lower: reading comprehension - the academy · 4. will comprehend a broad range of reading materials...

www.TheAcademyLearning.co.uk/READINGCOMP.pdf

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Lower:

Reading Comprehension


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Learning objectives

During the theme, students:

1. will apply vocabulary skills to improve reading comprehension 2. will apply strategies to improve reading comprehension 3. will recognise/describe elements of literature 4. will comprehend a broad range of reading materials 5. will understand how literary elements and techniques are used to

convey meaning; and 6. will read and interpret a variety of literary works.

Recommended reading:

1. Carrie’s War by Nina Bawden 2. The Crowstarver by Dick King-Smith 3. Awful End by Philip Ardagh 4. From Hereabout Hill by Michael Morpurgo

Additional reading and resources:

http://www.bbc.co.uk/bitesize/ks2/english/reading/


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Week 1

The purpose of any reading comprehension question is to see how well you have understood the passages and most of them test an in-depth or detailed understanding of the passages.

You must read the passage carefully to gain as full an understanding as possible, then read the questions carefully. Match the questions to the section(s) of the passage to which they refer. This is the best time for skimming the passage, scanning for information and re-reading as necessary.

Activity 1 Read the passage below and answer the questions below in full sentences.

Mr Merriweather was dozing by the fireside. His newspaper slipped from his grasp, his head fell forward and he started to wander by the banks of a fast-flowing river. Then a coal slipped, the fire crackled and he woke up with a start.

He reached down to retrieve his newspaper and then remembered something that he wanted to ask his wife. But Mrs Merriweather was not there.

He listened for a while. The cottage seemed very quiet. The he called out "Molly!" several times but received no reply. He shuffled out into the hall and saw that Molly's rainwear was missing from its accustomed hook. And her Wellingtons which always stood with the umbrellas in the umbrella stand had also gone.

1. Which statement tells you that Mr Merriweather was dreaming?

2. Mr Merriweather felt sure that his wife had left the house because:

Activity 2 Read the passage below and answer the questions below in full sentences. Phitsanulok was the birthplace of one of the greatest heroes in Thai history - King Naresuan who was born in 1555. His father, King Mahathammaracha was a descendant of the Phra Ruang dynasty of Sukhothai, and his mother was Queen Phra Wisut Kasattri of the Suwannaphum dynasty of Ayutthaya. At the age of nine, he had been taken as hostage to Burma for six years. On his return to Ayutthaya, he was given the principality to govern by his father. He developed his military expertise. When his father died, he was made King of Ayutthaya in 1590 at the age of thirty- five. During his reign, many armies attacked the city of Ayutthaya. As a great warrior king, he liberated Ayutthaya from Burma. He led the soldiers into


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battles to defend the country against Burmese invasions several times. With courage, he declared the independence of Ayutthaya at Muang Kraeng in May, 1584. In the most famous combat, King Naresuan had a duel on elephants with the Burmese Crown Prince at Nong Sa Rai near Suphanburi Province in January, 1593. He won and killed the Burmese Crown Prince in combat on elephant back. King Naresuan succeeded in his offensive against both Burmese and Cambodians who made a series of raids. During his reign, King Naresuan restored national independence and extended Ayutthaya's territory to include Lanna, Lanchang, Cambodia and some parts of Burma. He also made Ayutthaya such a powerful country that no enemy threatened the walls of Ayutthaya again for a period of one hundred seventy three years. King Naresuan died of smallpox in 1605 at Muang Hang at the age of fifty while leading his army against the Burmese. King Naresuan deserves the honour of being "the Great". He is also widely known among the Thais nowadays for his heroic efforts. 1. Where was King Naresuan born? 2. Why was Prince Naresuan taken to Burma? 3. How long did Prince Naresuan have to stay in Burma? 4. When was Prince Naresuan made King of Ayutthaya? 5. What did King Naresuan do during his reign? 6. Where was his most famous duel? 7. Whom did King Naresuan fight with on elephant? 8. When did King Naresuan die? 9. How did King Naresuan die? 10. Explain whether the king was important, and how you know this? Activity 3

It is unlikely that you will know every word in a text and even if you think you have seen every word before, it is unlikely that you will have seen a particular word in its present context. It is therefore necessary to work out the meaning of unfamiliar words in context and, perhaps, familiar words in new contexts.

Underline five difficult words from the text and work out their meanings using the strategies above. Grammar

A synonym is a word that has the same or a slightly different meaning as another. Find synonyms for 10 words in the passage.

Learn these words and learn how to use them in a sentence. chatted, chopped, clapped, dragged, dripped, dropped, fitted, grabbed, hopped, hugged


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Week 2

Activity 1

You can use the context to work out the meaning of a word. You can make use of the other words, phrases, sentences and information around the problematic word. Using this information you can find information about the meaning of the word. First, look at the information that can be obtained from the place and grammar (type of word, whether it uses a prefix, etc) of the word in the sentence. Second, think about the information that comes from the meanings of the other words in the context.

Work out the meanings of the words underlines below using these strategies.

All the objects in the sky (including the Sun, Moon, and stars) appear to lie at some indeterminate distance on a large sphere, centred on the Earth. This celestial sphere has various reference points and features that are related to those of the Earth. If the Earth's rotational axis is extended, for example, it points to the North and South Celestial Poles, which are thus in line with the North and South Poles on Earth. Similarly, the celestial equator lies in the same plane as the Earth's equator, and divides the sky into northern and southern hemispheres. It is useful to know some of the special terms for various parts of the sky. As seen by an observer, half of the celestial sphere is invisible, below the horizon. The point directly overhead is known as the zenith, and the (invisible) one below one's feet as the nadir. The line running from the north point on the horizon, up through the zenith and then down to the south point is the meridian. This is an important invisible line in the sky, because objects are highest in the sky, and thus easiest to see, when they cross the meridian in the south. Objects are said to transit, when they cross this line in the sky.

Activity 2 Read the passage below and answer the questions that follow. The Incredible Machine Everyone has a favourite attraction at an amusement park, and I am no different. However, unlike most people who seem to prefer rollercoasters, my favourite ride is a little gentler. Every time I go to Coney Island, Navy Pier, or the Santa Monica Pier, I absolutely have to ride the Ferris wheel. The Ferris wheel is simple and yet also quite complex. That is, riding it is easy, but how it works is complicated. A series of carts are attached to a wheel, which is attached to a rim. That rim rotates vertically around an axis, and gravity keeps the carts upright. As simple as the ride seems, only advanced engineers can make safe and fun Ferris wheels. What It Lacks in Thrills…


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While the Ferris wheel is not as thrilling as a rollercoaster, it is still very exciting. The fact of being high in the air makes it so much more entertaining than a lot of rides. I mean, how often do you hang from that high up in daily life? Nevertheless, I have to admit, I don’t seek Ferris wheels out because of their excitement. Rather, I find them very relaxing. At the top of the Ferris wheel, you get beautiful sights of the park. You also get a sense of calm that you don’t get in the hustle and bustle of the park below. Additionally, Ferris wheels are also gorgeous to look at when they are lit up at night. In fact, the original Ferris wheel was designed as much to be seen as to be ridden. It Happened at the World’s Fair The first Ferris wheel was made by and named after George Washington Gale Ferris, Jr. He designed it for the Chicago World’s Fair in 1893. It was the tallest attraction there, standing 264 feet high. However, visitors to the fair were impressed by the size of the ride as well as the mechanics of it. In 1893, anything that was not turned by hand was considered a sight to see. And the wheel, which was a machine, was truly incredible to see. Further, as one visitor put it, the wheel was amazing because it seemed to be missing support. That is, it did not look like it could stand on its own. And yet it did and even rotated! They Keep Reaching Higher and Higher Ferris wheel technology has only improved since then. Most of today’s Ferris wheels are much larger than that first one. The largest in the world is the "Singapore Flyer," which stands slightly taller than twice what Ferris’s did! Today, the Ferris wheel is the most common amusement park ride. But that does not mean you should take them for granted. Instead, be thankful for Ferris’ invention. The next time you’re at an amusement park, don’t just look up at the impressive wheel in the sky on your way to a newer attraction. Take it for a spin! 1) What does the author like best about Ferris wheels? 2) According to the passage, what was the Ferris wheel originally designed for? 3) In paragraph 2, the narrator says, "As simple as the ride seems, only advanced engineers can make safe and fun Ferris wheels." Can you think of any other machines that seem simple but actually are not? List at least two and explain why they are not actually simple. 4) In paragraph 3, the narrator says, " While the Ferris wheel is not as thrilling as a rollercoaster, it is still very exciting ." Can you think of any other machines that are not "thrilling" but still "exciting"? 5) In the final section of the passage, we learn how Ferris wheels "keep reaching higher and higher." This seems to be a common trend among the developers of modern technology. What makes us want to continually want to create something better? Is this good? Discuss. 6) Write about a time when you were excited by something.


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7) How can you tell that Ferris wheels are important according to the writer? 8) What do you like about amusement parks? Grammar and punctuation Direct speech

Direct speech is when we write down the exact words someone has spoken. We put speech marks at the beginning and end of the words spoken. Look at this sentence: “Mice are eating it,” replied Lisa. The words spoken by Lisa were: Mice are eating it. Notice the speech marks come before the first word spoken “Mice … and after the last word spoken … it,” Speech marks come after the comma: “Mice are eating it, ” replied Lisa. Speech marks come after the question mark: “Where is my cheese?” Dad asked. Similarly the speech marks would come after the exclamation mark: “This drink is horrible!” thought mother mouse.

Re-write the passages below ensuring you add speech marks and underline the actual words spoken in each sentence.

1. "I'm hungry," said Luke. So am I, replied Sam. Let's go and get something to eat, Luke suggested. Shall we have a burger and chips? Sam asked. That's a good idea, agreed Luke. I'm going to have a king size burger, Sam said. And I'm going to have a large portion of chips, smiled Luke. Shall we have a drink as well? Sam asked. Yes. Let's have a can of cola each, Luke said. Pass me the sugar, please, said Mrs. Norland. Are you tired? asked the teacher.

2. I can see you, shouted Brian. Please, Mummy, may I have an apple? begged Simon.

3. Come here, Spot, said the little boy to his dog.

4. I don't want to go to bed yet, said Sandra with a pout.

5. Hurry up, Linda, or you'll be late, said her mother.

6. Be quiet, baby's sleeping, whispered Jennifer's mother.

Learn these words and learn how to use them in a sentence. disastrous, embarrass, environment, equipped, exaggerate, existence, explanation, familiar, forlorn, foreign


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Week 3 Activity 1 Read the passage below and answer the questions that follow. A material is what something is made of. There are 5 basic materials. Most things are made with these materials. Some things are made of metal. Some things are made of glass. Some things are made of wood. Some things are made of cloth. And some things are made of plastic. There are some other materials. But they are not used as much as these 5 materials. Let’s talk about metal first. Metal is very heavy. And it is very hard and strong. It usually feels cool if you touch it. We use metal to make lots of things. We use it for forks and knives. We use it for keys. We use it for cars. We use it for these things because it is very strong. Next, let’s talk about glass. Glass is very smooth. It feels cool to touch. It is not as heavy as metal. It is hard. But it is not strong. It breaks very easily! Then why do we use it? We use it because it is clear! You can see through glass! That’s why we use it for windows. That’s also why we use it for glasses. Now, let’s talk about wood. Wood is lighter than metal and glass. It is not as strong as metal. But it is much stronger than glass. We use wood to make lots of things. Things made from wood are usually light and hard and strong. Chairs and tables are made from wood. Pencils are made from wood. Now let’s talk about cloth. Cloth is very light. It is much lighter than wood. And it is very soft. We use cloth to make lots of things. For example, it is used to make clothing. And it is used to make blankets. Last, let’s talk about plastic. Plastic is also very light. But it is different from cloth. Sometimes it is soft. And sometimes it is hard. Plastic can be used to make thin plastic bags. These are light, soft, and strong. But plastic can also be used to make bicycle helmets. These are light, hard, and strong. A helmet and a bag seem different. But they are both made from plastic. 1) Which sentence from the passage best describes the main idea? 2) According to the passage, what are materials? 3) According to the passage, how does glass feel? 4) In paragraph 4, the passage says, “Wood is lighter than metal and glass.” What is the main purpose of this sentence? 5) Which material would you use if you wanted to make something that was strong and very light? 6) How does the author structure his writing? 7) In this passage, we learn about a 5 different materials. Which of these materials do you think is best? Why? 8) In this passage, we learn about a 5 different materials. Which of these materials do you think is worst? Why? Activity 2 Write about something with more than one category or type, and explain the different categories or types (e.g. types of: fabric, sports, films, etc).


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Activity 3 An antonym is a word with an opposite meaning e.g. an antonym for big is small.

1. Re-write the sentences below by using an antonym of the word underlined.

• He is tall. • It is hot outside. • This seems like a good hotel. • She is foolish. • What about this restaurant? It’s very popular. • Do you want to go the beautiful valley?

2. Write antonyms for 10 words from the passage above.

Grammar and punctuation Commas Read the rules on commas below and correct the numbered sentences. The comma provides a key indication of when to pause when reading a text in order to clarify meaning and avoid ambiguity. It is frequently used with a co-ordinating conjunction to separate two main clauses. In the case of very short sentences, where a pause might seem unnatural, the comma may be omitted. Introductory elements are conveniently separated off with a comma. In the case of very short introductions, where a pause would interrupt the flow of natural speech, this comma may be omitted. A comma separates off multiple adjectives before a noun, but not in cases when the final adjective forms a compound with the noun itself. If you can insert ‘and’ or ‘but’ between the adjectives, then you can also insert a comma. It is also used to separate items in a list, especially shorter ones.

1. Tom goes jogging at six in the morning but he doesn't usually run more than two blocks.

2. The cloud burst and he got soaked. 3. She wanted to help him but she didn't know how. 4. Immediately he regretted his decision. 5. Not knowing what to do he jumped from a ninth floor window. 6. Giovanni was a tall dark handsome Italian social worker. 7. It was a dirty dastardly despicable thing to do. 8. They enjoyed an excellent French wine. 9. My cousin Sheila who was recently awarded an MBA has just landed a

job on Wall Street.


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10. The following issues were raised at last night's PTA meeting: lunch breaks playground smoking restroom graffiti and unpaid school lunches.

11. The bedding materials were available in a variety of colours: red blue yellow green orange black and white.

12. This research is based upon interviews with high-ranking government officials in Indonesia Malaysia Thailand Singapore Cambodia Laos and Vietnam.

13. The soft-wear tycoon Jill Bates is said to make $20000000 every night while she's sleeping.

Learn these words and learn how to use them in a sentence. mischievous, necessary, nuisance, opportunity, parliament, prejudice, privilege, profession, programme, salutations


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Week 4 Activity 1 Read the passage. Then, answer the questions below. Marcia says that all of her friends have a mobile phone, but Marcia’s mum doesn't want to buy her one. Marcia's mum doesn't want Marcia to play video games either. What is more, the Internet scares her. Marcia's mum says, “If Marcia has a mobile phone, how do we know whom she is talking to? Video games are bad for you. The Internet is dangerous and uncontrolled. It’s like having a gun in the house. We should just ban her from using the computer, and I'm not buying her a mobile phone until she is eighteen. This is the only way we can be sure that Marcia is safe." Marcia’s dad disagrees with Marcia's mum. Although he agrees that there are some dangers to it, he likes the Internet, and finds it to be very useful. “The trouble is,” he says, “We just can’t stop Marcia from using the Internet, as this would put her at a disadvantage. What is more, I like video games. I think that, when played in moderation, they are fun. Obviously, it is not good to play them without restraint or self-control. Finally, I think Marcia needs a mobile phone. We can’t take these things away.” 1) Describe the difference between Marcia's mum and Marcia's dad? 2) Describe the similarity between Marcia's mum and Marcia's dad? 3) In paragraph 1, Marcia's mum says, "It's like having a gun in the house." Why? 4) In paragraph 2, Marcia's dad says, "We just can’t stop Marcia from using the Internet, as this would put her at a disadvantage." What does Marcia's dad mean by this? 5) In paragraph 2, Marcia's dad says, "Finally, I think Marcia needs a mobile phone." Given what you know about Marcia’s mum’s concerns, what is the best reason Marcia's dad can provide to convince Marcia's mum that Marcia needs a mobile phone? 6) How would you describe the attitude of Marcia’s parents? 7) If you were Marcia, what would you do to change the way the mum thinks about technology? 8) Write a speech to give to Marcia about being safe online. Activity 2 Read the passage. Then, answer the questions below. He has seen murders. He has seen robberies. He has seen cats stuck in trees. He has found missing children. But today would be like no other day on the job. It is 11:00 at night. Chief Wilcox begins putting together his things. He is tired. He wants to go home. “Chief Wilcox,” calls an officer walking quickly into his office. It is Officer Simpson. He looks nervous. He looks like he would like to be anywhere else but there. “What is it, Simpson?” asks the Chief. “Holman’s Grocery was just held up at gunpoint,” Simpson says. His voice is shaky. He coughs to clear his throat. “Was anyone hurt?” asks Chief. Lansett is a very


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small county. The Chief knows just about everyone who lives there. If anyone was hurt, there is a good chance he knows the person. Maybe that's why Officer Simpson looks nervous. “No one was hurt,” says Simpson. “But we caught the suspect.” “Ah, well, Simpson. You guys can take care of that. I’m—” Chief Wilcox stops in mid-sentence. He understands what is wrong. From behind Officer Simpson, the Chief sees his youngest daughter, Devon. She is in handcuffs. Chief Wilcox gets a lump in his throat. He sits in his chair, stunned. “How could it be?” he thinks. “Devon, will you please tell me what is going on?” the Chief demands. Devon does not look at him. The Chief can feel anger growing inside of him. He refuses to let that anger show. “Take her back for questioning,” the Chief says to Officer Simpson in a calm voice. “Devon, whatever you do, tell the truth,” the Chief says. “I’m your dad. I love you. We will figure this out.”

1. What is the main problem in this story? 2. For how long has Wilcox been Chief of police? 3. What can the reader tell about Chief Wilcox? 4. Why does the Chief want to go home? 5. What can we tell from Simpson’s shaky voice? 6. Why is Officer Simpson nervous? 7. When does the Chief discover what is wrong with Officer Simpson? 8. "He refuses to let that anger show." Why do you think that is? 9. What sort of atmosphere has the writer created? 10. What do we feel towards Wilcox? 11. Find synonyms for the words in bold.

Grammar and punctuation Apostrophes Add the missing apostrophes to the following passage. “Ill be back soon,” called Shona as she raced out of the door to buy six chickens eggs. She had grabbed Elliots hat in her haste. The trees leaves rustled in the wind, which nearly whipped the hat right off her head. Shed not gone far when she met up with Trudy, her friend. Trudy asked if shed like to watch television at her house. “Id like that very much,” agreed Shona. Suddenly, while watching The Simpsons, Shona remembered the eggs! She jumped up, threw on her coat and rushed up the street to the corner shop. Unfortunately ... she had left Elliots hat at Shonas house.

Learn these words and learn how to use them in a sentence. Restaurant, rhyme, sacrifice, secretary, signature, sincerely, sufficient, suggest, superfluous, symbolic


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Week 5 Something that is implicit is inferred - it's suggested, but not openly stated. Implicit meaning can be harder to figure out than explicit (obvious) meaning. Activity 1 Take a look at the following extract from Robert Westall's novel, 'Urn Burial'. Ralph has been captured by an alien race... This was the worst nightmare yet. He was standing with his back pressed against a smooth wall cold as ice. The cold nibbled at his buttocks and legs; it ran up and down the knobbles of his spine, making him shiver; it invaded his lungs so he could hardly breathe; he felt he had been shivering a long time. What kind of atmosphere has the writer created and how do you know this? Activity 2 Read the passage and answer the questions that follow. He hung back, groping wildly for some excuse to prevent him getting on, but the bell rang and the engine increased its impatient rumble and his legs carried him upwards on to the platform, and he felt Mrs Fitzroy clamber on behind. The bus began to move. He turned towards the stairs, but she caught hold of his arm. "Let's go downstairs. I don't like the smoke." Again he felt her hand guide him, and he ducked his head and began to walk along the aisle. "Yeah". "This'll do," she said, and he turned back and sat beside her - the less fuss he made, the less obvious he was, the better. As he settled, he kept his face bent low, aware of the conductor walking towards them. He brushed past, and, noticing things with a total clarity, Ray saw the dark blue uniform that he was wearing and noted the heaviness and thickness of the material. He heard him clumping up the stairs, and he wondered, absurdly, if he was wearing heavy boots, too. Mrs Fitzroy was opening the bag which she had on her lap, and Ray felt in his pocket for his fare. If he had the right change, he could just hand it to the conductor without looking up. Yes, he had a ten and two pence piece. He glanced at Mrs Fitzroy and saw to his dismay that she was taking out a pound-note from her purse. That would mean a delay while she got her change - plenty of chance for him to be recognised. Could he offer to pay her fare? It would seem strange, but anything was better than being seen. 'Collision Course' - Nigel Hinton What kind of atmosphere does the writer create in this extract and how do they do it? You should refer to:

! Ray's thoughts and actions as he gets on the bus ! his behaviour as the conductor approaches ! how the writer uses language to create the atmosphere.


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Activity 3 Read the passage and answer the questions that follow. "The eyes were the worst. It was not my imagination. They were in truth like the eyes of a dead man, not blind, but staring, unfocused, unseeing. The whole face, for that matter, was bad enough. It was vacant, as if there was nothing behind it. It seemed not only expressionless, but incapable of expression. I had seen so much previously in Haiti that was outside the ordinary normal experience that for the flash of a second I had a sickening, almost panicky lapse in which I thought, or rather felt, "Great God, maybe this stuff really is true...". This is how William Seabrook described his encounter with one of the most horrifying creatures ever to step from the realms of the supernatural. For Seabrook was face-to-face with a zombie - a walking corpse. And in that moment he was prepared to believe all that he had heard about zombies since he first arrived on the island of Haiti. The zombie's fate is even worse than that of a vampire or werewolf. The vampire returns to his loved ones. He may be recognised and laid to rest. The werewolf may be wounded and regain human form. But the zombie is a mindless automaton (robot), doomed to live out a twilight existence of brutish toil (animal-like labour). A zombie can eat, move, hear, even speak, but he has no memory of his past or knowledge of his present condition. He may pass by his own home or gaze into the eyes of his loved ones without a glimmer of recognition. Neither ghost nor person, the zombie is said to be trapped, possibly forever, in that "misty zone that divides life from death". For while the vampire is the living dead, the zombie is merely the walking dead - a body without soul or mind raised from the grave and given a semblance (appearance) of life through sorcery. He is the creature of the sorcerer, who uses him as a slave or hires him out - usually to walk on the land. 1. The writer chooses to begin the extract with a story based on someone's actual experience. Why do you think he did this? 2. What is the effect of the two short sentences which open the extract? 3. In the third sentence, why does the speaker use a list of three adjectives to describe the zombie's eyes? 4. Why did Seabrook believe for a moment that he had met a real zombie? 5. Which words tell you he did not really believe this? 6. In the second paragraph, how does the writer use language to convince us that the zombie is a terrifying creature? 7. Which other creatures are compared to the zombie in the third paragraph? 8. Give two reasons why the zombie's fate is described as "even worse". 9. What is the purpose of this text?


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Grammar Some other words and phrases that may be useful are those that help move your argument on. These are called connectives. Here are some examples:

• however • therefore • moreover • because • but • at first • later

Add connectives to these sentences. 1. The pollution of the forests is getting worse. And more and more trees die. 2. When Finn met Estella in New York after he hadn’t seen her for many years, he didn’t tell her the truth. He lied to her and said that he was perfectly happy. 3. He didn’t like his grandfather very much, but he went to his birthday party. 4. Ronald Biggs couldn’t get the provision of medical care he needed in Brazil. He went back to the UK. 5. The author uses a metaphor to illustrate Hamlet’s conflict. He also employs several alliterations to stress this passage.

Learn these words and learn how to use them in a sentence. accommodate, accompany, according, achieve, aggressive, amateur, apparent, appreciate, attached, bargain


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Week 6 Figurative language infers or suggests things rather than stating them. Figurative language can give a text more richness and depth. It is often found in fiction texts. Activity 1 List and define all the figurative language techniques you can think of. Then, read the following extract from Robert Westall's novel, 'Urn Burial'. Ralph has been captured by an alien race... This was the worst nightmare yet. He was standing with his back pressed against a smooth wall cold as ice. The cold nibbled at his buttocks and legs; it ran up and down the knobbles of his spine, making him shiver; it invaded his lungs so he could hardly breathe; he felt he had been shivering a long time. How does the writer use figurative language? Write your answer in sentences and use evidence e.g. The simile; "a smooth wall cold as ice", helps the reader relate to Ralph as they will know what ice feels like. Activity 2 Identify the language technique used below.

1. Endless wealth held out its arms to me. 2. Time is a green orchard. 3. Chicago is a city that is fierce as a dog with tongue lapping for action. 4. What happens to a dream deferred? Does it dry up like a raisin in the

sun? 5. I could stare into your eyes as a thousand years come and go. 6. The sunshine threw his hat away.

Activity 3 Using PEE, write a paragraph to explain the writer’s use of figurative language. Folks say that one spring, the lumberjacks up North had cut down so many trees that there was the biggest logjam ever seen. There must have been a zillion logs crammed together 200 feet high by the bend of the river! The loggers chopped, sawed, and tugged at the wood, but they couldn't budge that jam one inch. That's when the call went out to get Paul Bunyan, the greatest logger who ever lived. Grammar and punctuation Read the rules on using a semicolon below.


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A semicolon loosely separates two sentences that are either closely related or serve to complement each other. Secondly, it is used to indicate stronger divisions in longer sentences already broken up by commas. Thirdly, it is used to show the main divisions in lists of longer items. Add semicolons to the sentences below.

1. This was the second time he had been in Toronto the places — the faces — all seemed strangely familiar.

2. He wanted to talk to Maria, whom he'd admired for a long time, and

was delighted to see her running toward him but alas, before he could greet her, she thumbed down a taxi and was swiftly driven away.

3. The following issues were raised at last night's PTA meeting: what the

kids get up to in the lunch break what is to be done about smoking in the playground how we should solve the problem of graffiti in the restrooms; and lastly, the vexing question of unpaid school lunches.

Learn these words and learn how to use them in a sentence. committee, communicate, community, competition, controversy, convenience correspond, curiosity, desperate, determined


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Revision week Activity 1 Identify the techniques used below.

1. The boy’s pride touched him. 2. Within the irregular arc of coral the lagoon was still as a mountain lake. 3. The palms that still stood made a green roof. 4. The incredible pool was only invaded by the sea at high tide. 5. He turned over, holding his nose, and a golden light danced and

shattered just over his face. 6. Ralph paddled backwards, immersed his mouth and blew a jet of water

into the air.

Activity 2 Create sentence that use the following techniques. a) Personification b) Simile c) Metaphor d) Hyperbole Activity 3 Correct the sentences below.

1. Picture this a Neanderthal man deep in the forest gorges on the yummies of his time fruits berries anything sweet and pluckable.

2. Last week we read The Catbird Seat a short story by James Thurber.

3. Our three children Larry Curly and Moe have decided to enter show business.

4. Some players hit the ball and stand dejected waiting for it to land others turn away and leave it to the caddy.

5. Dynamite was lavishly used and many of San Franciscos proudest structures were crumbled by man himself into ruins but there was no withstanding the onrush of the flames.


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Mock exam Read the passage and answer the questions that follow. When we are young, we learn that tigers and sharks are dangerous animals. We might be scared of them because they are big and powerful. As we get older, however, we learn that sometimes the most dangerous animals are also the smallest animals. In fact, the animal that kills the most people every year is one that you have probably killed yourself many times: the mosquito. While it may seem that all mosquitoes are biters, this is not actually the case. Male mosquitoes eat plant nectar. On the other hand, female mosquitoes feed on animal blood. They need this blood to live and produce eggs. When a female mosquito bites a human being, it transmits a small amount of saliva into the blood. This saliva may or may not contain a deadly disease. The result of the bite can be as minor as an itchy bump or as serious as death. Because a mosquito can bite many people in the course of its life, it can carry diseases from one person to another very easily. Two of the most deadly diseases carried by mosquitoes are malaria and yellow fever. More than 700 million people become sick from these diseases every year. At least 2 million of these people will die from these diseases. Many scientists are working on safer and better ways to kill mosquitoes, but so far, there is no sure way to protect everyone in the world from their deadly bites. Mosquito nets can be placed over beds to protect people against being bitten. These nets help people stay safe at night, but they do not kill any mosquitoes. Mosquitoes have many natural enemies like bats, birds, dragonflies, and certain kinds of fish. Bringing more of these animals into places where mosquitoes live might help to cut down the amount of mosquitoes in that area. This is a natural solution, but it does not always work very well. Mosquitoes can also be killed with poisons or sprays. Even though these sprays kill mosquitoes, they may also harm other plants or animals. Although mosquitoes may not seem as scary as larger, more powerful animals, they are far more dangerous to human beings. But things are changing. It is highly likely that one day scientists will find a way to keep everyone safe from mosquitoes and the diseases they carry. 1) According to the author, why are some people are more afraid of tigers and sharks than mosquitoes? 2) Summarise paragraph 2. 3) In paragraph 2 the author writes, "This saliva may or may not contain a deadly disease." What is the purpose of this statement? 4) Define: nectar, probably and transmits. 5) Based on information in paragraph 3, it can be understood that if you get sick with malaria or yellow fever, what are your chances of survival? 6) Summarise the information in paragraph 4. 7) Give antonyms for: likely, well and safe.

lower: reading comprehension - the academy · 4. will comprehend a broad range of reading materials...

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