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114+ English
and common entrance exam practice

English Assessment Papers

Assessment Book 1
Papers
 Your exam journey
©) Handbook
Essential subject-specific guidance to the 11+ and other
entrance test questions ~

@ No Nonsense
General skills practice for Key Stages 1 and 2, matched
to the National Curriculum

¢S) - Up to Speed: Assessment Papers

Practice for children not yet working at the level needed
for 11+ success

Assessment Papers
_Topic-based practice questions for the 11+ exam

10 Minute Tests
Bite-sized practice. Ideal for revision and consolidation

= Stretch: Assessment Papers

More challenging questions to stretch the very brightest minds

@ Test Papers
Realistic 11+ timed test papers with full answers

More support from Bond

Parents’ Guide ®) Focus On Writing Focus On
Invaluable, step-by-step Develops the skills for Comprehension
guide for parents whose tackling the written Step-by-step practical
children are preparing element of assessments guide to answering
for the 11+ test comprehension questions

The full subject range

ow
iv

English
Assessment Papers
English
Assessment Papers

10-11 years

Book1

OXFORD
UNIVERSITY PRESS
OXFORD
UNIVERSITY PRESS
Great Clarendon Street, Oxford, OX2 6DP, United Kingdom
Oxford University Press is a department of the University of Oxford. ;
It furthers the University’s objective of excellence in research, scholarship,
and education by publishing worldwide. Oxford is a registered trade mark of
Oxford University Press in the UK and in certain other countries
Text © J M Bond and Sarah Lindsay 2020
Illustrations © Oxford University Press 2020
The moral rights of the authors have been asserted
First published in 2015
This new edition 2020
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted, in any form or by any
means, without the prior permission in writing of Oxford University
Press, or as expressly permitted by law, by licence or under terms
agreed with the appropriate reprographics rights organization.
Enquiries concerning reproduction outside the scope of the above
should be sent to the Rights Department, Oxford University Press, at
the address above.
You must not circulate this work in any other form and you must
impose this same condition on any acquirer
British Library Cataloguing in Publication Data
Data available
978-0-19-277642-6
10987654321
Paper used in the production of this book is a natural, recyclable
product made from wood grown in sustainable forests.
The manufacturing process conforms to the environmental
regulations of the country of origin.

Printed in China
Acknowledgements
The publishers would like to thank the following for permissions to
use copyright material:
Page make-up: OKS Prepress, India
Illustrations: R Barton and K Kett
Cover illustrations: Lo Cole
Pp3-4 extract from The Phantom Tollbooth by Norton Juster reprinted by permission of
HarperCollins Publishers Ltd © Norton Juster 1984; pp9-10 ““I’d like to have seen you,”
my mother says, “but it’s not as important as people think.”’ by Julie Reid, 1 August
2006 copyright © Guardian News and Media Ltd 2006; p15 extract from ‘Sea’ by
Brendan Kennelly from Familiar Strangers: New and Selected Poems 1960-2004, Bloodaxe
Books, 2004. Repriduced by permission; pp25-26 Anne Frank The Diary of a Young Girl:
The Definitive Edition edited by Otto H Frank and Mirjam Pressler, translated by Susan
Massotty, published by Viking. Copyright © The Anne Frank-Fons, Basle, Switzerland,
1991. English translation copyright © Doubleday a division of Bantam Doubleday Dell
Publishing Group, Inc. 1995. Reprinted by permission of Penguin Books Ltd; pp31-32
extract from The Turbulent Term of Tyke Tiler copyright © Gene Kemp 1987. Reproduced
by permission of Faber & Faber Ltd; p37 ‘Gus: the Theatre Cat’ from Old Possum’s Book of
Practical Cats by T S Eliot. Reprinted by permission of Faber and Faber Ltd; p43 ‘Natalie
Sergueiew alias Treasure’ original files held by the National Archives. Reproduced with
permission from the National Archives’ website at www.nationalarchives.gov.uk; p48
extract from The Hobbit by JR R Tolkien reprinted permission of HarperCollins Ltd
copyright © The J R R Tolkien Estate Ltd 1937; 1965.
Although we have made every effort to trace and contact allcopyright holders
before publication this has not been possible in allcases. If notified, the publisher
will rectify any errors or omissions atthe earliest opportunity.
The publisher would like to thank Michellejoy Hughes for assisting with the
compilation of the expanded answers.
Links to third party websites are provided by Oxford in good faith and for
information only. Oxford disclaims any responsibility forthe materials contained
in any third party website referenced inthis work.
 Galore vougel started )
What is Bond?
This book is part of the Bond Assessment Papers series for English, which
provides thorough and continuous practice of key English skills from ages
five to thirteen. Bond’s English resources are ideal preparation for Key Stage 1
and Key Stage 2 SATs, the 11+ and other selective school entrance exams.

How does the scope of this book match real exam content?
English 10-11* Book 1 and Book 2 are the core Bond 11+ books. Each paper
is pitched at the level of a typical 11+ exam and practises comprehension,
spelling, grammar and vocabulary work. The papers are also in line with
other selective exams for this age group. The coverage is matched to the
National Curriculum and the National Literacy Strategy and will also provide
invaluable preparation for Key Stage 2 SATs. It is outside the scope of this
book to practise extended and creative writing skills. Bond Focus on Writing
provides full coverage of writing skills.

What does the book contain?

e 10 papers - each one contains 100 questions.

e Tutorial links throughout — == - this icon appears in the margin next

to the questions. It indicates links to the relevant section in How to do 11*
English, our invaluable subject guide that offers explanations and practice
for all core question types.

e Scoring devices - there are score boxes in the margins and a Progress
Chart on page 60. The chart is a visual and motivating way for children to
see how they are doing. It also turns the score into a percentage that can
help decide what to do next.

e Next Steps Planner - advice on what to do after finishing the papers can
be found on the inside back cover.

e Answers - located in an easily-removed central pull-out section.

How can you use this book?

One of the great strengths of Bond Assessment Papers is their flexibility. They
can be used at home, in school and by tutors to:

e set timed formal practice tests — allow about 50 minutes per paper in
line with standard 11+ demands. Reduce the suggested time limit by five
minutes to practise working at speed.

Gi)
 e provide bite-sized chunks for regular practice

e highlight strengths and weaknesses in the core skills

e identify individual needs

e set homework

e follow a complete 11+ preparation strategy alongside The Parents’

Guide to the 11+ (see below).

It is best to start at the beginning and work though the papers in order. If you
are using the book as part of a careful run-in to the 11+, we suggest that you
also have four other essential Bond resources close at hand:

How to do 11+ English: the subject guide that explains all the question types
practised in this book. Use the cross-reference icons to find the relevant
sections.

Focus on Comprehension: the practical handbook that clearly shows children

how to read and understand the text, understand the questions and assess
their own answers.

Focus on Writing: the essential resource that explains the key components of
successful writing.

The Parents’ Guide to the 11+: the step-by-step guide to the whole 11+
experience. It clearly explains the 11+ process, provides guidance on how
to assess children, helps you to set complete action plans for practice and
explains how you can use English 10-11* Book 71 and Book 2 as part of a
strategic run-in to the exam.

See the inside front cover for more details of these books.

What does a child’s score mean and how can it be improved?

It is unfortunately impossible to guarantee that a child will pass the 11* exam
if they achieve a certain score on any practice book or paper. Success on the
day depends on a host of factors, including the scores of the other children
sitting the test. However, we can give some guidance on what a score
indicates and how to improve it.

If children colour in the Progress Chart on page 60, this will give an idea of
present performance in percentage terms. The Next Steps Planner inside the
back cover will help you to decide what to do next to help a child progress. It
is always valuable to go over wrong answers with children. If they are having
trouble with any particular question type, follow the tutorial links to How to do
11* English for step-by-step explanations and further practice.

Don’t forget the website ...!

Visit www.bond1 1plus.co.uk for lots of advice, information and suggestions on
everything to do with Bond, the 11+ and helping children to do their best.

Civ )
Key words
Some special words are used in this book. You will find them in bold each time they appear in
the Papers. These words are explained here.
abbreviation a word or words which are shortened
abstract noun a word referring to a concept or idea Jove
active verb when the main person or thing does the action he took it
adjectival phrase a group of words describing a noun
adjective a word that describes somebody or something
adverb a word that gives extra meaning to a verb
adverbial phrase a word or phrase that makes the meaning of a verb, adjective or another
adverb more specific, e.g. The Cheshire cat vanished quite slowly,
beginning with the end of its tail
alphabetical order words arranged in the order found in the alphabet
antonym a word with a meaning opposite to another word hot - cold
clause a section of a sentence with a verb
collective noun a word referring to a group swarm
complex sentence a sentence containing a main clause and subordinate clause(s)
compound word a word made up of two other words football
conditional a clause or sentence expressing the idea that one thing depends on another
conjunction a word used to link sentences, phrases or words and, but
connective a word or words that join clauses or sentences
contraction two words shortened into one with an apostrophe placed where the letter/s
have been dropped do not = don’t
definition a meaning of a word
diminutive a word implying smallness booklet
fronted adverbial an adverbial that has been moved before the verb, e.g. The day after
tomorrow, I’m going on holiday
homophone a word that has the same sound as another but a different meaning or
spelling right/write
main clause a Clause in a sentence which makes sense on its own
metaphor an expression in which something is described in terms usually associated
with another the sky is a sapphire sea
modal verb verbs that change the meaning of other verbs, e.g. can, will
noun a word for somebody or something
object a noun referring to a person or thing which is affected by the action of a
verb He ate an ice cream
onomatopoeic a word that echoes a sound associated with its meaning hiss
parenthesis this is a word or phrase that is separated off from the main sentence
by brackets, commas or dashes usually because it contains additional
information not essential to its understanding
passive verb when the main person or thing has the action done to it it was taken by him
past tense form of a verb something that has already happened
phrase a group of words that act as a unit
plural more than one- cats
prefix a group of letters-ddded to the beginning of a word un, dis
preposition a word that relates other words to each other the book on the table
pronoun a word used to replace a noun
proper noun the name of a person, place, etc. Ben
relative clause a special type of subordinate clause that makes the meaning of a noun
more specific, e.g. The prize that | won was a book
reported speech what has been said without using the exact words or speech marks

ce
Beas
root word a word to which prefixes or suffixes can be added to make another
word quickly
simile an expression to describe what something is like as cold as ice
singular one cat
subject the person or thing who does the action expressed by the verb the lion roared
subordinate clause gives more information about, and is dependent on, the main clause
suffix a group of letters added to the end of a word /y, ful
superlative describes the highest degree of a quality (adjective or adverb) bravest,
most beautiful
synonym a word with the same or very similar meaning to another word quick — fast
verb a ‘doing’ or ‘being’ word
Milo (with his dog Tock) is the guest of honour at the Royal Banquet, but in the magical
world of words and numbers this is no ordinary banquet. Milo was asked to give a
speech but hadn’t realised how important the words he spoke were going to be!
The waiters reappeared immediately, carrying heavy, hot trays, which they set on
the table. Each one contained the exact words spoken by the various guests, and
they all began eating immediately with great gusto.
“Dig in,” said the king, poking Milo with his elbow and looking disapprovingly at
his plate. “I can’t say that | think much of your choice.” 5
“| didn’t know that | was going to have to eat my words,” objected Milo.
“Of course, of course, everyone here does,” the king grunted. “You should have
made a tastier speech.”
Milo looked around at everyone busily stuffing himself and then back at his own
unappetizing plate. It certainly didn’t look worth eating, and he was so very hungry. 10
“Here, try some somersault,” suggested the duke. “It improves the flavour.”
“Have a rigmarole,” offered the count, passing the breadbasket.
“Or a ragamuffin,” seconded the minister.
“Perhaps you’d care for a synonym bun,” suggested the duke.
“Why not wait for your just desserts?” mumbled the earl indistinctly, his mouth full 15
of food.
“How many times must | tell you not to bite off more than you can chew?”
snapped the under-secretary, patting the distressed earl on the back.
“In one ear and out the other,” scolded the duke, attempting to stuff one of his
words through the earl’s head. 20
“If it isn’t one thing, it’s another,” chided the minister.
“Out of the frying pan into the fire,” shouted the count, burning himself badly.
“Well, you don’t have to bite my head off,” screamed the terrified earl, and flew at
the others in a rage.
The five of them scuffled wildly under the table. 25
“STOP THAT AT ONCE,” thundered Azaz, “or |’ll banish the lot of you!”
“Sorry.”
“Excuse me.”
“Forgive us.”
“Pardon.” 30
“Regrets,” they apologised in turn, and sat down glaring at each other.
The rest of the meal was finished in silence until the king, wiping gravy stains from
his vest, called for dessert. Milo, who had not eaten anything, looked up eagerly.
“We’re having a special treat today,” said the king as the delicious smells of
home-made pastry filled the banquet hall. “By royal command the pastry chefs have — 35
worked all night in the half bakery ta.make sure that —”
“The half bakery?” questioned Milo.
“Of course, the half bakery,” snapped the king. “Where do you think half-baked
ideas come from? Now, please don’t interrupt. By royal command the pastry chefs
have worked all night to —” 40
“What’s a half-baked idea?” asked Milo again.

(3)
 “Will you be quiet?” growled Azaz angrily; but, before he could begin again, three
large serving carts were wheeled into the hall and everyone jumped up to help himself.
“They’re very tasty,” explained the Humbug, “but they don’t always agree with you.
Here’s one that’s very good.” He handed it to Milo and, through the icing and 45
nuts, Milo saw that it said THE EARTH IS FLAT.
“People swallowed that one for years,” commented the Spelling Bee, “but it’s not
very popular these days — d-a-y-s.”
He picked up a long one that stated THE MOON IS MADE OF GREEN CHEESE
and hungrily bit off the part that said CHEESE. “Now there’s a half-baked idea,” he 50
said smiling.
Milo looked at the great assortment of cakes, which were being eaten almost as
quickly as anyone could read them. The count was munching contentedly on IT
NEVER RAINS BUT IT POURS and the king was busy slicing one that stated NIGHT
AIR IS BAD AIR. 55
“| wouldn’t eat too many of those if | was you,” advised Tock. “They may look
good, but you can get terribly sick of them.”
“Don’t worry,” Milo replied; “I'll just wrap one up for later,” and he folded his
napkin around EVERYTHING HAPPENS FOR THE BEST.
The Phantom Tollbooth by Norton Juster

Underline the right answers.

1 Who was the guest of honour at the Royal Banquet?
(the King, Milo, Azaz)
2 What did the minister offer Milo?
(a somersault, a rigmarole, a ragamuffin)
3 The smell of what filled the banquet hall?
(smoke, pastry, cheese)

Answer these questions.

4-5 Milo had been asked to give a speech but it was only later that he realised the
importance of this. Use evidence from the passage to explain why his speech
was important.

6 Study the word rigmarole. Why did the count pass the breadbasket when
offering a rigmarole?
 7-8 In the first part of the passage an argument breaks out between some of the
diners. Describe why you think the earl was so upset. Use evidence from the
passage to support your answer.

10 What did the half bakery bake?

1 —_ Why did the Spelling Bee describe the half-baked idea THE EARTH IS FLAT as
“not very popular these days ...”

12-13 From the information in the passage, how would you describe the sort of person
Milo is?

RS SSNS

—— —

14-15 In the final sentence Milo wraps up in a napkin EVERYTHING HAPPENS FOR
THE BEST. Explain why this is a half-baked idea.

a SS

Write the plural form of these words.

16 butterfly 17 melody

18 cup 19 echo

20 knife eres 21 banana

22 puppy 23 sweet RE ne Se

Rewrite each of the following, using-only two words, one of which should have an
apostrophe.
Example: basket for a cat cat’s basket

24 school for girls a ct ee

25 hospital for women Ce) veel 25 Ee en

 26 canteen for the workers

27 playground for children

Put these words in alphabetical order.

28-33 procure (1)

procession (2)

proclaim (3)

proceed (4)

process (5)

processor (6)

In each sentence underline the object and write a pronoun for each subject.
34-35 Bill hit the ball. subject pronoun _

36-37 The young girl cut her knee. subject pronoun

38-39 The children in the school sang a song. subject pronoun

40-41 The football team won the cup. subject pronoun

Rewrite these statements as questions, changing as few words as possible.

42 The weather is cold outside.

43 We should leave our boots outside.

44 The dog enjoyed his walk on the moor.

45 We never use the old grandfather clock.

Write the word with a ure suffix that is related to each of these words.

46 press 47 enclose _.

48 fail 49 depart

DORCICASG WS Beets vee” pyr 51 expose

52 moist

Write a synonym for the words in bold.

53 The twins were exactly the same in all ways.

54 The concert was put off until next week.

55 She made up her mind to make a cake.

56 The army went forward to attack.

57 They had a party once a year.

Write two sentences that indicate parenthesis using commas, brackets or dashes.

Sa alee ace Caan setae cial aah Pi ARR

oO eee ee me ee ee) ee eee a ee ee ee

Circle the unstressed syllable in each of these words.

60 travel 61 despair 62 complaint
63 repel 64 button 65 postage
66 molten 67 silver 68 metal

Rewrite these sentences without double negatives.

69 Damien didn’t want no food.

70 There weren’t no footballs inthe shed.

71 There wasn’t no water in the paddling pool.

 72 Nina hadn’t no problem with ice-skating.

Write four words ending in ous.

EOStO ese
a er ee ee eee

Finish these similes, using your own words.

77 as pretty asa eeeateaated

78 as quick asa a

79 as hot as

Rewrite the passage correctly, starting a new line when a different person starts to speak.
80-95 Where are we going asked a shivering Ben To the haunted house replied
Danielle | haven’t got my boots on and we have to cross the stream exclaimed
Ben Never mind Danielle laughed

a A SS SS SE
‘ }

&

Add a different conjunction to each of these sentences.

96 The children kept very quiet... === SSsétheeir teacher walked past them.

97 Verity went home after dinner__._====s Ss She wasn’t feeling well.

98 The dogs waited for their walk = sth Children put their coats on.

99 On Christmas Eve Daniel couldn’t fall asleep = == SsC@ =waass tooo exited.

100 Samina waited at the gate her mother arrived.

“I'd like to have seen you,” my mother says, “but it’s not as important
as people think.”

Mine was a pretty ordinary childhood. But not everyone saw it that way. One
word sums up people’s response to the news that my parents are totally blind:
incredulity. Incredulity that they could cook, get around, perform the general tasks
of everyday life — let alone raise three children, including twins, while holding down
successful professional careers.
My father Fred and mother Etta were both born, fully sighted, in Glasgow in 1937,
but lost their sight during childhood. Etta was six when it happened; Fred 14. My
mum was involved in a traffic accident; my dad, | was told from a very young age,
“got a germ in his eye”. (It was actually a condition called double detached retina.)
They met at the Royal Blind School, Edinburgh, at the age of 15, married at 26 and 10
had three children, all fully sighted, 15 months apart: Gavin in 1966, then, in 1967,
my twin brother Leslie and me.
We lived in a handsome, four-storey Victorian house in Kenilworth, a small,
affluent town in Warwickshire. My friends assumed that we children must have had
lots of chores to do: “Who does the cleaning? How does your mother turn the
cooker on?” But aside from the occasional shopping and washing-up duties and
lawn-mowing (which | was paid for), we did little around the house except mess it
up. My mother had weekly hired help with cleaning, but she still spent all day Friday
in a whirlwind of scrubbing and polishing. The stair carpet would be swept at the
edges before vacuuming; the entire basement floor would be scrubbed on hands 20
and knees. Windows would be cleaned, lightbulbs changed — Mum thought nothing
of skipping up a stepladder.
There was the occasional painless task: sometimes, on a Sunday night, a basket
would be presented to me full of socks waiting to be paired up. And there was one
almost daily chore that | hated, as it tended to clash with Grange Hill: tatty 25
inspection. My mum peeled the potatoes herself, but would worry that rogue “bad bits”
would escape her probing fingers, and ask one of us children to check them over for her.
Every few years my mother did go away. She would leave for three weeks and
return, fully trained up, with a canine addition to the family, a new guide dog. Misty,
Candy, Beauty, Roma, Katy, Sheena, Promise, Innis, Wendy, Ralph, Raffles, Rona 30
— guide dogs were a constant presence during my youth, as both my mother and
father had them. We all formed close bonds with these dogs and it was always very
sad when one had to retire. For veal | harboured an ambition to be a guide-dog
trainer when | grew up.
Some other adaptations were necessary to bridge the gap between blind parents 35
and sighted children. Mum says: “We bought the ordinary Ladybird books and we had
readers who used to come in, people from Kenilworth who volunteered to be readers,
and they would tell me what was on each page and | would write a caption at the top in
Braille. | knew the stories anyhow. So | read out the stories reading the caption.”
As we got older, Dad would come home with weird-looking games, such as 40
the chess set with spiky-topped white pieces and a board with raised squares. |

(9)
remember fondly the chess games | played with Dad as a child, and would find it
strangely hypnotizing as his fingers darted around the pieces on the board while he
weighed up his next move.
| was always asked as a child: “Don’t you feel sad that your parents have never 45
seen you?” But that thought seemed to trouble others far more than it did me. The
family photo album didn’t exist in our house. | was in my late 20s before | saw a
picture of myself as a baby because, of course, my parents did not own a camera.
What also saddens me now is that Mum and Dad can’t see my children. And when |
see my children’s puzzled faces when Grandma and Grandpa fail to respond to 50
their eye contact, | also get a pang.
But when we discuss this, my parents give me their own empowering perspective.
“I'd like to have seen you but | don’t think it is as important as people think,” says Etta.
“| think seeing is so primitive. Even a dog and a cat can see. Knowing a personality and
knowing how you speak and what you say and how you say it, | think that’s ps)
more important than how people look. | don’t think seeing is knowing.”
Article from the Guardian by Julie Reid

Underline the right answers.

1 Etta and Fred were born (blind, partially sighted, fully sighted).
2 How many years after meeting did Etta and Fred marry?
(six, eleven, fifteen)
3 Which member of Etta and Fred’s family wrote this article?
(their son, Fred’s mother, their daughter)

Answer these questions.

4-6 List three everyday activities the family had to find solutions to due to their
circumstances.

7 Why are Etta’s fingers described as ‘probing’ on line 27?

8-9 Give the meaning of the following words as they are used in the passage:

incredulity (line 3)

harboured (line 33)

 10 Why do you think the writer harboured ambitions to be a guide-dog trainer (line 33)?

eee
retreat

11-13 How would you describe the sort of person Etta is? Use evidence from the
passage to support your answer.

14 Why do you think the writer responded as she did to the question, “Don’t you
feel sad that your parents have never seen you?” (lines 45-6).

15. Explain what you think Etta meant by “I don’t think seeing is knowing.” (line 56).

Write two adjectives to describe each of these nouns.

16-17 ee ClO

ion Se
ee oe ale

O0=0l Me
ee eee SNOD

on Ome ee ee ee SLIOCS

Add the missing commas to these sentences.

24-26 On our holiday we visited many towns, including Bath Bristol Swansea Stafford
and York.
27-29 My mum loves listening to herrecords of Cliff Richard Elvis Presley The Beatles
and Tina Turner.
30-32 My friends are Joe who plays great jokes Raju and Zoe who is my best friend.

it)
Underline the root words in each of these.

33 bi-monthly 34 pressure 35 subdivide

36 transatlantic 37 disagreement 38 endangered

39 magical 40 frightening 41 trainer

With a line, match the beginning of the proverb with its end.
42 Astitch in time deserves another.
43 Let sleeping dogs saves nine.
44 Two heads are better spoil the broth.
45 Practice than one.
46 Too many cooks lie.
47 One good turn makes perfect.

Complete a second clause for each of these sentences.

48 | saw a burglary taking place while __

49 | love swimming in the sea because ___

50 We played in the garden that

Complete these words, adding either cial or tial.

by] GSSEQL 52 artifi

53 confiden 54 par

55 spa_ 56 offi

Write there, their or they’re in each gap. Don’t forget capital letters, if necessary.

57-58 They must get _ _ coats from over .

50-61 te OSS 2 Cat which. 8. ONG

away.

62 Where is... séreakfast?

63-64 _ always going to have queues if they don’t open

all _ tills.
Write active or passive next to each sentence.

65 The dog caught the ball.

66 The cat was injured in a fight.

67 The zoo keeper was bitten by the lion.

68 David climbed the tree.

69 The teacher called the children. 2 ee a ee

70 Ludka was hit by a snowball.

71 The man was taken in the ambulance.

72 Two cows pushed the gate open.

Write an antonym for each of these words.

73 expand __ : 74 inferior

75 guilty a Se eee Toehad SQM SGO Cine At

77 question pie SPAN IE . os 78 divide

79 reveal ____ ae x 80 elevate

Rewrite these sentences, adding the missing punctuation and capital letters.
81-86 the wind strong and gusty blew ninas hat off

87-92 the film is about to start yelled anton

Add the suffix to each of these words. Don’t forget any spelling changes.

OQEraKe@ rm) ™me teee

es 94 lame + ly 2

95 waste +ful 96 slope + ing

wank

97 value+ able _ 98 wise + ly tun Scpuntnicce

99 shame + ful 100 believe + able __

 ca’, MES )

ARE EM
“Oy Gx:iZ iy
(ama
L,
OUGSs Sa—

Vera
The World below the Brine el)
The world below the brine,
Forests at the bottom of the sea, the branches
and leaves,
Sea lettuce, vast lichens, strange flowers and seeds,
the thick tangle, openings, and pink turf, 5
Different colours, pale grey and green, purple, white,
and gold, the play of light through the water,
Dumb swimmers there among the rocks, coral,
gluten, grass, rushes, and the aliment of swimmers,
Sluggish existences grazing there suspended, or 10
slowly crawling close to the bottom,
The sperm whale at the surface blowing air and
spray, or disporting with his flukes,
The leaden-eyed shark, the walrus, the turtle, the
hairy sea-leopard, and the sting-ray, 15
Passions there, wars, pursuits, tribes, sight in those
ocean-depths, breathing that thick-breathing air,
as sO many do,
The change thence to the sight here, and to the subtle
air breathed by beings like us who walk this sphere, 20
The change onward from ours to that of beings who
walk other spheres.
by Walt Whitman

Underline the right answers.

1 The poem is about (the world beyond the brink, the world below the sea, tropical
forests, outer space).

2 ‘Brine’ is (a bridge, fresh water, a kind of fish, salt water).

3 Which animal is ‘hairy’?
(the walrus, the shark, the sea-leopard, the turtle)

(14)
Answer these questions.
4-5 Which two words describe creatures which hang motionless or move slowly?

6 At which level in the sea does the sperm whale play?

7 Describe in your own words the eyes of a shark.

8 Why is the water described as ‘thick-breathing air’?

An extract from ‘Sea’

| am patient, repetitive, multi-voiced,

Yet few hear me
‘And fewer still trouble to understand

Why, for example, | caress

And hammer the land. 5
| do not brag of my depths
Or my currents, | do not
Boast of my moods or my colours
Or my breath in your thought.
In time | surrender my drowned, 10
My appetite speaks for itself,
| could swallow all you have found
And open for more,
My green tongues licking the shores
Of the world 15
Like starved beasts reaching for men
Who will not understand
When | rage and roar ...
by Brendan Kennelly

Answer these questions.

9 Who or what is narrating this poem?

10 What is meant by line 10, “In time | surrender my drowned”?

 11-12 Describe how the sea is feeling. Which line illustrates this?

14-15 Which of these poems do you enjoy more? Give two reasons for your answer.

From the verbs listed write a noun ending in jon.

AGEDLOGUCO: = Ve ae eee 17 dictate

18 create 19 resolve

20 lubricate on

Add a clause to each of these to make a longer sentence. Use a different conjunction
each time.

21-22 Tom slipped, breaking his arm __ os

23-24 Tom slipped, breaking his arm

25-26 Tom slipped, breaking his arm RR SSN

In each space write a suitable adverb.

27 The whole class listened to their teacher.

28 A good worker does a job __

29 To repeat malicious gossip is to talk ___

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 30 The children looked at the presents under the tree.

31 After the crash the rescuers worked

Write two sentences, one using a semicolon and the other using a colon.

32

33

Match a word in each column to make a compound word. You can use each word only
once.
green look
day knife
cloud light
water house
pen knob
door burst
out tight

34 35 See

SFO We
a ie Slit as

90) er
ee 39

40

Copy this sentence, adding the missing punctuation and capital letters.
41-54 i think ive lost my purse cried mrs davis id better tell the police

Ss
Add ie or ej to each of these to make a word.

5551C ling 56 | sure 57 ght

58fe = ld 59 bel ve 60 rec ve

61 sh Id 62 s ze 63 ach_____ve
Write the two words each contraction stands for.

64 I’m

65 don’t

66 could’ve

67 you’re

68 it’s

69 they’re

Write a definition for each of these words.

70 viewpoint

71 argument Go I Tee ee Ree a es ee:

72 conclusion

73 opinion

Write an interesting sentence, including an adjective and an adverb in each, using the
noun and verb provided.
74-75 submarine sank

76-77 vase smashed

78-79 magazine opened

Write two onomatopoeic words that can describe these words.

80-81 fairground

82-83 seaside

84-85 ZOO

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Write two sentences that begin with a fronted adverbial.

86

Add a prefix to each of these to make a new word.

86 fee
2 AD IIICY 89 sure 50 Ue 2 heaplane

1 = >)... justice 92 marine 93 ___direct

94 pleasure

Write two comparing phrases using each of these words.

Example: reliable more reliable, most reliable
95-96 cautious

97-98 dependable

99-100 sensible

to the Progress Chart to record your score!

By this time she had found her way into a tidy little room with a table in the window,
and on it (as she had hoped) a fan and two or three pairs of tiny white kid gloves:
she took up the fan and a pair of the gloves, and was just going to leave the room,
when her eye fell upon a little bottle that stood near the looking-glass. There was no
label this time with the words DRINK ME, but nevertheless she uncorked it and put 5

(19)
it to her lips. “I know something interesting is sure to happen,” she said to herself,
“whenever | eat or drink anything; so I'll just see what the bottle does. | do hope it’ll
make me grow large again, for really I’m quite tired of being such a tiny little thing!”
It did so indeed, and much sooner than she had expected: before she had drunk
half the bottle, she found her head pressing against the ceiling, and had to stoop to
save her neck from being broken. She hastily put down the bottle, saying to herself,
“That’s quite enough — | hope | shan’t grow any more - As it is, | can’t get out at the
door — | do wish | hadn’t drunk quite so much!”
Alas! it was too late to wish that! She went on growing, and growing, and very
soon had to kneel down on the floor: in another minute there was not even room 1/65)
for this, and she tried the effect of lying down with one elbow against the door,
and the other arm curled round her head. Still, she went on growing, and, as a last
resource, she put one arm out of the window, and one foot up the chimney, and said
to herself, “Now | can do no more, whatever happens. What wil/ become of me?”
Luckily for Alice, the little magic bottle had now had its full effect, and she grew no 20
larger: still it was very uncomfortable, and, as there seemed to be no sort of chance
of her ever getting out of the room again, no wonder she felt unhappy.
“It was much pleasanter at home,” thought poor Alice, “when one wasn’t always
growing larger and smaller, and being ordered about by mice and rabbits. | almost
wish | hadn’t gone down that rabbit-hole — and yet — and yet -— it’s rather curious, 25
you know, this sort of life! | do wonder what can have happened to me! When |
used to read fairy-tales, | fancied that kind of thing never happened, and now here
| am in the middle of one! There ought to be a book written about me, that there
ought! And when | grow up, I'll write one — but I’m grown up now,” she added in a
sorrowful tone; “at least there’s no room to grow up any more here.” 30
“But then,” thought Alice, “shall | never get any older than | am now? That’ll be a
comfort, one way — never to be an old woman -— but then — always to have lessons
to learn! Oh, | shouldn't like that!”
“Oh, you foolish Alice!” she answered herself. “How can you learn lessons in
here? Why, there’s hardly any room for you, and no room for any lesson-books!” 35
And so she went on, taking first one side and then the other, and making quite a
conversation of it altogether; but after a few minutes she heard a voice outside, and
stopped to listen.
From Alice’s Adventures in Wonderland by Lewis Carroll

Underline the right answers.

1 The little bottle (did/didn’t) have the label ‘DRINK ME’.
2-3 Who had been ordering Alice about?
(her mother, rabbits, fairies, mice, an old woman)

Answer these questions.

4 Which line in the passage suggests that Alice is not her normal size?

( 20 }
 5-6 Is Alice worried about the rate at which she is growing? Find evidence in the
passage to support your answer.

7-8 Give two reasons that explain why life was more pleasant at home for Alice.

9 Why do you think Alice might always have lessons to learn?

10-13 Alice debates with herself the pros and cons of never getting older (line 31).
Write two good things and two bad things about never getting old.

14-15 What do you think Alice felt at the end of the passage as she stopped to listen?
(line 38) Give two answers.

Write the following nouns in their plural form.

16 kangaroo 17 atlas

18 deer ee PS ee 19 knife

20 mosquito FS ee SR 21 louse

22 Ox Semen Se ee 23 chief

Change the following sentences into reported speech.

24 Tom said, “I’ll do my homework after I’ve watched television.”

(27)
 25 “| forgot to buy Sheena a birthday card,” Amanda exclaimed.

26 “Would you like to play football, Tim?” Tony asked.

27 “I’m afraid,” Nan said, “it is time to go home.”

In which tense is each of these sentences written?

28 He is running to school.

29 They are meeting at the clubhouse.

30 Andy fell out of the tree.

31 Ling swam this morning.

32 Cats often catch mice.

33 They are eating their breakfast.

34 Trisha laughed at the clown.

Use each word in a sentence to show its meaning. You can add suffixes to them.

35 fatigue

36 Official

37 precarious

38 renovate

39 pedestrian

40 submerge

Choose the correct verb form for each of these sentences.

41 Kate (was/were) very happy on holiday.

42 They (is/are) unsure whether to go to Pete’s house.
43 Meena and Tuhil (was/were) very excited about Diwali.

(22)
 44 The goat (eat/ate) its food.
45 Hannah (drink/drank) the bottle of ice-cold water.

Complete each sentence as a metaphor.

46 The sea is a raging

47 The snow is a soft, white

48 The sun was a golden

49 The clouds are soft, fluffy

50 The wind is a howling

51 The stars were glittering in the sky.

Rewrite the misspelt words correctly.

52 temprature

53 seperate

54 sacrifise

55 goverment

56 necesary

57 vegtables

58 dictionery

59 disasterous

60 libaray

Form adjectives from the words in bold.

61 sense He gave a reply.

62 Greece The, olives tasted good.

63 study She is a girl.

64 energy It was an dance.

65 angel She had an voice.

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 66 Switzerland clocks are very reliable.

67 triangle It was a piece.

Punctuate these sentences correctly.

68-74 peter called im ready

Write two meanings for each of these words. One might be a meaning that has evolved
over recent years.
93-94 cool

Write four words that begin with a hyphenated prefix.

97-100

Progress Chart to record your score!

(24|
 S N
PSS Nae WA OK ;

SWANS
ANY BS ; x ‘\

Anne Frank was a German Jew living in Holland during the Second World War. At this
time Jews were rounded up and sent to concentration camps where many died. Anne
Frank and her family went into hiding with another family, the Van Daans, where they lived
for over two years before being discovered. While hiding from the Nazis Anne wrote a diary.

SUNDAY 12 JULY 1942

They were all so nice to me a month ago because of my birthday, and yet every day
| feel myself drifting further away from Mother and Margot. | worked hard today and
they praised me, only to start picking on me again five minutes later.
You can easily see the difference between the way they deal with Margot and the
way they deal with me. For example, Margot broke the vacuum cleaner, and 5
because of that we’ve been without light for the rest of the day. Mother said, “Well,
Margot, it’s easy to see you’re not used to working; otherwise, you’d have known
better than to yank the plug out by the cord.” Margot made some reply, and that
was the end of the story.
But this afternoon, when | wanted to rewrite something on Mother’s shopping list 10
because her handwriting is so hard to read, she wouldn’t let me. She ticked me off
again, and the whole family got involved.
| don’t fit in with them, and I’ve felt that clearly in the last few weeks. They’re
so sentimental together, but I’d rather be sentimental on my own. They’re always
saying how nice it is with the four of-us, and that we get along so well, without 15
giving a moment’s thought to the fact that | don’t feel that way.
Daddy’s the only one who understands me, now and again, though he usually sides
with Mother and Margot. Another thing | can’t stand is having them talk about me in
front of outsiders, telling them how | cried or how sensibly I’m behaving. It’s horrible ...
| have plenty of dreams, but the reality is that we’ll have to stay here until the war 20
is over. We can’t ever go outside, and the only visitors we can have are Miep, her
husband Jan, Bep Voskuijl, Mr Voskuijl, Mr Krugler, Mr Kleiman and Mrs Kleiman,
though she hasn’t come because she thinks it’s too dangerous.
(25)
Comment added by Anne in September 1942
Daddy’s always so nice. He understands me perfectly, and | wish we could have a 25
heart-to-heart talk sometime without my bursting instantly into tears. But apparently
that has to do with my age. I’d like to spend all my time writing, but that would
probably get boring.
Up till now I’ve only confided my thoughts to my diary. | still haven’t got round to
writing amusing sketches that | could read aloud at a later date. In the future I’m 30
going to devote less time to sentimentality and more time to reality.
From The Diary of Anne Frank

Underline the right answers.

1 Where were Anne and her family living during the Second World War?
(Germany, Holland, France)
2 How long was Anne in hiding before she was discovered?
(2 months, 2 years, more than 2 years)
3 In which month is Anne’s birthday?
(June, July, August)

Answer these questions.

4 Who else was hiding with Anne and her family?

5-6 Do you think Anne was jealous of her sister’s relationship with her mother?
Explain why using an example from the passage.

7-8 What two things do Anne’s family say or do that upsets her so much?

9-10 Describe Anne’s relationship with her father. Use evidence from the passage to
support your answer.

(26)
11-12 Why might Mrs Kleiman think it is too dangerous to visit Anne and her family?
Give two reasons.

13-14 Anne added a further comment to her July diary entry in September 1942. How
had her mood changed?

15 There is one sentence in Anne’s diary entry that suggests she wants to feel less
emotional. Which sentence is this?

Write in each gap to, too, or two.

16-18 For Philip’s dare he is going _ climb on the wall, take _

steps and then run the growling dog and pat him on the nose!

19-20 It is hot play in the sun today.

21-22 The hens scratched around in the dirt, hoping find

some food.

Write an interesting paragraph about dogs that makes use of bullet points.

23-26

(27)
Complete the following proverbs.

27 There is no smoke without

28 Birds of a feather flock

29 Every cloud has a silver

30 First come, first

31 More haste, less

32 When the cat’s away the will play.

33 Don’t put all your in one basket.

Underline the prepositions in the following sentences.

34 They threw the ball across the playground.
35 Maria sat beside her friend Nareen.
36 They could not see beyond the hills.
37 Gareth threw the ball and it went through the window.
38 Underneath the desk they found the rubber.
39 “Put the book on the table,” Mum said.

40 The piano music was hidden under the pile of books.

Circle the words that wouldn’t have been used 200 years ago.
41-47 telephone jeans cart number
video cheeseburger sheet sun spaceship
dog jukebox helicopter candle
 27 children’s playground The word ‘children’ is
Paper 1 (pages 3-8)
plural already, so the apostrophe goes before
Milo The introductory text states that Milo is the ‘s’.
the guest of honour. 28-33 A technique for working out alphabetical order is
a ragamuffin In line 13, the minister offers to look at the first letter. If the letter is the same,
Milo a ragamuffin. we look at the second letter. If the second letter 7)
pastry Lines 34-35 state that ‘the delicious is the same, we look at the next letter. Once we es
smells of home-made pastry filled the banquet get to a letter where there is a difference, we wi
hall’.
4-5 Unbeknown to Milo, the words spoken in his
work out which is first in the alphabet.
>
34-35 ball, he The object is the ball. Bill is the ”
speech were the words he’d have to eat. “I subject so the pronoun is ‘he’. =<
didn’t know that | was going to have to eat my 36-37 knee, she The object is the girl’s knee. The _q
words,” objected Milo (line 6). young girl is the subject so the pronoun
The word ‘rigmarole’ (line 12) means a is ‘she’. Qa
long, complicated process, like passing the 38-39 song, they The object is the song. The children Wi
breadbasket to everyone. It also contains ‘role’, are the subject so the pronoun is ‘they’. Qa
which is a homophone for ‘roll’, like a bread roll. 40-41 cup, they The object is the cup. The football
=
7-8 The earl felt picked on and was manhandled team are the subject so the pronoun is ‘they’.
a
by the others. For example, in lines 19-20 the 42 Is the weather cold outside? |
duke tries to stuff one of his words through the 43 Should we leave our boots outside? wi
earl’s head. 44 Did the dog enjoy his walk on the moor?
scolded, reprimanded or told off 45 Do we ever use the old grandfather clock?
half-baked ideas When explaining what the half 46 pressure
bakery is, the king says, “Where do you think 47 enclosure When adding ‘ure’ to a word ending
_ half-baked ideas come from?” (lines 38-39) in ‘e’, the ‘e’ is removed first.
People once believed that the earth was flat, 48 failure
but we now know that it is a sphere. 49 departure
12-13 Milo is quite confident when talking to the king. 50 pleasure
He is also sensible, deciding not to over-eat 51 exposure
the half-baked ideas. 52 moisture
14-15 Some people do believe that ‘everything 53-57 A synonym has a meaning that is the same
happens for the best’ but many understand as the phrase in the sentence. Here are some
that some things just happen which do not possible answers.
have a positive side to them. 53 identical
16 butterflies The spelling rule is to change the 54 postponed
‘y’ to ‘i’ and then add ‘es’. 55 decided
17 melodies The spelling rule is to change the ‘y’ 56 advanced
to ‘i’ and then add ‘es’. 57 annually
18 cups This word just needs an ‘s’ added to 58-59 Parenthesis is the use of commas, brackets
make it plural. or dashes that are used around additional
19 echoes This word ends on ‘o’, so add ‘es’ to information that is not essential to the rest of
make it plural. the sentence. For example:
20 knives The spelling rule is change the ‘f’ to ‘v’ The weather was beautiful, unusually for
and then add ‘es’. December, so we took the class on a winter’s
21 bananas This word just needs an ‘s’ added to walk.
make it plural. Please do telephone the school office (the
22 puppies The spelling rule is to change the ‘y’ telephone number is on the website) or send
to ‘i’ and then add ‘es’. an email letting us know your preferences.
23 sweets This word just needs an ‘s’ added to When we get there — if we ever do — then |
make it plural. shall show you the secret room.
24 girls’ school There is more than one girl, so 60-68 When a two-syllable word is spoken aloud,
the apostrophe goes after the ‘s’. one syllable is stressed and the other is not.
25 women’s hospital The word ‘women’ is plural Saying the words aloud will help identify which
already, so the apostrophe goes before the ‘s’. is which.
26 workers’ canteen There is more than one 60 travel
worker, so the apostrophe goes after the ‘s’. 61 despair a
Paper
Asse
ye
0-11"
Engl
Bond
 62 complaint is clear that the article was written by one of
63
repel the couple’s children. At the end of the article,
64
button the author’s name is given as Julie Reid.
65
postage 4-6 Answers must be activities that need eyesight,
66
molten so any three of the following: sorting socks
67
silver (line 24), peeling potatoes/tatty inspection
68
metal (lines 25-26), reading stories (line 36-37),
69
Damien didn’t want any food. playing chess (line 41).
70
There weren’t any footballs in the shed. Etta’s fingers are carefully searching every part
‘Were no’ could be used in place of ‘weren’t of the potatoes looking for the bad bits.
any’. the inability to believe in something
71 There wasn’t any water in the paddling kept in one’s mind
pool. ‘Was no’ could be used in place of She recognised the support the guide dogs
‘wasn’t any’. gave to her family.
72 Nina hadn’t any problem with ice-skating. Acceptable answers could include any of the
‘Had no’ or ‘didn’t have a’ could be used in following points:
place of ‘hadn’t any’. Etta is very clever and resourceful because
73-76 Any words ending in ‘ous’. For example: she finds ways to do most of the things that
courageous, serious, hideous, poisonous sighted people can do. For example, she hires
77-79 To make an effective simile you need to someone to read stories to her so that she can
EXPANDED
ANSWERS
- choose a word that is a good example of the put them into Braille which she can then use
adjective in the phrase provided. Here are to read to her children. She is hardworking
some possible answers. and just gets on with things in spite of her
77 as pretty as a picture/garden/flower condition. Lines 18-19 state that ‘she still
78 as quick as a fox/cheetah/flash spent all day Friday in a whirlwind of scrubbing
79 as hot as fire/flames/chillies/pepper and polishing.’
80-95 “Where are we going?” asked a shivering Ben. 14 On line 1 the writer states, ‘Mine was a pretty
“To the haunted house,” replied Danielle. ordinary childhood’. As a family they knew no
“| haven’t got my boots on and we have to different. On line 52 she states, ‘my parents
cross the stream!” exclaimed Ben. give me their own empowering perspective’:
“Never mind!” Danielle laughed. that seeing someone wasn’t as important as
96-100 A conjunction is a joining word such as ‘and’ knowing someone.
or ‘but’ that joins two clauses together. 15 Etta feels that loving and understanding
Sometimes there is more than one someone is not restricted to just seeing them.
conjunction that makes sense when joining On lines 54-56 she says that “Knowing a
two clauses. personality and knowing how you speak and
96 as, when, so The children kept very quiet as/ what you say and how you say it, | think that’s
when/so their teacher walked past them. more important than how people look.”
97 because, as Verity went home after dinner 16-23 An adjective is a word that describes a noun.
because/as she wasn’t feeling well. Here are some possible answers.
98 while, as The dogs waited for their walk while/ 16-17 hard, wooden, comfortable, padded, stylish
as the children put their coats on. 18-19 stone, old, historic, majestic, huge
99 because, as, since On Christmas Eve Daniel 20-21 busy, popular, quiet, welcoming, convenient
couldn't fall asleep because/as/since he was 22-23 new, shiny, pretty, polished, party
too excited. 24-32 Commas are used to separate items in a list.
100 until Samina waited at the gate until her There is a comma between each item except
mother arrived. for the final two, which are separated by ‘and’
instead. Commas are also used to separate
Paper 2 (pages 9-13) | the main clause in a sentence from the
additional added information.
1 fully sighted Line 6 states that the writer’s 24-26 On our holiday we visited many towns,
parents were ‘both born, fully sighted’. including Bath, Bristol, Swansea, Stafford
2 eleven Line 10 gives the information that the and York.
couple met at the age of 15 and married at 26. 27-29 My mum enjoys listening to her records of Cliff
3 their daughter The article text often refers to Richard, Elvis Presley, the Beatles, Tina Turner
Papers
years
10-11
Assessment ‘my parents’, ‘my father’ or ‘my mother’, so it
English
Bond and Michael Jackson.
 My friends are Joe, who plays great jokes, 59-61 There, their, they’re There goes their cat
Raju and Zoe, who is my best friend. which they’re giving away.
month The prefix ‘bi’ and the suffix ‘ly’ have 62 their Where is their breakfast?
been added to form the word ‘bi-monthly’. 63-64 They’re, their They’re always going to have
press The suffix ‘ure’ has been added to form queues if they don’t open all their tills.
the word ‘pressure’. 65-72 In an active sentence, the subject is doing ”
divide The prefix ‘sub’ has been added to something: ‘The boy rode the horse.’ In rs
form the word ‘subdivide’. a passive sentence, the subject is having ul
Atlantic The prefix ‘trans’ has been added to something done to it: ‘The horse was ridden
S
form the word ‘transatlantic’. by the boy.’ A passive sentence often uses the ”
agree The prefix ‘dis’ and the suffix word ‘was’ before the verb. 2
‘ment’ have been added to form the word 65 active <
‘disagreement’. 66 passive
danger The prefix ‘en’ and the suffix ‘ed’ have 67 passive a
been added to form the word ‘endangered’. 68 active uu
magic The suffix ‘al’ has been added to form 69 Q
active
2
the word ‘magical’. 70 passive
<
fright The suffixes ‘en’ and ‘ing’ have been
added to form the word ‘frightening’.
va
72
passive
active
ry
%
train The suffix ‘er’ has been added to form
the word ‘trainer’.
73-80 An antonym has a meaning that is the ul
opposite to the word given. Here are some
A proverb is a well-known saying. possible answers.
A stitch in time saves nine. 73 contract, shrink, condense, decrease, diminish,
Let sleeping dogs lie. reduce, dwindle, shrivel
_ Two heads are better than one. 74 superior, better, worthier, grander, finer, greater,
Practice makes perfect. elite, exclusive
Too many cooks spoil the broth. 75 innocent, guiltless, blameless, faultless,
One good turn deserves another. honourable, honest, upright, incorrupt
The clause that is added to the given clause 76 sane, lucid, coherent, rational, balanced, stable
must have a verb, otherwise it becomes a 77 answer, reply, response, retort,
phrase. Here are some possible answers. acknowledgement
| saw a burglary taking place while | was 78 multiply, unite, unify, join, combine
cycling back home. 79 hide, conceal, screen, disguise, cover
| love swimming in the sea because it is the 80 lower, drop, descend, decrease
only time the whole family swim together. 81-86 The wind, strong and gusty, blew Nina’s
We played in the garden that had both a hat off.
treehouse and a tent to play in. 87-92 “The film is about to start!” yelled Anton.
51-56 In most cases, ‘tial’ is used if it follows a 93 taking When adding a suffix beginning with a
consonant, and ‘cial’ is used if it follows a vowel to a word ending in ‘e’, the ‘e’ is often
vowel. There are some exceptions, such as removed first.
‘spatial’. 94 lamely
51 tial essential 95 wasteful
52 cial artificial 96 sloping When adding a suffix beginning with
53 tial confidential a vowel to a word ending in ‘e’, the ‘e’ is often
54 tial partial removed first.
55 tial spatial 97 valuable When adding a suffix beginning with
56 cial official ' a vowel to a word ending in ‘e’, the ‘e’ is often
57-64 A quick way of remembering which word to removed first.
use is that ‘there’ is connected to the words 98 wisely
‘here’ and ‘where’. An apostrophe shows 99 shameful
where there are missing letters in a contraction 100 believable When adding a suffix beginning
so ‘they’re’ is a shortened form of ‘they are’. with a vowel to a word ending in ‘e’, the ‘e’ is
‘Their’ means ‘belonging to them’. often removed first.
57-58 their, there They must get their coats from
over there.
Paper
Asse
Engl
Bond
 17 dictation Remove the ‘e’ and add the ending
Paper 3 (pages 14-19) ‘ion’.
1 the world below the sea Line 2 states that 18 creation Remove the ‘e’ and add the ending
this poem is about ‘the bottom of the sea’. ‘ion’.
2 salt water The title and line 1 state that the 19 resolution Remove the ‘ve’ and add ‘ute’ to
” poem is about ‘the brine’; the poem also make the adjective ‘resolute’. Then remove the
ec includes many references to the sea, which is ‘e’ and add the ending ‘ion’.
ul salty (unlike fresh water). 20 lubrication Remove the ‘e’ and add the
= 3 the sea-leopard Line 15 refers to the ‘hairy ending ‘ion’.
” sea-leopard’ 21-26 The clause that is added to the given clause
2 4-5 The words ‘sluggish’, ‘suspended’ and must have a verb, otherwise it becomes a
< ‘crawling’ are all appropriate. Lines 10 and 11 phrase. Here are some possible answers:
mention ‘Sluggish existences grazing there Tom slipped, breaking his arm, and we had to
Qa suspended, or slowly crawling close to the take him to hospital.
jit
bottom.’ Tom slipped, breaking his arm, but he was
a= The sperm whale plays ‘at the surface’ (line 12). lucky not to harm himself too much.
The shark’s eyes could be described as dark, Tom slipped, breaking his arm because he had
< oO
“I

CY
= heavy, solid or metallic as these words all link been running on the ice.
Tom slipped, breaking his arm so he couldn't
with the description ‘leaden-eyed’ on line 14,
and lead is a dark, heavy metal. write anything for a month.
8 The water is described as ‘thick-breathing Tom slipped, breaking his arm when he was
air’ (line 17) because, to these underwater playing ice-hockey.
creatures, the water is like the air that humans Tom slipped, breaking his arm although he still
breathe, but thicker. managed to continue with the game.
9 The sea is the narrator of the poem. The poem, Tom slipped, breaking his arm yet he did not
which is about the sea, is written in the first cry or shout out in pain.
person using the words ‘I’ and ‘me’. 27-31 An adverb is word that adds information to the
10 Line 10 states that whatever has ended up in the verb; it describes how something is done. Any
sea, it will eventually be returned to the shore. adverb that makes sense in context is fine.
Answers might refer to ‘things’ and ‘items’ but Here are some possible answers:
might also refer to people who are drowned. at carefully, quietly, attentively
Both options are acceptable. 28 thoroughly, carefully, proudly
11-12 The sea feels misunderstood and lonely. This is 29 spitefully, meanly, cruelly
shown in lines 2 and 3: ‘Yet few hear me / And 30 longingly, yearningly, wistfully
fewer still trouble to understand’. 31 heroically, tirelessly, courageously
13 The first poem is a description about life under 32-33 A semicolon can be used to join two clauses
the sea, the second about the sea as a whole; together. For example:
the first poem describes the ocean and what Call me tomorrow; we can arrange a time to
lives in it; the second describes how the ocean meet then.
feels. A colon is often used before a list or quotation.
14-15 The child gives two reasons stating why he or For example:
she likes one poem more than the other. For | needed to buy: ingredients, utensils, baking
example: sheets and an icing bag.
| like the first poem because it makes the 34—40 A compound word is a word formed from two
ocean seem interesting and full of life. | also other words. These are the compounds that
like it because it describes many different sea can be formed from the two columns:
creatures and | can imagine them swimming 34 greenhouse
about even though if | looked at the sea | 35 daylight
wouldn't be able to see most of them. 36 cloudburst
16-19 A verb is an action word. A noun is the name 37 watertight
of a person, place or thing. Many verbs can 38 penknife
be turned into nouns by adding a suffix such 39 doorknob
as ‘ion’, although sometimes spelling changes 40 outlook
are needed. 41-54 “| think I’ve lost my purse!” cried Mrs Davis.
a [o>] production Change the ‘e’ to a ‘t’, then add “I'd better tell the police.”
Papers
10-11*
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Assessment
y
the ending ‘ion’.
55-63 In most cases, ‘i’ appears before ‘e’ unless 88-94 A prefix is a group of letters added to the
the letter pair follows a ‘c’. There are many beginning of a root word to make a new,
exceptions to this rule, notably ‘seize’, ‘weird’, sensible word. Some common prefixes include
‘eight’, ‘neither’, ‘leisure’, ‘either’, etc. ‘re’, ‘de’, ‘dis’, ‘in’, ‘im’, ‘il’ and ‘un’. Here are
ceiling some possible answers:
leisure 88 inability, disability
F
eight 89 unsure, insure, ensure, assure a
field 90 monoplane, biplane, aeroplane ae
believe
receive
91 injustice
92 submarine, aquamarine, ultramarine
>
~”
shield 93 redirect, indirect, misdirect 4
seize 94 displeasure <
achieve 95-100 A comparing phrase uses the words ‘more’
lam and ‘most’ or ‘less’ and ‘least’. Here are some B
do not possible answers: uy
could have 95-96 more cautious, most cautious, less cautious, Q
you are least cautious =
it is or it has 97-98 more dependable, most dependable, less !
ts
they are dependable, least dependable
Any definition that approximates the ones
me
99-100 more sensible, most sensible, less sensible, Wu
given below is acceptable. least sensible
a point of view
a disagreement, a reason put forward Paper 4 (pages 19-24)
ending
a belief didn’t Lines 4-5 state ‘There was no label this
An adjective describes a noun and an adverb time with the word DRINK ME’.
‘describes the verb or an adjective. Here are mice and rabbits In line 24 Alice refers to
some possible answers: “being ordered about by mice and rabbits”.
74-75 The German submarine slowly sank until Lines 7-8 suggest Alice is not her normal size. “l
nothing could be seen of it. do hope it’ll make me grow large again, for really
The submarine sank quickly as the sea poured I’m quite tired of being such a tiny little thing!”
into the damaged areas. 5-6 Yes, Alice is worried. On lines 12-13 she says
76-77 Mum’s glass vase smashed noisily on the hall to herself, “That’s quite enough — | hope |
floor. shan’t grow any more - As it is, | can’t get out
The beautifully decorated vase smashed as it at the door —/ do wish | hadn’t drunk quite so
suddenly slipped out of her fingers. much!” On line 19 she asks herself “What will
78-79 Jack opened his new magazine and eagerly become of me?”
began to read. At home she didn’t grow larger and smaller,
Dad excitedly opened his travel magazine as and she wasn’t ordered around by mice and
he planned where to visit next. rabbits (lines 23-24).
80-85 An onomatopoeic word is a word that Alice feels that if she doesn’t grow up, she will
describes a sound. The sound of the word always have to do lessons. On lines 31-33 she
imitates the sound being described, for says, “That’ll be a comfort, one way — never to
example hiss, sizzle, pop, or bang. Here are be an old woman - but then - always to have
some possible answers: lessons to learn!”
80-81 whizz, pop, zoom, whirr, hum, bang 10-13 Any two reasons that are positive and any two
82-83 splash, crash, splosh, caw, crunch reasons that are negative. Answers might include:
84-85 roar, growl, chatter, squawk, hiss Positives — no health issues of being old, not
86-87 A fronted adverbial sentence is a sertence dying of old age, having no responsibilities,
that places the adverbial before the verb. Here being able to play, not having to pay bills, not
are some possible answers: having to run a home, not having to work.
Before going out, pack your bag. Negatives — never being able to do what an
All day long, she played at the beach. adult does (travel, going to university, buying
The week after next, we go on holiday. a house, buying a car ,etc.), having to learn
As fast as you can, tidy your room. lessons, always needing to be accompanied by
an adult, not being able to be alone, not having Paper
Asses
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choices, not having money.
 14-15 Any two reasons from the following: After a hard day at work, she was overwhelmed
Glad that someone is able to help, relieved that with fatigue.
her problem might be solved, pleased that she 36 Any sentence that shows the root word
has someone to talk to, worried that she might ‘official’ means relating to public office or
be in trouble for drinking from the bottle or for people in authority. For example:
being in the room. Government officials attended a meeting.
7)
es 16 kangaroos The spelling rule is to add ‘s’ to Official documents were kept by the council.
Ww the end. 37 Any sentence that shows the root word
> 17 atlases The spelling rule is to add ‘es’ to the
end.
‘precarious’ means dangerous or insecure. For
example:
”
= 18 deer The word for the singular and plural is the He balanced precariously on a rock.
<q same. The precarious pile of books collapsed.
19 knives The spelling rule is to change the ‘f’ to 38 Any sentence that shows the root word
a a ‘v’ before adding ‘es’. ‘renovate’ means to restore something.
ui 20 mosquitoes The spelling rule is to add ‘es’ to For example:
Q the end. Dad renovated the old barn.
= 21 lice Some plural nouns use a totally different After we’ve fixed up the bathroom, we'll
<q
a. word. renovate the attic.
22 oxen This is an irregular plural. The noun is 39 Any sentence that shows the root word
ral ‘pedestrian’ means someone who walks.
pluralised by adding an ‘en’.
23 chiefs This is an exception to the ‘swap f to v’ For example:
spelling rule. Just add ‘s’. The car nearly hit the pedestrian.
24-27 In indirect speech (reported speech) the actual The pupils crossed the road using the
words said are not quoted. Phrases such as pedestrian crossing.
‘said that’ introduce speech, inverted commas 40 Any sentence that shows the root word
are removed, and verb tenses change. ‘submerge’ means to go under water.
24 Tom said that he would do his homework For example:
after he had watched television. The words The car was submerged by flood water.
‘he would’ and ‘he had’ may be written as Within minutes the submarine was fully
‘he’d. submerged.
25 Amanda exclaimed that she had forgotten 41 Kate was very happy on holiday.
to buy Sheena a birthday card. The words 42 They are unsure whether to go to Pete’s
‘she had’ may be written as ‘she’d’. house.
26 Tony asked Tim if he would like to play 43 Meena and Tuhil were very excited about
football. The word ‘if’ may be replaced with Diwali.
‘whether’ and the words ‘he would’ may be 44 The goat ate its food.
written as ‘he’d’. 45 Hannah drank the bottle of ice-cold water.
27 Nan said that she was afraid that it was 46-51 With a metaphor, we say that something is
time to go home. something else. For example, the sun is a
28 Present The words ‘is running’ show that the golden coin. The words ‘like’ or ‘as’ should not
action is happening now. be used. Here are some possible examples:
29 Future The words ‘will meet’ show that the 46 Any word that is associated with ‘raging’ and
action is happening in the future. makes sense is acceptable. For example:
30 Past The word ‘fell’ is the past tense of ‘to The sea is a raging lion / storm / tiger.
fall’. 47 Any word that is associated with ‘soft and
31 Past The word ‘swam’ is the past tense of ‘to white’ and makes sense is acceptable. For
swim’ example:
32 Present The word ‘catch’ is the present tense. The snow is a soft, white pillow / blanket /
33 Present The words ‘are eating’ show that the marshmallow.
action is happening now. 48 Any word that is associated with ‘golden’ and
34 Past The word ‘laughed’ is the past tense of makes sense is acceptable. For example: ~
‘to laugh’. The sun was a golden ball / dish / coin.
35 Any sentence that shows the root word ‘fatigue’ 49 Any word that is associated with ‘soft, fluffy’
means tiredness. For example: and makes sense is acceptable. For example:
Fatigue showed on the cyclist’s face after the The clouds are soft, fluffy cotton wool / tissues /
10-11°
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Papers
Assessment
ye race. feathers.
 50 Any word that is associated with ‘howling’ and more than 2 years The introduction states,
makes sense is acceptable. For example: ‘Anne Frank and her family went into hiding ...
The wind is a howling wolf /dog. where they lived for over two years’.
51 Any word that is associated with ‘glittering’ June The date of the diary entry is ‘Sunday
and makes sense is acceptable. For example: 12 July 1942’; line 1 of the extract states, ‘They
The stars were glittering diamonds / sparkles / were all so nice to me a month ago because “
sequins in the sky. of my birthday’. ac
52 temperature
53 separate
Another family, the Van Daans, were hiding ul
with Anne’s family (introduction).
=
54 sacrifice Anne was jealous of her sister’s relationship ”
55 government with her mother. She felt that her sister was z
56
57
necessary
vegetables
treated differently. Margot wasn’t yelled at ¢
when she broke the vacuum cleaner, but
58 dictionary Anne was yelled at when she asked to rewrite Q
59 disastrous something her mother had written (lines 4-12). wl
60 library On lines 14-16, Anne is upset when her family a
61-67 An adjective is a word that describes a noun. discuss how well they all get on when she z=
We often use the suffixes ‘able’/‘ible’, ‘al’, ‘ful’, doesn’t feel the same. On lines 18-19, Anne
a.
‘ic’, ‘ive’, ‘less’ and ‘ous’ to make an adjective doesn’t like how the family talk to other people
x
61
from a noun.
sensible or sensitive 9-10
about her in her presence.
Anne has a much closer relationship with her
ff
62 Greek father. She feels he understand her and she
63 studious wants to talk to him. On line 25 she states,
64 energetic ‘Daddy’s always so nice. He understands me
65 angelic perfectly, and | wish we could have a heart-to-
66 Swiss heart talk sometimes...’ On line 17 Anne states
67 - triangular that ‘Daddy’s the only one who understands
68-74 Peter called, “I’m ready.” or Peter called, “I’m me...’ but with her mother, Anne feels far more
ready!” distant. On line 2 she states, ‘I feel myself
65-82 “When will we get to David’s house?” Jake drifting further away from Mother’.
asked. 11-12 Mrs Kleiman might think it is too dangerous
83-92 “Quick!” yelled Sam. “We will miss our train.” to visit Anne and her family because if she
or “Quick,” yelled Sam, “we will miss our train.” were caught she would be detained; the family
93-94 cool (1) a low temperature (2) trendy might be found out and sent to concentration
95-96 trainer (1) a type of shoe (2) a person who camps.
trains sportspeople 13-14 In the additional comment Anne added, she
97-100 A prefix is a group of letters added to the was more up-beat and wrote positively about
beginning of a word. A hyphenated prefix is her writing. She acknowledged the fact that
needed when the last letter of the prefix is the her feelings might have something to do with
her age.
For example, we would use a hyphenated 15 ‘In the future I’m going to devote less time
prefix to separate ‘co-own’ as ‘coown’ looks to sentimentality and more time to reality’
awkward. It is also used to make the meaning (lines 30-31).
of the word clear. For example, we would use 16-18 For Philip’s dare he is going to climb on the
‘re-cover’ to indicate something we will cover wall, take two steps and then run to the
again, as recover means to restore or retrieve. growling dog and pat him on the nose!
Examples could include: 19-20 It is too hot to play in the sun today.
co-operate, co-ordinate, co-worker, re-enter, 21-22 The two hens scratched around in the dirt,
great-grandmother, great-uncle, ice-skate, hoping to find some food.
mid-July, re-examine, re-evaluate, re-press, self- 23-26 Marks are given for understanding how a
confidence, self-examination, self-image. bullet point works. The bullet points need
a brief introduction made up of several
sentences followed by a colon (1 mark). If the
bullet points are proper sentences they need
to start with a capital letter and end with a full
was a German Jew living in Holland’. Asse
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 stop, but if the bullet points are not written 56-63 A prefix is a group of letters added to the
in sentences then there should be no capital beginning of a root word to make a new word.
letters at the start, or punctuation at the 56 impossible
end (1 mark). Bullet points are used to show 57 distrust
important information and they should be 58 uninvited
” short enough to have impact (1 mark). There 59 disobey
« should be at least three bullet points (1 mark). 60 unnecessary
Wi Here is a possible answer: 61 immeasurable
62 immortal
& Dogs are animals that are found on every
continent and have been used in many ways 63 unnamed
”
r4 throughout history. They have been a popular 64-69 “Time to get up,” Rashid called to his brother.
<q animal as they are easy to train, are loyal and or “Time to get up!” Rashid called to his
because they are pack animals, they are happy brother.
Qa to live alongside people and other animals. 70-75 Gretta whispered, “Are you awake?”
Here are some of the most common ways that 76-82 The teacher said, “Don’t run in the corridor.”
Qa
= dogs have been used: 83-87 A verb is an action word. A noun is the name
e Working dogs have been used to pull of a place, person or thing. Many verbs can
sledges or to carry loads. be turned into nouns by adding a suffix;

xtale e Hunting dogs have been used to track

animals or people.
sometimes spelling changes are also needed.
83 beginning
e Guard dogs have been used to protect 84 invention
places and people. 85 laughter
e Medical dogs have been used to detect 86 solution
epilepsy or other serious illnesses. 87 speech
e Companionship dogs have been used to 88 discover
provide friendship and comfort. 89 complete
27-33 Proverbs are well-known sayings and therefore 90 request
there is only one possible answer fer each of 91 enter
these questions. 92 notify
27 fire 93 suggest
28 together 94-97 These questions reinforce the difference
29 lining between hyphenated words and non-
30 served hyphenated words. Here are some possible
31 speed answers:
32 mice 94 At the restaurant, the man eating shark with
33 eggs chips was with a woman eating cod and salad.
34—40 A preposition is a word that relates other 95 The diver was terrified when she saw a
words to each other. It gives information about man-eating shark.
where the noun is, i.e. its position. 96 After the race, | had to lie down to recover.
34 across 97 ! will re-cover both chairs once the decorating
35 beside has been completed.
36 beyond 98 or becomes nor Neither Jack nor Jill can go
37 through up the hill.
38 Underneath 99 is becomes are lan and | are going to the party.
39 on 100 | becomes me Dad gave Cameron and me
40 under some apples.
41-47 telephone, jeans, video, cheeseburger,
spaceship, jukebox, helicopter
Paper 6 (pages 31-36
48-49 Danielle, a freckle-faced girl, skipped quietly
up the road. 4
in the afternoon The canteen was ‘sure to be
50-53 Huw, before leaving his house for the swimming empty on a Friday afternoon at five to three’
pool, collected together his towel, sun lotion and (lines 4-5).
house key but forgot his swimming costume! 2 in a purse Danny got the money “out of
54-55 | jumped as high as | could, flinging myself Bonfire’s purse” (line 8).
towards the lowest branch, but collapsed on 3 chaos Lines 31-34 give a description of
Boc
years
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English
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Assessment
Papers
1 the ground from exhaustion. children dancing, fighting and shouting.
 On line 4 a dirty hand is referred to as a ‘grimy 26 responsible When adding the suffix ‘ible’ to a
mitt’. word ending with ‘e’, the ‘e’ is removed first.
Pandemonium means wild confusion or uproar. 27 honourable
There might be pandemonium at a wet school 28 reasonable
playtime because all the children have to share 29 imaginable When adding the suffix ‘able’ to a
the space inside a school building rather than word ending with ‘e’, the ‘e’ is removed first.
be able to spread out outside. 30 forcible When adding the suffix ‘ible’ to a
Tyke couldn’t stand the smell of the swede and word ending with ‘e’, the ‘e’ is removed first.
cabbage any longer. 31-37 In an active sentence, the subject is doing
7-8 The sound represented the stolen money something (‘the boy rode the horse’). In
now in Tyke’s hands. It also made Tyke feel a passive sentence, the subject is having
responsible for sorting out the problem. something done to it (‘the horse was ridden by
Tyke shouted because she felt so frustrated the boy’). The passive sentence often uses the
with Danny. word ‘was’ before the verb.
10-11 Tyke ignored / took no notice of Danny 31 active
because she was cross with Danny and 32 passive
worried about how best to react to him. She 33 passive
was also frantically thinking how best to sort 34 active
the problem out. 35 active
12 We know that this is not the first time Danny 36 active
has stolen money because on line 42 Tyke 37 passive -EX
AN
states, ‘And when he’s found out, he gets 38 wriggle
this mournful look’. This shows us that it has 39 hymn
happened before. 40 knock
13-15 The answer needs to refer to the relationship 1 limb
between Tyke and Danny with evidence from 42 whisker
‘the passage, but written in a child’s own 43 autumn
words. Acceptable answers could include any 44 knelt
of the following points: 45 bomb
Danny and Tyke have a complicated relationship 46-49 Abbreviations are used to shorten words.
because Danny tries to please her (lines 25-27), 46 Please Turn Over
but ends up frustrating her. Although Tyke is 47 United States of America
irritated with Danny and insults him (lines 21 48 Member of Parliament or Military Police
and 29), she also tries to protect him and won't 49 North West
let him get into trouble (lines 37-39). Tyke likens 50-52 A relative clause is a type of subordinate
Danny to her dog, who acts intuitively: she clause (a clause that does not stand alone as a
recognises that Danny has a problem and can’t sentence but provides additional information to
help himself from stealing (lines 40-42). Tyke the main clause). It is used to modify the noun
also recognises that Danny can often get her to and often begins with the words ‘who’, ‘that’, or
do what he wants (lines 49-50). ‘which’. Here are some possible examples:
16 | caught the last bus home. These are the shoes that | bought last week.
i, | lay in bed reading for about an hour. Those are the horses that live on the field.
18 The boys fought against the gang from the She lives on the Wirral, which is in Merseyside.
High Street. The scarf, which is huge, will keep me warm.
19 We went to London every Easter. That’s the boy who lives near my aunt.
20 They hid in the cupboard under the stairs. Joe, who had been waiting for an hour, was
21 When | washed my jumper it shrank. (Shrunk very fed up.
may also be acceptable.) 53-58 A conjunction is a joining word such as ‘and’
22 They made her jump as they crept up or ‘but’ that joins clauses together. Sometimes
behind her. more than one conjunction could make sense
23 noticeable When adding the suffix ‘able’ to a when joining two clauses.
word ending with ‘ce’, the ‘e’ is not removed 53 although, but, yet The sun was warm
first. : although/but/yet it was December.
24 sensible When adding the suffix ‘ible’ to word 54 until, although The children played in the
ending with ‘e’, the ‘e’ is removed first. pool until/although the weather grew cold and
advisable When adding the suffix ‘able’ to a windy. Asses
10-11
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25
word ending with ‘e’, the ‘e’ is removed first.
 55 if, and, when | don’t have to do it if/and/when Paper 7 (pages 37-42)
| don’t want to.
56 whether, if He did not know whether/if his 1 it is not easy to pronounce Lines 3-4 state
friend wanted to go swimming. that the name Asparagus is ‘such a fuss / To
57 because, as She was sent home because/as pronounce’.
” she was not well. 2-3 Irving, Tree Line 16 states ‘he has acted with
cc 58 but, although | want to go to Italy but/ Irving, he’s acted with Tree’
wi although | cannot afford to. 4-5 Answers need to refer to any two of the
> 59-65 friend, companion, secretary, giant, orphan, following for 1 mark each:
*” guest, cousin Gus has a shabby/dirty/matted coat (line 5).
=z 66-71 An adverb is a word that describes the verb. Gus is thin (line 5). His paws shake (line 6).
4 66 heavily ep) to entertain
a
67 brightly short, amusing accounts of incidents or stories
68 silently about things that someone has done or has
omWi 69 somehow or often heard of
70 often On line 26 Gus says, “With an hour of
=
<q 71 fluently or often rehearsal, | never could fail.” This shows us

a 72-75 There is one mark available for correctly using

each phrase. The phrase ‘in contrast’ must
that when Gus was younger he didn’t need
much rehearsal time.
cas show an opposing point. The phrase ‘as a 9-10 There is 1 mark available for an explanation
consequence’ must show an effect from a and 1 mark for evidence in the paragraph that
cause. The phrase ‘on the other hand’ must supports the answer. Acceptable answers
show a different effect from the same point. The could include any of the following points:
phrase ‘my opinion’ must be used to show a Gus knew many famous speeches: “And | used
personal viewpoint. Here is a possible answer: to know seventy speeches by heart” (line 22).
In my opinion, wearing school uniform is a He could convey emotions using his body: “I
good thing as every pupil looks the same, used to know how to act with my back and my
regardless of how much money a family has. tail” (line 25). His voice would affect listeners’
On the other hand, it is true that buying a emotions: “I’d a voice that would soften the
school uniform can be expensive for parents, hardest of hearts” (line 27). He always gave
as there are few places that sell suitable an enjoyable performance: “In the Pantomime
uniforms. In contrast, when children choose season | never fell flat” (line 31).
whatever they want to wear, a parent can pay 1 The audience always enjoyed Gus’s
as much or as little as they can afford. This Pantomime performances.
does mean that some children may try to 12-15 Gus might be described as old and past-it,
show off with new clothes all the time. As a big-headed, a show-off, a story-teller, etc.
consequence, it is easier to see who has more The child needs to support their suggestions
money and who does not and school should with lines from the poem, e.g. Gus is no longer
not be about fashion and money. the cat he was in his prime as his ‘coat’s very
76 happily The spelling rule is to change the ‘y’ to shabby, he’s thin as a rake’. He enjoys meeting
‘’ before adding the suffix. his friends at their club and ‘loves to regale
77 fried The spelling rule is to change the ‘y’ to ‘i’ them, if someone else pays, With anecdotes
before adding the suffix. drawn from his palmiest days.’
78 referring The spelling rule is to double the last 16-21 A simile describes a noun using ‘like’ or ‘as’. In
letter before adding the suffix. this set, the similes are all well-known figures
79 noisily The spelling rule is to change the ‘y’ to of speech.
‘i’ before adding the suffix. 16 as blind as a bat
80 preferred The spelling rule is to double the 17 as easy as pie (‘as nice as pie’ would also be
last letter before adding the suffix. correct)
81 crying 18 as chirpy as a cricket
82-100 “Can someone answer the phone?” yelled 19 as tough as leather
Mum. 20 as dry as dust
“Pll get it,” called Sam. 21 as fit as a fiddle
All was quiet when suddenly Sam screamed, 22-23 In a list, we can use a semicolon when we are
“We’ve won a holiday!” already using commas within each list item, or
10-11*
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Assessment
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A10
 when each item is several words long. Here is 43 shelves The spelling rule is to change the ‘f’ to
a possible answer: ‘v’ before adding ‘es’.
People enjoy playing sport for a number 44 halves The spelling rule is to change the ‘f’ to
of reasons: to keep supple, through yoga ‘v’ before adding ‘es’.
or martial arts; to keep fit, through aerobic 45 pianos Just add the ‘s’ to the end.
exercises such as running, cycling or rowing; 46-49 Indirect speech (reported speech) refers to
”
for social benefits, through team games such as something being said without quoting the a
netball, football or cricket; and to develop new actual words. Phrases such as ‘said that’ Le
physical skills, through dancing, snooker, darts
or skating.
are included, and the inverted commas are
removed to show that it is not direct speech.
S
¥)
24 There are many bags to choose from. 46 Kate called urgently to me to get down. or =
25 He was running when he slipped into the puddle Kate called urgently to me that | should get <
26 They are going to swim the Channel. down.
27 It was time to go home. 47 Dad mumbled that there was a knock at the &
28 When is Greg arriving? door. il
29 You are very tired, aren’t you? 48 Joe urged that we should take Clawdie to the =)
30 Susan’s sisters were much older than her. vet. or Joe urged us to take Clawdie to the vet. =
31 false The text states that ‘we are interrupting 49 The farmer called that the cows could/should
<
ca
Our programmes’ so the notice must be on the be let into the field.
television or the radio. 50-57
x
An antonym has a meaning that is the opposite
32 false The text states that they are ‘dangerous of the word given. The prefixes used to create
drugs’. an antonym include ‘in’, ‘im’, ‘un’, ‘dis’ and ‘mis’.
33 false The text states that the drugs were 50 incorrect
stolen from the doctor’s car so the police want 51 unaware
to speak to anyone who ‘can help’ them. 52 unselfish
34 true-The text states that the drugs ‘might be 53 disrespect
- very dangerous, particularly if swallowed by 54 improbable
children’ which implies that children who have 55 disobedient
taken them would be in immediate danger. 56 disconnect
35-39 The clause that is added to the given clause 57 distrust or mistrust
must have a verb, otherwise it becomes a 58-63 “Time you were in bed,” said Nicky, the
phrase. Here are some possible answers: babysitter. / “Do we have to?” asked Ben. “I’m
35 The dog sprinted through the park because he not at all tired!” / “Your dad said bed at 8 o’clock,
saw his owners at the other side. I’m afraid.” / “But he wouldn’t know,” Alice
The dog sprinted through the park before he objected. / “No, he wouldn’t, if you didn’t tell
jumped over a massive puddle. him,” confirmed Ben. / “If you go to bed now,
36 David took great care, but he still spilled milk you can have your light on in your rooms for
over his homework. another hour,” Nicky suggested. / “What a good
David took great care and his finished artwork idea!” Alice agreed. “We could read a book.”
was something to be proud of. 64 press
37 The twins queued for hours, but they eventually 65 height
bought the tickets. 66 collapse
The twins queued for hours when the new 67 sign
book was released. 68 adventure
38 Karen kicked the football with all her might and 69 measure
like an arrow, it entered the goal. 70 enclosure
Karen kicked the football with all her might, but 71 creature
she was too far away from the goal. 72-74 A relative clause is a type of subordinate
39 At last Kofi handed his story to his_teacher as clause (a clause that does not stand alone asa
she was growing impatient. sentence but provides additional information to
At last Kofi handed his story to his teacher and the main clause). It is used to modify the noun
what an amazing story it was! and often begins with the words ‘who’, ‘that’, or
40 roofs This is an exception to the ‘change the f ‘which’. Here are some possible answers:
to v’ spelling rule. These are the shoes that | bought last week.
41 axes Just add the ‘s’ to the end. Those are the horses that live on the field.
42 flutes Just add the ‘s’ to the end. She lives on the Wirral, which is in Merseyside. Asse
Pape
10-
Engl
Bon
 The scarf, which is huge, will keep me warm. fulfilling the role of a double agent; or because
That’s the boy who lives near my aunt. the British may have felt that she was rare and
Joe, who had been waiting for an hour, was special in her ability to work as a double agent.
very fed up. 8 A double agent is a spy who works for one
75-86 A common noun is an object. A proper noun is country while spying for another at the same
the name of a person, place or thing. A collective time.
noun is a word used for a group of nouns. An 9-10 D-Day was very important as it was the day
abstract noun is a thought, feeling or idea. the Allies planned to invade German controlled
Abstract
land, surprising them by invading them in an
nouns area they hadn’t expected. Treasure was part
of a network of people who fed the Germans
misinformation about where the invasion would
take place, therefore making the invasion much
easier for the Allies (lines 21-24).
11-12 Acceptable answers could include any two of
87-93 A compound word is a word formed from two the following points:
other words. These are the compounds that an She ‘let slip her double identity to an American
be formed from the two columns: soldier’ (line 30-31). She ‘threatened to stop
stonework working for MI5’ if they didn’t allow her pet
EXPANDED
ANSWERS firework, fireweed dog to be with her (line 31-32). She set up a
horseshoe ‘secret signal’ with Kliemann which showed
crossroads her messages were genuine, but she didn’t
kneecap warn the Allies about this, which could have
blackhead, blackcap, blackmail put other agents’ lives at risk (line 33-36).
seaweed 13-15 Qualities such as bravery, adaptability,
cemetery calmness, intelligence, discretion. Possible
sufficient answers could include:
definite Bravery — a spy might have been discovered
restaurant and either imprisoned or killed. Discretion -
programme a spy would have had to tell only trusted
persuade contacts what he or she knew. Adaptability — a
embarrass spy would have had to be able to adapt quickly
to changes in circumstances.
Paper 8 (pages 43-47) 16-22 A preposition is a word that relates other
words to each other. It gives information about
4
deliberate destruction Lines 3-4 state that where the noun is, i.e. its position.
the Abwehr, a German counter intelligence 16 of
organisation, managed Nazi spies and 17 to
sabotage operations, suggesting sabotage 18 with
was planned and deliberate. 19 of
her German boss On line 13 it says that 20 of
Sergueiew ‘met her Abwehr boss, Emil Pe between
Kliemann’. 22 on
radio telegraphy On line 14 that the 23-30 The stressed vowel in a word is the vowel that
espionage skills Sergueiew learned included is emphasised. Saying the word aloud will help
‘radio telegraphy’. identify the stressed vowel.
4-5 Her language skills and her experience as a 93 vegetable
journalist would have made her suitable as 24 lagoon
a spy. Sergueiew had ‘mastery of several 25 extra
languages including German, French and 26 regrettable
English’ and she had ‘worked as a journalist in 27 effort
Germany’ (lines 8-9). 28 freedom
Sergueiew was given the alias Treasure so that 29 interest
her identity would not be compromised. 30 temperature
She may have been given the name Treasure 31-40 “| will never believe it,” replied old Jeremiah.
Book
years
10-11"
Bond
English
Papers
Assessment
: because the British felt she was a ‘treasure’ “Never.”

Al2
41-45 Each word with the ‘ough’ letter string must As he rushed past the kitchen table he
sound different. Saying the words aloud will stopped himself to read the headline, ‘Banbury
help to identify words according to their sound School Flooded’. It reminded him of a book
group. Here are some possible answers, he’d read called Disasters in Schools.
grouped by sound: 85-86 Each sentence should have two clauses,
ought, nought, sought, brought, fought joined with a conjunction. For example: ~”
though, although, doughnut, although Darius fell in a puddle because he wasn’t a
tough, rough, enough looking where he was going. wi
drought, ploughed,
cough, trough
Mo fell off his scooter when he turned the
corner too quickly.
>
”
through 87 mountainous z
“No, I’m not going to the park after school,” 88 courageous When adding ‘ous’ to a word <
stated Tracy. ending in a soft ‘g’ sound, keep the ‘e’ on the
Today, without realising it, James was going to end of the root word. a
have the best day of his life. 89 envious When adding ‘ous’ to a word ending
Wi
Daxa forgot the milk, the bread and the tin of in ‘y’, the ‘y’ is replaced with an ‘i’ first. a
sweetcorn! 90 industrious When adding ‘ous’ to a word
z
Sarah stopped, looked round and listened. ending in ‘y’, the ‘y’ is replaced with an ‘i’ first.
a.
52-53 “Yes, it’s time to eat the party food,” called Mum.
gaggle A collective noun is a word for a group
91 vigorous When adding ‘ous’ to a word ending
in ‘our’, the ‘u’ in ‘our’ is dropped.
x
of nouns. 92 infectious Add an ‘i’ before the suffix ‘ous’.
sharply An adverb is a word that describes a 93 courteous Remove the ‘sy’ before adding the
verb. suffix ‘ous’.
because A conjunction is a word that joins 94 outrageous When adding ‘ous’ to a word
clauses together. ending in a soft ‘g’ sound, keep the ‘e’ on the
they A pronoun is a word that replaces a noun end of the root word.
in a sentence. 95-100 With a metaphor, we say that something /s
wrestle A verb is an action word. something else. For example, the sun is a
heavy An adjective is a word that describes a golden coin. The words ‘like’ or ‘as’ should not
noun. be used. Here are some possible examples:
doubt An abstract noun is a noun that 95 a white blanket, a mountain of feathers, a
describes a thought, feeling or idea. cover of salt, a cushion of sherbet
61-66 A technique for working out alphabetical 96 was silver threads, was bullets of steel, was
order is to look at the first letter. If the letter is silver glitter, is shards of glass
the same, we look at the second letter. If the a7 a pale blue sponge, a grey blanket, a blue
second letter is the same, we look at the next pool, a layer of cotton wool
letter. Once we get to a letter where there is 98 was a green carpet, is a felt mat, was a layer of
a difference, we work out which is first in the feathers, is a patchwork duvet
alphabet. Some questions, like this one, asks 99 was a golden ball, is a golden coin, is a pat of
for reverse alphabetical order, so the word that butter, was a smiling sunflower
comes first in the alphabet will be the last word. 100 were coloured jewels, were swaying feathers,
extremity, extreme, extract, extra, are dying embers, are glowing flames
extinction, extend
67-74 Any word that begins with the given prefix. Paper 9 (pages 48-52)
Here are some possible answers:
67-68 crossword, crossroads, crossover, crossbar, 1 bulbous eyes Line 18 states ‘the eyes that he
crossbow, crossbred, crossfire liked the least were horrible pale bulbous sort
69-70 co-operate, co-ordinate, co-star, co-writer, co- of eyes’.
production, co-opt al used sparingly Line 28 states that ‘they were
71-72 record, re-cover, react, reaction, rearrange, extremely careful with their provisions’.
reserve, re-enter, reform in the course of several days Line 27 states
73-74 bilingual, bi-monthly, bi-annual, bicycle, that ‘All this went on for what seemed to the
bicarbonate, bifold, bilateral, biped hobbit ages and ages’.
75-84 “Did you see the newspaper this morning?” 4-5 Acceptable answers could include any of the
asked Tim. following points:
“Yes,” replied Nathan. It was dark, stuffy, still, there was no air, there Paper
Asse
Engl
Bon
was no sun to be seen, the sky could not be
A13
 seen. On lines 3-5 it says, ‘They were sick for 33 you’re
a sight of the sun and of the sky and longed for 34 don’t
the feel of the wind on their faces. There was 35-41 A verb is an action word. A noun is the name
no movement of air down under the forest-roof, of a person, place or thing. Many verbs can be
and it was everlastingly still and dark and stuffy.’ turned into nouns by adding a suffix, though
Bilbo is used to being out in the sunlight but sometimes spelling changes are needed.
the forest is dark and it feels to Bilbo that he 35 acquaintance
cannot breathe. On lines 7-8 it states, ‘but the 36 imagination
hobbit, who liked holes to make a house in but 37 pollution
not to spend summer days in, felt that he was 38 competitor
being slowly suffocated’. 39 restraint
scary or frightening A synonym is a word that 40 employer
has a similar meaning to another word. 41 detective
8-10 The fires attracted eyes, moths and bats. Fires 42 bribery
‘seemed to bring hundreds and hundreds of 43 dictionary
eyes all round them’ (lines 20-22). ‘Worse still 44 nursery
it brought thousands of dark-grey and black 45 memory
moths (line 23-24), and also ‘huge bats’ (line 25). 46 brewery
11 ‘as black as a top-hat’ (line 25) 47 victory
12 A very long time 48 discovery
ANSWERS
EXPANDED
13-15 The group felt disappointed because they 49 ordinary
couldn't drink the water as “Beorn had warned 50 salary
them against it, or they would have drunk from 51-54 A form needs to be obtained from the
it” (lines 37-38). They felt anxious or worried Post Office.
because they had to cross the water without You will be notified shortly.
touching it. We know this because the text Please respond promptly.
mentions “they only thought of how to cross No running by the swimming pool.
it without wetting themselves in the water” 55-56 My daughter showed the book to my niece.
(lines 39-40). They felt frustrated as they could 57-58 The Lady interviewed the two women.
see the boat on the other side of the water. 59-60 The Duchess presented the medal to the
We know this because Bilbo says “Now why heroine.
couldn't it have been on this side!” (line 44). 61-62 Sam’s goose always made her laugh.
16-22 A synonym is a word that has a similar 63-65 Dan is the tallest boy in the school. Everyone
meaning. Here are some possible answers: is quite envious of him. They are nowhere near
talked, muttered, whispered, shouted, as tall.
reported, replied, cried, croaked, spoke, 66-70 There was a firework party on New Year’s Eve.
chatted, gossiped, mumbled, slurred, There were hundreds of people and when the
screeched, stated, responded, grumbled, clock was about to strike midnight, everyone
conversed, nattered held hands and counted down the seconds.
| 23-26 An adjectival phrase describes the noun more They were very excited — the fireworks were
|
=J specifically. Here are some possible answers: about to be lit.
Lai
23 the icy cold igloo, the bright, white igloo, the 71-73 The new clause that is added to the given
(=)
é~
frozen, shimmering igloo clause given must have a verb, otherwise it
ss 24 the tasty cheese and tomato sandwich, becomes a phrase. Here are some possible
of
ig] the stale, uninspired sandwich, the usual answers.
Qo cucumber and salad sandwich 71
~
The dog jumped into the water after he had
=
) 29 the hot, burning sun, the weak, milky-yellow run the whole length of the beach.
= sun, the blindingly bright sun 72 Ruth slept peacefully in her bed until her alarm
7)
a) 26 the incredibly funny story, a long, boring story,
® clock rang.
n
) a short, snappy story 73 A letter arrived for Ahmed before he went to
x
ce 27 they’re school. .
2 28 should’ve 74 torpedo To make the singular, remove ‘es’.
2
uj
29 I’ve 75 calf To make the singular, remove ‘es’ and
Xo) 30 we'll change to ‘v’ to ‘f’.
(= 31 there’s
ie) 76 valley To make the singular, remove ‘s’.
ie) 32 won’t 77 sheep Both the singular and plural are the same.

A14
 78 mouse The singular and plural forms of this 14-15 Mary is very excited because she has been
word are totally different. looking for the door to the garden and has
79 battery To make the singular, remove ‘es’ and finally found it. Mary is apprehensive and
change the ‘I’ to ‘y’ curious as she is the first person to see the
80 fox To make the singular, remove ‘es’. garden in ten years.
81 olive To make the singular, remove ‘s’. 16 answer 4)
82-94 “| can hear something,” whispered Sandra. 17 wreck ne
“So can |,” confirmed Jess. “What could it be?” 18 castle AL
95-96
97
He did not do what he should have done.
She said she had done it.
19 tongue
20 lamb
rd
”
98 Mark did his homework yesterday. 21 crumb =
99 pencil case 22 rhubarb <
100 computer disk 23 white
24 walk The word ‘move’ is a verb.
| Paper 10 (pages 53-58) 25 before The word ‘across’ is a preposition. Lal
26 her The word ‘your’ is a pronoun.
1 the robin Lines 1-2 state that Mary ‘saw Ben 27 and The word ‘because’ is a conjunction.
Weatherstaff digging and talking to his robin, 28 he The word ‘l’ is a pronoun.
which was hopping about him.’ 29 patiently The word ‘crossly’ is an adverb.
she had only just learned to skip On line 9 30 drawer The word ‘cupboard’ is a noun.
(page 53) Mary says, “I have never skipped 31 You can see Paul hiding behind the bench.
before.” 32 The fish and chip shop is open.
Mary remembers the key. On line 23 it says 33 The homework is due in on Monday.
that Mary felt something heavy in her pocket 34 The tree is safe to climb on.
and on line 25 she refers to the key. 35 We can go out and play in the snow.
Acceptable answers could include any two of 36 dependency
‘the following points: 37 excellence
Mary likes Ben and wants him to be impressed 38 conveyance
by her: ‘she really wanted him to see her 39 decency
skip’ (line 4). Ben is impressed with Mary: he 40 blatant
says to Mary, “Tha’ shapes well enough at 41 obedience
it for a young ‘un that’s lived with heathen” 42 conference
(lines 10-11). Ben is kind and encouraging: he 43 confident
says, “Tha’ keep on,” to get Mary to carry on 44-49 In an active sentence, the subject is doing
skipping (line 10). Ben used to think Mary was something (‘The boy rode the horse.’). In
not like a typical child but now she is: “P’raps a passive sentence, the subject is having
tha’ art a young ‘un, after all, an’ p’raps tha’s something done to it (‘The horse was ridden
got child’s blood in thy veins instead of sour by the boy.’). The passive sentence often uses
buttermilk” (lines 5-6). the word ‘was’ before the verb.
Ben is suggesting that Mary hasn’t been acting active
like a child until now, that she hasn’t been a passive
happy, warm person. When he compares her active
to sour buttermilk, it suggests that she has passive
been grumpy one. passive
The author wants readers to read the words as active
Ben would say them; to give readers a sense 50-55 The definition for a word explains what the
of the way Ben speaks. word means. Here are some possible answers:
10-11 ‘Mary’s heart began to thump and her hands to oil or grease something so that it moves
to shake a little in her delight and exeitement’ easily
(lines 41-42). ‘The robin kept singing and the smallest or lowest quantity
twittering away and tilting his head on one the highest point
side, as if he were as excited as she was’ to shorten
(lines 42-43). following orders or instructions, doing what
12-13 The wind uncovers the secret door: ‘the gust you are told
of wind swung aside some loose ivy trails’ to clear up something, or to decide to do
(lines 34-35) and this is how Mary finds the door. something Pape
Asse
Engl
Bond
A15
 56-59 An antonym has a meaning that is the opposite news broadcast
to the word given. In this question, the antonym helicopter airport
is formed by changing the suffix. For example, cheese hamburger
the word ‘careful’ can become ‘careless’. smoke and fog
hairy The suffix ‘less’ is changed to ‘y’. David wasn’t afraid.
starless The suffix ‘y’ is changed to ‘less’. Gina copied Helen’s homework.
useless The suffix ‘ful’ is changed to ‘less’ We’re going to get to Uncle Matt’s house
cloudy The suffix ‘less’ is changed to ‘y’. before it is dark.
Alice screamed as Rudi jumped into the pool. We could hear the puppies’ wails.
She hated water on her face though she loved What’s the problem?
playing on the inflatables. That is why she had Jack’s mum wouldn’t let him play on his bike.
wanted a swimming birthday party. NZ
“Can you stop jumping near me, please?” RSPB
asked Alice, as water dripped from her nose. SOs
“If |have to,” laughed Rudi. UAE
(or “If | have to!” laughed Rudi) RSA
ANDED
ANSWERS
- 83 electronic mail

Assessment
Papers
10-1
Bond
English

A16
Add the missing commas to these sentences.
48-49 Danielle a freckled-faced girl skipped quietly up the road.
50-53 Huw before leaving his house for the swimming pool collected together his towel
sun lotion and house key but forgot his swimming costume!
54-55 | jumped as high as | could flinging myself towards the lowest branch but
collapsed on the ground from exhaustion.

Add a prefix to each of these words.

un dis im
56 possible 57 trust
58 invited 59 obey
60 necessary 61 _____ measurable
62° mortal 63 ___named

Copy these sentences, adding the missing punctuation and capital letters.
64-69 time to get up rashid called to his brother

70-75 gretta whispered are you awake

ES

76-82 the teacher said dont run in the corridor

Form nouns from the verbs in bold to fill each gap.

83 begin The of the book was not very exciting.

84 invent Her has proved very useful.

85 laugh The __________ of the crowd could be heard.

86 solve Tom found the to the problem.

87 speak Before he presented the prizes, the Chair made an interesting

(29|
Write a more formal word for each of these phrases or words.
88 find out

89 finish

90 ask for

91 goin

92 tell

93 put forward

Write four sentences. In each sentence use the listed word or phrases correctly.
94 man eating shark

95 man-eating shark

96 recover

97 re-cover

In each of these sentences a word is incorrect. Underline the word and rewrite it
correctly.

98 Neither Jack or Jill can go up the hill.

99 lan and | is going to the party.

100 Dad gave Cameron and | some apples.

he Progress Chart to record your score!

(30}
Paper6|
We’d gone right through the school collecting the teachers’ tea money and had
got to the canteen door when Danny waved the ten-pound note at me. It took me
a couple of minutes to realise what it was, ’cos it looked highly unlikely in Danny’s
grimy mitt. Then | pushed him into the canteen, sure to be empty on a Friday
afternoon at five to three. The pandemonium of a wet school playtime died away,
and we could hear the rain drumming on the roof instead.
“Where didja get that, you nutter?”
“Out of Bonfire’s purse. She’d left it open. On the desk. So | took it. No one saw
me, Tyke.”
Only he didn’t say it like that, for my friend, Danny Price, speaks worse than
anyone | know. Speech defect they call it. When he counts he goes, “Don, Dwo,
Dee, Dour, Dive, Dix, Devon,” and so on. And there he stood in the canteen that
smelled of boiled swede and cabbage, enough to make you throw up, saying:
“Do di dood id. Do don daw dee,” and ringing all manner of alarms inside me.
| shook him. The tea money rattled in its tin, and at that moment a crowd of
under-sized Chinamen streamed towards us, shouting, pushing, kicking, the second
year doing Aladdin again, | suppose, unless it was everyday life in Red China for a
change. | grabbed the ten-pound note and stuffed it up my sweater where it made a
crunkly noise that | didn’t like at all, and the boiled swede and cabbage smell stank
so strong that | had to get out fast, so | pushed him into the corridor again. 20
“Don’t you see? Don’t you understand, you idiotic imbecile?” | shouted through
the screeching din of 3H practising ten different tunes on recorders in the next
classroom. Before he could reply the buzzer went for the end of play, so | headed
for our classroom, 4M, with Danny running sideways trying to talk to me.
“Why you all mad, Tyke? Don’t be mad at me, Tyke.” 25
| didn’t answer.
“| got it for you. | want you to have half of it. You can buy anything you like, Tyke.”
| took no notice. He pulled at my arm. | shook him off.
“Get knotted.”
“Tyke, Tyke?” 30
We reached the classroom. Lorraine Fairchild and Linda Stoatway were dancing
in a corner, all flying skirts and hair, showing off to the boys who couldn’t have
cared less. lan Pitt, Pitthead, was having a scrap with Kevin Simms, and Martin
Kneeshaw was standing on top of a cupboard shouting and giving orders as usual.
| held tight to the front of my sweater in case the note fell out, and pushed Danny 35
into the book corner.
“Listen, Danny. Don’t you see? Don’t you understand? You can’t spend it,
because they'll ask you where you got.it from, and they won't believe what you say,
and they’ll want to ask your Mum, and then you'll be for it.”
His face went sad, like my dog at home when she’s caught raiding dustbins. She 40
can’t stop doing it, but she has terrible sorrow when anyone catches her. Danny’s
the same, though it’s money with him, not dustbins. And when he’s found out, he
gets this mournful look, like my dog, and everyone feels sorry for him, because of his
look. What a lovely face, say the old ladies in the street. All the people who
come to see him at school to give him tests, the deaf lady, the talk lady, the shrinko 45
chap, like him and take more trouble with him than anyone else.
“He looks bright,” I’ve heard people say. “There must be a block.”
There is. | know that block. I’ve known it for years. It’s his head. And something
else | know, too. Even if he is as thick as two planks, he generally gets me to do the
things he wants. But not this time. | wasn’t getting mixed up in anything to do with 50
the tenner. Not likely.
From The Turbulent Term of Tyke Tiler by Gene Kemp

Underline the right answers.

1 This passage is set (in the morning, at lunchtime, in the afternoon).
2 Danny had found the ten-pound note (in a purse, in the canteen, on the floor).
3 When Danny and Tyke reached their classroom they found (everyone working
quietly, everyone chatting, chaos).

Answer these questions.

4 What is a ‘grimy mitt’ (line 4)?

a =7< 3. © =F @) ny0) (OFi)

=F
Gas Comal
Oo © =) Q 14) eal 2) = = =) = oO o} © oo sed) = ro)or n .?) = ie) 2 iosse)= = a) =~)

o>) In line 20 Tyke pushed Danny out of the canteen. Why?

7-8 Give two reasons why Tyke might not have liked the crunkly sound of the ten-
pound note (line 19).

9 Why, on line 21, did Tyke shout at Danny “you idiotic imbecile”?

seuenenenseneeenemnmmeemnmmnemmmmenneeneeneee
ee

10-11 Danny says he stole the ten-pound note for Tyke (line 27). How did Tyke respond
to this? Why?

(32)
 12 Pick out one piece of evidence which tells the reader that this might not be the
first time Danny has stolen money.

13-15 In your own words describe the relationship between Tyke and Danny. Use
evidence from the passage to support your answer.

Change the word in bold into the past tense.

16 catch | the last bus home.

17 lie | in bed reading for about an hour.

18 buy The boys__._ Ss Jurnch from the café.

19 go We to London every Easter.

20 hide They Cin

_. the Cupboard under the stairs.

21 shrink When | washed my jumper it

22 creep They made her jump as they up behind her.

Write each of these words with either the able or ible suffix. Don’t forget any necessary
spelling changes.

23 notice 24 sense

25 advise 26 response

PIRBIOQOUL™ 2a
eerie 28 reason ie

DOMMACING 1a. Fe ee 30 force

State whether each of these sentences has an active or passive verb.

31 Tammy caught measles. a

32 Daniel was frightened by the noise.

33 The mouse was seized with fear on seeing the cat.

34 Bola hit his head.

(33)
 35 The sweets fell out of the bag.

36 The lorry damaged the gate.

37 Jenny was bitten by the big dog.

Rewrite each word, adding the missing silent letter so that each word is spelt correctly.

SBA OGIO Pee 39 hym

40 nock a eS corer 41 lim

ADP WISKEH® tas

Sl cee 43 autum

44 nelt : 45 bom

Write the following abbreviations in full.

46 PTO

Write three sentences that include a relative clause using the following words.

SOmiNals | ee

51 which

52 who

Add a different conjunction to each sentence.

53 The sun was warm it was December.

54 The children played in the pool __.____-_~———«s the weather grew cold and windy.

55 Idon:thaveto doit 2 = Se dort want 10.

56 He did not know ___ his friend wanted to go swimming.

57 She was sent home _______—=——SsSsSS—s She: was nt well.

58 | want to go to Italy oe | cannot afford to.

(34)
Underline any word which applies to both males and females.
59-65 girl friend uncle niece boy companion
secretary giant orphan aunt guest cousin

Choose an adverb which would best describe each verb.

somehow brightly often
heavily silently fluently

66 The rain beat

67 The sun shone __

68 The burglar crept

69 The goats ____—————SSSSCSCSCSCS CSMmanaged to escape from their pen.

70 The boys play hockey.

71 The woman spoke Spanish

Write the following four phrases in a passage that argues the case for or against the
wearing of school uniform.
72-75 in contrast as a consequence
on the other hand my opinion

Add the suffixes to these words. Don’t forget any necessary spelling changes.

76 happy + ly

77 fry + ed

78 refer + ing

79 noisy + ly

(5)
 80 prefer + ed

81 cry + ing

Rewrite this passage correctly.

82-100 can someone answer the phone yelled mum
I'll get it called sam
all was quiet when suddenly sam screamed weve won a holiday

jeProgress Chart to record your score!

(36)
Gus is the Cat at the Theatre Door.
His name, as | ought to have told you before,
Is really Asparagus. That’s such a fuss
To pronounce, that we usually call him just Gus.
His coat’s very shabby, he’s thin as a rake,
And he suffers from palsy that makes his paw shake.
Yet he was, in his youth, quite the smartest of Cats —
But no longer a terror to mice and to rats.
-For he isn’t the Cat that he was in his prime;
Though his name was quite famous, he says, in its time. 10
And whenever he joins his friends at their club
(Which takes place at the back of the neighbouring pub)
He loves to regale them, if someone else pays,
With anecdotes drawn from his palmiest days.
For once he was a Star of the highest degree — 15
He has acted with Irving, he’s acted with Tree,
And he likes to relate his success on the Halls,
Where the Gallery once gave him seven cat-calls.
But his grandest creation, as he loves to tell,
Was Firefrorefiddle, the Fiend of the Fell. 20

“| have played,” so he says, “every possible part,

And | used to know seventy speeches by heart.
I'd extemporise back-chat, | knew how to gag,
And | knew how to let the cat out of the bag.
| knew how to act with my back and my tail; 25
With an hour of rehearsal, | never could fail.
I’d a voice that would soften the hardest of hearts,
Whether | took the lead, or in character parts.
| have sat by the bedside-of poor Little Nell;
When the Curfew was rung, then | swung on the bell. 30
In the Pantomime season | never fell flat,
And once | understudied Dick Whittington’s Cat.
But my grandest creation, as history will tell,
Was Firefrorefiddle, the Fiend of the Fell.”
From ‘Gus the Theatre Cat’ by T S Eliot

SD
Underline the right answers.
1 Why isn’t Gus called Asparagus, even though it is his name?
(it is not easy to pronounce, it is a silly name, he doesn’t like asparagus)
2-3 Which two actors are mentioned?
(Irving, Tree, Little Nell, Dick Whittington)

Answer these questions.

4-5 In you own words describe Gus’s appearance.

6-7 Give the meaning of the following words, as they are used in the passage:

“regale” (line 13)

“anecdotes” (line 14)

8 Which line in the poem implies that when he was younger Gus needed little
rehearsal time?

9-10 In the second verse, Gus describes his acting ability. Explain how Gus saw
himself as an actor. Give one piece of evidence from this paragraph to support
your answer.

11 What do you think the poet means by “I never fell flat” (line 31)?

12-15 Using evidence from the poem describe two ways others might describe Gus.
Complete the following similes.

16 As as a bat.

ATS oe
ere2 oe re AS 1G,

18 As as a cricket.

19. AS...
as Iéather:

ONS ere
ees aS LIST,

21 As as a fiddle.

Finish this sentence. Include at least two semicolons in a list.

22-23 People enjoy playing sport for a number of reasons:

Underline the correct verb form in each sentence.

24 There (is/are) many bags to choose from.

25 He (was/were) running when he slipped into the puddle.
26 They (is/are) going to swim the Channel.
27 It (was/were) time to go home.
28 When (is/are) Greg arriving?
29 You (is/are) very tired, aren’t you?
30 Susan’s sisters (was/were) much older than her.

We are interrupting our programmes to give you an urgent police message. At

about 10 a.m. today some dangerous drugs were stolen from a doctor’s blue
Renault car which was parked in the High Street, Lowby. The drugs look like pink
sweets, and we are told that they might be very dangerous, particularly if swallowed
by children. If anyone can help the police, then please telephone Lowby 123456 as
soon as possible.

Write true or false next to each statement.

31 This notice appeared in a newSpaper.

32 The drugs are not dangerous if taken by adults.

33 The police want to interview the doctor.

34 It is urgent because people may have swallowed the drugs.

({39 }
AW
Add a clause with a conjunction to each of these main clauses.

35 The dog sprinted through the park eee

36 David took great care _.

37 The twins queued for hours ___

38 Karen kicked the football with all her might

39 At last Kofi handed his story to his teacher _.

Write the plural forms of these words.

40 roof pwreranmceqnn penne aeSs 41 axe Son

ee Oa Ser

42 flute Ce el 43 shelf

44 half OO ee Be 45 piano

Write these sentences as reported speech.

46 “Get down from there,” Kate called urgently to me.

47 “There’s a knock at the door,” mumbled Dad.

RRRR St SS

48 “We should take Clawdie to the vet,” Joe urged.

49 “Let the cows into the field,” the farmer called.

(40)
Write an antonym for each of these words by adding a prefix.

50 correct 5. Be 51 aware sam

52 selfish : 53 respect as

54 probable 2 ee 55 obedient

MOO OUIICCl aeee} 57 trust

Draw a line (/) every time a new line should have been started in the following dialogue.
58-63 “Time you were in bed,” said Nicky, the babysitter. “Do we have to?”
asked Ben. “I’m not at all tired!” “Your dad said bed at 8 o’clock, I’m
afraid.” “But he wouldn’t know,” Alice objected. “No, he wouldn’t, if you
didn’t tell him,” confirmed Ben. “If you go to bed now, you can have your
light on in your rooms for another hour,” Nicky suggested. “What a good
idea!” Alice agreed. “We could read a book.”

Write the root word in each word.

64 pressure EE ge ee 65 heightened

66 collapsible =F 67 signatory

Add sure or ture to complete each word.

68 adven re 69 mea__. :

70 enclo “ 71 crea

Write three sentences, each with a relative clause.

(41)
75-86 Add these nouns to the table.

herd hate computer team river choir

trust Thailand doubt Newcastle Serena goat

Common Collective Abstract

nouns

Using a word from each column write seven compound words.

87-93 stone head
fire cap
horse roads
cross mail
knee shoe
black weed
sea work

The words below are wrongly spelt. Rewrite them correctly.

94 cemetry

95 sufficent

96 definte

97 resturant

98 programe

99 pursuade

100 embarass

tothe Progress Chart to record your score!

(42)
Nathalie Sergueiew, alias ‘Treasure’, was a spy during the Second World War.
Sergueiew was one of many agents who double-crossed the German secret service
during the Second World War. Between 1943 and 1945 Sergueiew’s contacts in the
Abwehr (Nazi Germany’s counter intelligence organisation who managed the
country’s spies and sabotage operations) believed her to be a loyal German spy. In
reality, she was sending them deliberately misleading messages composed by the
British secret service.
Nathalie Sergueiew was born in Russia in 1912. After studying in Paris she
travelled around Europe, improving her mastery of several languages including
German, French and English. In the mid-1930s she worked as a journalist in
Germany ... By the time the war had started and she agreed to work for the Abwehr,
she had already decided that her real loyalties lay with the Allies and she would do
all she could to help them from within the German intelligence system.
Sergueiew met her Abwehr boss, Emil Kliemann, in Berlin and began to learn
espionage skills such as secret ink writing, ciphers, radio telegraphy and how to
identify different Allied uniforms and equipment. She hinted to her German
employers that they should send her to England. At the same time she told the
British authorities that she intended to double-cross. In 1943 she arrived in England
and was immediately interrogated by MI5, who gave her the alias Treasure.
It was vital to MI5 to make the communications sent by double agents to Germany as
convincing as possible. At first Treasure sent messages to Kliemann in secret ink or
encoded letters, but later she used a radio transmitter set. She passed to him false
information concocted by MI5 as part of an elaborate and successful deception plan
to keep D-Day (the first day of the Allied invasion into Europe) secret. Treasure led
Kliemann to believe that there were very few troops in South West England and that she
had a boyfriend in the 14th Army (a non-existent unit invented by the Allies).
This information fitted in with messages from other double agents and supported the
Germans’ false belief that the Allies would land at Calais rather than in Normandy.
Treasure was an effective double agent, but she was also known to be
“exceptionally temperamental and troublesome”. In conversations with her MIS
handler, Mary Sherer, Treasure revealed that she had let slip her double identity 30
to an American soldier. She also threatened to stop working for MI5 unless they
arranged for her beloved pet dog left in Spain to join her.
One month before D-Day, Treasure admitted she had agreed a secret signal
with her Abwehr contact, Kliemann, so he would know if her transmissions were
genuine. This meant that if another agent took over her transmissions, her cover 35
would be blown, possibly putting at risk the whole network of double agents.
Treasure was told that her services were no longer required because her behaviour
endangered the Allies. The next day Sherer met with an upset Sergueiew, who
suddenly said she would give Sherer the secret code agreed with Kliemann.
Sergueiew returned to France, but this was not the end of MIS’s troubles. In 1944
it was discovered that she intended to publish her memoirs, in which she referred to her
MI5 handlers as “gangsters” and refused to hide their identities. The book was eventually
published in 1968.
From Nathalie Sergheiew alias Treasure (www.nationalarchives.gov.uk/spies)

(43)
Late,
Underline the right answers.
1 ‘Sabotage’ (line 4) is (deliberate destruction, accidental damage, a hidden
danger).
2 Who was kKliemann?
(her boyfriend, her German boss, her MI5 handler)
3 Which of these was an ‘espionage skill’ Sergueiew learned from the Germans?
(flying aircraft, radio telegraphy, creating disguises)

Answer these questions.

4-5 List two things in Sergueiew’s past that made her suitable to be a spy for the
British. |

masteiteenesentinlesrbistih- itt ee a lace es ol ae elas eslSin ed Saeee ee ee eee

6 Why was Sergueiew given an alias (an alternative name) by the British?

< ro) = a) 7) @) = (e) 7) oO)> ={e) = op)® Co}S Q. o) = >

ro)
Ni Mm=F<—=foo
= Oo =)fo) are) =3 =i
oF = =5 Scy
Oo = se)=Ffol =] S
(q>) (e) © ior
3 o)
fo) =a ro)Oet)5 Ce:
et
ep)|

rn neeemenpepeepememeenememenenemenenmmenenenmneeeenenemeneenereneemerenenememmeeneeeeraeemenmmmmee
i}
1\
a amma ee

9-10 Using evidence from the passage explain why D-day was very important to the
Allies and the role Treasure had in supporting it.

11-12 In your own words, give two pieces of evidence to support the claim that
Treasure was “exceptionally temperamental and troublesome”.

(44)
13-15 List and explain three qualities you think a spy would have needed during the
Second World War.

In each space write the correct preposition.

16 | am beginning to despair Ethan ever doing better work.

17 That cake is similar one that Dad makes.

18 Mr Kumar was very angry Tom when he broke the window.

19 Miss Jones said that she did not approve __-_—CS—CtHe@: wa | lid my
hair.

20 David said that he did not like being accused . being unkind.

21 The prize money is being divided __._—==SSSSSSsd Jonathan and his brother.

22 Mum said that she could rely = SSSSSSme to do the shopping.

Underline the stressed vowel sound in each word.

23 vegetable 24 lagoon 25 extra

26 regrettable 27 effort 28 freedom
29 interest 30 temperature

Punctuate this sentence correctly.

31-40 i will never believe it replied old jeremiah never

Write five words with the ough letter string. Each word must pronounce the ough
differently.

41-45

(45)
Add the missing commas to these sentences.

46-47 “No I’m not going to the park after school” stated Tracy.
48-49 Today without realising it James was going to have the best day of his life.
50 Daxa forgot the milk the bread and the tin of sweetcorn!
51 Sarah stopped looked round and listened.
52-53 “Yes it’s time to eat the party food” called Mum.

Match each word with its correct word class. Use each word only once.
sharply doubt wrestle they heavy gaggle because

54 collective noun

55 adverb

56 conjunction

57 pronoun

58 verb

59 adjective

60 abstract noun

Write these words in reverse alphabetical order.

extremity extinction extra extreme extend extract

Oia) kes inte 62 (2)

63 (3) —— 64 (4)
65 (5) 66 (6) =

Write two words that begin with each of these prefixes. Watch out, some words may
need a hyphen added.

67-68 Cross

69-70 CO

71-72 re

73-74 bi

(46)
Underline the letters in this passage that should be capitals.
75-84 “did you see the newspaper this morning?” asked tim.
yes,” replied nathan.
66

as he rushed past the kitchen table he stopped himself to read the

headline, ‘banbury school flooded’. it reminded him of a book he’d
read called disasters in schools.

Write two complex sentences.

86

Add the ous suffix to each of these words.

AT mountaliinmees 88 courage
89 envy ree ee IS ee 90 industry

91 vigour et ee Jo! ot os 92 infect

03 COUNTIES ViewsFes
alo dt aires 94 outrage

Complete each sentence as a metaphor.

RSS LANG SENOS se

96 Therain_

G7 ihe Sky Wastees » al seeor! ole nen

i Se ae oe oe oe eee

98 The orassite arrut sett tie oy bee eto ce

99 The sun ____

Sa We he(eres PAE
BAIRUE Ko eee ee en ee ee ee een Eee caer de eee

he Progress Chart to record your score! Total S

(47)
It was not long before they grew to hate the forest as heartily as they had hated
}}
thetunnels of the goblins, and it seemed to offer even less hope of any ending. But
sy\

they had to go on and on, long after they were sick for a sight of the sun and of the
sky, and longed for the feel of the wind on their faces. There was no movement of air
down under the forest-roof, and it was everlastingly still and dark and stuffy.
Even the dwarves felt it, who were used to tunnelling, and live at times for long whiles
without the light of the sun; but the hobbit, who liked holes to make a house in but
not to spend summer days in, felt that he was being slowly suffocated.
The nights were the worst. It then became pitch dark — not what you call pitch dark,
but really pitch: so black that you really could see nothing. Bilbo tried flapping 10
his hand in front of his nose, but he could not see it at all. Well, perhaps it is not
true to say that they could see nothing: they could see eyes. They slept all closely
huddled together, and took it in turns to watch; and when it was Bilbo’s turn he would
see gleams in the darkness round them, and sometimes pairs of yellow or red or
green eyes would stare at him from a little distance, and then slowly fade and 19
disappear and slowly shine out again in a different place. And sometimes they would
gleam down from the branches just above him; and that was the most terrifying. But
the eyes that he liked the least were horrible pale bulbous sort of eyes. “Insect eyes,”
he thought, “not animal eyes, only they are much too big.”
Although it was not yet very cold, they tried lighting watch-fires at night, but they 20
soon gave that up. It seemed to bring hundreds and hundreds of eyes all round
them, though the creatures, whatever they were, were careful never to let their bodies
show in the flicker of the flames. Worse still it brought thousands of dark-grey and
black moths, some nearly as big as your hand, flapping and whirring round their ears.
They could not stand that, nor the huge bats, black as a top-hat, either; so they 25
gave up fires and sat at night and dozed in the enormous uncanny darkness.
All this went on for what seemed to the hobbit ages upon ages; and he was
always hungry, for they were extremely careful with their provisions. Even so, as
days followed days, and still the forest seemed just the same, they began to get
anxious. The food would not last for ever: it was in fact already beginning to get 30
low. They tried shooting at the squirrels, and they wasted many arrows before
they managed to bring one down on the path. But when they roasted it, it proved
horrible to taste, and they shot no more squirrels.
They were thirsty too, for they had none too much water, and in all the time they
had seen neither spring nor stream. This was their state when one day they found 35
their path blocked by running water. It flowed fast and strong but not very wide right
across the way, and it was black, or looked it in the gloom. It was well that Beorn
had warned them against it, or they would have drunk from it, whatever its colour,
and filled some of their emptied skins at its banks. As it was, they only thought of
\ \'
how to cross it without wetting themselves in the water. 40
There had been a bridge of wood across, but it had rotted and fallen leaving only
the broken posts near the bank.
Bilbo kneeling on the brink and peering forward cried: “There is a boat against
the far bank! Now why couldn’t it have been on this side!”

From The Hobbit by J R R Tolkien e

Ss
Underline the right answers.
1 Which eyes did Bilbo hate the most?
(yellow eyes, red eyes, bulbous eyes)
2 Their provisions were (guarded carefully, used sparingly, not eaten at all).
3 ‘Days followed days’ means (it was constant daylight, they did not notice the
nights, in the course of several days).

Answer these questions.

4-5 Describe in your own words the conditions for the group as they travelled
through the forest.

6 Why did Bilbo feel ‘that he was being slowly suffocated’ (line 8)?

7 Write asynonym for the word ‘terrifying’ (line 17).

8-10 Give three reasons why they decided to stop having fires at night.

11 Write the simile used to describe the bats.

12 What is meant by the phrase ‘ages upon ages’ (line 27)?

13-15 Look again at lines 34 to 35. Describe three ways the group felt on coming
across the water. Give reasons for your answers.

(49)
Write seven synonyms for the word said.

16-22

Write an adjectival phrase about each of these nouns.

23 an igloo

24 sa sandwich) 4)
ee 6 ee a ee

25 the sun

26 astory

Write the contraction for each of these.

2IANGY ales ee
= 28 should have

2onlhaves” (ots
Wis eS 30 we will

BAU ClC US: yee

oeWy bho Be 32 will not

33 you are 34 do not

Form a noun from each of the verbs in bold.

35 acquaint The girlmade my ___..____—=—S——SSsSCSsaat the buss Stop.

36 imagine Sheusedher__.. SSCS too. rite: arn exellent story.

37 pollute The Cif the river was Scandalous.

38 compete One _ was late for the start of the race.

39 restrain Dad acted with though he was boiling with rage.

40 employ | work for Mr Tang, who is a very kind

41 detect The. Solved the: crime:

Add ary, ery or ory to complete each word.

42° HDs, 43> cictions.. ae 44 nurs

45 men
oe a Se 46° brew!
OO hee sige 47 vict

48-cISCOV—
= 49 ordin 50 sal

(50)
Underline the sentences that use official-type language.
51-54 A form needs to be obtained from the Post Office.
You will be notified shortly.
Thanks for your letter; it was great to hear from you.
Please respond promptly.
Please can | ride my bike to the shop?
No running by the swimming pool.

Change the words in bold into their feminine form.

55-56 My (son) showed the book to my (nephew)

57-58 The (Lord) interviewed the two (men) ____

59-60 The (Duke) presented the medal to the (hero) __

61-62 Sam’s (gander) ____——=—SSS—sC always mae (him) laugh.

Add is or are in each gap to make the passage correct.

63-65 Dan the tallest boy in the school. Everyone

quite envious of him. They _ nowhere near as tall.

Add was or were in each gap to make the passage correct.

66-70 There _____—_aa firework party on New Year’s Eve.

There hundreds of people and when the clock

_ about to strike midnight everyone held hands and

counted down the seconds. They _______ very excited — the

fireworks _____—————sC about to be lit.

Add an additional clause to each of these main clauses using the conjunctions
given in bold. a“

71 after The dog jumped into the water

72 until Ruth slept peacefully in her bed

(57)
 73 before’ A letter arrived for Anmed __

Write the singular form of each word.

74 torpedoes ee eee 75 calves

76 valleys : 77 sheep

78 mice co P 79 batteries
80 foxes 81 olives Serer al

Rewrite this passage correctly.

82-94 | can hear something whispered Sandra
so can | confirmed Jess what could it be

Write did or done correctly in each gap.

95-96 He. —._ __ not do what he should have

97 She said she had Sit

98 Mark ________ his homework yesterday.

Solve the riddles.

In each group of letters there is an item that you might find in the classroom. The letters
have been muddled together.

99 ccpeancsiel

100 acdiinorty

(62)
Mary is staying at her uncle’s home. He has lovely gardens but Mary is particularly
intrigued by a walled garden that seems to have no entrance.
She skipped at last into the kitchen-garden and saw Ben Weatherstaff digging
andtalking to his robin, which was hopping about him. She skipped down the walk
towards him and he lifted his head and looked at her with a curious expression. She
had wondered if he would notice her. She really wanted him to see her skip.
“Well!” he exclaimed. “Upon my word! P’raps tha’ art a young ’un, after all, an’ 5
p’raps tha’s got child’s blood in thy veins instead of sour buttermilk. Tha’s skipped
red into thy cheeks as sure as my name’s Ben Weatherstaff. | wouldn’t have
believed tha’ could do it.”
“| never skipped before,” Mary said. “I’m just beginning. | can only go up to twenty.”
“Tha’ keep on,” said Ben. “Tha’ shapes well enough at it for a young ’un that’s 10
lived with heathen. Just see how he’s watchin’ thee,” jerking his head towards the
robin. “He followed after thee yesterday. He’ll be at it again today. He’ll be bound to
find out what th’ skippin’-rope is. He’s never seen one. Eh!” shaking his head at the
bird, “tha’ curiosity will be the death of thee some time if tha’ doesn’t look sharp.”
Mary skipped round all the gardens and round the orchard, resting every few 15
minutes. At length she went to her own special walk and made up her mind to try
if she could skip the whole length of it. It was a good long skip, and she began
slowly, but before she had gone half-way down the path she was so hot and
breathless that she was obliged to stop. She did not mind much, because she had
already counted up to thirty. She stopped with a little laugh of pleasure, and there, 20
lo and behold, was the robin swaying on a long branch of ivy. He had followed
her, and he greeted her with a chirp. As Mary had skipped towards him she felt
something heavy in her pocket strike against her at each jump, and when she saw
the robin she laughed again.
“You showed me where the key was yesterday,” she said. “You ought to show me —_ 25
the door today; but | don’t believe you know!”
The robin flew from his swinging spray of ivy on to the top of the wall and he
opened his beak and sang a loud, lovely trill, merely to show off. Nothing in the
world is quite as adorably lovely as a robin when he shows off — and they are nearly
always doing it. 30
...One of the nice little gusts of wind rushed down the walk, and it was a stronger
one than the rest. It was strong enough to wave the branches of the trees, and it was
more than strong enough to sway the trailing sprays of untrimmed ivy hanging from
the wall. Mary had stepped close to the robin, and suddenly the gust of wind swung
aside some loose ivy trails, and more’Suddenly still she jumped towards it 35
and caught it in her hand. This she did because she had seen something under
it - a round knob which had been covered by the leaves hanging over it. It was the
knob of a door.
She put her hands under the leaves and began to pull and push them aside.
Thick as the ivy hung, it nearly all was a loose and swinging curtain, though some 40
had crept over wood and iron. Mary’s heart began to thump and her hands to
shake a little in her delight and excitement. The robin kept singing and twittering
away and tilting his head on one side, as if he were as excited as she was. What
was this under her hands which was square and made of iron and which her fingers
found a hole in? 45
It was the lock of the door which had been closed ten years, and she put her
hand in her pocket, drew out the key, and found it fitted the key hole. She put the
key in and turned it. It took two hands to do it, but it did turn.
From The Secret Garden by Frances Hodgson Burnett

Underline the right answers.

1 Who does Mary see Ben, the gardener, talking to?
(himself, the plants, the robin)
2 Why did Mary want Ben to see her skip?
(she had only just learned to skip, Ben had suggested that she wasn’t very good
at skipping, she wanted to show Ben that she was better at skipping than he
was)

Answer these questions.

3 While skipping what does Mary remember she has in her pocket?

4-7 Describe the relationship between Mary and Ben Weatherstaff. Give two answers
using evidence from the passage to support your answers.

8 Explain in your own words what Ben meant by “P’raps tha’ art a young ’un, after
all, an’ p’raps tha’s got child’s blood in thy veins instead of sour buttermilk.”
(line 5).

© Why is Ben’s speech written as shown in the line above with parts of some
words missing?

| Gan
(Sie
On}
10-11 Write down two lines or phrases that tell you that Mary feels excited at the
prospect of opening the door.

12-13 What part does the wind play in this passage? Use evidence from the text to
support your answer.

14-15 Having read the passage, write two sentences describing how Mary is feeling
and what she is thinking as she tries to open the door.

Copy these words adding the missing silent letters, so that each word is spelt correctly.

16 anser eee eo 17 reck Stee

18 casle 19 tonge Pe oe

20 ha ee ee 21 crum

22 rubarb 23 wite

Underline the word which is the same part of speech as the word in bold.
24 move grand flaky walk soft me
25 across jump before river bridge wood
26 your her friend near and boy
27 because reason safe hard and list
28 | author person he am boy
29 crossly girl smart foe patiently friend
30 cupboard pour hot drawer large the

5)
Write these questions as statements changing as few words as possible.
31 Can you see Paul hiding behind the bench?

32 Is the fish and chip shop open?

33 Is the homework due in on Monday?

34 Is the tree safe to climb on?

35 Can we go out and play in the snow?

Complete each word, adding the missing letter.

36 depend__ncy 37 excell_nce 38 convey__nce

39 dec__ncy 40 blat__nt 41 obedi_nce

42 confer__nce 43 confid_nt

Write active or passive next to each sentence.

44 Kim swam the channel.

45 The sheep were rounded up by the shepherd.

46 Liz kicked the football.

47 The field was flooded with water.

48 Kurt was collected from school by his Dad.

49 Phil caught Lilka’s cold.

Write a definition for each word.

50 lubricate

51 minimum

52 summit

(56)
 53 abbreviate SSR

54 obedient

55 resolve

Write an antonym for the following words by changing the suffixes.

Se inainess’ 57 starry

58 useful Pe eters O-.- 59 cloudless

Rewrite the passage, separating the words correctly and adding the missing capital
letters and punctuation.
60-82 alicescreamedasrudijumpedintothepoolshehatedwateronherfacethoughshe
lovedplayingontheinflatablesthatiswhyshehadwantedaswimming
birthdaypartycanyoustopjumpingnearmepleaseaskedaliceaswaterdrippedfrom
hernoseifihavetolaughedrudi

With a line, link up the words with the words they originated from.
83 e-mail “smoke and fog
84 newscast cheese hamburger
85 heliport , electronic mail
86 cheeseburger news broadcast
87 smog helicopter airport

7)
Add the missing apostrophes.
88 David wasnt afraid.
89 Gina copied Helens homework.
90-91 Were going to get to Uncle Matts house before it is dark.
92 We could hear the puppies wails.
93 Whats the problem?
94-95 Jacks mum wouldnt let him play on his bike.

Write an abbreviation for each of these.

96 New Zealand

97 Royal Society for the Protection of Birds

98 Save our souls

99 United Arab Emirates

100 Republic of South Africa

Progress Chart to record your score!

(58)
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nee
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= 7 2

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: ¢ it=:——— )
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Lo “= io ; $! ~ - | }
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etd wp epee | ; Re
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Progress Chart English 10- 11* years Book 1
Percentage

book use the Next Step Planner

 The Bond Plan for
Exam Success
Alongside working on core skills from an early age, there
are many other ways you can get prepared for the 11+ test.

Setting the foundations

®@ Read a range of literature with your child - stories, poems, non-fiction,

comics - it all counts.
® Experiencing new places together such as a visit to a museum or a walk
through the woods can stimulate interesting discussion! It also deepens your
child’s understanding of the world and helps to build essential vocabulary.
® Play games together - card games can develop memory, while
Scrabble® helps with spelling, vocabulary and addition skills.

Building 11+ skills Ages 8-10

@ Challenge your child - continue reading, talking and playing games, but
stretch them with a children’s classic book or games like Sudoku®.
® Plan - find out the topics and exam boards your child will be tested on for
their school of choice, then work out a timetable that focuses on their
particular needs*.
® Time management - set activities with more time than the real test, to build
confidence. Gradually reduce the extra time allowed, encouraging speed
but accuracy.

Preparing for the exam

@ Exam practice - setting mock tests under exam conditions will help
prepare for the real thing. ~
® Build speed and accuracy — the more correct answers, the higher the
score in the 11+. Focus on getting the right answer, then practise and
practise to build up speed.
® Build confidence - praise your child and recognise achievements.

*www.bond11plus.co.uk has free placement tests, timetables and other resources to help
with your preparation. Go to the ‘Free Resources’ area of the website for this support.
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How did you score? - | | |

- Under 80% — Over 80% —

Under 50% Over 50% Need a bit more Ready for

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¢ ISBN 9780192742841

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¢ ISBN 9780192740540 ¢ ISBN 9780192740069 ¢ ISBN 9780192740748

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