SUCCEED IN ENGLISH

Under the Skull & CrossbonesThe Coral Island 02 - 03Blackbeard the Pirate 04 - 05Peter Pan 06 - 07Evaluating a Text 1 08Forces of NatureThe Death of an Island 09 - 13Evaluating a Text 2 14All in the FamilyRunaway 1 Runaway 2 15 - 17Just Grow Up 18 - 19The Human Family 20Evaluating a Text 3 21

Caring for KittensCaring for Your Kitten 22 - 23‘Free Kittens’ 24 - 25Cat-Meowing (and what it means) 26 - 27Evaluating a Text 4 28Daily Life in Tudor Times 29 - 34Evaluating a Text 5 35

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Poets’ Corner 36 - 37Grammar & Punctuation Test Practice 38 - 41The SATS Grammar Test at Higher Levels 42 - 44Spelling Lists

46 - 47UNDER THE SKULL AND CROSSBONES

THE CORAL ISLANDR. M. Ballantyne

Three boys, Ralph (the narrator), Jack and Peterkin, are the sole survivors of a shipwreck on the coral reef of a large but uninhabited Polynesian island. At first their life on the island is perfect; food, in the shape of fruits, fish and wild pigs, is plentiful, and using their only possessions; a broken telescope, an iron-bound oar and a small axe, they fashion a shelter and even construct a small boat. Their first contact with other people comes after several months when they observe……. (1)

“A sail! a sail! Ralph, Jack, look! Away on the horizon there, just by the entrance to the lagoon!” cried Peterkin, as we scrambled up the rocks. “So it is, and a schooner, too!” said Jack, as he proceeded hastily to scramble into the rags of our clothing. (2)

Our hearts were thrown into a terrible flutter by this discovery, for if it should touch at our island we had no doubt the captain would be happy to give us a passage to some of the civilized islands, where we could find a ship sailing for England, or some other part of Europe, from where we could easily make out way home. With joyful anticipations we hastened to the highest point of rock near our dwelling, and awaited the arrival of the vessel, for we now perceived that she was making straight for the island, under a steady breeze. (3)

In less than an hour she was close to the reef, where she rounded to, and backed her topsails in order to survey the coast. Seeing this, and fearing that they might not perceive us, we all three waved pieces of cocoa-nut cloth in the air, and soon had the satisfaction of seeing them beginning to lower a boat and bustle about the decks as if they meant to land. Suddenly a flag was run up to the peak, a little cloud of white smoke rose from the schooner's side, and, before we could guess their intentions, a cannon-shot came crashing through the bushes, carried away several cocoa-nut trees in its passage, and burst in atoms against the cliff a few yards below the spot on which we stood. (4)

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With feelings of terror we now observed that the flag at the schooner's peak was black, with a Death's head and cross bones upon it. As we gazed at each other in blank amazement, the word “pirate” escaped our lips simultaneously. (5)

“What is to be done?” cried Peterkin, as we observed a boat shoot from the vessel's side, and make for the entrance of the reef. “If they take us off the island, it will either be to throw us overboard for sport, or to make pirates of us.” (6)

I did not reply, but looked at Jack, as being our only resource in this emergency. He stood with folded arms, and his eyes fixed with a grave, anxious expression on the ground. “There is but one hope,” said he, turning with a sad expression of countenance to Peterkin; “perhaps, after all, we may not have to resort to it. If these villains are anxious to take us, they will soon overrun the whole island. But come, follow me.” (7)

Stopping abruptly in his speech, Jack bounded into the woods, and led us by a circuitous route to Spouting Cliff. Here he halted, and, advancing cautiously to the rocks, glanced over their edge. We were soon by his side, and saw the boat, which was crowded with armed men, just touching the shore. In an instant the crew landed, formed line, and rushed up to our shelter. Now, boys, we have but one chance left,--the Diamond Cave.” (8)

We spent an anxious but quite comfortable night in the cave since we’d left food supplies there for just such an emergency as this. In the morning, I woke first and determined to discover what was up with our unexpected and undesirable ‘guests’. I did not wake my friends, knowing they would do their best to dissuade me from taking such a risk. So leaving them soundly sleeping, out of the cave and off to the beach I crept. (9)

Standing on the warm, golden sand, I was thrilled and relieved to see no sign of the pirates’ schooner. I scanned the horizon for a full minute, then gave vent to a deep sigh of relief: “Yes, they’ve gone. Those villains have been deprived of their prey this time.” (10)

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“Don’t be sure of that, puppy!” said a deep voice at my side; while, at the same moment, a heavy hand grasped my shoulder, and held it as if in a vice, which was as nothing to the terror that gripped my heart. (11)

1. What information are given in para. 1 that life on the island had been ‘perfect’ for the boys?2. In (2) what does the phrase ‘rags of our clothing’ suggest?3. What language in (3) conveys the boys’ emotions when they spotted a ship on the horizon? 4. How does the writer convey the horror of the boys in para. 5?5. Why do you think Ralph turned to Jack in para.7?6. How do Jack’s physical movements convey his intentions in para. 8? Support your answer with specific examples from the paragraph.7. Explain Ralph’s reactions in para. 9.8. In paragraphs 10 and 11, how does the writer convey the abrupt change in Ralph’s hopes?BLACKBEARD THE PIRATE

Edward Teach, better known as ‘Blackbeard’, was the most feared pirate of his time. He sailed the Caribbean Sea during what is called the ‘Golden Age of Piracy’, which lasted roughly from 1700 to 1725. Blackbeard was a skilled sailor and businessman, who knew how to recruit and keep good sailors, intimidate his enemies, and use his fearsome reputation to his best advantage. Blackbeard preferred to avoid fighting, if he could, but he and his men were deadly fighters when they were forced to fight. (1)

Little is known about Edward Teach’s early life, but it is believed he was born in Bristol around 1680. Like many young men of Bristol – one of England’s biggest ports – he took to the sea as a boy of around 13 years. As he grew up, he saw plenty of fighting during Queen Anne’s War (1702-1713). However, though he was a very able seaman, he

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was passed over several times for promotion, and this may have made him feel rather bitter. (2)

Sometime between August and October of 1717, Teach managed to secure his own vessel. This was the Revenge which Teach fitted out as a pirate hunter, but the minute he was out of port, he hoisted the Skull and Crossbones and was off in search of rich prey – merchant ships that were carrying gold, silver, sugar and coffee from the New World to Europe. Before long, Teach had a fleet of three ships and 150 pirates under his command. He also gave himself the name of ‘Blackbeard’ – a name that came to be feared on both sides of the Atlantic and across the Caribbean. (3)

Blackbeard was much more intelligent than your average pirate. He preferred to avoid fighting if he could, and so cultivated a very fearsome reputation. He wore his hair long and had a long black beard. He was tall and broad-shouldered. During battle, he put lengths of slow-burning fuse in his beard and hair. This would sputter and smoke, giving him an altogether demonic look. He also dressed the part: wearing a fur cap or wide hat, high leather boots and a long black coat. He also wore a modified sling with six pistols into combat. No one who ever saw him in action forgot it, and soon Blackbeard had an air of supernatural terror about him. (4)

Blackbeard used fear and intimidation to cause his enemies to surrender without a fight. This was in his best interests, as the victimized ships could be utilized, valuable plunder was not lost and useful men such as carpenters or doctors could be made to join the pirate crew. Generally, if any ship they attacked surrendered peacefully, Blackbeard would loot it and let it go on its way, or put the men aboard some other ship if he decided to keep or sink his victim. There were exceptions, of course: English merchant ships were sometimes treated harshly, as was any ship from Boston, where some pirates had recently been hung. (5)

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Finally, however, the British government had had enough of Blackbeard and sent ships from the Royal Navy after him. On November 22, 1718, they caught up with him, and, fortunately for them, many of Blackbeard’s men were on shore collecting barrels of fresh water. (6)

Soon there was desperate fighting on Blackbeard’s ship as the marines and pirates fought hand to hand. The English captain, Maynard, managed to wound Blackbeard twice with pistols, but the mighty pirate fought on, his cutlass in his hand. Just as Blackbeard was about to kill the captain, a soldier rushed in and cut the pirate across the neck. The next blow took off Blackbeard's head. Maynard later reported that Blackbeard had been shot no fewer than five times and had received at least twenty serious sword cuts. Their leader gone, the surviving pirates surrendered. Maynard returned victorious to Virginia with Blackbeard's head displayed on the bowsprit of his ship. (7)

Blackbeard's fame lingered long after he was gone. Men who had sailed with him automatically found positions of honour and authority on any other pirate vessel they joined. His legend grew with every retelling: according to some stories, his headless body swam around Maynard's ship several times after it was thrown into the water following the last battle! (8)

Blackbeard has been the subject of several movies, plays and books. Despite little solid evidence, legends persist of Blackbeard's buried treasure, and people still search for it. The wreck of the Revenge was discovered in 1996. (9)

QuestionsAnswer your teacher’s questions concerning the life and deathof Edward Teach, better known as Blackbeard the Pirate.

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PETER PANJM Barrie

It might be difficult to find any child anywhere in the world who has never heard of Peter Pan, the only boy in all the world who never grows up. Peter Pan spends his never-ending childhood having adventures on the small island of Neverland where he leads his gang, the Lost Boys in a world of mermaids, Indians, fairies, pirates, and occasionally ordinary children from the world outside. In this extract Peter finally comes face to face with his arch-enemy, Captain James Hook.

HOOK OR ME THIS TIME

Suddenly Hook found himself face to face with Peter. The others drew back and formed a ring around them. For long the two enemies look at one another, Hook shuddering slightly, and Peter with a strange smile on his face.

“So, Pan,” said Hook at last, “this is all your doing.” “Ay, James Hook,” came the stern answer, “it is all my

doing.” “Proud and insolent youth,” said Hook, “prepare to meet

thy doom.” “Dark and sinister man,” Peter answered, “have at thee.”

Without more words they fell to, and for a space there was no advantage to either blade. Peter was a superb swordsman, and parried with dazzling rapidity; ever and anon he followed up a feint with a lunge that got past his foe's defence, but his shorter reach stood him in ill stead, and he could not drive the steel home. Then he sought to close in

and finish Peter off with his iron hook, which all this time had been pawing the

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air; Peter doubled under it and, lunging fiercely, pierced him in the ribs. At the sight of his own blood, whose peculiar colour, you remember, was offensive to him, the sword fell from Hook's hand, and he was at Peter's mercy.

“Now!” cried all the boys, but with a magnificent gesture Peter invited his opponent to pick up his sword. Hook did so instantly, but with a tragic feeling that Peter was showing good form. Hook was fighting now without hope, but there was one thing left he could do – he, James Hook, was a gentleman, but before he went into the cold and dark he would show that Peter Pan was not!

Abandoning the fight he rushed into the powder magazine and fired it. “In two minutes,” he cried, “the ship will be blown to pieces.”

“Now I shall show that Peter Pan is a coward,” he thought. But calmly Peter picked up the powder barrel, shook it by his ear, and just as calmly through it over the side of the ship where it exploded with a tremendous Bang!

It was almost all over for Captain Hook, and he knew it. The boys danced around him, teasing him, taunting him, the youngest even daring to stick out their tongues at him. O, the shame of it!

Backwards, always backwards, staggered Hook until he was the farthest end of the gangplank where so many had been forced to fall into the sea. And, seeing the boy advance towards him along the plank, he turned ready to let himself fall into the sea.

But wait! We must not let Captain James Hook die such an ignoble death. He has been a grand enemy for the boy, so we shall allow him one last triumph. The man reaches the end of the gangplank. He turns his back on the boy and bends over to look into the deep blue sea. And Peter, quite forgetting his manners, boots him up the backside. And down goes James Hook, down, down, into the jaws of the crocodile who has paddled patiently around waiting for this delicious moment.

“Farewell, you rude boy,” he smiles, as he disappears content at last.

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1. What does the title of this extract suggest?2. Why do you think the smile on Peter’s face is described as ‘strange’?3. Compare how Peter and Captain Hook describe each other in paragraphs 4 and 5?4. How does Barrie convey the fierceness of the fight in the paragraph beginning Without more words....? Give specific examples of the language used.5. When Hook picks up his sword, what mixed emotions does he feel?6. How does Hook fail to show that Peter is a coward at heart?7. In the paragraph beginning It was almost over, how does the author begin to create some sympathy for Captain James Hook? Why does the author do this?8. Why does Hook bend over to look down into the deep blue sea?9. Comment on the use of the phrase delicious moment that describes the end of James Hook.10. Why do you think James Hook is content at last?

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EVALUATING A TEXT - 1

Read Sam’s account of something that happened in his childhood. Then, using the evaluation criteria below, assess how many marks out of 10 you would award for each section.

Pop! When Ted’s single amber eye flew across the room and hit the TV screen like a ping pong ball against a window, I knew something terminal might have happened. Until that moment, he’d got along fine even though with one eye and a torn left ear he hadn’t been in the best of health for a long time. I loved him. He was my best friend; I couldn’t imagine life without him. Did I squeal? I can’t remember if I did, and if I did, I’m not ashamed – even if I am a boy, even if I am eight years and three months old. It was granddad who took Ted away, promising that everything would be all right. “Everything will be all right,” he told me, but that’s what grown-ups are meant to say, aren’t they? Even if a tsunami came rushing up Sycamore Avenue, Dad would say, “No problemo. Everything’s gonna be all right.” My dad’s lovely but sometimes he’s a bit of dork. Mum’s more of a realist. She said, “Don’t worry. If Ted doesn’t make it, we’ll find something else for you. After all, you’re a big boy now.” If looks could kill, I’d be an orphan, or at least half an orphan now. (I take it back, I take it back!) It was three days before granddad’s gleaming Jaguar purred up the Avenue again. I broke Rule 7 and ran into the road, pulling open the door to find Ted sitting on a blue cushion with his seat belt on. I clicked and clunked him out, grabbed him and held him tight. Then I risked a closer look: sparkling new eyes (two of them), his torn ear mended, and restuffed as if he’d over-indulged on cake and trifle at the Toy Hospital. And he was home – safe and sound. That night I didn’t have to check under my bed. Ted was with me. “Hey, What did you expect? I’m only eight, you know.”

EVALUATION CRITERIA MARKS

Catching attention from the opening sentenceParagraphs that flow naturally from one to the nextVariety of sentences – simple, compound, complex.Subordinate clauses that add and extend informationDetail that makes the text realistic and convincingEffective figures of speech, e.g. metaphor, simile, personificationPunctuation that serves a purpose

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Reported speech that moves the story alongAdjectives and adverbs used effectivelyA satisfying conclusion?

TOTAL MARK AWARDED

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The death of an island

The eruption of the volcano at Krakatoa in the Pacific Ocean in 1883 was a major disaster by any measure. The entire island of Krakatoa was simply blown apart, and the resulting tsunami killed tens of thousands of people on other islands in the vicinity. (1)

In the years preceding the massive eruption several earthquakes occurred in the area. And in June 1883 small volcanic eruptions began to rumble across the island. Throughout the summer the volcanic activity increased, and tides at islands in the area began to be affected. (2)

The activity kept accelerating, and finally, on August 27, 1883, four massive eruptions came from the volcano. The final colossal explosion destroyed two-thirds of the island of Krakatoa, essentially blasting it into dust. Powerful tsunamis were triggered by the force. (3)

Sailors on ships in nearby sea lanes reported astounding events associated with the volcanic eruption. The sound was loud enough to break the eardrums of some crewmen on ships many miles away. And pumice, or chunks of solidified lava, rained from the sky, pelting the ocean and the decks of ships. (4)

The tsunamis set off by the volcanic eruption rose as high as 120 feet, and slammed into the coastlines of the inhabited islands of Java and Sumatra. Entire settlements were wiped away, and it is estimated that 36,000 people died. (5)

Distant Effects of the Krakatoa Eruption

The sound of the massive volcanic eruption traveled enormous distances across the ocean. At the British outpost on Diego Garcia, an island in the Indian Ocean more than 2,000 miles from Krakatoa, the sound was clearly heard. People in Australia also reported hearing the explosion. It is possible that Krakatoa created one of the loudest sounds ever generated on earth. (6)

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The volcanic dust thrown into the atmosphere affected the weather around the world, and people as far away as Britain and the United States saw bizarre red sunsets caused by particles in the atmosphere. The Krakatoa eruption, massive as it was, was actually not the largest volcanic eruption of the 19th century. That distinction would belong to the eruption of Mount Tambora in April 1815. (7)

The Mount Tambora eruption, as it happened before the invention of the telegraph, was not as widely known. But it actually had a more devastating impact as it contributed to bizarre and deadly weather the following year, which became known as ‘The Year Without a Summer’. (8)

Death of a City

There were, of course, no satellites to predict the destruction of the Roman city of Pompeii when the volcano named Vesuvius literally blew its top on August 24, 79AD spewing tons of molten ash, pumice and sulfuric gas miles into the atmosphere. A ‘firestorm’ of poisons vapours and molten ash poured down on the surrounding area suffocating the inhabitants of the resort cities of Pompeii, Herculaneum and Stabaie. Tons of

falling debris filled the streets until nothing remained to be seen of these once thriving communities. The cities remained buried and undiscovered for almost 1700 years until excavation began in 1748; these excavations continue today and provide us with insights to life in the Roman Empire. (9)

A Witness from the Past

In this letter, a young Roman, named Pliny, describes what happened to him and his mother during the second day of the disaster. (10)

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Ashes were already falling, not as yet very thickly. I looked round: a dense black cloud was coming up behind us, spreading over the earth like a flood. (11)

“Let us leave the road while we can still see,” I said, “or we shall be knocked down and trampled underfoot in the dark by the crowd behind.”' We had scarcely sat down to rest when darkness fell, not the dark of a moonless or cloudy night, but as if the lamp had been put out in a closed room. (12)

You could hear the shrieks of women, the wailing of infants, and the shouting of men; some were calling their parents, others their children or their wives, trying to recognize them by their voices. People bewailed their own fate or that of their relatives, and there were some who prayed for death in their terror of dying. Many besought the aid of the gods, but still more imagined there were no gods left, and that the universe was plunged into eternal darkness for evermore. (13)

A gleam of light returned, but we took this to be a warning of the approaching flames rather than daylight. However, the flames remained some distance off; then darkness came on once more and ashes began to fall again, this time in heavy showers. We rose from time to time and shook them off, otherwise we should have been buried and crushed beneath their weight. (14)

Pliny and his mother were amongst the lucky few to escape by boat from the dying city of Pompeii. Most people were suffocated, buried under metres of volcanic ash, where they lay forgotten and unmourned for hundreds of years until excavation began in modern times. (15)

A CHRISTMAS TSUNAMI

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The earthquake that generated the great Indian Ocean tsunami of 2004 is estimated to have released the energy of 23,000 Hiroshima-type atomic bombs. Giant forces that had been building up deep in the Earth for hundreds of years were released suddenly on December 26, shaking the ground violently and unleashing a series of killer waves that sped across the Indian Ocean at the speed of a jet airliner. (16)

The epicenter of the 9.0 magnitude quake was under the Indian Ocean near the west coast of the Indonesian island of Sumatra. The violent movement of sections of the Earth's crust, known as tectonic plates, displaced an enormous amount of water, sending powerful shock waves in every direction. (17)

The Indian Ocean tsunami traveled as much as 3,000 miles (nearly 5,000 kilometers) to Africa, arriving with sufficient force to kill people, livestock and destroy property. By the end of the day more than 150,000 people were dead or missing and millions more were homeless in 11 countries, making it perhaps the most destructive tsunami in history. (18)

An Eyewitness Account

Here is part of an account given by BBC newsman Roland Buerk who happened to be in the town of Unawatuna in Sri Lanka when the great tsunami of Boxing Day 2004 struck. (19)

We didn't feel the earthquake here so there was no warning at all. Then at about 10.00 this morning our time a huge wave suddenly hit the beach. We were still in bed in a ground floor room right on the beachfront when we suddenly heard some shouts from outside. Then the water started coming under the door. Within a few seconds it was touching the window. (20)

We very quickly scrambled to get out as the windows started to cave in and glass shattered everywhere. We swam out of the room neck deep in water, forcing our way through the tables and chairs in the restaurant and up into a tree. But within about 30

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seconds that tree collapsed as well and we were thrust back into the water where we had to try and keep our heads above the water line. We were swept along for a few hundred metres, trying to dodge the motorcycles, refrigerators, cars and other debris that were coming with us. Finally, about 300m inshore, we managed to get hold of a pillar, which we held onto until the waters just gradually began to subside. (21)

Other people though weren't so lucky. (22)

One elderly British gentleman was walking around in a state of shock. His wife had been swimming when the waves struck. A family walked past carrying a very small bundle with pale white feet poking out the bottom of it. As they walked past, their teenage son, wearing an England football shirt said in a very matter of fact way “My little brother is dead”. (23)

There are no kind of emergency services here, there are no helicopters thumping through the sky to come to save people. It is a do-it-yourself rescue. People are trying to get into collapsed buildings to search for those who might be trapped – the dead can come later. (24)

The Death of an Island

1. In (1) which phrase reveals the extent of the disaster?2. What early-warning signs were there of the impending catastrophe? (2)3. In (3) suggest a synonym for the word ‘colossal’?4. In (4) what idea does the word ‘pelting’ suggest?5. Which word in (5) conveys the power of the tsunamis?6. In (7) why is the phrases ‘massive as it was’ placed within inverted commas?7. What does the name ‘The Year Without a Summer’ suggest in (8)?

The Death of a City1. In (9) what does the word ‘spewing’ suggest about the material released by the volcano?2. Comment on the use of the semi-colon in the final sentence of (9).3. What does the subtitle ‘A Witness from the Past’ suggest?

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4. Comment on the use of the simile in (11).5. Which words and phrases in (13) convey the desperation of the terrified people?6. In (15) which words convey the lasting sadness of the death of Pompeii?

A Christmas Tsunami1. In (16) what information conveys the devastating power of a tsunami?2. In (18) why do you think the writer chose the word ‘livestock’ rather than use ‘animals’?3. Paragraph (20) uses mainly simple and compound sentences – to what effect?4. In (21) how does Roland Buerk convey the helplessness of the people in the flood?5. Why is a single sentence used for paragraph 22?6. How is a sense of tragedy created using simple details in (23)?7. How does Buerk end his report on a very powerful note?

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EVALUATING A TEXT - 2

Dear Editor,I have just returned from a shopping trip to the town centre with my wife, and I feel compelled to write to you on the subject of pocket money. By ‘young’ people I mean children under the age of thirteen or so who are not allowed to go out and earn their pocket money as we did when I was that age.

It seems to me (and my wife agrees) that children nowadays have far too much pocket money though they do little or nothing to earn it. It’s about time they learned that money doesn’t grow on trees – I knew that by the time I was six or seven. I had to work for every penny I was given, and I can clearly remember at the age of seven staggering out with huge bags of rubbish, feeding our pigs, and even washing out the pig sties on my eighth birthday.

Surely it would today’s spoiled, pampered brats a valuable lesson if they had to earn their money, cleaning the house, doing the ironing and cutting the grass. Not only that but they should be paid by results: if the job isn’t done properly, do it until it is – or not a penny in their pockets.

To be frank, I don’t see why any child under the age of thirteen needs any money at all. Surely their parents provide everything they need, and if their parents can’t, there’s always child-benefits. I can tell you when I was a child there was no such thing as free school meals!

It wouldn’t be so bad if children bought useful things: books, pen, pencils, soap, second-hand clothes, and so on. However, as far as I can see, they spend most of their (their parents’) money on rubbish such as computer games, girly magazines, and sweets that rot their teeth. It’s to turn the clock back, get back to basics, and make children earn their keep like everyone else has to. Yours sincerely

EVALUATION CRITERIA MARKS

States the topic of the letter clearly in the first paragraphStrikes the appropriate note of formality throughout the letterHolds the reader’s attention all the way throughGives examples to support his point of viewUses appropriate language all the way through the letterUses a variety of sentence openersGives both sides of the issue a fair hearingVariety of sentences – simple, compound,

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complex.Subordinate clauses that add and extend informationHas convinced you to accept his point of view

TOTAL MARK AWARDED

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ALL IN THE FAMILYRUNAWAY - 1

Tension hung in the air like the grey smoke curling up from George Crawford's cigarette. Cup and saucer rattled as Martha poured fresh tea, some slopping over her shaking fingers. Martha Crawford hardly noticed the pain; the tears in her blue-grey eyes were from a deeper kind of pain. (1)

“It's been nearly a fortnight, George, two whole weeks, and he's only a boy George, only a boy. We've got to go to the police, George, we've just got to. You’ve read the newspapers. You watch the television. You know what can happen to young people on the streets. It’s so dangerous out there. Anything might happen.” (2)

George Crawford sighed, stubbed out his cigarette and folded his creased copy of the Express. He took a couple of deep breaths; he needed to control his temper; just for once he needed to control the awful temper he’d inherited from his father. (3)

“Leave it be, Martha. Just leave it be. Nobody made Damian leave home, nobody threw him out of the house. He chose to run away, and as far as I'm concerned, he can stay away.” (4)

Martha eased a few strands of grey hair behind her ear. “But he's only fourteen, George, he's only a boy. Anything could happen to him. You read the papers, you know what goes on out there.” A sob caught in her throat. “Only fourteen, George, just a baby really. And if you hadn't criticised him all the time, maybe, if only you and he...” (5)

“Only fourteen, just a baby…” His mimicry of her voice was cruel. So it's all my fault, is it? Damian runs away like a thief in the night and it's all my fault. Nicks £50 and off like a thief in the night. I didn’t bring up any son of mine to be a sneaky little thief. (6)

“Only a baby,” he grunted. “Damian looks like something the cat dragged in and it's all my fault. Look at his hair. It way over his collar – like a girl. Look at those clothes - straight from a jumble sale. And that silly ear-ring. He only wears that ear-ring to annoy me. Girls wear ear-rings, boys don't. It's just not natural. If I’ve told him once, I’ve told him a hundred times – ear-rings on men are just not natural.” (7)

“But it's just a stage, George. Every teenager goes through stages, but they grow out of it. Remember your flares, and the length of your hair. Remember what your dad used to say about that? He used to call you the ‘the happy hippie’.” (8)

Crawford caught his smile just in time. (9) “And his guitar, George, you shouldn't have smashed his guitar. He took on two paper

rounds to save for that guitar. It meant a lot to him. He lived for that guitar. You didn’t have to smash it, George. You didn’t have to hit him. You never did that before, you never hit him before.” (10)

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Colour crept from below Crawford's collar. (11) “Okay, okay, I admit I lost my temper. I'd had a few that night. But I was only trying to

bring him to his senses. He used to play that guitar night and day. It used to drive me crazy. I'm entitled to a bit of peace and quiet in my own home. If I’ve told him once, I’ve told him a hundred times…” (12)

The colour had gone. His face was chalky. (13) “Anyway, I could've got him a Saturday job at the office. All he had to do was look

normal, wear a suit, be polite, speak when spoken to. That's not too much to ask, is it?” (14) “But you know Damian doesn’t want that,” said Martha. “He wants to be a professional

musician, and if he can't do that, he wants to become a landscape gardener. You know how much he likes working with his hands. And it’s not like he’s doing badly at school. His Form Tutor told me that he could get a lot of good GCSE’s and go on to college if he wanted to.” (15)

George Crawford suddenly looked his age. (16)“I know, Martha, I know. That's not what really hurt me. I don't even care about the fifty

quid. It's what Damian said that hurt me. (17)“He called me a drunken old boozer. He should show me more respect. He asked for that

clip around the ear. But that wasn’t the worst.” George paused - then blurted it out. (18) “He said he didn't want to be like me, not like his own father. Didn’t want to become a

drunk like his old man… Well, Damian's made his bed, now let him lie in it.” (19)Crawford rose from his chair and reached for his jacket. “I'm going out now, Martha. I

need a drink. I need time to think. Don't wait up for me. I might be a bit late.” (20)

RUNAWAY - 2

The boy watched the rain trickle down the window pane and pressed his face closer to the cold glass. His breath clouded the window; he gently cleared it away with his numbed finger tips.

They were laughing now, the people on the TV screens. They were warm and safe and happy; they had each other, and they were laughing. But it wouldn’t last. It never did. Suddenly the screen would go blank and the shop lights would snap off and he would be left in the dark again.

Damian pushed himself down deeper into his sleeping bag and adjusted his head to get a view of the street. It was safer that way. You could see the feet coming. He sometimes played a game where you counted the number of feet going by and tried to predict how many shoes would pass before a pair of Nike trainers went hurrying by in the rain. He remembered a similar game, but then it used to be cars, cars going by on the motorway when he and his dad…

The boy banged down a shutter on the image. It belonged to the past, to the days when he had his own room, his own bed, and his mum popped in to kiss him goodnight. It belonged to the days when he and his dad were friends, pals, mates.

The first few days hadn’t been bad. The weather had been good – sunny days and cool nights – but it was changing now. Now it always seemed to be drizzling or about to drizzle, and the air was sharp and chill. But the first few days hadn’t seemed so bad, and it seemed the fifty

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pounds would go on forever, even though he felt bad every time he spent any of it. He had solemnly promised himself he would pay the money back as soon as… as soon as… as soon as what?

He’d found a squat on the third day and the people there, all older than himself, were friendly, but they were a lot older, and they drank, and they smoked, and they did drugs… and anyway the place was filthy, not a mess like his bedroom sometimes was, but dirty-filthy.

He’d tried begging but he hated that. Sitting on a damp pavement hour after hour, your hand stuck out and your eyes fixed to the space between your feet. He couldn’t even raise his head to smile at the people who dropped a few coins into his hand. That was dangerous. A few weirdos had taken his smile as an invitation, an invitation to sit down beside him, close, and tell the story of their lives, or offer him a place for the night… All of that stuff scared Damian, he wasn’t stupid and it scared him.

Damian jingled the last few coins in his pocket. Maybe he should give up and go home, but he couldn’t face the arguing and the fighting, he couldn’t face his father coming home drunk from the pub, telling him how useless he was, he couldn’t face the helpless look on his mum’s face, but what could he do, where could he go, he couldn’t go on like this, he just couldn’t.

A letter. He couldn’t face a telephone call but he could write a letter. The post office could receive the letters for him, so if he wrote a letter to his father giving his side of things, laying it on the line, they might be able to work something out. Yes, a letter, first thing in the morning to his dad – his dad, his father, who’d once been the most important person in his life, who used to laugh with him and joke with him and… but that was then and this was now.

Damian pushed himself down deep into his sleep bag, turned on his right side – to signal the day was over – and wearily closed his blue-grey eyes.

1. In (1), how does the writer use physical details to create tension? 2 marks2. In (2), how does the way Martha speaks also help create tension? 1 mark3. In paragraph 4, why is the word ‘made’ highlighted in bold type? 1 mark4. ... if only you and he.....” What is the effect of ending paragraph 5 with an ellipsis? 1 mark5. Crawford caught his smile just in time. (9) This brief paragraph brings in a touch of humour. Why do you think the writer introduced a little humour at this point? 1 mark6. Why is the final sentence in (10) so dramatic? 1 mark7. In para.14, do you think George’s question is rhetorical or not? Give a reason for your response. 1 mark8. George Crawford suddenly looked his age. (16) What do you think this brief paragraph tells us about George at this moment? 1 mark9. What does the final paragraph (20) suggest what might happen next? 1 mark10. Read Runaway – 2 and then discuss this how it influences our attitudes Towards Damian and his dad.

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Just Grow Up!

In this article from The Monitor Saturday 26 January 2013, Mike Milton discusses why it’s a waste of time telling the children to ‘Just Grow up!’

Sooner or later as a parent, you will turn to one of your children and utter the words you once swore to yourself you would never use: “Just grow up.” I can't remember when I started to tell my kids to grow up – or, even more absurdly, to ‘stop acting like a child’ – but I am aware of the magnetic pull of the phrase. (1)

I can remember the last time I used the phrase – last Friday at 8.10 in the a.m. How can I be so precise? Because I was looking at my watch as I said it while advising my off-spring to get off his sad **** and into his school uniform. The afore-mentioned offender was lying flat out on his bed, arms folded across his chest, apparently absorbed by shadows on the ceiling. I tried hard, believe me I did, but to no avail. “Get off that bed and just grow up!.” (2)

Leo raised his head minimally, turned his eyes towards me, minimally, and muttered: “Oh, dad, chill out. I just need some down time.” (3)

Leo is 11 years old. (4)

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At that moment, I wasn't amused, but looking back on it, it was, if not funny, then least ironic. One treasures more than anything that special quality children have – childishness – and yet one is simultaneously on a mission to destroy it. It is the sad duty of parents to remove the golden dust of childhood, layer by layer, by insisting on the necessities of life – by imparting the knowledge that arrangements once made must be kept to (including school), that certain spontaneous behaviours, such as dropping your underpants and showing everyone on the M2 your bum while giggling hysterically, are not, in the long run, acceptable (Leo 9, September 2010). (5)I am fairly atypical in that I have always wanted to grow up – even when I was very young. To be a man rather than a boy seemed to be a worthy goal – to acquire dignity, wisdom, a measured, perhaps even Olympian view of life. Yet the process of having children yourself ultimately removes from the hope of ever really reaching maturity because their childishness brings out the child in you, and reminds you how tedious being grown up can be. (6)

So, while insisting that Leo get into his school uniform and into the car almost simultaneously, I find myself saying, “Fancy stopping off for a knickerbocker glory on the way”, and am rewarded by hearing Leo whoop, “Yay, that’s my dad talking now!” (7)

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1. In (1), which phrase indicates the writer found it almost impossible to resist telling his children ‘to grow up’? 1 mark2. Why do you think the Leo’s father gives such precise details in (2)? 2 marks3. Why do you think Leo’s father got so ‘uptight’ in (2)? 1 mark4. In (3) why does the writer repeat the word ‘minimally’? 1 mark5. Why is paragraph 4 confined to a single sentence? 1 mark6. According to (5), what impossible and ironic position do parents find themselves in when bringing up their children? 2 marks7. Why are we given the specific information in the brackets in (5)? 1 mark8. In what sense was the writer ‘atypical’ when growing up? (6) 1 mark9. Why does having children prevent parents from becoming too mature too early on? Does the writer approve or disapprove of this? (6) 2 marks10. What’s the significance of Leo’s whoop at the end of the article? 2 marksTHE HUMAN FAMILY by Mary Lou Lee

Consider the obvious differences in the human family.

Some of us are serious; some thrive on comedy. The variety of our skin tones confuse, bemuse, delight:There’s brown and pink and beige and blue,There’s purple and there’s white.

Go sail upon the seven seas and stop in every land.Go see the wonders of the world: you’ll find no ‘common man’.Though you may find ten thousand girls called Jane and Mary JaneYou will not find any two of them who really are the same.

We can love and lose in China and weep on England’s moors.We can moan and groan in Guinea and laugh on Scotland’s shores.We can build a temple in Thailand, a castle high in Spain,An igloo in the Arctic; they’re really all the same.

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So note the obvious differences between each sort and type:You’ll find we are more alike, my friends, than we are unalike.In minor ways we differ; in the major we’re the sameAnd all of us are taking part in the grand old human game.

1. To whom is the poem addressed? 1 mark Which word in the first verse indicates this? 1 mark2. Why is a semi-colon used in the second verse? 1 mark3. In describing the variety of skin tones, suggest a reason why the poet included the colour purple. 1 mark4. Why do you think the poet mentions the wonders of the world? 1 mark5. What does the poet mean by “you’ll find no ‘common man’? 1 mark6. In the second line of the second verse why is a colon used? 1 mark7. In the fourth line of the second verse, what word might the poet have highlighted? What would the effect have been? 1 mark8. What hint of alliteration is there in the fourth verse? 1 mark9. Why is it fair to say that verse three is a verse of contrasts? 1 mark10. What is similar between the first lines of the first and fourth verses? 1 mark11. Comment on the poet’s use of ‘my friends’ in the fourth verse. 1 mark12. Do you think the poem is generally optimistic or pessimistic? 1 mark

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EVALUATING A TEXT - 3

My Dear Friends,There are places I’ll remember all my life but this is not one of them. In fact, I have no idea where I am at the moment. I am not trying to be mysterious so I’d better begin at the beginning.

Call me Harry. Let’s say I am 45 years old and a bachelor. I have lived in this city most of my life. I have been working for the same company since I was fifteen years old. I’ve been sitting at the same desk for twenty years with the same grey people around me doing the same grey jobs.

I live in a dark little flat on the fifth floor of a drab Victorian tenement on the outskirts of the city. I take the same bus to work every morning and I return by the six o’clock bus every day. I have never spoken to any of my neighbours and they have never spoken to me.

I am not entirely alone. I have my cat – Sooty – who has been my only companion these last twelve years. How we love to sit in the little park across the street on a Saturday morning. Together we watch the pigeons strutting like little businessmen. I once had a gerbil and a hamster but Sooty took a dislike to them and terminated them. I also had a little terrier but he had an unfortunate encounter with the No. 206 bus. The budgie flew away and a piranha ate all my tropical fish before Sooty ate the piranha. I suppose you can say I’m a bit unlucky with pets. – except, of course, for Sooty.

I remember coming home from the office about six thirty as usual. The bus was three minutes late. I purchased a pork pie and a portion of chips. It was, as usual for the time of the year, chilly. Light drizzle was falling. The lift was out of order and I was out of breath after climbing the unlit spiral staircase.

With frozen fingers I was just fishing in my waistcoat pocket for my key when I noticed something amiss: the front door was slightly ajar. My heart skipped a few beats. Was that tobacco I smelled in the air? I have never smoked in my life; Sooty hates it. Slowly, nervously, I edged the door open.

I heard a husky voice. It said, “Come in, Harry. I’ve been waiting for you. I’ve been playing with Sooty. I have been longing to see you.”

EVALUATION CRITERIA MARKS

The opening establishes a sense of mysteryThe sense of mystery gradually becomes a sense of menaceGives a genuine sense of Harry’s life by adding detailUses touches of humour wellUses some effective figures of speechEmploys a rhetorical question effectivelyUses advanced punctuation appropriatelyUses a variety of sentence structuresEmploys some ‘wow’ vocabularyMakes the reader what to find out what happens to Harry and Sooty

TOTAL MARK AWARDED

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CARING FOR YOUR KITTEN

Bringing the kitten home  

Moving to a new home is very stressful for a kitten. Give it reassurance and time to adjust to the new surroundings before making introductions to any other animals in the household. Make sure all the doors and windows are closed and that there is a guard in front of the fireplace (a dark, quiet chimney can be very inviting to a nervous kitten). Make sure that the kitten knows where the bed, litter tray and food bowls are. (1)

The kitten’s bed should be a refuge to retreat to if things become too stressful. It needs to be warm, dry, comfortable and draught free. There are many types of bed to choose from or you can put some warm bedding inside a strong dry cardboard box with a hole cut in the side. Putting it in a warm secure corner (near a radiator in the winter) will make it welcoming and the kitten feel secure. On the first few nights a warm water bottle under a blanket may help to compensate for the absence of the kitten's mother or littermates. (2)

Introducing other pets and children  

Introduction to other household residents should be gradual, gentle and very quiet. Excited children can easily injure a kitten unintentionally so always supervise play and do not allow the kitten to be picked up unnecessarily. Children should be encouraged to sit on the floor and wait for the kitten to explore them. Make sure that the kitten is allowed to stop playing when it wants to and is not treated like a toy. Kittens, like many young animals, will need a lot of sleep and should be allowed time to rest. (3)

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Introducing a kitten to a dog or cat needs to be undertaken carefully to avoid conflict. A bad experience can be difficult to overcome. If you have a large mesh pen in which the kitten can sit safely while the resident cat or dog can gradually get used to it, this is an ideal way to make introductions. Some dogs, especially those not used to cats or of an excitable or aggressive disposition, need extra special care for introductions. They should be kept as calm as possible on the lead and made to sit quietly. The new kitten should be given a safe position in the room and allowed to get used to the dog and approach if it wants. This may take quite some time and requires patience and rewards for the dog if it behaves well. (4)

When you first take a kitten home feed it on the same food it has been used to. A sudden change of diet combined with the stress of adapting to a new home can cause stomach upsets and diarrhoea. If you want to change the diet, do so gradually by mixing it with the kitten's usual food. Kittens have very small stomachs and have to be fed little and often, like babies. (5)

There are foods which have been specially formulated for kittens because they have different nutritional needs to the fully grown cat. Read and follow the feeding instructions carefully. If the food is marked 'complete' it contains everything the kitten needs to stay healthy. If it is marked 'complementary' it does not supply all the kitten needs and should be fed with other foods. (6)

Do not give your kitten cow's milk as it can cause diarrhoea. If you wish to feed milk use one that is specially formulated for cats. Diarrhoea that persists for more than 24 hours requires veterinary attention. Fresh drinking water should be available at all times. (7)

Going outside  

Your kitten should not be allowed outside until at least a week after it has finished its first course of vaccinations at about 13 - 14 weeks old (depending on the vaccine). Once it is fully vaccinated and has become used to life in your house, you can

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start to let your kitten go outside. Choose a dry day (if possible) and a quiet time and accompany your kitten outside, allowing it to explore the new environment. Continue to accompany the kitten until it is used to your garden and can find its way back to the house without difficulty. It is best not to leave your kitten outside alone until it is 6 months old. (8)

1. Explain three things you should do to help a kitten settle into its new home? (1) (3)2. Why might a kitten feel a little lost and lonely when settling in? (2) (2)3. Why should children be supervised when they’re playing with a kitten? (3) (2)4. What does the writer mean – a kitten should ‘not be treated like a toy’? (3) (2) 5. How should a kitten be introduced to other animals in the house? (4) (3) 6. How and why should kitten be fed like (human) babies? (5) (2)7. Explain the difference between ‘complete’ and ‘complementary’ food. (6) (2)8. What should kittens not be fed cow’s milk? (7) (1)9. Why do you think a kitten needs a course of vaccinations? (8) (1)10. Describe how you should get a kitten used to playing outside? (8) (3)

‘FREE KITTENS’ Jim Willis

The sign was hand-lettered and read “FREE KITTENS.” It appeared there two or three times a year, sometimes spelled this way, sometimes that, but the message was always the same. (1)

In a corner of the farmhouse back porch was a torn cardboard box with a dirty towel inside, on which huddled a handful of kittens of different colors, mewing and blinking and waiting for their mama to return from hunting in the fields. The mother cat managed to show them enough interest for the first few weeks, but after having two or three litters per year, she was worn out and her milk barely lasted long enough for her babies to survive. (2)

One by one, people showed up over the next several days and each took a kitten. Before they left the farmer’s wife always said

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the same thing, “You make sure you give that one a good home - I've become very attached to that one.” (3)

One by one the kittens and their new people drove down the long driveway and past the sign on the mailbox post, “FREE KITTENS.” (4)

The ginger girl kitten was the first to be picked. Her four-year-old owner loved her very much, but the little boy accidentally injured the kitten's shoulder by picking her up the wrong way, tossing her up in the air and catching her. Although the kitten meowed piteously, the boy thought she was enjoying the game and continued it for ages. The boy couldn't be blamed really - no adult had shown him the proper way to handle a kitten. He had named the kitten “Ginger” and was very sad a few weeks later when his older brother and his friends were playing ‘Chase’ in the living room and one of them sat on the kitten. (5)

The solid-white boy kitten with blue eyes was the next to leave with a couple by the name of Gantry. Even before they got into their car, they announced the kitten’s name would be ‘Snowball.’ Unfortunately, he never learned his name. After the first few days, the couple got bored with him and paid him so little attention they failed to realise Snowball was deaf. On his first excursion outside he was run over in the driveway and buried under a rosebush. (6)

Snowball’s brother, a beautiful red tabby, was more fortunate being ‘adopted’ by an elderly lady named Jemima. So thrilled was she by the handsome little fellow that she immediately took ‘Erik’ round to visit all her neighbours. Though terrified by some of the cats and dogs he met, Erik was treated like a little prince. Sadly his good fortunate did not last, for Jemima had ignored the need to have him vaccinated – “but he looked so health and happy,” she explained. Unable to meet the expenses of having Erik treated by the local vet., she allowed Nature to take its course, and Erik passed away in his sleep. (7)

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The pitch-black male kitten grew up to be a fine example of a tomcat. However, the man who’d purchased him and named him ‘Killer’ moved home after a year and abandoned Killer to his own devices. The tomcat spent a few happy (more-or-less) months roaming the neighbourhood, slaughtering small birds and defending his territory until one day he was cornered by another ‘Killer’ – a Rottweiler who lived up to his name. To his credit, Killer (the cat) put up a fierce fight until the inevitable. (8)

A pretty woman, Bella by name, driving a white van, took the last two kittens, a gray boy and a brown tiger-striped girl. She promised they would always stay together. She sold them for fifteen pounds each to a laboratory. To this day, they are still together...in a jar of alcohol. (9)

For whatever reason - because Heaven is in a different time zone, or because not even cat souls can be trusted to travel in a straight line without meandering - all the kittens arrived at Heaven's Gate simultaneously. They batted and licked each other in glee, romped for awhile, and then solemnly marched through the gate, right past a sign lettered in gold:

"YOU ARE FINALLY FREE, KITTENS." (10)

1. How successful is the opening paragraph in engaging the attention of the reader?2. What information are we given in (2) that the kittens are probably neglected?3. Comment on the writer’s use of the word ‘mama’ in the second paragraph.4. Do you believe the farmer’s wife’s comment in paragraph three?5. How does the single sentence in (4) make you feel?6. Who, if anyone, is to blame for the sad death of ‘Ginger’?7. Would it be fair to describe the behaviour of the Gantrys as ‘callous’?8. Why is Jemima not totally culpable for the death of Erik?9. Comment on the comment ‘more-or-less’ in paragraph 8.10 Do you think the writer’s use of humour in paragraph 9 is (a) effective and (b) acceptable

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Cat-Meowing (and what it means)

Cats do most of their meowing when they want something but they do occasionally meow to say hello. However, there may be times when a cat starts meowing more or less constantly, and that can be quite a headache as much for you as for the cat. Most cats who constantly meow are doing so because they're trying to tell you something. Please bear in mind

that your cat doesn't meow just to annoy you and the quicker you can figure out the reasons for the noise, the quicker it will stop. Try some of these. (1)

Firstly, make sure that your cat isn't meowing due to an illness or medical problem. Cats do meow to communicate, not just to demand things, so illness should be ruled out first of all. If there’s no sign of illness, check these out. (2)

Feed on a regular basis. Try feeding your cat at set times/regular intervals so they can anticipate when they're next going to eat. You can also try leaving down the dry cat food/biscuits so that your cat can nibble whenever they get hungry. However, if your cat has a tendency to over-eat, this may not be wise. (3)

Install a cat flap. Most cats can never make up their minds if they want to be in or outside. My cat is in heaven during the summer when I can leave the back door open and he can wander in and out at much as he pleases. If your cat is always in and out, a cat flap is a great option. They're fairly cheap and easy to install and you buy ones which have magnets on them so only YOUR cat can get in; otherwise you can be sure of lots of unwelcome visitors. (4)

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Play. Some cats meow a lot because they want some attention and affection. Stroke and play with your cat often to keep them from feeling lonely or neglected. A bored cat is not a happy cat. (5)

Discipline. Don't let your cat drive you round the bend with excessive meowing - take charge. You can either ignore them which will eventually make them stop if you don't give in (very hard to do!) or you can try the old favourites of a squirt with a water spray or a firm 'NO' and a clap of the hands. Eventually your kitty will realise that constant meowing will get them nowhere. Please ensure you remember to praise your cat and give extra attention to them when they're not meowing. (6)

Try asking. And, if all else fails, try asking him what’s up. (7)

1. What is the main reason a cat may start meowing? (1) (1)2. What other reason can there be for a cat to meow? (1) (1)3. Why should you try to understand why your cat is meowing? (1) (2)4. What is the first thing to try and discover if your cat is meowing all the time? (2) (1)5. Why does a cat appreciate being fed at regular intervals? (3) (1)6. What kind of cats should not be provided with ‘nibbles’? Why not? (3) (2)7. Why does most cats love having a cat-flap? (4) (1)8. Explain one advantage and one disadvantage of providing a cat-flap? (4) (2)9. Why might a cat feel lonely and neglected? (5) (2)10. What three ways of stopping a cat meowing too much are described in (6)? (3)11. Why should you ‘reward’ your cat when he is not meowing all the time? (6) (2)12. The writer advises asking your cat ‘what’s up?’ if nothing else works. How serious do you think the writer is? Explain your answer? (7) (3)

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EVALUATING A TEXT - 4

NEVER GIVE UP

In the early hours of Tuesday 11th September 2012, after nearly 5 hours play, Andy Murray struck a ball past the great Novak Djokovich and became the first British tennis player to win a Grand Slam Tournament since 1936. The 76-year wait was over. Even though Murray had lost four Grand Slam finals he had refused to give up, and finally his boyhood dream had come true.

Murray was born in the small Scottish town of Dunblane on 15th May 1987. His mother Judy, who is now coach to the British ladies’ tennis team, gave Andy his first tennis racket when he was three years old. By the age of 12, he had won the World Junior U-12s Championship in Florida, and three years later he won the Wimbledon Junior Championship on his debut.

Andy, and his older brother Jamie, went through a terrible experience in 1996 when a gunman burst into Dunblane primary school and opened fire with a collection of handguns and shot 16 children and a teacher before turning the gun on himself. Andy, 8, and Jamie, 10, were on their way to the school gymnasium and only survived by hiding under the headmaster’s desk. Murray rarely talks about the ‘Dunblane massacre’ because it brings back so many painful memories of the friends he lost.

Even as a five-year-old Murray was described as ‘unbelievably competitive’ and he was known for giving much older players, including grown men, a telling-off for making elementary mistakes. “I got fed of Jamie beating me, so I just worked harder and harder till I could beat him.” He finally beat Jamie in an U-12s final, teasing him so much that Jamie smacked him hard enough to lose a nail on his left-hand. Though Andy has gone way beyond Jamie in tennis singles, he still had a bit of catching up to do because Jamie had already won a Grand Slam title – the mixed doubles at Wimbledon in 2007. Now he has. And in 2012 Andy added the Olympic Gold for good measure.

And the message? Don’t give up. Don’t give in. Follow your dream whatever it may be.

EVALUATION CRITERIA MARKSText has a powerful opening paragraphChronology of Murray’s life is easy to followText has appropriately formal styleDetail helps to keep reader engaged with textText makes it clear what kind of person Andy Murray isReported speech is used to move the text alongA variety of sentence structures is employedHumour helps to keep the reader engaged with the textText has some ‘wow’momentsConcluding paragraph is effective and satisfying

TOTAL MARK AWARDED35

DAILY LIFE IN TUDOR TIMESTim Lamberthttp://www.localhistories.org/tudor.html

The Tudors were a Welsh-English family who ruled England and Wales from 1485 to 1603 (118 years). The Tudor monarchs were: Henry VII, Henry VIII, Edward VI, Jane Grey, Mary I, and Elizabeth II. Poor Jane Grey only ruled for 9 days before Mary I had her arrested and later executed. The symbol of the Tudors was the Tudor Rose.

TUDOR ENGLAND

In Tudor England most of the population lived in small villages and made their living from farming. However, towns grew larger and more important. During the 16th century trade and industry grew rapidly and England became a more and more commercial country. Mining of coal, tin and lead flourished. So did the iron industry. During this period England became richer and richer. (1)

In the 15th century the population of England may have been around 2 1/2 million. It rose steadily during the 16th century. By 1525 it had risen to around 3 million and by 1600 it was about 4 million. (2)

TUDOR SOCIETY

Tudor society was divided into four broad groups. At the top were the nobility who owned huge amounts of land. Below them were the gentry and rich merchants. Gentlemen owned large amounts of land and they were usually educated and had a family coat of arms. Most important gentlemen never did any manual work - that was beneath their dignity! Below the gentry were yeomen and craftsmen. Yeomen owned their own land. They could be as wealthy as gentlemen but they worked alongside their men. Yeomen and craftsmen were often able to read and write. Below the yeomen were the tenant farmers who rented their land from the rich. There were also wage labourers. They were often illiterate and very poor. (3)

In the 16th century about 50% of the population lived at subsistence level. In other words they had just enough food, clothes and shelter to survive. For them life was very hard. However it was possible to move from one class to another. A yeoman could buy a coat of arms and become a

gentleman, if he could afford it. In this way, it was possible for an ambitious young man to rise in the world. (4)

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In the 16th century the power of the monarchy increased. During the Middle Ages the barons held castles, which were very difficult to capture so it was easy for them to rebel. Cannons changed all that. (Guns were invented in the 14th century and they gradually became more efficient). (5)

THE POOR IN TUDOR ENGLAND

With the rise in population during the 16th century jobs were not always easy to find. In Tudor times there were thousands of people without jobs wandering around looking for work. There were also disabled beggars. There were also people who pretended to be mad or disabled in order to beg. Tudor governments tolerated people who were disabled begging. However they did not tolerate able-bodied people without jobs wandering around. They saw such 'sturdy vagabonds' as a threat to law and order. They were treated very harshly. (6)

Since the 14th century there had been laws against vagabonds but in 1530 a new law was passed. The old and disabled poor were to be given licences to beg. However anyone roaming without a job was tied to a cart in the nearest market town and whipped till they were bloody. They were then forced to return to the parish where they had been born or where they had lived for the last 3 years. (7)

A law of 1536 was more severe. Vagabonds were whipped the first time. However for a second offence they part of their right ear was cut off (so they could be easily identified wherever they went). For a third offence they were hanged. However officers of the law were reluctant to carry out such terrible punishments. A law of 1547 chided them for 'foolish pity and mercy'. This terrible law was abolished in 1550. Once again flogging was made the punishment for vagrancy – wandering around the countryside without looking for work. (8)

Furthermore every parish was commanded to build a workhouse for the old and disabled poor. They would be housed in the workhouse and made to do any work they were capable of. However in 1572 the law was made more severe again. For a first offence a vagabond would be whipped and burned in the right ear with a red-hot iron. (Unless some kindly employer was willing to give him a job). For a second offence he would be hanged (again unless an employer gave him a job). For a third offence he would be hanged regardless. (9)

In 1576 the law regarding the old and disabled was changed again. This time the parishes were ordered to supply them with materials like flax, hemp, wool and iron. They were to do any work they could in their own homes. Any old or disabled person who refused to work was sent to a House of Correction where conditions were very harsh. However, in 1597 the death penalty for being a vagabond was abolished in England. (10)

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Questions about Tudor England

1. In Tudor times, did most people live in the countryside or in towns? (1) (1)2. List 4 industries that became very successful in the 16th century? (1) (4)3. Why do you think the population of England grew so quickly in the 16th century? (2) (2)4. Who owned most of the land in Tudor times? (3) (1)5. What did the noble families have to show they were important? (3) (1)6. Explain the difference between yeomen farmers and tenant farmers? (3) (2)7. What do we call poor people who worked only for wages? (3) (1)8. What does it mean if a family are living at ‘subsistence level’? (4) (2)9. What did many young ambitious men want to do? (4) (2)10. Explain why barons lost so much of their power in the 16th century. (5) (3)

11. Why was work difficult to find in Tudor times? (6) (2)12. How did Tudor governments treat beggars who were really disabled? (6) (1)13. Who were the ‘sturdy vagabonds’? (6) (1)14. What important changes to the law took place in 1530? (7) (3)15. List the three severe punishments that were introduced in 1536? (8) (3)16. Why were workhouses built in every parish? (9) (2)17. How could a vagabond be saved from a terrible punishment? (9) (1)18. Explain why a vagabond might be hanged? (9) (2)19. What importance change was made to the law in 1576? (10) (1)20. Why do you think the death penalty for being a vagabond was finally abolished in 1597? (10) (2)

This is what a Tudor vagabond looked like in the 16th century.

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TUDOR PUNISHMENTS

Tudor punishments were simple but harsh. In the 16th century minor crimes were often punished by the pillory or the stocks. The pillory was a wooden frame on a pole with holes through which a person's head and hands were placed. The frame was then locked and the person was subjected to humiliation and ridicule. The stocks was a wooden frame with holes through which a person's feet were placed and they were humiliated in the same way. Other common punishments were flogging and branding with red hot irons. (1)

More serious crimes were punished by death. Beheading was reserved for the wealthy. Ordinary people were usually hanged. (They were suspended with a rope round their neck until they were strangled to death). However there were worse ways of killing people. (2)

In Tudor England the punishment for treason was hanging, drawing and quartering. The person was drawn on a hurdle pulled by a horse to the place of execution. They were hanged (strangled by being suspended by a rope) but when they were still alive and sometimes conscious they were cut down. The executioner cut open their stomach and 'drew out'

their entrails. Finally the person was beheaded and his body was cut into quarters. (3)

TUDOR EDUCATION

Boys usually went to a kind of nursery school called a 'petty school' first then moved onto grammar school when they were about seven. The school day began at 6 am in summer and 7 am in winter (people went to bed early and got up early in those days). Lunch was from 11 am to 1 pm. School finished at about 5pm. Boys went to school 6 days a week and there were few holidays. (4)

Many children learned to read and write with something called a hornbook. It was not a book in the modern sense. Instead it was a

wooden board with a handle. Fixed to the board was a sheet of paper with the alphabet and the

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Lord's Prayer (the Our Father) written on it. The paper was usually protected by a thin slice of animal horn. (5)

Discipline in Tudor schools was savage. The teacher often had a stick with birch twigs attached to it. Boys were hit with the birch twigs on their bare buttocks. At about 15 or 16 the brightest boys might go to one of England's two universities, Oxford and Cambridge. Many boys did not go to school at all. If they were lucky they might get a 7-year apprenticeship and learn a trade. Some craftsmen could read and write but few labourers could. (6)

As for girls, in a rich family a tutor usually taught them at home. In a middle class family their mother might teach them. Upper class and middle class women were educated. However lower class girls were not. Children from rich families usually had their marriages arranged for them. If they refused to marry the person their parents chose they were beaten until they changed their minds. Children from poorer families had more choice over whom to marry. Yet girls usually married young. Many were married when they were only 15 or 16. Boys often married between the ages of 18 and 21. (7)

Tudor children who did not go to school were expected to work. They helped their parents by doing tasks such as scaring birds when seeds were sown. They also helped to weave wool and did other household tasks. (8)

Questions about punishments and education in Tudor times

1. How did people humiliate the wretches in the pillory or the stocks? (1) (3)2. Name two other punishments that were often used. (1) (2)3. Why do you think wealthy people were beheaded rather than hanged? (2) (2)4. What do you think was the worst part of being hanged, drawn and quartered? (3) (2)5. Do you think the school days were too long for Tudor boys? Give reasons for your answer? (4) (3)6. Explain how pupils used a ‘hornbook’ in their lessons. (5) (3)7. In your opinion, was punishment too harsh in Tudor schools? Give reasons for your answer. (6) (3)8. What happened to girls who refused to accept an arranged marriage? (7) (2)9. Why do you think people married so young in Tudor times? (7) (2)10. Describe the ways in which poorer children helped at home. (8) (2)

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WHAT A WAY TO GOStrange Ways to Die in Tudor England

As we have discovered, living was sometimes no laughing matter in Tudor England, and neither it seems was death. Historians who have examined the records have discovered the Tudors managed to die some pretty unusual deaths. Here are a few of them.

Hard to bear

Bears were part of the Tudor entertainment scene. There were performing bears and there were bears kept for the bloodthirsty attraction of bear-baiting. In a purpose-built bear garden, a bear would be tied to a post in an enclosed pit and would be set upon by hunting dogs. Henry VIII had his own royal arena built in Whitehall.

But sometimes bears escaped. A widow called Agnes Rapte was killed by Lord Bergavenny's bear when it broke loose at his house at Birling, Kent in 1563. Another victim, Agnes Owen from Herefordshire, was killed in her bed by a runaway bear. When a bear bit a man to death in Oxford in 1565, the bear wasn't punished but was taken into royal custody. Perhaps because it was worth 26 shillings and 8 pence - about six months' wages for a labourer.

Don’t look up or away

Archery was a dangerous pastime, both for participants and spectators. Coroners' reports reveal 56 accidental deaths from people standing too close to the targets or those who decided on just the wrong time to go and collect the fired arrows. These included some bad judgement calls. Thomas Curteys of Bildeston, Suffolk, was practising archery on a fine June evening in 1556, when he took off his hat and invited another bowman called Richard Lyrence to try to hit it with an arrow. No prizes for what happened next….. but the hat survived unscathed.

Bad luck, mate

Maypole injuries were not only caused by careering into another country dancer. Thomas Alsopp of Coventry was standing in the former cemetery of the Coventry Greyfriars under a stone wall on 26 April 1558 when a Maypole fell over. It hit the city wall and knocked a stone out of the top of it The stone hit him on the left part of his head and penetrated his brain, killing him instantly. What were the chances of that happening? What would they have said in the health and safety assessment?

Gong farmer sounds a quite cheerful occupation until you realise it was what the Tudors called people who were paid to shovel out the sewage from cesspits. So what can be said about the drunken Cambridge baker who, while relieving himself, fell backwards into a cesspit on 2 June 1523? He died horribly before relief arrived. What a way to go.

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EVALUATING A TEXT - 5

It was my father who decided we must have a dog, but choosing one turned out to be more difficult than we thought. After my mother had turned down a dozen puppies, we asked ourselves if any dog, anywhere in the world, could possibly be good enough. But, when we found it, this new puppy was to be my dog. I had decided this. And the fact was that I didn’t want a good, noble and well-bred dog – the kind that my mother longed for. I didn’t know what I did want, but the idea of such a dog bored me.

That summer we went to stay on an isolated farm with my father’s friend, Mr Barnes. It was night when we arrived, and an almost full moon floated above the farm. The land around was black and silent, except for the small incessant noise of the crickets. The car drew up outside the farm and as the engine stopped there was the sound of a mad, wild yapping. Behold, around the corner of the house came a small black wriggling object that threw itself towards the car, changed course on almost touching it, and dashed off again.

‘Take no notice of that puppy,’ said Mr Barnes. ‘It’s been stark staring mad with the moon every night this last week.’ We went into the house and were fed and looked after. I was sent upstairs so that the grown-ups could talk freely. All the time came the mad high yapping. In my tiny bedroom I looked out onto the space between the house and the farm buildings, and there hurtled the puppy, crazy with the joy of life, or moonlight, weaving back and forth, snapping at its own black shadow – like a drunken moth around a candle-flame, or like … like nothing I’ve ever seen or heard of since.

That, of course, was my puppy. Mr Barnes came out of the house saying, ‘Come now, you lunatic animal… ’, almost throwing himself on the crazy creature, which was yapping and flapping around like a fish as he carried it to its kennel. I was already saying, like an anguished mother watching a stranger handle her child: ‘Careful now, careful, that’s my dog.’

EVALUATION CRITERIA MARKSEffectiveness of opening sentenceShowing difference between what mother and son wanted in a dogConjuring a picture of their arrival at the farmUse of reported speech in third paragraphImage of the puppy in the fourth paragraphHints about the age of the boyFirst sentence of final paragraphImage of Mr Barnes capturing the puppy in the final paragraphWay in which the story is structuredHow satisfying the story is overall

TOTAL MARK AWARDED

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Poets’ Corner

The Bat

By day the bat is cousin to the mouse.He likes the attic of an aging house.

His fingers make a hat about his head.His pulse beat is so slow we think him dead.

He loops in crazy figures half the nightAmong the trees that face the corner light.

But when he brushes up against a screen,We are afraid of what our eyes have seen:

For something is amiss or out of placeWhen mice with wings can wear a human face. Theodore Roethke 1908 - 1963

Introduction to Poetry

I ask them to take a poem and hold it up to the lightlike a color slide or press an ear against its hive.

I say drop a mouse into a poem and watch him probe his way out,or walk inside the poem's room and feel the walls for a light switch.

I want them to waterski across the surface of a poemwaving at the author's name on the shore.

But all they want to do is tie the poem to a chair with ropeand torture a confession out of it.

They begin beating it with a hoseto find out what it really means.

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Billy Collins 1941 -

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THE LESSON

‘You’re father’s gone,’ my bald headmaster said.euphemism

His shiny dome and brown tobacco jarenjambment

Splintered at once in tears. It wasn’t grief.abruptness

I cried for knowledge which was bitterer more bitter?Than any grief. For there and then I knew knew what?That grief has uses – that a father dead the lesson?Could bind the bully’s fist a week or two;And then I cried for shame, then for relief. which emotion wins?

I was a month past ten when I learn this: why the colon here?I still remember how the noise was stilled persistence of memoryIn school assembly when my grief came in.

personificationSome goldfish in a bowl quietly sculledAround their shining prison on its shelf. a prisonThey were indifferent. All the other eyes meaning of indifferentWere turned towards me. Somewhere in myselfPride, like a goldfish, flashed a sudden fin. the lesson?

Edward Lucie-Smith 1933 -

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Planning For The Future

I have three teenage sons - With appetites like menAnd it costs a fortune - Feeding all of themBut due to the economy - Times are hard you see.

So as they eat like men - At dinner time I told them“Due to the current recession - Which may lead to a depressionTough times are ahead you know - So we will have to let you all go.”

Paul Curtis

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GRAMMAR & PUNCTUATION TEST PRACTICE

1 The colon : can be used in a number of ways, including

1. before a list of words or phrases

2. in the 24 hour clock

3. to signal to the reader that something important is coming. In addition, it makes the comment after the colon more forceful.

Task 1aAdd colons where appropriate and explain why they are there.

1. Here are the winning Bingo numbers 36, 66, 72, 77, 81, 86 and 90.

2. In the 24 hour clock 3pm is 1500 hours.3. I have one thing to say to you drop dead.4. The potion contained some exotic ingredients snails' eyes,

bats' tonguesand garlic.

5. The train leaves at 1900 hours, so please don’t be late.6. The vorpal sword went snicker snack off flew the

Jabberwocky’s head.7. These are the colours of the flag of France blue, white and

red.8. An 11-year-old boy sneaked on board the 1415 flight for

Rome.9. There is one thing that mankind cannot live without hope. 10. As Tiny Tim was heard to say God bless us all.

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Task 1bRewrite these sentences using a colon to make them more stylish. 1. I really can’t stand cold rice pudding. 2. The one country I would really love to visit is Mexico.3. You have no choice but to accept the referee's decision.4. Climate change is the most serious threat to mankind's survival.5. The song says that love and marriage go together like a horse and carriage.2 The semi-colon ; links two statements that are connected in some way. Here are some examples.

It was raining cats and dogs; everyone got soaked to the skin.It was a dark and stormy night; the wind howled like wolves.I avoid rice pudding; dairy products don’t agree with me.

Things to note the semi-colon separates two complete sentences; the second sentence has a strong relation to the first

sentence; the semi-colon is be used in the place of a connective; do not use a capital letter after a semi-colon unless it

would have one anyway; for example ‘I’ or a proper noun such as a name.

Task 2Add semi-colons where appropriate and explain why they are there.

1. We missed the last bus we had to walk all the way home.2. Dogs are pack animals cats are solitary creatures.

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3. Grammar is very important it improves communication.4. A smile is the shortest distance between friends smile a lot.5. I thought semi-colons were difficult they’re actually quite

easy!6. Amber wore a white dress for the wedding Archie wore his

kilt.7. You said robbing the bank would be easy why are we in

prison then?8. I beg your pardon I didn’t promise you a rose garden.9. Suzie stayed out in the sun too long she looks like a greasy

chip.10. A little knowledge is a dangerous thing get a little

knowledge live dangerously.

Warning!

Some students are so thrilled by semi-colons they splatter them all over their writing. Do not do this! Use only two or three in any piece of writing. If you use too many, it just looks silly – and you’ll probably get them wrong.

3 The dash - Use a dash to a show a sudden break or shift in your train of thought. Use the dash to show something has suddenly occurred to you. Here are some examples:

Only an idiot would go into that lion’s cage – so in you go! I think – no, I’m sure – I’m right. Look at the time – we’d better get a move on. WJS is one of the best junior schools in Whitstable – on

second thoughts, it’s the best.

Task 3Complete these sentences by adding a remark after the dash.

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1. Sir says that haggis is good for you – 2. I kicked the wall with my big toe – 3. I’m not sure if this dress suits me –4. Who’s going to take the penalty? –5. If at first you don’t succeed –

4 The hyphen - looks exactly like a dash but we use it to join the parts of compound words. A compound word is a

word made up two or more words. These examples make it easy to

understand.

1. 'Hands up!! This is a hold-up.' 2. I love eighteenth-century architecture.3. Susan is my sister-in-law and Andy is my brother-in-law.4. Maria shot her husband in self defence while he was

sleeping.5. Mum’s a little over-weight and dad’s a little under-weight.

Task 4Put in the hyphens where they are needed.

1. Don’t drive down there. It’s a one way street.

2. Going to Italy was a last minute decision.

3. I love treacle coated apples.4. The BBC gives us up to the minute

news.5. Don’t listen to all that gossip and tittle tattle.

5 Brackets (round) We use round brackets (also known as parentheses) in much the same way as we use dashes. The information in brackets is slightly apart from the rest of the sentence. They are useful when the writer (you) wants to make a little comment to the reader. We can also use them to enclose a small piece of information explaining what we are writing about. Here are some examples:

1. Many people (but not me) think dogs make better pets than cats.

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2. Oliver Twist was written by Charles Dickens (1812-70)3. WJS (Whitstable Junior School) is located near the library in

Whitstable.4. Freddy is absent again (tummy upset this time).5. “You will succeed (98 and ¾ percent guaranteed),” said Dr.

Seuss.

6 Ellipsis is … three dots in a row, and we can use them in three ways.

1. to create a feeling of suspense. And the winner is …2. to show that a sentence has been left unfinished because it

has simply trailed off. Watch this space ...3. to show that part of a quotation has been left out.

The teacher told us, “Collect your books, tidy your desks ... go home.”

What the examiner expects from you!Level 1 full stops - capital letters at the start of a sentenceLevel 2 full stops – question marks – capital lettersLevel 3 . ? , ! capital lettersLevel 4 . ? , ! capital letters “ “ apostrophesLevel 5 . ? , ! capital letters “ “ apostrophesLevel 5 dash hyphen brackets colon semi-colon ellipsis

THE SATS GRAMMAR TEST AT HIGHER LEVELS

1. Suggest a synonym for each of the underlined words.

(a) The bathwater is tepid so I’ll add some hot water.

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(b) That was a very magnanimous gesture you made.(c) Wait over there for me. I’ll be with you presently.

2. Explain why brackets are used in the sentence below. Tybalt (a member of the Capulet family) slew Mercutio in the sword-fight.

3. Suggest the correct word to complete the sentence. You may give that book to ……………………. you please.

4. Explain why a colon is appropriate in the sentence below.I have only one thing to say: run for your lives!

5. Rewrite the sentence below in the passive voice. They might have scored two goals in the last minute.

6. Insert a comma and a semi-colon in the sentence below to clarify its meaning. Ian enjoys apples oranges and pears I prefer bananas.

7. Add a subordinate clause that makes sense to the sentence below. You should also add the necessary punctuation. This book is really great.

8. Add both a prefix and a suffix to the root below to complete the sentence. One thing I really don’t like is kind.

9. Name the adverb in this sentence: I hope we all do well in SATS!

10. Identify the figures of speech used in the sentences below alliteration - simile - metaphor - personification - onomatopoeia

(a) The wind assaulted the window like a hammer battering a nail.

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(b) Ding dong merrily on high – In heaven the bells are ringing.

(c) The Moon was a bright, gold coin in the dark sky.

(d) Five flags fluttered and flapped in the breeze.

(e) The telephone screamed, “Will someone please answer me?”

12. Choose the correct form to complete the sentence. Between _____________, I wouldn’t like to be in his shoes.

(a) ourselfs (b) our selves (c) ours elfs (d) ourselves 13. Add both a prefix and a suffix to the word happy to create an abstract noun.

14. The teacher’s book is on the desk. Does the apostrophe in the sentence above contain an an apostrophe of omission on an apostrophe of possession?

15. Choose the mostly likely word to complete the sentence below. I’m not supporting either side. In fact, I’m quite uninterested/disinterested in which team wins. 12. Underline the subject of the sentence below.

‘Singing in the Rain’ is one my favourite movies.

13. Underline the error in the sentence below. Between you and I, Tommy is talking utter nonsense.

14. Correct the underlined verb in the sentence blow. If you would have asked me in time, I would have done it for you.

15. Underline all the adverbs in the sentence below.Bravely, our troops fought as hard as they could,

and eventually triumphed even better than expected.

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16. Which of these sentences is grammatically correct? (a) None of the children is here.

(b) None of the children are here.

17. Place the correct word in the blank spaces.The ____ of them were ____ exhausted ____ walk any further.(a) too (b) to (c)

18. Choose I or me to complete the following sentences.(1) Who will be coming along with Tim and _______?(2) The old man and _______ were sitting on the park bench(3) My best friend and _______ wanted to go camping in Devon.(4) Between you and _______, I haven’t a clue.(5) Susan, Amy, Sally, her best friend and ______ all wanted to be take part in the game.

19. Choose whose or who’s to complete the following sentences.

(1) ______ a silly billy now?(2) '______ shoes are these?' shouted mum.(3) I’m not sure _______ coming to the cinema tonight.(4) I’d like to know ______ smelly socks these are.(5) Paul is the player __________ skills can make this team

something special.

20. Choose there, their, or they’re to complete these sentences.

(1) The children ate all ------- sandwiches.(2) I found the old shoes in -------.(3) '------- waiting for you in the interview room.'(4) ------- are too many mistakes in this essay.(5) The passengers complained that the airline had lost

------- luggage again.

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SPELLING LISTS

- tion - ive - al homophones

completion apprehensive individual heard/herd

direction destructive special practise/practice

invention expensive original weight/wait

pollution explosive usual father/farther

question detective approval beach/beech

attention defective comical stare/stair

mention adjective fictional one/won

collection offensive impractical threw/through

- ful - fully double letters silent letters

hopeful hopefully different ghost

beautiful beautifully difficult ghastly

careful carefully essential numb

wonderful wonderfully excellent design

successful successfully suppose stretch

awful awfully opposite interesting

delightful delightfully passenger knowledge

peaceful peacefully beginning surprise

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- ly ‘ c ’ makes ‘ s ’ double and add –ed

extremely audience grabbed

frequently century occurred

gently excellent planned

eventually exciting stopped

generally excited trapped

obviously necessary slipped

fortunately evidence mapped

pre fixes suffixes i before e, except after c

disappoint beautiful believe (ee sound)

disappear happiness fierce (ee sound)

important inevitable thief (ee sound)

impossible carefully niece (ee sound)

unhappy children achieve (ee sound)

unusual treatment ceiling (ee sound)

almost magician receipt (ee sound)

altogether politician receive (ee sound)

although dictionary science (no ee sound)

supermarket likeable weird (an exception!)

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drop e add ing y to an i and add -es Mixed Bag 1

escape - escaping family - families foreign

excide - exciting city - cities famous

make - making body - bodies conquered

include - including lady - ladies discuss

move - moving baby - babies ourselves

raise - raising story - stories disgusting

wrestle - wrestling pony - ponies dozens

joke - joking injury - injuries significant

take - taking fairy - fairies correctly

hope - hoping trophy - trophies attempt

adjective comparative superlative y preceded by vowel

big bigger biggest donkey - donkeys

noisy noisier noisiest monkey - monkeys

easy easier easiest valley - valleys

nasty nastier nastier key - keys

pretty prettier prettiest essay - essays

large larger largest osprey - ospreys

wide wider widest railway - railways

near nearer nearest alley - alleys

tall taller tallest motorway - motorways

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ooo

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