tries to get into the

Underworld

15. What must Persephone not do in

the Underworld if she wants to

survive?

A. Talk to anyone

B. Try to escape

C. Eat

16. What does Persephone eat whilst

in the Underworld?

A. 6 Pomegranate seeds

B. A single cherry

C. An apple slice

17. What aspect of life does this

story help explain?

A. Why humans are greedy

B. The seasons

C. Why the sun rises and sets

LESSON 2: Complete the Quiz on Gaea, Kronos and Uranus and then

complete the challenge tasks using the important key words.

1. What is the purpose of a creation myth?

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2. Can you think of any other creation stories?

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3. Who was Gaea?

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4. Who was Uranus?

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5. What two types of creatures did Gaea give birth to?

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6. Why was Uranus scared of these six children?

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7. Because Uranus was scared, he took the children and threw them into the centre of

the earth – how many days and nights did they fall for?

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8. How did Gaea feel about her children being banished to the centre of the Earth?

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9. The next children born were the Titans – how many Titans were there?

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10. What did Gaea ask her children to do and what is the name of the only Titan who

agreed to do it?

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11. What time of day was the attack planned to take place?

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12. What weapon did Gaea give her child to kill Uranus?

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13. Where did Uranus’ body end up?

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14. Who was born out of the white foam surrounding the immortal body?

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15. What is the moral behind this myth?

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Challenge task: using these 3 key words – ‘usurp’ = to take someone’s

position of power by force, ‘patricide’ = when a child kills their father, ‘hubris’ =

excessive self-confidence and pride – explain what Kronos did to his father

Uranus and why he did it.

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NOW explain how what happens to Kronos because he did not learn the lesson

of what happened to his own father (clue: Kronos was confident that he had

avoided the prophecy that one of his children would take his power because

every time his wife had a child he ate it).

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LESSON 3: Complete the quiz on Kronos and Zeus and the complete

the challenge tasks.

1. Did Kronos release the Hundred-Handed Giants and Cyclopes? Why/why not?

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2. How did Gaea feel as a result of this?

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3. What prophecy did Gaea inform Kronos of regarding his future sons?

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4. What did Kronos do each time his wife gave birth to avoid the prophecy?

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5. What plan did Gaea come up with to avoid Kronos eating the next child that his wife

gave birth to?

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6. Kronos was fooled by the trick and their Zeus was taken secretly to an island – what

was this island called?

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7. After many years, Zeus (a stranger to Kronos) handed him a drink – what happened

when Kronos swallowed the drink?

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8. What did Kronos say Zeus must do in order to take his throne?

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9. How long did the battle go on for?

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10. Zeus turned to the Hundred-Handed Giants and Cyclopes for help and, return for

their freedom, they gave them a gift. What gift did they give to Zeus?

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11. What gift did they give to Poseidon?

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12. What gift did they give to Hades?

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13. Who eventually won the war?

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14. Zeus, Poseidon and Hades all went to rule over different parts of the world – what did

each of them decide to rule over?

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15. What is a potential moral of this myth?

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Challenge task: Using your knowledge of how Kronos was usurped

(overpowered and overthrown) by his son Zeus, imagine you are Rhea (Kronos’

wife and Zeus’ mum) and write a short explanation of how you feel about what

happened to your husband (Kronos). It has been started for you

Finally, my child eating husband has been punished…_____________________

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LESSON 4: Complete the Knowledge Recall Quiz on Heracles, Perseus

and Prometheus then complete the challenge tasks

1. What is a demigod, and can you give an example of one?

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2. Who is Heracles’ father?

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3. Who caused Heracles to kill his wife and children? Was he to blame for this?

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4. What is a labour?

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5. How many labours did Heracles have to carry out in order to atone (make up) for his

sins?

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6. Name one of Heracles’ labours.

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7. What does it mean if someone says something was a ‘Herculean task’?

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8. What is a prophecy?

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9. Perseus’ grandfather received a prophecy that Perseus would usurp him. What does

the word usurp mean? Can you think of any other characters in Greek mythology who

were told they would be usurped?

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10. Perseus is set a challenge that he must complete. What does he have to do in this

challenge?

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11. Why can’t Perseus look at Medusa?

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12. At the end of the myth of Perseus, he returns to his grandfather to honour him. His

grandfather no longer fears Perseus and throws a large celebratory games event.

During the games, while throwing quoits (heavy rings of metal), one slipped out of

Perseus’ hand and struck his grandfather dead. The prophecy was fulfilled at last.

What does this teach us about trying to avoid prophecies?

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13. What did Prometheus create on earth?

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14. What does the word ‘mortal’ mean?

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15. Prometheus was punished for stealing something from the gods and giving it to

mankind after Zeus had forbidden it. What did he give mankind?

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16. Who punished him?

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17. What was his punishment?

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18. Do you think Prometheus’ punishment was fair? Why do you think this?

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Challenge task: Heracles, Perseus and Prometheus are all heroes in

Greek mythology, but who do you think is the most heroic. Explain why you think

this character is more heroic than the others.

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LESSON 5: Now you are experts in Greek mythology it is time to take

a look at another branch of mythology. Read about Egyptian mythology and

use this information to answer the questions.

The Creation of the World – According to Egyptian Mythology

To the Egyptians, the journey began with the creation of the world and the universe out of

darkness and swirling chaos. Once there was nothing but endless dark water without form or

purpose. Existing within this void was Heka (god of magic) who awaited the moment of

creation. Out of this watery silence (called Nu) rose the primordial hill, known as the ben-

ben, upon which stood the great god Atum. Atum looked upon the nothingness of the world

and recognized his aloneness and so, through his knowledge of magic, he mated with his own

shadow to give birth to two children: Shu (god of air, whom Atum spat out) and Tefnut

(goddess of moisture, whom Atum vomited out). Shu gave to the early world the principles of

life while Tefnut contributed the principles of order.

Leaving their father on the ben-ben, they set out to establish the world. In time, Atum

became concerned because his children were gone so long and so removed his eye and sent it

in search of them. While his eye was gone, Atum sat alone on the hill in the midst of chaos

and contemplated eternity. Shu and Tefnut returned with the eye of Atum (later called the

All-Seeing Eye) and their father, grateful for their safe return, shed tears of joy. These

tears, dropping onto the dark, fertile earth of the ben-ben, gave birth to men and women.

These early creatures had nowhere to live, however, and so Shu and Tefnut mated and gave

birth to Geb (the earth) and Nut (the sky). Geb and Nut, though brother and sister, fell

deeply in love and were inseparable. Atum found their behavior unacceptable and pushed Nut

away from Geb, high up into the heavens. The two lovers were forever able to see each other

but were no longer able to touch. Nut was already pregnant by Geb, however, and eventually

gave birth to Osiris, Isis, Set, Nephthys, and Horus – the five Egyptian gods most often

recognized as the earliest. Osiris showed himself a thoughtful and judicious god and was

given rule of the world by Atum who then went off to attend to his own affairs.

Osiris administrated the world efficiently, co-ruling with his sister-wife Isis, and decided

where the trees would best grow and the water flow most sweetly. He created the land of

Egypt in perfection with the Nile River providing for the needs of the people.

Comprehension Questions

1. What did the Ancient Egyptians believe existed before the world and universe was created?

(1)

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2. Who existed before the creation of the universe? (1)

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3. What were they the god of? (1)

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4. What was the ben-ben? (1)

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5. What did Atum realise when he was on top of the ben-ben? (1)

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6. Who were his children, and how did he give birth to each of them? (4)

a. _____________________________________

b. _____________________________________

7. What did Atum’s children give to the world? (2)

a. ____________________________________

b. ____________________________________

8. What did Atum send to find his children? (1)

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9. How did he feel when they returned? How do you know? Use a quote to support your answer.

(2)

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10. What happened as a result of this feeling? (1)

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11. Who were Geb and Nut? (2)

a. Geb – ____________________________________

b. Nut – ____________________________________

12. Why did Atum separate Geb and Nut? (2)

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13. Name the 5 children of Geb and Nut. (5)

• __________________________________

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14. Who was put in charge of the world by Atum and why? (2)

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15. Which country was created “perfectly”? What helped to make it so perfect? (2)

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16. Using what you know about Ancient Greek mythology, create a table of similarities and

differences between the creation myths of Ancient Greece and Egypt.

Similarities Differences

LESSON 6: Complete the quiz on Shakespeare, Ancient Rome and the

Senate and then complete the challenge task.

QUIZ ON ANCIENT ROME, SHAKESPEARE AND THE SENATE

1. In what year was Shakespeare born?

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2. Where was Shakespeare born?

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3. What is Shakespeare famous for?

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4. What is the name of the theatre in London where Shakespeare’s plays can still be seen

today?

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5. Which two monarchs were on the throne during the time Shakespeare was writing his

plays?

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6. What would potentially happen if Shakespeare insulted or criticised the monarch?

(There are 3 potential answers here).

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7. Can you name any of Shakespeare’s works (a play/poem etc.)?

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8. In what country would you find Rome?

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9. In Ancient Rome, what was the job of the senate?

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10. Who decided who should be a senator? How did they get their power?

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11. Why is it important to understand how a senate works when studying Julius Caesar?

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12. Why was Julius Caesar arguably more powerful than the other senators? What did he

achieve?

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13. Can you think of a link between the senate and how politics works today? (HINT: If

you are struggling, try and find pictures of the House of Commons and the Senate)

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14. What is a tyrant? Can you think of an example of a tyrant? (This can be from a piece

of fiction or from real life)

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15. What does it mean to be ambitious? Challenge: Why can being ambitious be both a

positive and negative?

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16. What do you think Shakespeare was trying to teach us about ambition and power?

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17. Can you think of reasons why Shakespeare set his play in Ancient Rome? (HINT:

Consider the themes that Shakespeare includes)

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CHALLENGE: Using your knowledge of what Senate is and what a king is,

explain which one you think it is better for a country to have and why.

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LESSON 7: complete the knowledge recall questions on the plot of

Julius Caesar and then complete the challenge task using your knowledge of

the events in the play.

1. What is Julius Caesar coming back from at the start of the play?

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2. How do the people of Rome treat Caesar on his return?

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3. Why does the way people of Rome treat Caesar bother the Senators?

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4. Who says Caesar is like a ‘Colossus’ and that they are his ‘underlings’?

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5. What is Brutus worried that Caesar will become?

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6. Who persuades Brutus to get involved in a conspiracy to assassinate Caesar?

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7. What does assassinate mean?

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8. What does conspiracy mean?

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9. Why does Caesar tell Mark Anthony that he does not trust Cassius?

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10. Who has a nightmare that Caesar is going to be killed?

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11. Does Caesar listen to his wife or go to the Senate anyway?

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12. How many conspirators are involved in the death of Caesar?

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13. When Brutus stabs Caesar what does Caesar say and what does this show?

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14. Why does Brutus go and tell the people of Rome he has killed Caesar to save them from

tyranny?

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15. How do the people of Rome react at first when Brutus explains what he has done and

why?

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16. Explain how the people of Rome change their minds when Mark Anthony gives his speech.

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17. What does fickle mean?

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18. Did Cassius and Brutus have the same reason/motive for killing Caesar?

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19. Where does this play take place?

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20. What is the main theme in this play?

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Challenge task: Brutus is a conflicted character in this play, on the one

hand he is honourable and a friend to Caesar, but he is also a senator who is

afraid of Caesar’s power and therefore conspires in the assassination. Write

a brief explanation of what Brutus is like and why he conspired to kill

Caesar.

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LESSON 8: Complete the knowledge recall questions on the characters

from the play Julius Caesar then complete the challenge task.

1. Who was Julius Caesar?

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2. Was Julius Caesar ever the KING of Rome? Why?

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3. Who is the Senator that is known for being very honourable and having a deep love of

Rome?

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4. What is the Senator Cassius like?

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5. Who is Mark Antony?

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6. Who does Caesar describe as having a ‘lean, hungry look’ which makes him distrust him?

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7. Who is Calphurnia and what disturbing dream does she have?

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8. Which character is ambitious for power and money?

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9. What is Brutus hamartia (his fatal flaw or weakness that leads to his downfall)?

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10. Why does Caesar not listen to Calphurnia’s warning?

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11. Who is the real tragic hero in this play and why?

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12. Why is Caesar so popular with the people of Rome?

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13. Why does the Senate fear Caesar and want to get rid of him?

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14. In the end, who do the people of Rome turn against?

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15. Why do Cassius and Brutus fall out later in the play?

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16. Who delivers the final dagger blow to Caesar?

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17. What happens to Brutus at the end of the play?

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Challenge task: fill in the boxes to summarise each character’s role in

the play. Brutus has been completed for you as an example.

LESSON 9: Complete the reading comprehension task on Alan Turing, be

sure to answer all of the questions in full sentences.

Who was Alan Turing? Alan Turing was a British mathematician. He made

major contributions to the fields of mathematics,

computer science, and artificial intelligence. He

worked for the British government during World War

II, when he succeeded in breaking the secret code

Germany used to communicate.

Alan Mathison Turing was born on June 23, 1912, in London, England. He was educated at a

top private school and then attended the University of Cambridge. He wrote a number of

important papers while there. In 1936 Turing moved to Princeton University in the United

States to study for a doctorate in mathematical logic. It was during that time that he

introduced the theory for a computing device called the Turing machine. The Turing machine

became the basis for all digital computers. Turing completed the doctorate in 1938.

In September 1939 Great Britain went to war against Germany. During the war, Turing

worked at the Government Code and Cypher School at Bletchley Park. Turing and others

designed a code-breaking machine known as the Bombe. They used the Bombe to learn

German military secrets. By early 1942 the code breakers at Bletchley Park were successful

in cracking the German ‘Enigma’ code, decoding about 39,000 messages a month. At the end

of the war, Turing was made an Officer of the Most Excellent Order of the British Empire.

In 1945, after the end of World War II, Turing was recruited to create an electronic

computer. However, the machine he designed was thought to be too difficult to build. A

much smaller machine was built instead. Turing then moved to the University of Manchester.

The world’s first working digital computer was built there in 1948. Turing designed an input-

output system and the programming system for the computer.

In 1952 Turing was found guilty of being a homosexual, which was a crime in Britain at the

time. As a result, Turing had a criminal record, so he could no longer work for the

government’s code-breaking centre. He spent the remaining years of his life working at the

University of Manchester, on research of artificially creating living things.

Turing was found dead in his bed on June 7, 1954, in Wilmslow, England. His death was ruled

a suicide by cyanide poisoning, but no final conclusion could be made. His death may have

been a suicide, an accident, or a murder. Turing was just 41 years of age when he died.

Military historians estimate that as a result of Turing’s genius, as many as two million lives

were saved.

Section A

Answer the following questions:

1. What year and where was Alan Turing born?

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2. Before the Second World War, Turing attended two universities, which?

________________________ and ___________________________

3. When did Turing complete his doctorate in Mathematical Logic?

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4. The Second World War started in which year?

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5. How many messages were being decoded at Bletchley Park in 1942?

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6. What was the name of the German code system?

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7. After the war, which University did Turing work for?

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8. Turing assisted in making something at the university, what was it?

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9. Why did Turing receive a criminal record?

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10. When did Turing die and how old was he?

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Section B: Look at the following statements Turing made during his lifetime.

11. ‘We can only see a short distance ahead, but we can see plenty there that

needs to be done.’

This tells us that:

A) We can see clearly what may happen in the long-term future.

B) We can’t see what may happen in the short-term future.

C ) We can see what may happen in the short-term, but not far into the future.

Circle one

12. ‘Those who can imagine anything, can create the impossible’

This tells us that:

A Imaginative people can achieve greater accomplishments.

B Hardworking people can achieve impossible tasks.

C Most people can overcome difficult problems.

Circle one

13. ‘The isolated man does not develop any intellectual power’

This tells us that:

A Working alone allows the progression of intellectual power.

B Working in a group does not help in the progression of intellectual power.

C Working in a group is beneficial and allows the development of intellectual

power.

Circle one

Section C

14. Read the following extract from a newspaper article

Find 3 pieces of evidence from the text that show Carney thinks Turing is worthy of

being featured on the banknote.

In 2019, The Bank of England Governor Mark Carney announced that Turing would be

featured on the new 50-pound banknote. The note is expected to enter circulation in

2021. Carney said:

“Alan Turing was an outstanding mathematician whose work has had an enormous impact on

how we live today. As the father of computer science and artificial intelligence, as well as

a war hero, Alan Turing’s contributions were far ranging and path breaking. Turing is a

giant on whose shoulders so many now stand.”

The Guardian, 2019

Example: Carney thinks that Turing was an ‘outstanding mathematician’ which could show

that Carney admires Turning’s mathematical achievements and that this makes him worthy of

being featured on the banknote.

Evidence 1

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Evidence 2

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Evidence 3

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Section D

Look at the following sentence from the newspaper article.

‘Turing is a giant on whose shoulders so many now stand’

15. What does this tell you about Alan Turing and how Carney sees him.

The statement made by Carney suggests that he sees him as _______________________

I think this because ______________________________________________________

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16. Why do you think Carney described Turing as a giant? Explain your answer in as much

detail as you can.

Carney described Turing as a giant because ____________________________________

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18. Using the knowledge you have learned today, explain why you think Alan Turing is worthy

of being on the 50-pound banknote.

Challenge: Use sophisticated vocabulary in your explanation

Use a range of sentence types to engage your reader.

Alan Turing is worthy of being on the 50-pound banknote because____________________

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LESSON 10: Read the extract and answer the comprehension questions

in full sentences. Use the amount of lines provided as a guide for how much you

should write.

‘Miss Peregrine’s Home for Peculiar Children’ is a fantasy novel about a boy who discovers the ruins of an old

home inhabited by children with special abilities or talents; someone who has these gifts is known as a peculiar.

‘Tales of the Peculiar’ is a book of stories, similar to fairy tales, that peculiars would tell their children.

'The Splendid Cannibals' extract from ‘Tales of the Peculiar’ by Ransom Riggs.

The peculiars in the village of Swampmuck lived very modestly. They were farmers, and

though they didn’t own fancy things and lived in flimsy houses made of reeds, they were

healthy and joyful and wanted for little. Food grew bountifully in their gardens, clean water

ran in the streams, and even their humble homes seemed like luxuries because the weather in

Swampmuck was so fair, and the villagers were so devoted to their work that many, after a

long day of mucking, would simply lie down and sleep in their swamps.

Harvest was their favourite time of year. Working round the clock, they gathered the best

weeds that had grown in the swamp that season, bundled them onto donkey carts, and drove

their bounty to the market town of Chipping Whippet, a five days’ ride, to sell what they

could. It was difficult work. The swampweed was rough and tore their hands. The donkeys

were ill-tempered and liked to bite. The road to market was pitted with holes and plagued by

thieves. There were often grievous accidents, such as when Farmer Pullman, in a fit of

overzealous harvesting, accidentally scythed off his neighbour’s leg. The neighbour, Farmer

Hayworth, was understandably upset, but the villagers were such agreeable people that all

was soon forgiven. The money they earned at market was paltry but enough to buy

necessities and some rations of goat-rump besides, and with that rare treat as their

centrepiece they threw a raucous festival that went on for days.

That very year, just after the festival had ended and the villagers were about to return to

their toil in the swamps, three visitors arrived. Swampmuck rarely had visitors of any kind,

as it was not the sort of place people wanted to visit, and it had certainly never had visitors

like these: two men and a lady dressed head to toe in lush brocaded silk, riding on the backs

of three fine Arabian horses. But though the visitors were obviously rich, they looked

emaciated and swayed weakly in their bejewelled saddles.

The villagers gathered around them curiously, marvelling at their beautiful clothes and

horses.

“Don’t get too close!” Farmer Sally warned. “They look as if they might be sick.”

“We’re on a journey to the coast of Meek,” explained one of the visitors, a man who seemed

to be the only one strong enough to speak. “We were accosted by bandits some weeks ago,

and, though we were able to outrun them, we got badly lost. We’ve been turning circles ever

since, looking for the old Roman Road.”

“You’re nowhere near the Roman Road,” said Farmer Sally.

“Or the coast of Meek,” said Farmer Pullman.

“How far is it?” the visitor asked.

“Six days’ ride,” answered Farmer Sally.

“We’ll never make it,” the man said darkly.

At that, the silk-robed lady slumped in her saddle and fell to the ground.

The villagers, moved to compassion despite their concerns about disease, brought the fallen

lady and her companions into the nearest house. They were given water and made

comfortable in beds of straw, and a dozen villagers crowded around them offering help.

“Give them space!” said Farmer Pullman. “They’re exhausted; they need rest!”

“No, they need a doctor!” said Farmer Sally.

“We aren’t sick,” the man said. “We’re hungry. Our supplies ran out over a week ago, and we

haven’t had a bite to eat since then.”

Farmer Sally wondered why such wealthy people hadn’t simply bought food from fellow

travellers on the road, but she was too polite to ask. Instead, she ordered some village boys

to run and fetch bowls of swampweed soup and millet bread and what little goat-rump was

left over from the festival — but when it was laid before the visitors, they turned the food

away.

“I don’t mean to be rude,” said the man, “but we can’t eat this.”

“I know it’s a humble spread,” said Farmer Sally, “and you’re probably used to feasts fit for

kings, but it’s all we have.”

“It isn’t that,” the man said. “Grains, vegetables, animal meat — our bodies simply can’t

process them. And if we force ourselves to eat, it will only make us weaker.”

The villagers were confused. “If you can’t eat grains, vegetables, or animals,” asked Farmer

Pullman, “then what can you eat?”

“People,” the man replied.

Everyone in the small house took a step back from the visitors.

“You mean to tell us you’re. . . cannibals?” said Farmer Hayworth.

“By nature, not by choice,” the man replied. “But, yes.”

He went on to reassure the shocked villagers that they were civilized cannibals and never

killed innocent people. They, and others like them, had worked out an arrangement with the

king by which they agreed never to kidnap and eat people against their will, and in turn they

were allowed to purchase, at terrific expense, the severed limbs of accident victims and the

bodies of hanged criminals. This comprised the entirety of their diet. They were now on

their way to the coast of Meek because it was the place in Britain which boasted both the

highest rate of accidents and the most deaths by hanging, and so food was relatively

abundant — if not exactly plentiful.

Even though cannibals in those days were wealthy, they nearly always went hungry; firmly

law-abiding, they were doomed to live lives of perpetual undernourishment, forever

tormented by an appetite they could rarely satisfy. And it seemed that the cannibals who

had arrived in Swampmuck, already starving and many days from Meek, were now doomed to

die.

Having learned all this, the people of any other village, peculiar or otherwise, probably would

have shrugged their shoulders and let the cannibals starve. But the Swampmuckians were

compassionate almost to a fault, and so no one was surprised when Farmer Hayworth took a

step forward, hobbling on crutches, and said, “It just so happens that I lost my leg in an

accident a few days ago. I tossed it into the swamp, but I’m sure I could find it again, if the

eels haven’t eaten it yet.”

Read the extract from ‘Tales of the Peculiar’ and then respond to the questions below.

You can use the text to refer to when you are answering if you need to.

1. What was the name of the village that the peculiars lived in?

________________________________________________________

2. What job did the peculiars do at the start of the story?

________________________________________________________

3. How many days did it take to get to Chipping Whippet?

________________________________________________________

4. What unusual thing happened at the end of their festival?

________________________________________________________

5. Where were the visitors trying to get to?

________________________________________________________

6. How are the visitors’ clothes described?

________________________________________________________

7. What food did Farmer Sally offer to the visitors?

________________________________________________________

8. What food did the visitors want to eat?

________________________________________________________

9. Why were the visitors trying to get to the coast of Meek?

________________________________________________________

10. What was is someone from the village of Swampmuck called?

________________________________________________________

Read the phrases, taken from the extract, and decide which choice of word or words could

replace the highlighted one and keep the same meaning. You only choose one each time.

These questions ask you to focus on a specified section. The numbers at the side of

the text are the line numbers. You should be using the text to refer to when you are

answering. The amount of lines given for your response is a guide to how much you

should write.

21. In paragraph one, what information suggests the peculiars have a good life?

________________________________________________________

22. In paragraphs one and two, what is a reader told that suggests these people are hard

working?

______________________________________________________________________

______________________________________________________________________

23. In lines 16-21, how does the writer convey how important the festival is to the

people? Choose a quote and give an explanation

11 Lived in flimsy houses

a) Tough

b) Dirty

c) Feeble

12 Drove their bounty to the market

a) Large amount of produce

b) Small flags

c) Chocolate bars

13 Ill-tempered and apt to bite

a) Likely to

b) Too afraid

c) Waiting to

14 A fit of overzealous harvesting

a) Very uninterested

b) Very suspicious

c) Very enthusiastic

15 The money they earned at market was

paltry

a) A lot

b) Not much

c) A fair amount

16 They looked emaciated

a) Amused

b) Thin

c) Annoyed

17 A humble spread

a) Quiet

b) Colourful

c) Simple

18 The severed limbs

a) Many

b) Cut off

c) Bloody

19 Food was relatively abundant

a) Rather rare

b) Mostly plentiful

c) Usually hidden

20 Lives of perpetual undernourishment

a) Never ending lack of food

b) Limited places to find food

c) Constantly being fed

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

24. a) Using lines 20-33, how would you describe the reaction of the villagers to the

visitors?

________________________________________________________________

b) Can you find evidence from lines 20-33 to support what you have decided?

________________________________________________________________

________________________________________________________________

c) Can you find evidence from elsewhere in the extract to support what you have

decided?

________________________________________________________________

________________________________________________________________

25. On line 64, it states that “He went on to reassure the shocked villagers that they

were civilized cannibals”. What does he say, after this, that might reassure them?

You can quote or put it in your own words.

________________________________________________________________

________________________________________________________________

________________________________________________________________

26. In lines 72-76, the writer’s intent may be to create sympathy for the cannibals. How

does the writer do this? Choose a phrase or language device and explain your choice.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

27. On lines 78-79, a reader is told, “But the Swampmuckians were compassionate almost

to a fault”.

a) In your own words, what does this mean?

________________________________________________________

b) What might this suggest about what happens next in the story, after the extract

ends?

______________________________________________________________

______________________________________________________________

______________________________________________________________

LESSON 11: Read the extract from Harry Potter and answer the

comprehension questions in full sentences.

Harry Potter and the Philosopher’s Stone extract

Nearly ten years had passed since the Dursleys had woken up to find their nephew on the

front step, but Privet Drive had hardly changed at all. The sun rose on the same tidy front

gardens and lit up the brass number four on the Dursleys' front door; it crept into their

living room, which was almost exactly the same as it had been on the night when Mr. Dursley

had seen that fateful news report about the owls. Only the photographs on the mantelpiece

really showed how much time had passed. Ten years ago, there had been lots of pictures of

what looked like a large pink beach ball wearing different-colored bonnets - but Dudley

Dursley was no longer a baby, and now the photographs showed a large blonde boy riding his

first bicycle, on a carousel at the fair, playing a computer game with his father, being hugged

and kissed by his mother. The room held no sign at all that another boy lived in the house,

too.

Yet Harry Potter was still there, asleep at the moment, but not for long. His Aunt Petunia

was awake and it was her shrill voice that made the first noise of the day.

"Up! Get up! Now!"

Harry woke with a start. His aunt rapped on the door again.

"Up!" she screeched. Harry heard her walking toward the kitchen and then the sound of the

frying pan being put on the stove. He rolled onto his back and tried to remember the dream

he had been having. It had been a good one. There had been a flying motorcycle in it. He had

a funny feeling he'd had the same dream before.

His aunt was back outside the door.

"Are you up yet?" she demanded.

"Nearly," said Harry.

"Well, get a move on, I want you to look after the bacon. And don't you dare let it burn, I

want everything perfect on Duddy's birthday."

Harry groaned.

"What did you say?" his aunt snapped through the door.

"Nothing, nothing . . ."

Dudley's birthday - how could he have forgotten? Harry got slowly out of bed and started

looking for socks. He found a pair under his bed and, after pulling a spider off one of them,

put them on. Harry was used to spiders, because the cupboard under the stairs was full of

them, and that was where he slept.

When he was dressed he went down the hall into the kitchen. The table was almost hidden

beneath all Dudley's birthday presents. It looked as though Dudley had gotten the new

computer he wanted, not to mention the second television and the racing bike. Exactly why

Dudley wanted a racing bike was a mystery to Harry, as Dudley was very fat and hated

exercise - unless of course it involved punching somebody. Dudley's favorite punching bag

was Harry, but he couldn't often catch him. Harry didn't look it, but he was very fast.

Perhaps it had something to do with living in a dark cupboard, but Harry had always been

small and skinny for his age. He looked even smaller and skinnier than he really was because

all he had to wear were old clothes of Dudley's, and Dudley was about four times bigger than

he was. Harry had a thin face, knobbly knees, black hair, and bright green eyes. He wore

round glasses held together with a lot of Scotch tape because of all the times Dudley had

punched him on the nose. The only thing Harry liked about his own appearance was a very thin

scar on his forehead that was shaped like a bolt of lightning. He had had it as long as he

could remember, and the first question he could ever remember asking his Aunt Petunia was

how he had gotten it.

1. How long has Harry lived with the Dursleys?

___________________________________________________________________

2. What street did they live on?

___________________________________________________________________

3. How had the photos changed over the years?

___________________________________________________________________

4. What was special about that day?

___________________________________________________________________

5. Why was Harry used to spiders?

___________________________________________________________________

6. Why was it a mystery to Harry that Dudley wanted a bike for his birthday?

___________________________________________________________________

7. Why were Harry’s glasses broken?

___________________________________________________________________

8. What unique feature does Harry have on his head?

___________________________________________________________________

9. Why did Harry look skinnier and smaller than he was?

___________________________________________________________________

10. What was Harry responsible for doing?

___________________________________________________________________

11. What was the first question Harry ever asked Aunt Petunia?

______________________________________________________________________

More challenging questions

12. What time of day was it?

___________________________________________________________________

13. How old do you think Dudley might be?

______________________________________________________________________

14. How had the photos changed over the years?

______________________________________________________________________

15. Why was Dudley unable to punch Harry?

______________________________________________________________________

16. What exercise did Dudley enjoy?

______________________________________________________________________

17. Find four adjectives that describe Harry’s appearance.

• ___________________________

• ___________________________

• ___________________________

• ___________________________

18. What do we know about the neighbourhood?

______________________________________________________________________

19. What do you think Dudley is like?

______________________________________________________________________

20. Why did Harry look skinnier and smaller than he was?

______________________________________________________________________

21. Why was the table almost hidden?

______________________________________________________________________

22. What was the first question Harry ever asked Aunt Petunia?

______________________________________________________________________

Most challenging questions

23. What impression do you get of Aunt Petunia? What makes you think this?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

24. Why might Harry feel like he had had the same dream before?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

25. Find all the adjectives that describe Harry’s appearance.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

26. What language feature is used in Dudley Dursley’s name?

________________________________________________________________

27. Why does the author say Aunt Petunia’s voice is shrill? What impact does

this have?

________________________________________________________________

________________________________________________________________

28. Why do you think Harry didn’t look fast?

________________________________________________________________

LESSON 12: Complete the reading comprehension tasks on David

Attenborough and answer the questions fully.

Sir David Attenborough – Naturalist and Presenter

As the world's most famous naturalist, Sir David Attenborough has brought amazing wildlife

to television screens for over 50 years. From series such as Life on Earth to Frozen Planet,

his documentaries have inspired generations to learn more about the natural world.

Early Years

Born in 1926, David Frederick Attenborough into a well-off family with two brothers, John

and Richard. During World War II, his parents took in two Jewish girls who had fled the

Nazis and they were treated like family. His brother Richard went on to great success as an

actor and film-maker, starring in Hollywood blockbuster films such as Jurassic Park.

David became fascinated by natural history in his early childhood. In fact, by the age of

seven he had already created his very own "museum" of bird eggs, old stamps and ancient

fossils.

University and Early Career

After school, David studied natural sciences at Cambridge, but was reluctant to become an

academic, disliking the idea of being stuck in labs and lecture theatres all his life. On

finishing his studies, David joined the Royal Navy hoping to see the world, but didn't get

very far; he was posted to North Wales and Scotland.

Family

In 1950 Attenborough married Jane Elizabeth Ebsworth Oriel; she died in 1997. The couple

had two children, Robert and Susan. Robert is a senior lecturer in bioanthropology for the

School of Archaeology and Anthropology at the Australian National University in Canberra.

Joining the BBC

David joined the BBC in 1952. His boss at the BBC initially told Attenborough he shouldn't

actually work in front of the cameras as his "teeth were too big" but he had always wanted

to present wildlife documentaries and after several years he started to make a name for

himself, making the successful Zoo Quest series. By 1965 he was elevated to the post of

Controller of BBC2, where he oversaw the introduction of colour TV to Britain, and only a

few years later was made Director of Programmes for BBC1 and BBC2.

Wild World

David returned to his first love of making natural history documentaries in 1973. Several

successful years of making wildlife programmes peaked with his series Life on Earth in the

late nineteen seventies, at the time the most ambitious series the BBC had ever produced.

The Working Process

David begins any series with a general outline of the questions he wants to ask and answer,

followed by a dialogue over many months with the prospective programme's researchers and

producers. Once a massive file of notes has been accumulated, only then does David begin his

travels.

What is David like to work with?

David writes all his own scripts and has won literary prizes for his books. The great

presenter is no Prima Donna, always travelling economy class with his film crew, only

accepting offers for airline upgrades if it extends to his crew as well. A modest David has

been quoted as saying, "People assume I do all the work. I keep having to tell them, it was the

cameraman, not me".

Quite apart from the extensive travel to often dangerous regions, David is willing take risks

for his shows. He let himself be attacked by military ants in Africa, abseiled down a

rainforest tree his late 60s and is the oldest person to set foot on the North Pole! In fact

the plucky presenter has only two aversions: rats, and anywhere (like dark caves) where

there might be rats.

A National Treasure

David Attenborough was named as the most trusted celebrity in Britain in a 2006. He has

also been named among the 100 Greatest Britons alongside Winston Churchill, Princess Diana

and Charles Darwin. At the age of 88, he is still producing natural history and films and has

no intention of stopping. He said,, “I just wish the world was twice as big and half of it was

still unexplored”

* bioanthropology the study of how humans evolved

QUESTIONS

1. When was David Attenborough born? [1]

_____________

2. How many siblings did he have? [1]

______

3. What did his brother Richard do when he grew up that made him famous? [2]

4. What kind of family did David grow up in? [2]

5. In fact, by the age of seven he had already created his very own "museum" of bird eggs,

old stamps and ancient fossils.

a) What does this tell us about David as a boy? [1]

________________________________________________

b) Why is the word museum in inverted commas? [1]

6. What did David Study at University? [1]

__________________________________________

7. Explain why David did not want to work in a university [1]

_____________________________________________________________________

_____________________________________________________________________

8)

a) Why are the words "teeth were too big" in inverted commas? [1]

b) Find and copy one phrase that tells us that Attenborough was becoming famous. [1]

c) Why do you think that David Attenborough ignored his boss. Use evidence from the

text about his personality? [3]

His boss at the BBC initially told Attenborough he shouldn't actually work in

front of the cameras as his "teeth were too big" but after several years he

started to make a name for himself, making the successful Zoo Quest series.

9) Why was David’s career in the Navy disappointing to him?[2]

10) Why is the word bioanthropy written in bold letters? [1]

____________________________________________________

11) What does the text tell you about televisions before 1965. Why was this important to

Attenborough’s career? [2]

12) What else does David do, other than presenting, to contribute to his TV programmes? [2]

_____________________________________________________________________

13) Why does the author include this information about David Attenborough? [2]

The great presenter is no prima donna, always travelling economy class with his film crew, only accepting offers for airline upgrades if it extends to his crew as well. A modest David has been quoted as saying, "People assume I do all the work. I keep having to tell them, it was the cameraman, not me".

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

14) What is David afraid of? [2]

15) How do we know that David is courageous? [3]

16) Using information from the text explain what you would like and dislike about being a TV

naturalist. Give reasons for your choices. [4]

Like Dislike

17) Why do you think the author tells us about the other people included in the 100 Greatest

Britons list? [2]

18) What two sentences tell us that David still wishes to carry on exploring, travelling and

making his programmes? [2]

19) Use lines to join the boxes to show the purpose of the text. [2]

Born in 1926, David

Frederick Attenborough

into a well-off family with

two brothers, John and

Richard.

To tell us about David’s

personality.

20) Write numbers 1-5 to put these in chronological order. [1]

David is named as one of the top 100 Great Britons.

David set up his own “museum”

David joined the BBC.

David made his Life on Earth series

David got married to Elizabeth.

LESSON 13: Complete the vocabulary task to up-level the quality of your

emotion words.

Dictionary Dig of Ambitious Emotion Words – 20 questions

Expand your vocabulary by finding the meanings for each of these emotion words below. Use

an online dictionary if you don’t have one at home.

A modest David has been

quoted as saying, "People

assume I do all the work. ".

Once a massive file of

notes has been

accumulated, only then does

David begin his travels.

To tell us about how David goes

about his working life.

To tell us about David’s

background.

Challenge:

Once you have found the meaning of each word, see if you can write a

1. perplexed.

MEANING = __________________________________________________________

SENTENCE = __________________________________________________________

_____________________________________________________________________

2. rapturous.

MEANING = __________________________________________________________

SENTENCE = _________________________________________________________

_____________________________________________________________________

3. dejected.

MEANING = ___________________________________________________________

SENTENCE = __________________________________________________________

_____________________________________________________________________

4. euphoric.

MEANING = ___________________________________________________________

SENTENCE = __________________________________________________________

_____________________________________________________________________

5. sceptical.

MEANING = ___________________________________________________________

SENTENCE = __________________________________________________________

_____________________________________________________________________

6. indignant

MEANING = ___________________________________________________________

SENTENCE = __________________________________________________________

_____________________________________________________________________

7. apathetic

MEANING = ___________________________________________________________

SENTENCE = __________________________________________________________

_____________________________________________________________________

8. disillusioned

MEANING = ___________________________________________________________

SENTENCE = __________________________________________________________

_____________________________________________________________________

9. tenacious

MEANING = ___________________________________________________________

SENTENCE = __________________________________________________________

_____________________________________________________________________

10. contemptuous

MEANING = ___________________________________________________________

SENTENCE = __________________________________________________________

_____________________________________________________________________

11. disconcerted

MEANING = ___________________________________________________________

SENTENCE = __________________________________________________________

_____________________________________________________________________

12. enthralled

MEANING = ___________________________________________________________

SENTENCE = __________________________________________________________

13. forlorn

MEANING = ___________________________________________________________

SENTENCE = __________________________________________________________

_____________________________________________________________________

14. reproachful

MEANING = ___________________________________________________________

SENTENCE = __________________________________________________________

_____________________________________________________________________

15. elated

MEANING = ___________________________________________________________

SENTENCE = __________________________________________________________

_____________________________________________________________________

16. pensive

MEANING = ___________________________________________________________

SENTENCE = __________________________________________________________

_____________________________________________________________________

17. dispirited

MEANING = ___________________________________________________________

SENTENCE = __________________________________________________________

_____________________________________________________________________

18. buoyant

MEANING = ___________________________________________________________

SENTENCE = __________________________________________________________

_____________________________________________________________________

19. desolate

MEANING = ___________________________________________________________

SENTENCE = __________________________________________________________

_____________________________________________________________________

20. zealous

MEANING = ___________________________________________________________

SENTENCE = __________________________________________________________

EXTRA CHALLENGE:

Without using any of the words above, for each of the ‘boring’ words below see if you can

find a much better word to up level it: E.g. sad – despairing

• Sad: _________________________

• Happy: ________________________

• Proud: __________________________

• Jealous: _________________________

• Surprised: _______________________

LESSON 14: Complete the tasks to improve your use of interesting

verbs.

Task 1: Below are 10 boring verbs, use a thesaurus (you can use an online one if

this is easier) to find better synonyms for each boring verb.

Task 2: Use your favourite synonym in a sentence correctly in the final column.

Look at the example that has been completed for you.

Verb Improved verb/s Sentence with improved

verb

Held Clasped, clutched,

gripped.

I clasped hold of the relay

baton.

Walk

Run

Close

Throw

Talking

Cry

Pulled

Broke

Shout

Task 3: Using your table of improved words read the WABOLL (what a bad one

looks like) description below and write an improved version. Underline every

time you use a word from the improved column of your table. You are allowed to

change other words too, not just the emboldened verbs.

WABOLL description of disaster in a relay race

I held the baton in my sweaty hands and walked towards the starting line. All I

knew was I had to run fast. I jumped when I heard the door to the gym close.

Near me there were people doing all sorts of activities, I saw one girl throw a

javelin really far. I could hear the boys near me talking but I couldn’t reply. I

wanted to cry. Before I knew it the whistle had blown and we were off, next

thing I knew someone on my team pulled the baton out of my hands to run the

next leg of the race. Suddenly, I slipped over and it felt like something in my

ankle broke. Everyone was watching the race, and nobody heard me shout out in

pain.

IMPROVED VERSION

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

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___________________________________________________________

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LESSON 15: Complete the tasks below to improve your use of adjectives.

TASK 1: There are 10 boring adjectives in the table below. Using a thesaurus

(this can be an online thesaurus) find 3 better synonyms for each one.

TASK 2: Write a sentence including your favourite improved adjective, look at

the example that has been completed for you to see how it should be done.

Adjective Improved adjectives Improved adjective in a sentence

Big Colossal, enormous,

giant

Juan stared at the enormous

slice of chocolate cake.

Happy

Little

Tired

Interesting

Annoying

Neat

Cold

Odd

Old

TASK 3: read the WABOLL description of Juan’s birthday below and then

use your improved adjectives to re-write a better version.

Juan loved chocolate and for his birthday he asked for a big chocolate cake. When he saw

the cake, his Dad had baked, he was so happy. It was a triple layer chocolate cake decorated

with little stars and planets. Juan was so excited about his birthday he couldn’t sleep the

night before, so at his party he felt tired. After eating his cake he opened a package to find

an interesting object. His younger sister wouldn’t stop annoying him while he tried to figure

out what it was. To get away from her, Juan ran up to his neat bedroom and looked at the

package. It was cold in his room so grabbed a jumper to put on. The object looked like an old

telescope. He was very eager to play with it and find out what it could do. The odd thing was

when Juan put it to is eye he couldn’t see anything in his room, instead he could outer

space….

IMPROVED VERSION

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

LESSON 16: The last few lessons you have spent improving your

vocabulary. Now it is time to put your new vocabulary into action in a piece of

creative writing.

Your task is to write a descriptive piece about the experience of lockdown. You

can write either from a 1st person perspective or a 3rd person perspective. Use

the pictures below as inspiration and don’t forget to plan first.

Underline all the new vocabulary that you include in your piece.

PLAN

• Who is the main character?

• ______________________________________________________

• How do they feel in lockdown?

• ______________________________________________________

• Where am I going to set it?

• _______________________________________________________

• What is going to happen?

• _______________________________________________________

_______________________________________________________

_______________________________________________________

• Am I writing in 1st or 3rd person?

• _______________________________________________________

• What is the weather going to be like?

• _______________________________________________________

My creative writing piece about life in lockdown

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

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_____________________________________________________________________

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