task 1 wild ride - schudio · page 1 of 50 task 1 wild ride this story takes place in a huge...

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Task 1

Wild Ride This story takes place in a huge grassland area in southern Africa. The grasslands there are called 'savannah'.

Dawn was casting spun-gold threads across a rosy sky over Sawubona Game Reserve as Martine Allen took a last look around to ensure there weren't any witnesses. She leaned forward like a jockey on the track, wound her fingers through a silver mane, and cried, 'Go, Jemmy, go.'

The white giraffe sprang forward so suddenly that she was almost unseated, but she recovered and, wrapping her arms around his neck, quickly adjusted to the familiar rhythm of Jemmy's rocking-horse stride. They swept past the dam and a herd of bubble-blowing hippos, past a flock of startled egrets lifting from the trees like white glitter, and out onto the open savannah plain. An early morning African chorus of doves, crickets and go-away birds provided a soundtrack.

For a long time Martine had only ever ridden Jemmy at night and in

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secret, but when her grandmother had found out about their nocturnal adventures she'd promptly banned them, on the grounds that the game reserve's deadliest animals were all in search of dinner after dark and there was nothing they'd like more than to feast on a giraffe-riding eleven-year-old. For a while Martine had defied her, but after several close calls and one terrible row with her grandmother, she had come to accept that the old lady was right. When lions were on the hunt, the game reserve was best avoided.

Another of her grandmother's rules was that Martine ride sedately at all times. 'No faster than a trot and, in fact, I'd rather you stuck to a walk,' she'd counselled sternly.

Martine had paid almost no attention. The way she saw it, Jemmy was a wild animal and it was only fair that he should have the freedom to do what came naturally, and if that meant tearing across the savannah at a giraffe's top speed of thirty-five kilometres per hour, well, there wasn't a lot she could do about it. It wasn't as if she had reins to stop him. Besides, what was the point of riding a giraffe if the most he was permitted to do was plod along like some arthritic pony from the local stables?

Jemmy clearly agreed. They flew across the grassy plain with the spring breeze singing in Martine's ears. 'Faster, Jemmy!' she yelled. 'Run for your life.' And she laughed out loud at the heart-pounding thrill of it, of racing a wild giraffe.

A streak of grey cut across her vision, accompanied by a furious, nasal squeal: 'Mmwheeeh!'. Jemmy swerved. In the instant before her body parted company with the white giraffe's, Martine caught a glimpse of a warthog charging from its burrow, yellow tusks thrust forward. Had her arms not been wrapped so tightly around the giraffe's neck, she would have crashed ten feet to the ground. As it was, she just sort of swung under his chest like a human necklace. There she dangled while Jemmy pranced skittishly and the warthog, intent on defending her young, let out enraged squeals from below. Five

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baby warthogs milled around in bewilderment, spindly tails pointing heavenwards.

The pain in Martine's arms was nearly unbearable, but she didn't let go. She adored warthogs – warts, rough skin, ugly ears and all – but their Hollywood movie star eyelashes didn't fool her. In a blink of those lashes, their tusks could reduce her limbs to bloody ribbons.

'Jemmy,' she said through gritted teeth, 'walk on. Good boy.'

Confused, the white giraffe started to lower his neck as he backed away from the warthog.

'No, Jemmy!' shrieked Martine as the warthog nipped at the toe of one of her boots. 'Walk! Walk on!'

Jemmy snatched his head up to evade the warthog's sharp tusks, and Martine was able to use the momentum to hook her legs around his neck. From there, she was able to haul herself onto his back and urge him into a sprint. Soon the warthog family was a grey blur in the distance, although the mother's grunts of triumph took longer to fade.

Martine rode the rest of the way home at a gentle walk, a thoughtful smile on her lips. That would teach her to show off – even if it was only to an audience of hippos. At the game reserve gate, Jemmy dipped his head and Martine slid down his silvery neck as though she was shooting down a waterslide. That, too, wasn't the safest way of dismounting, but it was fun. She gave the white giraffe a parting hug, and strolled through the mango trees to the thatched house.

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Wild Ride questions 1. Circle the correct option to complete each sentence below.

(a) The text begins with Martine going out to ride her giraffe...

1 mark

(b) Martine rode her giraffe...

1 mark

(c) Everything was fine on that day until...

1 mark

(d) At the end of the text, Martine...

1 mark

2. Look at the first paragraph, beginning: Dawn was casting...

How do you know that Martine wanted to keep this ride a secret?

______________________________________________________________

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______________________________________________________________ 1 mark

3. What were Martine’s grandmother’s rules about riding the giraffe?

Tick two.

Ride only in daylight.

Don’t show off.

Stay in the game reserve.

Keep to a slow speed.

No jumping.

1 mark

4. (a) What evidence is there of Martine being stubborn in the way she behaved with her grandmother?

Give two points.

1. _______________________________________________________

_________________________________________________________

2. _______________________________________________________

_________________________________________________________ 2 marks

(b) What evidence is there of Martine being determined when she met the warthogs?

_________________________________________________________

_________________________________________________________ 1 mark

5. ...milled around in bewilderment (page 3)

Explain what this description suggests about the baby warthogs.

______________________________________________________________

______________________________________________________________

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______________________________________________________________ 2 marks

6. What evidence in the text is there that warthogs can be dangerous?

Give two examples.

1. ____________________________________________________________

2. ____________________________________________________________ 2 marks

7. What helped Martine to get safely on Jemmy’s back after the warthog’s attack?

______________________________________________________________

______________________________________________________________ 1 mark

8. The warthog mother made grunts of triumph (page 3)

Why was she triumphant?

______________________________________________________________

______________________________________________________________ 1 mark

9. Do you think that Martine will change her behaviour on future giraffe rides?

Tick one.

yes

no

maybe

Explain your choice fully, using evidence from the text.

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3 marks

10. In what ways might Martine’s character appeal to many readers?

Explain fully, referring to the text in your answer.

3 marks

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11. Draw lines to match each part of the story with the correct quotation from the text.

1 mark

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Task 2

The Way of the Dodo This is an article about the dodo, a bird that is now extinct.

An artist's impression of the dodo from 300 years ago.

The dodo was first sighted around 1600 on an island in the Indian Ocean. It was extinct by 1680. Since then the phrase 'dead as a dodo' has been used to describe something which is lifeless or has disappeared from the world completely. Because of its rapid disappearance, a number of myths developed about the dodo, for example that it was a fat, silly creature that brought its fate upon itself.

But what is the truth about the dodo?

For thousands of years the island of Mauritius was a paradise. It was spat out of the ocean floor by an underwater volcano 8 million years ago. With warm sun, plentiful food and no predators to speak of, the isolated island became a haven for a variety of unusual species, including reptiles and flightless birds.

Then, in 1598, humans descended on this paradise, accompanied by their own animals – dogs, goats, cats (and a fair number of rats!). Curious and unafraid, the animals of Mauritius offered themselves up for slaughter and, within just a few decades, much of the island's unique wildlife had been wiped out forever.

One of the victims was a large, flightless relative of the pigeon. The island invaders started to call the bird a 'dodo', which meant 'silly bird'.

Although the dodo was hunted for food, this was not the main reason it

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died out. It is more likely that having never faced predators before, and unable to fly away, the adult birds fell prey to dogs and cats. Meanwhile, their eggs and chicks, defenceless in their nests on the ground, were easy pickings for rats.

Less than 100 years after man's arrival, the dodo, which had once numbered in the hundreds of thousands, slipped into the pages of folklore.

A drawing of a dodo from around 1646.

Until a few years ago, all knowledge of the dodo came from secondary reports from the time that were not always reliable, a handful of remains and just one complete skeleton. Nobody knew what the dodo really looked like. Before cameras, newly discovered animals could only be drawn or painted. However, many of the artists had no knowledge of natural history and were more interested in producing colourful paintings of animals than recording their true likeness.

Then, in 2005, a team of scientists unearthed thousands of dodo bones in some mud flats in Mauritius. The remains date back to over 4,000 years ago, when the island was suffering from a lengthy drought. The mud flats would have formed a freshwater oasis in an otherwise parched environment. It is thought that most of the animals, while trying to reach the slowly receding waters of the lake, became stuck and died of thirst or suffocation. However, clearly some dodos survived as they did not become extinct until much later.

This discovery is helping to rehabilitate the image of this much-ridiculed bird. The very fact that the dodo was still alive and well on Mauritius 4,000 years after a drought that claimed the lives of thousands of animals is an indication of the bird's ability to survive. The remains are also helping scientists to find out more about the anatomy of the dodo, for example that it was a much slimmer bird than

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any pictures suggest.

As scientists learn more about the dodo, and begin to see the bird in a new light, we are reminded that the dodo was badly misjudged. Maybe it is humans who should be judged, as we can have a devastating impact on the natural world. No other creature should be allowed to go the way of the dodo.

A modern reconstruction of a dodo.

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The way of the dodo questions 1. Look at the paragraph beginning: For thousands of years...

What does the word spat suggest about how the island of Mauritius was formed?

______________________________________________________________

______________________________________________________________

______________________________________________________________ 1 mark

2. Curious and unafraid, the animals of Mauritius offered themselves up for slaughter... (Page 1)

Why were the dodos curious and unafraid?

______________________________________________________________

______________________________________________________________ 1 mark

3. Find and copy one word from page 1 that tells you that some of the animals on Mauritius were only found there.

________________________________________________ 1 mark

4. (a) Give two reasons why Mauritius was a paradise for animals before humans arrived.

1. _______________________________________________________

2. _______________________________________________________ 1 mark

Look at the paragraph beginning: One of the victims... to the bottom of page 1.

(b) Give two reasons why the dodo became extinct after humans arrived.

1. _______________________________________________________

2. _______________________________________________________ 1 mark

5. Look at the paragraph beginning: One of the victims...

What does the word invaders suggest about the humans arriving on Mauritius?

______________________________________________________________

______________________________________________________________

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1 mark

6. Why were artists' drawings from the time of the dodo not always accurate?

______________________________________________________________

______________________________________________________________ 1 mark

7. The mud flats would have formed a freshwater oasis in an otherwise parched environment.

Give the meaning of the word parched in this sentence.

______________________________________________________________ 1 mark

8. Look at the paragraph beginning: Then, in 2005...

Find and copy one word or group of words that shows that scientists were not sure what happened to most of the animals during the drought on Mauritius.

______________________________________________________________ 1 mark

9. What does rehabilitate the image of the dodo mean?

Tick one.

restore a painting of the dodo

rebuild the reputation of the dodo

repair a model of the dodo

review accounts of the dodo

1 mark

10. According to the text, how did the discovery of the dodos’ bones help to change the image of the dodo?

______________________________________________________________

______________________________________________________________ 1 mark

11. Below are some summaries of different paragraphs from this text.

Number them 1 – 6 to show the order in which they appear in the text.

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The first one has been done for you.

An important lesson is learnt.

Reasons for the extinction of the dodo.

Summary of the plight of the dodos.

New information is discovered about the dodo.

An explanation for the unreliable evidence.

Humans arrived on Mauritius.

1 mark

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Task 3

Giants How would you like it – Supposing that you were a snail, And your eyes grew out on threads, Gentle, and small, and frail – If an enormous creature, Reaching almost up to the distant skies, Leaned down, and with his great finger touched Your eyes Just for the fun Of seeing you snatch them suddenly in And cower, quivering back Into your pitiful shell, so brittle and thin? Would you think it was fun then? Would you think it was fun?

And how would you like it, Supposing you were a frog, An emerald scrap with a pale, trembling throat In a cool and shadowed bog, If a tremendous monster, Tall, tall, so that his head seemed lost in the mist, Leaned over, and clutched you up in his great fist Just for the joy Of watching you jump, scramble, tumble, fall, In graceless, shivering dread, Back into the trampled reeds that were grown so tall? Would you think it a joy then? Would you think it a joy?

Lydia Pender

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Giants questions

1. (a) What does the ‘giant’ do to frighten the snail?

_________________________________________________________ 1 mark

(b) What does the ‘giant’ do to frighten the frog?

_________________________________________________________ 1 mark

2. Gentle, and small, and frail

Which part of the snail do these words describe?

Circle the part of the snail in the picture below.

1 mark

3. Gentle, and small, and frail.

How do these words make the reader feel about the snail?

______________________________________________________________

______________________________________________________________ 1 mark

4. How does the snail behave when it is afraid?

Give two ways.

1. ____________________________________________________________

2. ____________________________________________________________ 1 mark

5. Into your pitiful shell, so brittle and thin

In this line, the word brittle is closest in meaning to…

Tick one.

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shiny.

soft.

delicate.

rough.

1 mark

6. Explain two things that the words emerald scrap suggest about the frog.

______________________________________________________________

______________________________________________________________

______________________________________________________________ 2 marks

7. What is the tremendous monster?

______________________________________________________________ 1 mark

8. Just for the joy Of watching you jump, scramble, tumble, fall

Find and copy two more words from the poem that show that the frog was frightened.

1. ____________________________________________________________

2. ____________________________________________________________ 1 mark

9. What is the main message of the poem?

Tick one.

People can learn a lot from holding small creatures.

People should think about how their actions affect others.

People are much bigger than frogs and snails.

People should overcome their fear of nature.

1 mark

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Task 4

This is an extract from The Lost World by Sir Arthur Conan Doyle, written in 1912. Professor Challenger has claimed that he discovered dinosaurs in a distant part of South America. He is now on an expedition to prove his story with another scientist, Professor Summerlee. Also on the expedition are Lord John, an explorer, and Malone, a journalist. In this extract, narrated by Malone, the men are about to set off into the remote area where Professor Challenger believes they will find dinosaurs...

The Lost World We slowly and cautiously set forth into the unknown. After a few hundred yards of thick forest, we entered a region where the stream widened out and formed a considerable bog. High reeds grew thickly before us, with tree-ferns scattered amongst them, all of them swaying in a brisk wind. Suddenly Lord John, who was walking first, halted.

“Look at this!” said he. “This must be the trail of the father of all birds!”

An enormous three-toed track was imprinted in the soft mud before us.

“I’ll stake my good name,” said Lord John, “that the track is a fresh one. See, here is the mark of a little one too!”

“But what of this?” cried Professor Summerlee, triumphantly, pointing to what looked like the huge print of a five-fingered human hand appearing among the three-toed marks. “Not a bird.”

“A beast?”

“No; a reptile – a dinosaur! Nothing else could have left such a track.”

Summerlee’s words died away into a whisper, and we all stood in motionless amazement. Following the tracks, we passed through a screen of brushwood and trees. Beyond was an open glade, and in this were five of the most extraordinary creatures that I have ever seen. Crouching down among the bushes, we observed them at our leisure.

There were, as I say, five of them, two adults and three young ones. In size they were enormous. Even the babies were as big as elephants, while the two large ones were far beyond all creatures I have ever seen. They had slate-coloured skin, which was scaled like a lizard’s and shimmered where the sun shone upon it. All five were sitting up, balancing themselves upon their broad, powerful tails and their huge three-toed hind feet, while with their small five-fingered front feet they pulled down the branches upon which they browsed. I can only bring their appearance home to you by saying that they looked like gigantic kangaroos with skins like black crocodiles.

I do not know how long we stayed gazing at this marvellous spectacle. From time to time the little ones played round their parents in unwieldy gambols, bounding into the air and falling with dull thuds upon the earth. The strength of the parents seemed to be limitless, for one of them, having some difficulty in reaching a bunch of foliage, put his forelegs round the trunk of the tree and tore it down as if it had been a sapling. Then it slowly lurched off through the wood, followed by its mate and its three enormous infants. We saw the glistening grey gleam of their skins between the tree-trunks, and

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their heads high above the brushwood. Then they vanished from our sight.

I looked at my comrades. The two professors were in silent ecstasy.

“What will they say in England of this?” Professor Summerlee cried at last.

“They will say that you are a liar,” said Professor Challenger, “exactly as you and others said of me.”

“In the face of photographs?”

“Faked, Summerlee! Clumsily faked!”

“Who’s to blame them? For this will seem a dream to ourselves in a month or two,” said Lord John. “What were they?”

“Iguanodons,” said Summerlee. “England was once alive with them when there was plenty of good lush green-stuff to keep them going.”

“I don’t know what anyone else thinks, but this place makes me feel very uneasy…” said Lord John.

I had the same feeling of mystery and danger around us. In the gloom of the trees there seemed a constant menace and as we looked up into their shady foliage, vague terrors crept into one’s heart. The iguanodons we had seen were lumbering, inoffensive brutes which were unlikely to hurt anyone, but what other creatures might there not be – ready to pounce upon us from their lair among the rocks or brushwood?

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The Lost World questions 1. Circle the correct option to complete each sentence below.

(a) The story is told from the perspective of…

1 mark

(b) At the start of the extract the men entered the forest…

1 mark

(c) There, they came to a patch where the stream was…

1 mark

(d) The ferns here were spaced…

1 mark

2. How far into the forest did the stream become a considerable bog?

______________________________________________________________ 1 mark

3. How does the first paragraph suggest that the characters are in a ‘lost world’?

______________________________________________________________

______________________________________________________________ 1 mark

4. In the paragraph beginning, There were, as I say… Malone compares the iguanodons to different animals.

How do these comparisons help the reader understand what the iguanodons look like?

______________________________________________________________

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______________________________________________________________

______________________________________________________________ 1 mark

5. The iguanodons are described as inoffensive brutes…

Look at the paragraph beginning: I do not know how long… .

Explain how the descriptions of the iguanodons in this paragraph support the idea that they were both inoffensive and brutes.

Use evidence from the text to support your answer.

3 marks

6. Look at the paragraph beginning: I do not know how long…

The word unwieldy in this paragraph is closest in meaning to…

Tick one.

fast.

violent.

clumsy.

gentle.

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1 mark

7. Find and copy one word that suggests Malone feels part of the team of explorers.

___________________________ 1 mark

8. How can you tell that Professor Summerlee is an expert on dinosaurs?

______________________________________________________________

______________________________________________________________ 1 mark

9. Look at the paragraph beginning: I had the same feeling of mystery and danger around us.

Find and copy four different words from the rest of the paragraph that suggest danger.

1. ___________________________

2. ___________________________

3. ___________________________

4. ___________________________ 2 marks

10. Using information from the text, tick one box in each row to show whether each statement is true or false.

True False

Lord John saw the dinosaur tracks first.

Professor Summerlee has faked the evidence.

Professor Challenger worries that people won’t believe them.

They are all frightened of the iguanodons.

1 mark

11. The mood of the characters changes throughout the extract.

(a) Find and copy the group of words on page 2 where Lord John’s mood changes.

_________________________________________________________ 1 mark

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(b) How does Lord John’s mood change?

_________________________________________________________ 1 mark

12. Based on what you have read, what does the last paragraph suggest might happen to the explorers next?

Use evidence from this paragraph to support your prediction.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________ 2 marks

Task 5

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Inventions Think about your home and all the things inside it. Everything was invented by someone. Many things were invented to speed up housework, some were made for our enjoyment and others help us communicate. A few make homes safer, while others make your house cleaner.

The Telephone

In 1849, Italian engineer Antonio Meucci made the first telephone. He came across the idea by accident when he was trying to find a cure for headaches. Meucci believed that headaches could be cured by electricity. During his experiments he found that when the electricity was turned on sound travelled down the wires he was using. Meucci discovered that a pair of small cones joined together by wires made a basic telephone.

Soon after, a very similar invention was produced by a man called Alexander Graham Bell. Sadly, Meucci was unable to prove that his telephone was the first and he failed to make any money for all his hard work.

The Vacuum Cleaner

At the beginning of the 20th century cleaning a carpet meant lifting it from the floor, carrying it outside and beating it until all the dust fell out. It was hard, dirty work. Surely there was an easier, cleaner way of cleaning?

Hubert Booth, a British engineer, went to watch an inventor demonstrating a cleaning machine that blew dust from the seats of railway carriages. It certainly worked! The jet of air blew dust from the cushions – into the faces of everyone watching!

Booth thought that it would be even more useful if the machine sucked the dirt up, rather than just blowing it to another place. So he put a handkerchief on a chair cushion. Pressing his mouth against it, he took a deep breath and breathed in a lungful of dust. Once he had stopped coughing he turned the handkerchief over. On the back was a dark ring of dirt where his mouth had been. Using this idea, Booth bought an electric motor and pump and in 1901 built the world’s first vacuum

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cleaner.

The Toaster

Charles Strite was so fed up with burnt toast that he invented a pop-up toaster in 1919. This meant you didn’t have to stand around waiting for the bread to toast – you just put it in the toaster and it would pop up when it was ready.

The Television

Although the invention of the television was the result of work by many people, Scottish inventor John Logie Baird is thought to be the first person to have produced an image on television.

In 1925, he created a camera which was made up of a jumble of lenses, spinning cardboard discs and electric motors. He pointed it at the head of a dummy called ‘Stooky Bill’. Amazingly, it worked. An image of the dummy appeared on the little screen.

The Microwave

During the Second World War in the 1940s, Percy Spencer, an American, was working on the radar – a machine used to detect enemy aeroplanes. One day, while he was working on this machine, he noticed that a bar of chocolate in his pocket had melted. He immediately realised that the microwaves from the radar machine had heated it.

Spencer sent his assistant to buy some dry corn, and put this right in front of the machine. Switching on the power turned it instantly into popcorn.

Next, Spencer put an egg in front of the machine, flipped the switch and waited. It trembled. It fizzed. Finally it exploded, sending shell and yolk everywhere, including in the face of his assistant!

Spencer designed his invention so that it was like a mini-oven. The first microwave cost the same as an expensive car!

In the futureNow that the internet is being used more, people are inventing ‘smart’

machines so that owners can control them by phone. Imagine being able to put some washing on by sending a message to your washing machine. One washing machine, which was made recently, can even call out the engineer when it breaks down!

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Inventions questions 1. Where could all these inventions be used?

______________________________________________________________ 1 mark

2. Look at the section about the telephone.

What was Meucci trying to do when he had the idea for the telephone?

Tick one.

cure headaches

invent a cleaning machine

send sound down a wire

make money

1 mark

3. Look at the section about the vacuum cleaner.

Cleaning carpets the old way was hard, dirty work.

What made it hard work?

______________________________________________________________

______________________________________________________________ 1 mark

4. The vacuum cleaner was based on another machine.

What made the vacuum cleaner different to the machine that it was based on?

______________________________________________________________

______________________________________________________________ 1 mark

5. Look at the section about the toaster.

What problems did the pop-up toaster solve?

Write two things.

1. ____________________________________________________________

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2. ____________________________________________________________ 2 marks

6. Look at the paragraph beginning: Next Spencer put an egg...

How does the writer make this paragraph exciting?

Give two ways.

1. ____________________________________________________________

2. ____________________________________________________________ 2 marks

7. According to the text, how might our machines be controlled in the future?

______________________________________________________________

______________________________________________________________ 1 mark

8. In what order do the inventions appear in the text?

Tick one.

order of importance

no particular order

alphabetical order

chronological order

1 mark

9. Who invented what?

Fill in the missing information.

Invention Inventor

vacuum cleaner

Charles Strite

John Logie Baird

microwave

2 marks

10. Which two of the inventions were invented by accident?

1. ____________________________________________________________

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2. ____________________________________________________________ 2 marks

11. Where would you expect to find this text about inventions?

Tick one.

in a diary

in a story book

in a non-fiction book

in an atlas

1 mark

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Mark schemes

The Wild Ride 1. (a) Content domain: 2a – give / explain the meaning of words in context

Award 1 mark for:

1 mark

(b) Content domain: 2b – retrieve and record information / identify key details from fiction and non-fiction

Award 1 mark for:

1 mark

(c) Content domain: 2b – retrieve and record information / identify key details from fiction and non-fiction

Award 1 mark for:

1 mark

(d) Content domain: 2b – retrieve and record information / identify key details from fiction and non-fiction

Award 1 mark for:

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1 mark

2. Content domain: 2d – make inferences from the text / explain and justify inferences with evidence from the text

Award 1 mark for reference to Martine checking for / not wanting witnesses, e.g.

• she checked that no one saw what she was doing

• it says she looks around for witnesses which shows she doesn’t want anyone to know.

Also accept the quotation: (Martine Allen took a last look around to) ensure there weren’t any witnesses.

Also accept references to Martine riding at dawn, e.g.

• she was doing it very early in the morning.

1 mark

3. Content domain: 2b – retrieve and record information / identify key details from fiction and non-fiction

Award 1 mark for both correct:

Ride only in daylight. Don’t show off. Stay in the game reserve.

Keep to a slow speed. No jumping.

1 mark

4. (a) Content domain: 2d – make inferences from the text / explain and justify inferences with evidence from the text

Award 1 mark for reference to each of the following up to a maximum of 2 marks:

1. defies her / pays no attention to her rules, e.g.

• she pays no attention to her grandmother’s instructions

• she went faster than her grandma wanted her to.

2. she argues with her grandmother, e.g.

• she had a row with her.

Up to 2 marks

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(b) Content domain: 2d – make inferences from the text / explain and justify inferences with evidence from the text

Award 1 mark for reference to Martine refusing to let go of the giraffe / her determination to get back on the giraffe, e.g.

• she kept hold of the giraffe’s neck

• she manages to haul herself back on to the giraffe’s back.

Also accept recognition that Martine keeps telling the giraffe to move away, e.g.

• she kept telling Jemmy to walk on so that they can escape

• she carries on telling Jemmy to keep going.

Do not accept references to gritted teeth.

1 mark


Award 2 marks for responses that explain both the baby warthogs’ aimless / random movement and their confusion, e.g.

• they had no idea what was happening and just walked around with no purpose

• they wandered around slowly in curiosity, they were confused and wondered what was going on.

Award 1 mark for responses that explain either the baby warthogs’ aimless / random movement or their confusion, e.g.

• they just roamed around

• they didn’t know what was going on.

Up to 2 marks


Award 1 mark for reference to any of the following, up to a maximum of 2 marks:

1. it charges / its tusks are thrust forward

2. it has sharp tusks / it could tear her to pieces

3. it tries to bite her

4. the giraffe seems frightened / backs away

5. Martine not wanting to let go.

Also accept references to the mother warthog protecting her young, e.g.

• they’ll defend their babies.

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Also accept references to the warthog being fast.

Accept quotations that meet an acceptable point.

Do not accept references to angry noises.

Up to 2 marks


Award 1 mark for reference to either of the following:

1. Jemmy lifting his head

2. momentum.

Also accept hooking her legs around his neck.

1 mark


Award 1 mark for reference to either of the following:

1. she had chased away the intruders / the intruders had left, e.g.

• she thought she had successfully chased them off

• she had frightened the girl away

• they had gone away.

2. she had protected her young / territory, e.g.

• she thought she had saved her babies from them

• she had defended her young and got Jemmy out of her territory.

Do not accept general answers relating to triumph, e.g.

• she got what she wanted

• she won.

1 mark

9. Content domain: 2e – predict what might happen from details stated and implied

Acceptable points (yes):

1. she had started to listen to / obey her grandmother

2. she got a fright / found herself in danger

3. she had learnt from the experience.

Acceptable points (no):

4. she has been in danger before and not been hurt / got away with it

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5. she is stubborn / defiant / does not listen to others

6. she had fun / she is adventurous / she is thrill-seeking.

Award 3 marks for three acceptable points or two acceptable points with at least one supported with evidence, e.g.

• because it says Martine rode the rest of the way home at a gentle walk. This explains that Martine had learnt her lesson and she won’t go fast again. But then she has got into trouble before and didn’t change [evidence + AP3, AP4]

• even though she has just had a scare with the warthogs she has got through it unharmed and she may think she can do anything. However, because of this experience she may feel that that ride could have got her hurt and decided to play it safe [AP2, AP4, AP3].

Award 2 marks for two acceptable points or one acceptable point supported with evidence, e.g.

• no because she seems very determined to have her own way like when she ignores her grandma [AP5 + evidence]

• I think she will try for a little while because of the scare she got that day but I think she loves speed too much and that will get the better of her [AP2, AP6].

Award 1 mark for one acceptable point, e.g.

• yes, because the warthogs gave her a fright [AP2]

• no because she likes the thrill of riding fast [AP6].

Do not accept answers that speculate about Martine’s future behaviour without reference to what has happened in the text to motivate the change.

Up to 3 marks


Acceptable points refer to Martine being:

1. fun-loving / carefree

3. brave / risk-taking / adventurous

3. resilient / adaptable / calm under pressure

4. unconventional

5. strong-willed / defiant / determined / independent.

Also accept answers that recognise Martine has an affinity for / empathy with animals.

Do not accept general answers relating to Martine liking / loving animals.

Award 3 marks for three acceptable points or two acceptable points, with at least

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one supported with evidence, e.g.

• she likes doing fun things and she stands up for herself against the warthog and the grandma [AP1, AP5 + evidence]

• she is adventurous as she rides giraffes. She is cheeky and defying because she doesn’t always heed her grandmother’s warnings [AP2 + evidence, AP5 + evidence].

Award 2 marks for two acceptable points or one acceptable point supported with evidence, e.g.

• she likes doing exciting things like riding into the game reserve at night when it’s really dangerous [AP2 + evidence]

• she does unusual things and stands up for her right to do them [AP4, AP5].

Award 1 mark for identifying one acceptable point, e.g

• because most people don’t listen to grown ups [AP5]

• she doesn’t panic [AP3].

Up to 3 marks

11. Content domain: 2f – identify / explain how information / narrative content is related and contributes to meaning as a whole

Award 1 mark for all correctly matched:

1 mark

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The Way of the Dodo 1. Content domain: 2a – give / explain the meaning of words in context

Award 1 mark for reference to any of the following:

1. forcefulness, e.g.

• ‘spat’ makes you think it was an incredible force that formed the island

• the island was pushed powerfully out of the ocean.

2. suddenness (speed / unexpectedness), e.g.

• the island appeared very quickly

• the word ‘spat’ sounds like it was something they didn’t expect to happen.

Also accept answers identifying that the island is carelessly placed / formed, e.g.

• that it was just randomly put there

• it was not created in a precise way.

Also accept answers which convey the idea of the sea ejecting something unwanted, e.g.

• the ocean got rid of something it didn’t like.

Do not accept repetition of how the island was formed / general description of how a volcano erupts.

1 mark


Award 1 mark for answers identifying that the dodos:

1. didn’t know they had cause to be afraid / were naïve about the threat, e.g.

• they were unaware of what was coming for them

• they didn’t know that other animals would eat them.

2. had never seen predators / humans / cats / dogs / rats, e.g.

• because they never had predators before.

Do not accept references to the dodos being stupid.

1 mark

3. Content domain: 2a – give / explain the meaning of words in context

Award 1 mark for:

• unique.

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1 mark

4. (a) Content domain: 2b – retrieve and record information / identify key details from fiction and non-fiction

Award 1 mark for reference to two of the following:

1. warm

2. lots of food

3. no predators / safe.

Also accept references to being isolated.

1 mark

(b) Content domain: 2b – retrieve and record information / identify key details from fiction and non-fiction

Award 1 mark for reference to two of the following:

1. the dodo was hunted for food (by humans, cats, dogs)

2. the dodo couldn’t escape / fly away

3. the dodo eggs / chicks were eaten (by rats), e.g.

• rats ate the chicks.

4. the dodo had no experience of predators.

1 mark


Award 1 mark for answers which recognise any of the following:

1. they were violent / attackers / enemies, e.g.

• they were destroying everything

• they were harming all kinds of animals.

2. they took over, e.g.

• they came and conquered

• as soon as the humans arrived they were the bosses of the land.

3. they had no valid claim to the land / they were unwanted, e.g.

• they were not meant to be there. They had no right

• they came without an invitation.

Also accept they disrupted the peace / the island, e.g.

• the island was a peaceful place until they came.

1 mark

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1. they hadn’t seen the dodo / had no evidence, e.g.

• they didn’t actually know what it looked like

• they got their info from an unreliable secondary report.

2. they wanted to make the pictures colourful and attractive / weren’t interested in accuracy, e.g.

• because artists wanted to produce exciting pictures

• they drew what they wanted it to look like not what it actually looked like.

3. they were not scientists / didn’t know about natural history, e.g.

• they hadn’t learnt about dodo’s bodies in a scientific way.

Also accept reference to the artists drawing them as fat / the dodos were actually slim, e.g.

• because it was in fact a skinny bird

• in pictures it was painted as a fat, silly creature.

Do not accept reference to no one knowing today what the dodo looked like, e.g.

• no one knows what they look like.

1 mark


Award 1 mark for references to the absence of water, e.g.

• dry

• barren of water.

Also accept answers that refer to the effect on the environment of extreme heat, e.g.

• it was burnt like a desert

• the ground was baked.

Do not accept references to heat alone.

1 mark


Award 1 mark for:

• (it is) thought (that).

1 mark

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Award 1 mark for:

restore a painting of the dodo rebuild the reputation of the dodo

repair a model of the dodo review accounts of the dodo

1 mark



1. we learnt more about the dodo’s anatomy / that dodos were slimmer than previously thought, e.g.

• the bones show the dodo was actually slim

• the remains proved it’s not fat.

2. we can see they were resilient / able to survive hardship, e.g.

• they were survivors since they didn’t die in the drought.

3. we can make a more accurate reconstruction / copy, e.g.

• they could put the bones together and picture what it really looked like.

Also accept reference to people realising they were not stupid.

1 mark

11. Content domain: 2c – summarise main ideas from more than one paragraph

Award 1 mark for the correct sequence:

An important lesson is learnt. Reasons for the extinction of the dodo. Summary of the plight of the dodos. New information is discovered about the dodo.

An explanation for the unreliable evidence.

Humans arrived on Mauritius. 1 mark

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Giants 1. (a) Award 1 mark for reference to touching the snail’s threads / stalks / eyes.

1 mark

(b) Award 1 mark for reference to picking the frog up / clutching it in his fist.

1 mark

2. Award 1 mark for answers where the pupil has circled one or both eyes, or eyes and eye stalks on the image of the snail, e.g.

Do not accept answers where the pupil has not circled the eyes, or where more than just the eyes (and stalks) are circled, e.g.

1 mark

3. Award 1 mark for answers that refer to concern / empathy, e.g.

• sorry for it

• sympathy

• worried about it

• you’d want to protect it.

Also accept answers that recognise the snail is being treated unfairly, e.g.

• angry for it

• upset about what’s happening to it.

Do not accept answers that refer to the snail rather than the reader’s feelings, e.g.

• it’s got a thin shell

• it’s really delicate.

1 mark

4. Award 1 mark for two of the following acceptable points:

1. (the speed or urgency with which) it retracts its eyes, e.g.

• it snatches its eyes back in.

2. (the speed or urgency with which) it goes into its shell, e.g.

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• it quickly disappears into its shell

• it goes into its shell.

3. it cowers

4. it quivers.

1 mark

5. Award 1 mark for the correct option ticked.

shiny. soft. delicate. rough.

1 mark

6. Award 2 marks for responses that interpret both emerald and scrap:

Acceptable points for emerald:

1. green

2. high value

3. sparkling / shiny

Acceptable points for scrap:

4. insignificance or smallness

5. fragility

6. worthless / disposable / rubbish, e.g.

• It shows that the frog is like a precious stone, but it’s like a scrap of rubbish too. [AP2, AP6]

• Emerald tells us that the frog is green and scrap makes us realise that it is tiny and unimportant. [AP1, AP4]

• It’s green and it’s small. [minimal AP1, AP4]

Award 1 mark for an interpretation of either emerald or scrap from one or more of the acceptable points, e.g.

• Emerald scrap reminds us that the frog is insignificant. [AP4]

• It means the frog is little and worth nothing. [AP4, AP6]

• That it is a shimmery green. [AP3, AP1]

Do not accept answers that repeat the idea that this expression describes the frog or that are vague / general, e.g.

• It puts a clear picture in our minds

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• It tells us what the frog looks like

• It means the frog is pretty / handsome / gross / horrible / ugly.

2 marks

7. Award 1 mark for reference to the tremendous monster being a human.

Do not accept: It is a giant.

1 mark

8. Award 1 mark for two of the following acceptable points:

1. trembling (throat)

2. shivering

3. dread.

1 mark


People can learn a lot from holding small creatures. People should think about how their actions affect others. People are much bigger than frogs and snails. People should overcome their fear of nature.

1 mark

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The Lost World 1. Award 1 mark for reference to the home / in the house.

Also accept references to specific rooms in the house, eg:

• in the kitchen.

1 mark

2. Award 1 mark for the correct box ticked.

cure headaches

invent a cleaning machine

send sound down a wire

make money

1 mark

3. Award 1 mark for references to either of the following:

♦ lifting / carrying / removing (the carpets), eg:

• because you had to carry it outside

• because the carpet might have been heavy.

♦ beating (the carpets), eg:

• they had to bang it

• they had to beat it until all the dust came out.

1 mark

4. Award 1 mark for reference to the machine sucking the dust up rather than just blowing it away.

1 mark

5. Award 1 mark for each of the following, up to a maximum of 2 marks:

♦ A references to burning toast, eg:

• you will not have burned toast

♦ references to waiting, eg

• you did not have to stand around.

Do not accept it would pop up when it was ready.

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up to 2 marks

6. Award 1 mark for any of the following, up to a maximum of 2 marks:

♦ use of short sentences build tension / suggest something is about to happen

♦ use of specific words to create excitement, eg: (It) trembled / (It) fizzed / (Finally it) exploded

♦ use of the exclamation mark

up to 2 marks

7. Award 1 mark for reference to use of a phone / internet / message

1 mark

8. Award 1 mark for correct box ticked.

order of importance

no particular order

alphabetical order

chronological order

1 mark

9. Award 2 marks for all four correct. Award 1 mark for two or three correct.

Invention Inventor

vacuum cleaner Hubert and / or Booth

toaster Charles Strite

television / TV John Logie Baird

microwave Percy and / or Spencer

up to 2 marks

10. Award 1 mark for each of the following, up to a maximum of 2 marks:

♦ (tele)phone

♦ microwave.

up to 2 marks

11. Award 1 mark for the correct box ticked.

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in a diary

in a story book

in a non-fiction book

in an atlas

1 mark

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Inventions 1. (a) Award 1 mark for the correct option indicated.

The story is told from the perspective of...

Professor Summerlee

Lord John

Malone Professor

1 mark

(b) Award 1 mark for the correct option indicated.

quickly fearfully noisily

1 mark

(c) Award 1 mark for the correct option indicated.

smaller faster slower

1 mark

(d) Award 1 mark for the correct option indicated.

regularly carefully equally

1 mark

2. Award 1 mark for: (After a) few hundred yards.

1 mark

3. Award 1 mark for reference to either acceptable point:

1. it is referred to as ‘the unknown’

2. they entered cautiously.

Do not accept reference to it being overgrown.

1 mark

4. Award 1 mark for reference to providing a comparison to something the reader will recognise, e.g.

• because we know how big elephants are

• we know what lizard’s skin is like

• it compares them to animals we know.

1 mark

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5.

Acceptable Points Likely evidence (accept paraphrase)

inoffensive

1. acted like children / playful

• little ones played round their parents • unwieldy gambols • bounding into the air

2. they are herbivores / vegetarians

• reaching a bunch of foliage

3. being together as a family / looking after their young

• little ones played round their parents • followed by its mate and its three enormous infants

4. the men don’t find them frightening / they don’t harm the men

• I do not know how long we stayed gazing • this marvellous spectacle

5. slow movement • slowly lurched

brutes

6. strength • tore it down as if it had been a sapling • the strength of the parents seemed to be limitless

7. huge size • dull thuds • its three enormous infants • put his forelegs round the trunk of the tree • their heads high above the brushwood • tore it down as if it had been a sapling • lurched

8. the way they move • unwieldy gambols • dull thuds • lurched off

Award 3 marks for a response that identifies one acceptable point for inoffensive and one acceptable point for brutes, both with evidence, e.g.

• it explains that the iguanodons were harmless because it says they eat foliage which means they are vegetarians. It also says ‘I do not know how long we have stared at this spectacle’ which means they hadn’t tried to hurt them or kill them when most dinosaurs would have tried to kill them for food. They were like brutes because they were so strong and pulled out trees without any effort. [AP2 - inoffensive + ev, AP4 - inoffensive + ev and AP6 – brutes + ev]

• They were not offensive as they let the men stare at them for ages and they didn’t attack them. But they were also like brutes as they were strong and pulled trees up really easily. [AP4 - inoffensive + ev and AP6 - brutes + ev]

• You could tell that they were inoffensive because they were playing. One

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of the parents was followed by its mate so they were friendly. It says they lurched which makes them sound big and heavy. [AP1, AP3 - inoffensive + ev, AP7 brutes + ev]

Award 2 marks for a response that identifies one acceptable point for inoffensive and one acceptable point for brutes, one with evidence, e.g.

• They were very strong as they could tear down a tree. And the children played lots of games [AP6 - brutes + ev and AP1 - inoffensive]

• They were moving really slowly because he says they lurched. They were also huge. [AP5 - inoffensive + ev and AP7 - brutes]

Award 1 mark for two acceptable points, one for inoffensive and one for brutes or one acceptable point with evidence for either inoffensive or brutes, e.g.

• They are vegetarians but they are really stron [AP2 - inoffensive and AP6 - brutes]

• It explains that the iguanodons are harmless by saying they eat foliage so they are vegetarians. Also the little ones play around in ‘unwieldy gambols’ giving a cute impression. [AP2 - inoffensive + ev, AP1- inoffensive + ev]

• They must have weighed a lot because they made dull thuds when they fell over. [AP7 - brutes + ev]

Also accept, for a maximum of 1 mark, relevant quotations taken from the paragraph without a link to an acceptable point, that evidence both inoffensive and brutes, e.g.

• The little ones played round their parents in unwieldy gambols

• It calls them little ones and enormous infants

Up to 3 marks


fast. violent. clumsy. gentle.

1 mark

7. Award 1 mark for: (my) comrades.

1 mark

8. Award 1 mark for one of the following acceptable points:

1. he knows what the tracks are / that they are dinosaur tracks

2. he is completely fascinated (ecstasy) by the iguanodons / the opportunity to study pre-historic life

3. he knows that they are iguanodons / that they once lived in England.

Do not accept he was a professor (he could be a professor of anything).

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1 mark

9. Award 2 marks for four correct words and 1 mark for two or three correct words from the list below:

1. gloom

2. menace

3. terrors

4. pounce

5. lair

6. crept.

Up to 2 marks

10. Award 1 mark for all four correct.

True False

Lord John saw the dinosaur tracks first.

Professor Summerlee has faked the evidence.

Professor Challenger worries that people won’t believe them.

They are all frightened of the iguanodons.

1 mark

11. (a) Award 1 mark for:

• (“I don’t know what anyone else thinks, but this place) makes me feel very uneasy…” (said Lord John).

1 mark

(b) Award 1 mark for answers that refer to both his mood at the beginning and at the end of the extract.

Beginning:

Accept appropriate synonyms for: enthusiastic / excited / curious.

End:

Accept appropriate synonyms for: cautious / scared / anxious.

1 mark

12. Award 2 marks for an acceptable point supported by text-based evidence.

Award 1 mark for either an acceptable point or a relevant piece of text-based evidence.

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Acceptable points (can be implied) Evidence

1. death / attack / threat feelings of danger gloom constant menace terrors pounce iguanodons lair

2. lost gloom shady foliage rocks

3. discovering other dinosaurs other creatures constant menace terrors the iguanodons we had seen lair gloom

Examples of 2 mark responses:

• A vicious beast is going to eat them later on because it says there is a constant menace therefore they may not get to confirm to England that they were real dinosaurs.

• I think they will journey on to try to locate some more creatures, for in the text it says ‘what other creatures might there not be ready to pounce upon us from their lair among the rocks and brushwood’

• It says ‘but what other creatures might there not be there ready to pounce upon us from their lair among the rocks or brushwood?” which implies that something might jump out and attack them

• They were in a dangerous place and suddenly a dinosaur will pounce from behind a rock and grab one of them and eat him.

Examples of 1 mark responses:

• They got lost and stayed there and became friends with the Iguanodons

• They might be pounced on.

Do not accept general answers not relating to specific events or actions, e.g.

• It’s going to be dangerous

• They carry on exploring.

Do not accept textual evidence that is not taken from the last paragraph, e.g.

• They will find more footprints and follow them.

Do not accept predictions not supported by the last paragraph, e.g.

• They catch some dinosaurs and take them back to England.

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Up to 2 marks

task 1 wild ride - schudio · page 1 of 50 task 1 wild ride this story takes place in a huge...

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