CAMBRIDGE PRIMARY ENGLISH 5 END-OF-YEAR TEST

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End-of-year test
Part 1: Non-fiction
Reading
Read the texts and answer the questions that follow.
Text 1
A History of Film
The camera: An invention that changed the world
Today, movies are shown across the world, in many different languages and
styles. But where did this worldwide industry come from? Who were the
innovators of film and who were the stars of their movies?
The history of film begins with Louis and Auguste Lumière, who lived in
Lyon, France. In 1894, the brothers designed and built a camera that could
record moving images and project them onto a screen. They called it a
Cinématographe and it became the standard movie camera for the next
25 years. The first movie shot with this camera followed a year later. It was
called ‘Workers leaving the Lumière Factory at Lyon’ and showed just that.
In 1902, a French movie maker, Georges Méliès, created a movie called
‘Voyage to the Moon’. It used special effects and it introduced colour to the
screen by using hand-painted images. For many years, Georges’ movie was
thought to be the best ever made, and other movie makers copied his ideas.
Four years later, the first animated cartoon was produced. It was drawn and
filmed by J. Stuart Blackton and was called ‘Humorous Phases of Funny
Faces’. Later, other animators, like Walt Disney, followed his example.
Only 16 years after the invention of the movie camera, there was a worldwide
movie industry.

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Film facts:
 The word ‘movie’ is short for ‘moving pictures’. Until 1895, people
had only seen ‘still pictures’ called photographs.
 Movies made before 1927 were silent. No one had worked out
how to record and play back sound to fit the movie. Early cinemas had a
piano player providing music to go with the film.
Scriptwriting and storyboard
A film usually begins with someone having an idea of a story they want to tell.
It could be a funny, sad, romantic or scary story. A scriptwriter takes this idea
and writes a story around it. This is called the script.
The scriptwriter will describe what the audience will see on the screen. They
will write where each scene is set, whether it takes place during the day or at
night and, most importantly, what the actors will do and say. An artist will
then be asked to draw each scene as a series of small cartoons. This is known
as the storyboard.
Film facts:
 The script may be written many times before everyone is happy.
 When the director says “Action!” they are telling the actors to begin
doing what it says they are to do in the script.
From 4Voyagers ‘Movie World’ by Colin Millar and Spike Breakwell

Text 2
Dinosaurs Don’t Sing
The latest film release is the animated dinosaur comedy, ‘Dinosaurs Don’t
Sing’. The story takes place in the Jurassic era and follows a young T-Rex
called Terry and his efforts to form a pop group with his dinosaur friends. His
efforts are initially thwarted by his parents and the other older dinosaurs who
can’t or won’t understand what the point of a pop group is.
Terry keeps going and the movie follows the group’s adventures, triumphs
and failures, with an ending that will leave viewers of all ages charmed and
delighted. With a soundtrack of the original songs by the rock group The
Reapers, everyone will leave the cinema humming the tunes.
The animation is imaginative, bright and colourful without being fussy. The
characters have a realism that has the viewer believing in them. What sets this

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film above others of its type is the script. It has jokes aimed at the younger
viewers, yet it has enough jokes to keep the grown-ups entertained.
The lead actors, Dave McClure as Terry and Babette Moncur as Jenny the
Stegosaurus, both excel themselves and genuinely sound like they had a great
time voicing the characters. The performances lift the movie to new heights
and give it such a warm feeling you’ll leave the cinema glowing.
One minor fault that could be picked with this movie, is that Terry passed the
problems in his way a little too easily. This doesn’t, in general, spoil the movie
in any way, but it holds it back a little.
All in all, this is a great family movie that will make you laugh out loud a lot,
cry a little and have your feet tapping to the music. If you only see one
animated film this year, make it this one.
From 4Voyagers ‘Movie World’ by Colin Millar and Spike Breakwell

industry: n. business

innovators: n. people who have new ideas and who try new
things

project: v. shine onto a surface

special effects: n. sounds and graphics that help a movie seem

real to the audience

thwarted: v. prevented from doing something

Read and compare the two texts. Identify the text type and give a
feature of each.
1 a Text 1

[1]

b Text 2

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[1]

2 Where and when did the history of filmmaking begin?

[2]

3 Which film was the first to use special effects? Was the film fact or
fiction?
How do you know?

[3]

4 Who invented animated cartoons? What is animation?

[2]

5 Summarise the process of making a film in three steps.

[3]
6 Which text has both facts and opinions? Explain why.

[1]

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7 Identify the genre of the film described in Text 2.

[1]

8 Add the comparative and superlative forms to the following

adjectives
used in Text 2.

bright

colourful

fussy

[3]
9 Compare the texts according to the purpose, audience, language
and layout.
Identify the differences.

Purpose and
Language and layout
audience
Text 1

Text 2

[2]
10 Read the sentence from the final paragraph of Text 2:

All in all, this is a great family movie that will make you laugh out loud a
lot, cry a little and have your feet tapping to the music.

Find an example of:

a a modal verb:
[1]

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b an adverb or adverbial phrase:
[1]
c the main clause:
[1]
d the verb to be:
[1]

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11 Which of these words does not describe the tone of Text 2?

encouraging

enthusiastic

positive

disappointed

persuasive [1]

12 Would you like to see the film described in Text 2?

Give a reason based on the text.

[1]

Writing
Write a film review based on this film poster.

Use clues in the poster to gather information about the film.

[25]

Who are the

main What is the
characters? title?

What do
others think Where is the
about it? setting?

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Spend up to five minutes making notes about the film.

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Think about how your review will look and sound according to the
purpose,
audience, language and layout.

Purpose Audience Language Layout

What is it for? Who is it for? Style and How is it

tone? organised?

Write your review neatly here. Check your work carefully before you
finish.

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Part 2: Fiction
Reading
Read the extract from The Iron Man by Ted Hughes and answer the
questions.

The Coming of the Iron Man

1 The Iron Man came to the top of the cliff.
2 How far had he walked? Nobody knows. Where had he come from?
Nobody knows. How was he made? Nobody knows.
3 Taller than a house, the Iron Man stood at the top of the cliff, on the very
brink, in the darkness.
4 The wind sang through his iron fingers. His great iron head, shaped like
a dustbin but as big as a bedroom, slowly turned to the right, slowly
turned to the left. His iron ears turned, this way, that way. He was
hearing the sea. His eyes, like headlamps, glowed white, then red, then
infrared, searching the sea. Never before had the Iron Man seen
the sea.
5 He swayed in the strong wind that pressed against his back. He swayed
forward, on the brink of the high cliff.
6 And his right foot, his enormous iron right foot, lifted – up, out into
space, and the Iron Man stepped forward, off the cliff, into nothingness.
7 CRRRAAAASSSSSSH!
8 Down the cliff the Iron Man came toppling, head over heels.
9 CRASH!
10 CRASH!
11 CRASH!
12 From rock to rock, snag to snag, tumbling slowly. And as he crashed and
crashed and crashed
13 His iron legs fell off.
14 His iron arms broke off, and the hands broke off the arms.

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15 His great iron ears fell off and his eyes fell out.
16 His great iron head fell off.

17 All the separate pieces tumbled, scattered, crashing, bumping, clanging,

down on to the rocky beach far below.
18 A few rocks tumbled with him.
19 Then
20 Silence.
21 Only the sound of the sea, chewing away at the edge of the rocky beach,
where the bits and pieces of the Iron Man lay scattered far and wide,
silent and unmoving.
22 Only one of the iron hands, lying beside an old, sand-logged washed-up
seaman’s boot, waved its fingers for a minute, like a crab on its back.
Then it lay still.
23 While the stars went on wheeling through the sky and the wind went
on tugging at the grass on the cliff top and the sea went on boiling
and booming.
24 Nobody knew the Iron Man had fallen.
Ted Hughes

1 a What is the atmosphere in three first three paragraphs?

[1]

b Name two ways the writer creates this atmosphere.

[2]

2 How many adverbial phrases are in the sentence in paragraph 3?

[1]

3 Identify three similes in paragraph 4.

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[3]

4 What is the purpose of these similes?

[1]
5 What effect is created by paragraphs 7–20?

[1]

6 Explain how the effect is created.

[2]

7 Name three reasons why writers usually start new paragraphs.

[3]

8 Why does the writer start new paragraphs after one word or one
sentence in this extract?
[1]

9 Identify the personification in paragraph 21.

[1]

10 Add another example of personification onto the end of the

paragraph
to extend the description.
[1]

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11 Tick () the boxes that describe the overall mood of the extract.

buoyant

sad

mysterious

scary

lonely [1]

12 Give two reasons using evidence from the text for the boxes
you ticked in question 11.

[2]

13 Explain why the simile in paragraph 22 is so effective.

[1]

14 Invent your own simile to describe the Iron Man’s hand.

[1]

15 Name two writing techniques the writer uses in paragraph 23.

1

2
[2]

16 Rewrite the final paragraph in first-person narrative.

[1]

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Writing
This is the opening chapter of the book. The Iron Man has fallen down
the
cliff and nobody knows. He is all in pieces. In the next part of the story,

somehow, the Iron Man’s pieces come back together to make him
whole again.
Continue the story to describe how all the scattered bits of the Iron
Man
come back together and he climbs back up the cliff.

[25]

Describe:
 whether anyone or anything helps the Iron Man reassemble
 how the pieces move and come together.
 how he gets back up the steep cliff.

Characters  The Iron Man

 Any other characters of choice

Setting  The beach

 The sea and the cliffs

Plot  Did the hand’s fingers start waving again?

 Did the sea wash any parts together?
 Did any seagulls watch or help?
 Did anyone find him or help?

Language  Use vivid descriptions – similes, metaphors and

personification.
 Follow a similar style of paragraphs.
 Use text effects and punctuation for effect.
 Use one word or short sentences mixed with
longer ones.
 Use writing techniques such as listing,
repetition and alliteration.

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Spend up to five minutes making notes to plan your writing in this

box.

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Write your next part of the story.
Check your work carefully before you finish.

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