Year 7

English Work Booklet 4

Name: ______________________

Class: ________________________

Teacher: ________________________

CONTENTS OF WORK BOOKLET

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

Julius CaesarLesson 6: Tasks on Shakespeare, Ancient Rome and the SenateLesson 7: Tasks on the plot of the play Julius CaesarLesson 8: Tasks on the characters in the play Julius Caesar

Reading ComprehensionLesson 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 VocabularyLesson 13: Dictionary dig task to improve emotion wordsLesson 14: Dictionary dig task to improve verbsLesson 15: Dictionary dig task to improve adjectivesLesson 16: Creative writing task to use new vocabulary

1. What does “Demeter” mean? A. Goddess of GrainB. Barley MotherC. Flower Goddess

2. What is the relationship between Demeter and Persephone?

A. Mother-DaughterB. SistersC. Friends

3. What did Persephone look like? A. The sunB. A flowerC. The stars

4. Why did Persephone pull out the bush

A. It was dangerousB. The flowers smelt really badC. She did not know whether she

liked it or not5. Where did the Golden Chariot

appear from?A. A hole in the groundB. Suddenly from behind a hillC. Came down from the sky

6. What creature is carrying the golden chariot that snatched Persephone?

A. UnicornsB. HorsesC. Centaurs

7. What is the name of the God of the Underworld who took Persephone?

A. PoseidonB. HerculesC. Hades

8. Who told Demeter that Persephone had been taken?

A. A passer-byB. The flowersC. 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 snakeB. A lizardC. 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 surviveB. 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. GoldB. Magic sandalsC. A new thunder bolt

12. How did the God of the Underworld treat Persephone?

A. He was cruel and unpleasantB. He didn’t speak to her – he

ignored herC. He was kind and gentle

13. How did Persephone feel in the Underworld?

A. She secretly quite enjoyed the amusement and attention

B. She cried continuouslyC. She tried every day to escape

14. Demeter is incredibly upset that Zeus wouldn’t help but

A. No crops were growingB. Demeter has told everyone of

LESSON 1: Use your knowledge of Greek mythology to complete the multiple choice quiz on Demeter, Persephone and the Underworld.

weeks later he realises he has to compromise – what has happened that causes Zeus to realise he must compromise?

Zeus’ terrible actionsC. Demeter tries to get into the

Underworld

15. What must Persephone not do in the Underworld if she wants to survive?

A. Talk to anyoneB. Try to escapeC. Eat

16. What does Persephone eat whilst in the Underworld?

A. 6 Pomegranate seedsB. A single cherryC. An apple slice

17. What aspect of life does this story help explain?

A. Why humans are greedyB. The seasonsC. Why the sun rises and sets

Challenge task: From Persephone’s perspective (point of view) explain what happened to you the day that you got taken to the Underworld.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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?

________________________________________________________________

2. Can you think of any other creation stories?

________________________________________________________________

3. Who was Gaea?

________________________________________________________________

4. Who was Uranus?

________________________________________________________________

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

________________________________________________________________

6. Why was Uranus scared of these six children?

________________________________________________________________

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?

________________________________________________________________

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

________________________________________________________________

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

________________________________________________________________

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

Titan who agreed to do it?

________________________________________________________________

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

________________________________________________________________

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

________________________________________________________________

13. Where did Uranus’ body end up?

________________________________________________________________

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

________________________________________________________________

15. What is the moral behind this myth?

________________________________________________________________

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. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________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). _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________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?________________________________________________________________

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

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

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

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

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

7. After many years, Zeus (a stranger to Kronos) handed him a drink – what happened when Kronos swallowed the drink?________________________________________________________________

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

9. How long did the battle go on for?________________________________________________________________

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?________________________________________________________________

11. What gift did they give to Poseidon?________________________________________________________________

12. What gift did they give to Hades?________________________________________________________________

13. Who eventually won the war?________________________________________________________________

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

____________________________________________________

15. What is a potential moral of this myth?________________________________________________________________________________________

___________________________________________________

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…_____________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________

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? _______________________________________________________________

2. Who is Heracles’ father? _______________________________________________________________

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

4. What is a labour? ________________________________________________________________

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

6. Name one of Heracles’ labours. _______________________________________________________________

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

8. What is a prophecy? _______________________________________________________________

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? ________________________________________________________________________________________________________________________________________________________________________________________________

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

11. Why can’t Perseus look at Medusa? ________________________________________________________________________________________________________________________________

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? ________________________________________________________________________________________________________________________________

13. What did Prometheus create on earth? ________________________________________________________________________________________________________________________________

14. What does the word ‘mortal’ mean? ________________________________________________________________

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? ________________________________________________________________

16. Who punished him? ________________________________________________________________

17. What was his punishment? ________________________________________________________________________________________________________________________________

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

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. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________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 Questions1. What did the Ancient Egyptians believe existed before the world and universe was

created? (1)

_____________________________________________________________________

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

_____________________________________________________________________

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

_____________________________________________________________________

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

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

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)

_____________________________________________________________________

9. How did he feel when they returned? How do you know? Use a quote to support your answer. (2)

_______________________________________________________________________________________________________________________________________________________________________________________________________________

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

_____________________________________________________________________

11.Who were Geb and Nut? (2)

a. Geb – ____________________________________

b. Nut – ____________________________________

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

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

__________________________________ __________________________________ __________________________________ __________________________________ __________________________________

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

__________________________________________________________________________________________________________________________________________

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

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?_______________________________________________________________

2. Where was Shakespeare born?_______________________________________________________________

3. What is Shakespeare famous for?_______________________________________________________________

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

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

6. What would potentially happen if Shakespeare insulted or criticised the monarch? (There are 3 potential answers here).________________________________________________________________________________________________________________________________________________________________________________________________

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

________________________________________________________________________________________________________________________________

8. In what country would you find Rome?________________________________________________________________

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

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

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

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

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)_______________________________________________________________

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)_______________________________________________________________

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

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

17. Can you think of reasons why Shakespeare set his play in Ancient Rome? (HINT: Consider the themes that Shakespeare includes)________________________________________________________________________________________________________________________________

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._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________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?______________________________________________________________________________________________________________________________________

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

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

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

5. What is Brutus worried that Caesar will become? ___________________________________________________________________

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

7. What does assassinate mean?___________________________________________________________________

8. What does conspiracy mean? ___________________________________________________________________

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

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

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

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

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

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

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

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

17. What does fickle mean? ______________________________________________________________________________________________________________________________________

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

19. Where does this play take place? ___________________________________________________________________

20. What is the main theme in this play? ___________________________________________________________________

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. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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?

______________________________________________________________________________________________________________________________________

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

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

4. What is the Senator Cassius like? ______________________________________________________________________________________________________________________________________

5. Who is Mark Antony? ______________________________________________________________________________________________________________________________________

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

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

8. Which character is ambitious for power and money? ______________________________________________________________________________________________________________________________________

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

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

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

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

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

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

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

16. Who delivers the final dagger blow to Caesar? _________________________________________________________________________

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

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 AAnswer the following questions:

1. What year and where was Alan Turing born?________________________

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

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

4. The Second World War started in which year?________________________

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

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

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

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

9. Why did Turing receive a criminal record?______________________________________________

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

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 thatneeds 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 C14. 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.

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 _______________________________________________________________________________________________________________________________________________________________________________________________________________

Evidence 2 _______________________________________________________________________________________________________________________________________________________________________________________________________________

Evidence 3 _______________________________________________________________________________________________________________________________________________________________________________________________________________

Section DLook at the following sentence from the newspaper article.

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

‘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 ______________________________________________________

_____________________________________________________________________

_____________________________________________________________________

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 ____________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

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 explanationUse a range of sentence types to engage your reader.

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

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

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.11

Lived in flimsy housesa) Toughb) Dirtyc) Feeble

12 Drove their bounty to the marketa) Large amount of produceb) Small flagsc) Chocolate bars

13

Ill-tempered and apt to bitea) Likely tob) Too afraidc) Waiting to

14 A fit of overzealous harvestinga) Very uninterestedb) Very suspiciousc) Very enthusiastic

15

The money they earned at market was paltry

a) A lotb) Not muchc) A fair amount

16 They looked emaciateda) Amusedb) Thinc) Annoyed

17

A humble spreada) Quietb) Colourfulc) Simple

18 The severed limbsa) Manyb) Cut offc) Bloody

19

Food was relatively abundanta) Rather rareb) Mostly plentifulc) Usually hidden

20 Lives of perpetual undernourishment

a) Never ending lack of foodb) Limited places to find foodc) Constantly being fed

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

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

________________

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]

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]

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.

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]

_______________________________________________________________________________________________________________________________________________________________________________________________________________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]

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".

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 sentence using the word correctly. For example:

Perplexed: The key to writing great mystery fiction is to create a character who keeps the audience perplexed until the very end.

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

Challenge:

Once you have found the meaning of each word, see if you can write a sentence using the word correctly. For example:

Perplexed: The key to writing great mystery fiction is to create a character who keeps the audience perplexed until the very end.

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: _______________________ Scared: _________________________ Angry: __________________________ Excited: _________________________ Disgust: __________________________

Now match at least 2 ambitious emotion words to each of the emojis below.

A B C D E F G H

A = ________________________________________________________B = ________________________________________________________C = ________________________________________________________D = ________________________________________________________F = ________________________________________________________G = ________________________________________________________H = ________________________________________________________

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

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: _______________________ Scared: _________________________ Angry: __________________________ Excited: _________________________ Disgust: __________________________

Now match at least 2 ambitious emotion words to each of the emojis below.

A B C D E F G H

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

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

___________________________

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

adjectivesImproved 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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