Year 6 by vocabularyninja

COMPREHENSION

NINJA FOR AGES 10â&#x20AC;&#x201C;11

ANDREW JENNINGS

BLOOMSBURY EDUCATION Bloomsbury Publishing Plc 50 Bedford Square, London, WC1B 3DP, UK BLOOMSBURY, BLOOMSBURY EDUCATION and the Diana logo are trademarks of Bloomsbury Publishing Plc First published in Great Britain, 2020 by Bloomsbury Publishing Plc Text copyright © Andrew Jennings, 2020 Ninja illustrations copyright © Andrew Jennings, 2020 Illustrations copyright © David Hurtado, 2020 Andrew Jennings has asserted his right under the Copyright, Designs and Patents Act, 1988, to be identified as Author of this work Bloomsbury Publishing Plc does not have any control over, or responsibility for, any third-party websites referred to or in this book. All internet addresses given in this book were correct at the time of going to press. The author and publisher regret any inconvenience caused if addresses have changed or sites have ceased to exist, but can accept no responsibility for any such changes All rights reserved. This book may be photocopied, for use in the educational establishment for which it was purchased, but may not be reproduced in any other form or by any other means – graphic, electronic, or mechanical, including photocopying, recording, taping or information storage or retrieval systems – without prior permission in writing of the publishers A catalogue record for this book is available from the British Library ISBN: PB: 978-1-4729-6929-3 2 4 6 8 10 9 7 5 3 1 Text design by Marcus Duck Design Printed and bound in the UK by Ashford Colour Press

To find out more about our authors and books visit www.bloomsbury.com and sign up for our newsletters

Acknowledgements To Christopher Hole, thank you for the inexhaustible level of quality you have brought to the Comprehension Ninja series and beyond. Your subject knowledge, skills and experience have been essential in developing the highest quality non-fiction texts, that are engaging, inspiring and informative for the reader.

CONTENTS INTRODUCTION

PART 1

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

8 18 28 38 48 58 68 78 88 98 108 118

World War I: Bombardment Deforestation Charles Darwin The D-Day landings Anti-bullying The Battle of Hastings Barack Obama DNA Dinosaurs Artists’ gallery Crime, punishment and torture Climate change

PART 2

128

13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.

128 132 136 140 144 148 152 156 160 164 168 172

The first man on the Moon Plastic pollution Obesity Robben Island Ancient Mayan civilisation Mammals Life on the equator Separating mixtures Malala Yousafzai Plant adaptations History of gaming consoles The Shard

ANSWERS

176

ALSO AVAILABLE FROM ANDREW JENNINGS

VOCABULARY NINJA

SENTENCE SAMURAI

Vocabulary Ninja is an essential toolkit of strategies and resources to supercharge primary pupils and transform them into vocabulary ninjas! This practical book features theory, teaching approaches and photocopiable activities, as well as key topic vocabulary, etymology and phrases to bring the primary curriculum to life.

A unique whole-school modeling tool for writing and sentence construction. The app models the expansion of basic sentences to more complex and detailed ones. Each set of sentences has been carefully written to match the National Curriculum’s writing requirements and expectations of each year group – Year 1 through to Year 6 in one app!

Go to www.vocabularyninja.co.uk and visit the book section to find out more. You can find even more information about Vocabulary Ninja here: Website – www.vocabularyninja.co.uk Blog – vocabularyninja.wordpress.com Twitter – @VocabularyNinja Twitter – @MrJenningsA

For more information, see: Website – www.sentencesamurai.co.uk Twitter – @SentenceSamurai

NTRODUCTION Comprehension Ninja is designed to be a core part of your arsenal for teaching reading comprehension skills. Comprehension Ninja specifically focuses on the retrieval of information, using eight core comprehension skills that underpin the reading domains set out by the National Curriculum. This book contains 24 non-fiction texts that align themselves to the primary National Curriculum, the corresponding foundation subjects and subsequent topics taught within them. As the new curriculum develops, a greater focus has been placed on how pupils retain the knowledge they have learned within all lessons. Comprehension Ninja will allow schools to further embed reading opportunities across the curriculum while reinforcing the retention of pupil knowledge via the eight skills found below. High-quality retrieval skills are the foundation of reading comprehension. If pupils can effectively and efficiently locate and retrieve information, then from there, inference, sequencing and explanation-type questions can be accessed. Without being able to retrieve information, none of this is possible. Many years ago, before SATs, these skills were known as comprehension skills! Now, sadly, they are known as question types. But the key principles still apply – and the eight skills below need to be taught, practised and mastered. Labelling

Matching

Fill in the gap

Multiple choice

True or false

Find and copy

Sequencing

Underline or highlight

Most comprehension texts bombard pupils with a range of question types that they have not yet had time to master – meaning they quickly encounter questions they cannot answer. Comprehension Ninja places the emphasis on teachers to teach and model each skill, while pupils develop their understanding of each question type individually.

HOW TO USE THIS BOOK VOCABULARY NINJA WORD OF THE DAY APP A new Word of the Day is released every day! You can get the Word of the Day straight to your smartphone or tablet, making Word of the Day even more accessible on the go or in school. It’s perfect for supporting your immersive classroom environment, where every word counts.

VOCAB LAB APP The Vocab Lab app offers an exciting and engaging way for pupils to explore vocabulary and the possible alternatives for common vocabulary choices. The app contains over 600 alternatives, supported by a child-friendly layout, and has been downloaded over 150,000 times. Simply visit the App Store on your iPadTM, search for ‘Vocab Lab’ and download the app for free.

This book contains 24 non-fiction texts for you to use in your classroom. Texts 1 to 12 have eight subsequent pages of questions built around each comprehension skill. These texts and questions have been created so that you can specifically target and teach each individual skill, and then have a plethora of questions for pupils to work on and answer. In maths, you wouldn’t jump from division one day into 3D shapes the next. The same must apply to reading – we should teach each skill and give pupils the opportunities to practise and master these skills before we move on. You now have in your hands 12 texts and associated questions to teach each skill – that’s a minimum of 96 lessons from the first 12 texts. Texts 13 to 24 look more like a traditional test. Each text has a corresponding set of questions. Each set of questions requires the pupil to use the comprehension skills mastered

from texts 1 to 12. You could choose to use these texts formatively across the year to inform which skills require further attention, but here lies a fantastic opportunity for pupils to apply their new skills to each question type independently and with confidence. Don’t allow pupils to flounder: if they require support, give it – teach! It is important to note that this resource hasn’t been designed to be a testing tool, but rather a teaching and learning tool. A tool where teachers support pupils to access texts and to master the eight comprehension skills. However, because of the nature of testing in schools, it is important that children see and experience test-type texts and questions as they will from texts 13 through 24. Because of the versatility of this resource, it really is up to you how it is used. Plus, as pupils grow in confidence and skill level, they will relish completing these activities.

PROGRESSION AND DEVELOPMENT OF SKILLS Normally, teachers and leadership teams love to see a polished skill development matrix that shows how each skill becomes more complex as the pupil learns and grows. The way that Comprehension Ninja grows in difficulty is via the complexity and length of the texts. The vocabulary in the book for ages 7–8 is more challenging than the vocabulary in the book for ages 5–6, for example. Some texts will include statutory words from the National Curriculum, plus a range of technical vocabulary related to each different subject. The length of texts that pupils are exposed to falls in line with statutory assessments at Year 2 and Year 6, growing in increments each year, thus increasing the demands on the pupil to retrieve information with accuracy and speed from larger and more complex texts. Approximate text length progression in the Comprehension Ninja series:

Ages 5-6: 100-150 words Ages 6-7: 200-250 words Ages 7-8: 300-450 words Ages 8-9: 500-600 words Ages 9-10: 650-700 words Ages 10-11: 700-800 words

PRE-READING AND KEY INFORMATION TO IDENTIFY IN THE TEXT Ideally, before answering questions, we want to teach pupils to pre-read a text and identify key information in the text. Pupils need to adopt a positive reading position, sat up straight and ready to read. Prompt children to read with their pencil, so they move it across the page underneath each line as they read it. This means that when it comes to underlining a key piece of information, their pencil is already in the correct location – it’s efficient. If pupils need to look away from the text to pick up the pencil, they will need to relocate the key information and time will be lost in every instance they perform this inefficient action. 5

We often ask pupils to underline key information as they read, but what is this key information? Names of people, places, companies, events, teams, etc. Dates including days, months, years, times and periods of time from beginning to end. Statistics and numbers including percentages, fractions, amounts, figures, etc. Unknown vocabulary – words pupils don’t understand. Identifying them may still help pupils answer a question. Headings, subheadings and images help direct readers to the correct area of the text when answering a question. As pupils read through the text with their pencils, we want to train them to underline these pieces of key information. A good guideline as to how much to underline is three to six pieces per paragraph. Key information should be single words, or small groups of words, not full sentences. Model this skill to pupils and discuss why you have underlined this information, referring back to the information above.

KEYWORDS IN THE QUESTION Once we have read the text and underlined key information, we can begin to answer questions about it. We now need to teach pupils to spot the keyword or phrase in a question. This is a word or phrase that signposts where to look in the text to find the answer. In the example question below, the keyword or phrase is Morse code. How did soldiers effectively use Morse code during World War II? If pupils have pre-read the text effectively, Morse code should be underlined, or they may even remember where it is mentioned. Pupils would skim (see below) the text to find the paragraph in which Morse code is mentioned, then scan that section for the exact word or phrase. Once located, pupils should be trained to read the sentence that comes before and the sentence after the one that contains the keyword or phrase. Doing this will give pupils a much greater chance of answering successfully. In the example question, ‘soldiers’ or ‘World War II’ are not the keyword or phrase as it is likely that they would be mentioned numerous times throughout the text and would not help the reader locate the answer. This is another instance where underlining unknown vocabulary could be effective. Pupils may not understand what Morse code is. However, they can see that it is a proper noun and should underline it when pre-reading as it is a name and unknown vocabulary. They can still answer the question correctly and receive a mark by efficiently locating the information and reading around the keyword, even though they may have no understanding of what Morse code actually is.

SKIMMING AND SCANNING To be a good retriever of information, pupils must be able to locate information quickly. By skimming and scanning a text efficiently and methodically, pupils will have a much higher chance of locating the information they require. It’s crucial to agree a shared language amongst staff as to what skimming and scanning is. We don’t want to use the phrase ‘skimming and scanning’ without everyone, including pupils, being very clear on what this means. 6

Skimming is a whole text process. Pupils skim across the text to locate a specific paragraph or area where the required information is likely to be. Skimming is like looking at the chapters of a DVD and choosing which one to start from. We won’t necessarily find the answer when skimming, but we hope to locate the correct area of the text. When asking pupils to skim the text to find the correct area, try asking them to remember first whether the information was in the beginning, the middle or the end of the text. Is there an image or a subheading that can help them skim the text? These strategies can help signpost pupils to the correct area of the text, thus increasing their chances of being successful in answering the question. Scanning is then looking at that specific section with a greater level of scrutiny, possibly looking for a keyword or phrase. Following the film example, this is like watching a specific film chapter to locate the required information.

nNiOnTEjSa

Introduce skimming and scanning with images, timetables, TV schedules, poems, lists, visual instructions, hidden word pictures. Ask pupils to locate specific items, objects and information – add a time limit to increase the fun factor.

ninja

Ask pupils to identify the keyword in each NOTES statement and then locate this in the text by skimming and scanning. Matching pair games are a great way of introducing this skill to younger pupils. Older pupils might benefit from this skill as part of a starter in foundation subject lessons. They could match information associated with the topic on cut up pieces of paper, thus embedding reading skills and providing an opportunity for pupils to demonstrate foundation subject knowledge.

FILL IN THE GAP Pupils are given a sentence with a missing word. Pupils will need to locate this sentence in the text and identify the missing word. This skill becomes progressively more difficult as the amount of text increases and as the pupils are given fewer options to choose from.

niOnTEjSa

Practise this skill regularly by giving N pupils a page of their reading book and the same page with multiple words blanked out. Prompt pupils to spot keywords in each sentence to locate the specific sentences efficiently.

MULTIPLE CHOICE

LABEL / DRAW AND LABEL Labelling asks pupils to look at an image and label parts of the image with a word from a word bank. As the skill develops, pupils will be asked to label statements with information retrieved from across a whole text. Identifying keywords in the statement or question is essential here. Draw and label requires pupils to draw an image based on the information they have read and then to label it. The quality of the drawing here isn’t necessarily important, focus on the accuracy of the retrieved labels.

ninja

Increase the difficulty of labelling by NOTES asking pupils to label more complex images without a word bank, but a short paragraph of text. Alternatively, use draw and label as part of your literacy lessons – read and share small yet detailed parts of the book you are using as part of your unit of work. For a task, ask pupils to draw what the text describes, then add labels. Share and discuss the differences in pupils’ work and examples of effective labelling.

MATCHING Matching is a simple skill where pupils are required to match together pieces of information that are in a jumbled state. Pupils must match the information together by drawing lines to the associated pieces of information. The activity becomes more challenging as pupils have a greater number of possible statements to match and larger texts to refer to in order to confirm the match.

These questions require pupils to choose an answer from a selection of three or four possible answers. Prompt pupils to locate the required information by spotting keywords in the question and locating them in the text, then reading around this information to find the correct answer.

nNiOnTEjSa

Train pupils via discussion to discount illogical answers using what they already know from the pre-read of the text. Also ensure that pupils don’t answer questions using their own knowledge of the subject. Prompt pupils to ‘prove it’ by showing where the exact information is found in the text. This type of question could also be played in the style of a ‘Who Wants to Be a Millionaire?’ or ‘Million Pound Drop’ game, where pupils have multiple answers to choose from based on a text of your own choice.

TRUE OR FALSE Pupils will be given a statement and asked if it is true or false. Younger year groups will begin to learn this skill by answering yes or no, before progressing to true or false.

nNiOnTEjSa

Ensure pupils are not guessing. Train pupils to spot the keyword in the question and locate this information in the text. By reading around this information, pupils will be able to discover whether the statement is true or false.

SEQUENCING These questions require pupils to sequence information in the order it occurs in the text, from first to last. Younger pupils order the words in single sentences, progressing to pupils ordering information from across a whole text.

nNiOnTEjSa

Teach pupils to allocate each word or statement (usually no more than five) a symbol – a square, a triangle, a rectangle, a star and a cross. Pupils should then find these statements in the text and mark the corresponding symbol on the text. Once pupils have done this, it is easy to look at the text and see which symbol comes first, second, third and so on. A very effective strategy to help pupils effectively sequence information.

FIND AND COPY These word-level questions require pupils to identify a word when provided with a contextual description rather than a contextless definition. Pupils will need to use keywords to locate the correct area of the text and then find and copy the correct word. In answering these questions, pupils may need to use a small amount of inference. Pupils may be directed to a certain part of the text at the beginning of the question, e.g. Look at the paragraph beginning ‘These wordlevel questions…’. Example: Look at the paragraph beginning ‘The voyage aboard’. Find and copy a word that suggests that the animals Darwin collected had been dead for millions of years. Answer: fossil.

ninja

This skill is much more challenging than NOTES its name suggests. Teach pupils to follow the instructional part of the question to locate the correct area of the text efficiently. Although counterintuitive, teaching pupils to apply a ‘best guess’ approach if they are struggling to find the correct word is still a worthwhile strategy and will more often than not produce a correct answer.

UNDERLINE OR HIGHLIGHT This skill requires pupils to locate words based on an explicit definition of the word. Pupils may be required to underline words from a single sentence or from a chosen paragraph of the text.

nNiOnTEjSa

Regularly discuss definitions, play matching games where pupils match words and definitions, and apply the ‘best guess’ strategy where pupils answer with their own logic without necessarily knowing the answer for certain. Teach Vocabulary Ninja’s Word of the Day every day and be sure to explore definitions. Give pupils increasingly difficult words and ask them to create a definition of the word without using the word itself. You can also encourage them to start the definition with ‘If someone is…’ or ‘If something is…’.

1 WORLD WAR I: BOMBARDMENT Europe’s mainland saw the majority of the fighting during World War I, with British soldiers joining others from around the world in the bloody battlefields of Belgium and France. Early in the war, however, hundreds were killed when the German Navy bombarded towns on the east coast of England. The town of Hartlepool, in the north-east of England, took the worst hit. The attacks sparked a wave of anger in Britain and convinced many to support the war effort, scared that further attacks would occur. The attack

Hartlepool’s victims In total, more than 130 people were killed in Hartlepool that day. Among the dead was Theophilus Jones, a private in the 18th Battalion of the Durham Light Infantry. Private Jones was a young school headteacher in Leicestershire but, when war broke out, he returned to Hartlepool to serve his country. He was hit directly by a shell – and so is believed to have been the first soldier to be killed on British soil during the war. A number of other soldiers also lost their lives, although less directly, alongside him. Reports say that a shard of the shell that hit Private Jones’s chest was found lodged in a prayer book given to him by pupils. Hundreds attended his funeral, and school children in Hartlepool are still taught about his – and his fellow troops’ – bravery. Hundreds of other victims are also remembered from the tragic day. The effect of the attack

Just after 8.00 am on the morning of 16 December 1914, the coastal shipbuilding town of Hartlepool suffered the first major attack on British soil in World War I. Over the course of forty minutes, more than 1,100 shells rained down on the town, destroying buildings and injuring or killing hundreds. It is thought to have been a target partly due to its accessible location and partly due to the importance of its shipyards and engine works to the war effort. The attacks, which included the use of battle cruisers Seydlitz and Moltke, and the armoured cruiser Blücher, began as people prepared to head to work or school. Survivors of the attack recall chaos on the streets as people attempted to gather their loved ones and flee. Those already at work raced home to find their families before trying to escape to the local countryside and villages. The Hartlepool Headland, an area of the town on ground that reaches out into the sea, was among the most badly damaged areas during the attack. The area was home to the Heugh Battery guns, which fired back at the German ships – but the much larger weaponry of the warships outgunned them. Some of the worst damage in Hartlepool occurred on the nearby streets of Moor Terrace, Victoria Place and Cliff Terrace. Most houses in the area suffered some form of damage, and shrapnel from the attack can still be seen lodged in the walls of some buildings. The Heugh Battery itself is now a volunteer-led military museum.

The attacks on Hartlepool – and, later, across England – had a significant and growing impact on the public’s opinions of the war. The views of many people quickly changed, as they feared further and more severe attacks from the Germans. Their fears were well founded. In 1915 and 1916, German airships called Zeppelins attacked mainland Britain. In 1917, the first true air raid took place, by huge Gotha bomber aircraft. Streetlights were dimmed in response, and huge searchlights across the country swept the sky instead. The devastating attacks on home soil also helped to shape a publicity campaign of ‘propaganda’: information promoting a political cause or point of view. The British government used the attacks to encourage men to enlist in the military. It produced posters asking: ‘Men of Britain! Will you stand this?’ The attacks created a surge in the number of people joining up to support the war effort, especially in Hartlepool. While some signed up for military roles, many more began working in the town’s shipyards and munitions factories. The town’s people played an important role in the nearly four years of war that followed. World War I ended at 11 am on the eleventh day of the eleventh month – 11 November – in 1918. Germany signed an armistice agreement – ensuring peace and no further fighting.

Despite the majority of shells falling in the Headland area, several streets in the west side of Hartlepool were also hit. In the days following the attacks, many residents feared more of them, and stayed further inland. 8

Comprehension Ninja 10–11 © Andrew Jennings, 2020

1 WORLD WAR I: BOMBARDMENT

MATCHING

FILL IN THE GAP Read the sentences and choose the correct word or words to fill the gap. It produced __________________________ asking: ‘Men of Britain! Will you stand this?’ Just after 8:00 am on the morning of 16 __________________________ 1914, the coastal shipbuilding town of Hartlepool suffered the first major home attack on British soil in World War I.

Draw a line with a ruler to match the information. German cruiser

Hartlepool

bloody battlefields

Belgium and France

Most houses in the area suffered some form of damage, and __________________________ from the attack can still be seen lodged in the walls of some buildings.

bombarded town

Moltke

propaganda poster

‘Men of Britain!’

The attacks created a surge in the number of people joining up to support the war effort, especially in __________________________.

Theophilus Jones

Heugh Battery gun

fired back at German ships

Theophilus Jones

important to war effort

Battalion of Durham Light Infantry

killed on British soil

shipyards

prayer book

shard of a shell

Early in the war, however, hundreds were killed when the __________________________ bombarded towns on the east coast of England.

Heugh Battery military museum

people headed to work and school

attack began as

16 December 1914

The attacks, which included the use of battle cruisers __________________________ and Moltke, and the armoured cruiser Blücher, began as people prepared to head to work or school.

1,100 shells rained down

led by volunteers

The Hartlepool Headland, an area of the town on ground that reaches out into the sea, was among the most badly __________________________ areas during the attack.

18th

war ended

1917

people killed in Hartlepool

1918

first true air raid

130

Battalion of the Durham Light Infantry

propaganda

German airships

‘Men of Britain!’

chaos

survivors recall

information promoting a political cause or point of view

Zeppelins

‘Will you stand this?’

The __________________________ itself is now a volunteer-led military museum. Despite the majority of shells falling in the __________________________ area, several streets in the west side of Hartlepool were also hit. The British government used the attacks to __________________________ men to enlist in the military.

The attacks sparked a wave of anger in Britain and __________________________ many to support the war effort, scared that further attacks would occur. In total, more than __________________________ people were killed in Hartlepool that day. Reports say that a shard of the shell that hit Private Jones’s chest was found lodged in a __________________________ given to him by pupils. While some signed up for military roles, many more began working in the town’s __________________________ and munitions factories. The views of many people quickly changed, as they feared further and more __________________________ attacks from the Germans. 10

Comprehension Ninja 10–11 © Andrew Jennings, 2020

1 WORLD WAR I: BOMBARDMENT

LABEL

TRUE OR FALSE Read the sentences. Put a tick in the correct box to show which sentences are true and which are false.

Label the information with the correct number, date or year. number of shells that landed

The attack happened as children prepared to head to school.

True

False

No one was killed in the early morning attack.

True

False

Shrapnel from the attack can still be seen in the walls of some buildings.

True

False

The Heugh Gun Battery fired back and sunk the Moltke.

True

False

Theophilus Jones was a headteacher in Leicestershire.

True

False

World War I ended at 11am on the eleventh day of the eleventh month.

True

False

The British government used the attack to encourage people to enlist.

True

False

country which attacked Hartlepool

In the forty-minute attack, more than 130 people were killed.

True

False

armoured German cruiser

The Heugh Gun Battery was the only building damaged in the attack.

True

False

British gun battery

Hartlepool is found on the north-west coast of England.

True

False

first soldier killed on British soil

The bombardment of Hartlepool occurred during World War II.

True

False

Private Jones served here as a teacher

The Heugh Battery can still be visited as a volunteer-led museum.

True

False

aircraft that flew in the first true air raid

People tried to escape to the local countryside and villages.

True

False

Theophilus Jones was the only soldier that died during the attack.

True

False

Theophilus Jones’ prayer book was given to him by his father.

True

False

The attack on Hartlepool lasted over four hours.

True

False

People hid and stayed inside their homes during the attack.

True

False

Moor Terrace, Victoria Place and Cliff Terrace sustained the worst damage.

True

False

The Heugh Battery returned fire, but was outgunned by the German ships.

True

False

People signed up to work in the shipyards and munitions factories after the attack.

True

False

bombardment happened during World War number of German cruisers that fired on Hartlepool amount of time the German cruisers fired for number of people killed during the bombardment day of the month on which World War I ended Label the fact with the correct person, object or place (noun).

Label the description with the correct name. street attacked by German ships street attacked by German ships street attacked by German ships battle cruiser used by the Germans battle cruiser used by the Germans armoured cruiser used by the Germans 12

Comprehension Ninja 10–11 © Andrew Jennings, 2020

1 WORLD WAR I: BOMBARDMENT

MULTIPLE CHOICE

SEQUENCING Look at World War I: Bombardment. Number the statements from 1 to 5 to show the order they occur in the text. Look at the first line of each paragraph to help you.

Circle the correct answer for each of the following questions. When did the bombardment of Hartlepool begin? 16 December 1914

17 December 1914

6 December 1914

26 December 1914

The devastating attacks on home soil also helped to shape a publicity campaign of ‘propaganda’: information promoting a political cause or point of view.

In a deadly forty minutes, how many shells hit the town? 175

more than 550

798

more than 1,100

Moltke

Fincher

Blücher

What is Theophilus Jones known for? the first soldier to have been killed on British soil

the first person to spot the ships

the person who sank the ships

the last soldier to have been killed on British soil

What did the attack on Hartlepool create a surge in? local unrest

people joining up

crime in the area

sadness and worry

Which of the following streets is not listed in the text? Moor Terrace

Victoria Place

Moor Close

Cliff Terrace

What possession of Theophilus Jones was a shard of shell found lodged in? pocket watch

prayer book

helmet

leather strapping

Which battalion in the Durham Light Infantry did Theophilus Jones serve in? 17th Battalion

4th Battalion

16th Battalion

Heugh Battery

Headland Battery

The attacks, which included the use of battle cruisers Seydlitz and Moltke, and the armoured cruiser Blücher, began as people prepared to head to work or school. Look at paragraph four in World War I: Bombardment. Number the statements from 1 to 5 to show the order they occur in the text. Some of the worst damage in Hartlepool occurred on the nearby streets of Moor Terrace, Victoria Place and Cliff Terrace. The Hartlepool Headland, an area of the town on ground that reaches out into the sea, was among the most badly damaged areas during the attack. The Heugh Battery itself is now a volunteer-led military museum. The area was home to the Heugh Battery guns, which fired back at the German ships – but the much larger weaponry of the warships outgunned them. Most houses in the area suffered some form of damage, and shrapnel from the attack can still be seen lodged in the walls of some buildings. Look at World War I: Bombardment. Number the statements from 1 to 5 to show the order they occur in the text. Most houses in the area suffered some form of damage, and shrapnel from the attack can still be seen lodged in the walls of some buildings.

18th Battalion

Which gun battery fired back on the German cruisers? Cliff Terrace Battery

Just after 8:00 am on the morning of 16 December 1914, the coastal shipbuilding town of Hartlepool suffered the first major attack on British soil in World War I. In total, more than 130 people were killed in Hartlepool that day.

What was the name of the armoured German cruiser? Seydlitz

Europe’s mainland saw the majority of the fighting during World War I, with British soldiers joining others from around the world in the bloody battlefields of Belgium and France.

Moor Battery

The views of many quickly changed, as they feared further and more severe attacks from the Germans. It is thought to have been a target partly due to its accessible location and partly due to the importance of its shipyards and engine works to the war effort. The town’s people played an important role in the nearly four years of war that followed.

Hartlepool was a target because of its... important shipyards and engine works 14

pleasant seaside

naval base

farmland

Comprehension Ninja 10–11 © Andrew Jennings, 2020

Reports say that a shard of the shell that hit Private Jones’s chest was found lodged in a prayer book given to him by pupils.

Comprehension Ninja 10–11 © Andrew Jennings, 2020

1 WORLD WAR I: BOMBARDMENT

FIND AND COPY

UNDERLINE OR HIGHLIGHT

These questions are about World War I: Bombardment.

Read the paragraphs below and then follow the instructions.

Look at paragraph one. Find and copy a word that suggests a large amount of the war was fought in Europe. __________________________ Look at paragraph one. Find and copy a word that suggests the land in which the war was fought had turned red with blood. __________________________ Look at paragraph one. Find and copy a word that suggests that the attacks finally persuaded locals to fight in the war. __________________________ Look at paragraph three. Find and copy a word that suggests that the streets were disordered after the attack.

Just after 8:00 am on the morning of 16 December 1914, the coastal shipbuilding town of Hartlepool suffered the first major attack on British soil in World War I. Over the course of forty minutes, more than 1,100 shells rained down on the town, destroying buildings and injuring or killing hundreds. It is thought to have been a target partly due to its accessible location and partly due to the importance of its shipyards and engine works to the war effort. The attacks, which included the use of battle cruisers Seydlitz and Moltke, and the armoured cruiser Blücher, began as people prepared to head to work or school. Survivors of the attack recall chaos on the streets as people attempted to gather their loved ones and flee. Those already at work raced home to find their families before trying to escape to the local countryside and villages. Underline or highlight a word that means something is easy to reach or get into. Underline or highlight a word that means the territory or land of a particular nation.

__________________________ Look at paragraph four. Find and copy a word that suggests that the German ships were more powerful that the Heugh Battery.

Underline or highlight a word that means causing huge amounts of damage. Underline or highlight a word that means disorder and confusion.

__________________________

Underline or highlight a word that means a protective layer of metal.

Look at paragraph five. Find and copy a word that suggests that more than one location was hit during the attack.

Underline or highlight a word that means something was selected as a focus of attack.

__________________________ Look at section called ‘Hartlepool’s victims’. Find and copy a word that refers to a small piece of metal with sharp edges. __________________________ Look at the second to last paragraph. Find and copy a word that suggests that there was a sudden increase in the people joining the war effort. __________________________

Comprehension Ninja 10–11 © Andrew Jennings, 2020

2 DEFORESTATION We lose millions of square kilometres of forest each and every year due to deforestation. This is having a devastating impact on the world’s wildlife populations and also creates a host of other problems across the planet. Is the issue really as serious as experts say it is, though? If so, can we do anything about it? What is deforestation? Deforestation is the destruction of forests by people: it describes humans’ actions of cutting down and clearing trees. Natural occurrences such as hurricanes, landslides and drought also affect forestry, of course, but the term refers specifically to the intentional removal of forest areas by humans. Deforestation occurs for a number of reasons, including for timber and food production, and clearing ground for mining. The market for wood, as either fuel or a building material, is one of its most common motivations. The conditions in tropical rainforests, such as the Amazon in South America, are ideal for growing trees that produce strong timber. These are often felled (chopped down) for use in construction. Another major reason for deforestation is the creation of farmland. As the population of the world continues to grow, more and more natural habitats for animals are destroyed to allow food to be produced for humans. Sometimes the land is used to grow and cultivate crops, but it can also be used to house livestock such as cows and sheep. Livestock farming takes up far more land than growing crops. What problems does deforestation cause? The loss of beautiful natural features may be a sufficient reason to oppose deforestation – but there are other consequences, too. The effects of deforestation have hit the populations of countless animal species. As areas of rainforest are destroyed, many lose their homes. Some may be able to survive by relocating, but they will then face competition for food from the creatures already living there. As creatures are forced closer together, they also invade each other’s territories. Having developed fierce protective instincts, they often then attack one another. This combination of factors has resulted in mass extinctions: it has been estimated that deforestation causes the loss of up to 50,000 species of plants, animals and insects every year.

Comprehension Ninja 10–11 © Andrew Jennings, 2020

Deforestation’s effects also affect humans. Trees absorb the carbon dioxide, which human breathe out, and they produce oxygen. The increase of carbon dioxide results in Earth’s air becoming less suited to human survival. Carbon dioxide is also linked to global warming – the rising of temperatures on Earth – which affects other aspects of the natural world, including temperature and rainfall. Creating a cycle, this in turn affects the further growth of plants. It can also affect soil levels in a rainforest, as tree roots help to prevent soil from being washed away by rainwater. Without the trees, soil is displaced and can block streams and rivers. This can not only cause flooding, but also pollute humans’ drinking water. Why is the Amazon so often mentioned? The Amazon is the world’s largest rainforest and is therefore often at the forefront of discussion about deforestation. Its majority is in Brazil, but it spreads into other countries including Peru, Venezuela, Ecuador and Colombia. The World Wildlife Fund estimates that more than a quarter – 27 per cent – of the Amazon will be without trees by 2030, if deforestation continues at its current rate. This presents a significant issue: the Amazon region is believed to be home to around 10 per cent of all known species on Earth. The existence of many is at risk. What can we do about it? If more is not done to combat deforestation, the areas of world’s forests, including rainforests, will continue to be reduced – if unstopped, this will of course mean that humans could be responsible for destroying all of Earth’s forests. If no forests survive, neither will we. Several major charities and organisations are working hard to fight deforestation and improve global awareness of the problem. Eating sustainable food, and less meat, will reduce the need for so much farmland to be created. Choosing recycled or sustainable wood products, like paper, reduces deforestation for wood supply. There are also specific ingredients of food and cosmetic products that cause more harm than others. Crops grown for palm oil, for example, have been in particularly high demand over recent years. Palm oil is commonly used in the production of some foods, soaps, shampoos and fuel. In areas of Indonesia, deforestation for the growth of oil palms has led directly to a significant decline in the population of orangutans – so you can help by steering clear of products containing palm oil, too.

Comprehension Ninja 10–11 © Andrew Jennings, 2020

2 DEFORESTATION

MATCHING

FILL IN THE GAP Read the sentences and choose the correct word or words to fill the gap. This is having a __________________________ impact on the world’s wildlife populations and also creates a host of other problems across the planet. Carbon dioxide is also linked to global warming – the rising of __________________________ on Earth – which affects other aspects of the natural world, including temperature and rainfall. This combination of factors has resulted in mass __________________________. The conditions in tropical rainforests, such as the Amazon in __________________________, are ideal for growing trees that produce strong timber. Several major charities and organisations are working hard to fight __________________________ and improve global awareness of the problem. Crops grown for __________________________, for example, have been in particularly high demand over recent years. In areas of Indonesia, deforestation for the growth of oil palms has led directly to a significant decline in the population of __________________________. Without the trees, soil is displaced and can block __________________________ and rivers. Palm oil is commonly used in the production of some foods, soaps, __________________________ and fuel. The World Wildlife Fund estimates that more than a quarter – 27 per cent – of the Amazon will be without trees by __________________________, if deforestation continues at its current rate. The __________________________ is the world’s largest rainforest and is therefore often at the forefront of discussion about deforestation. This is having a devastating impact on the world’s __________________________ populations and also creates a host of other problems across the planet. Its majority is in __________________________, but it spreads into other countries including Peru,

Draw a line with a ruler to match the information. also affects forestry

the Amazon

clearing, cutting down trees

South America

world’s largest rainforest

hurricanes, landslides and drought

location of the Amazon

deforestation

ideal conditions for growing trees

creation of farmland

felled

cows and sheep

major reason for deforestation

tropical rainforests

livestock

chopped down

affected by palm oil

Indonesia

palm oil production area

orangutans

raising awareness of problem

fuel

product of palm oil

environmental campaigners

number of species lost every year

10 per cent

percentage of the Amazon that will be without trees by 2030

millions of square kilometres

amount of forest lost each year

50,000

percentage of species that live in the Amazon

27 per cent

tree roots

soil is displaced

trees absorb

oxygen

without trees

carbon dioxide

trees produce

prevent soil from being washed away

Venezuela, Ecuador and Colombia. __________________________ is the destruction of forests by people: it describes humans’ actions of cutting down and clearing trees. As the population of the world continues to grow, more and more natural __________________________ for animals are destroyed to allow food to be produced for humans. We lose millions of square __________________________ of forest each and every year due to deforestation. 20

Comprehension Ninja 10–11 © Andrew Jennings, 2020

2 DEFORESTATION

LABEL

TRUE OR FALSE Read the sentences. Put a tick in the correct box to show which sentences are true and which are false.

Label the definition with the correct word or words. cutting, clearing of trees

A major reason why deforestation occurs is to create farmland.

True

False

Animals are not affected by deforestation.

True

False

Deforestation affects the whole planet.

True

False

The Amazon is located in South America.

True

False

Palm oil trees are helping reduce deforestation.

True

False

Producing wood is one of the most common reasons for deforestation.

True

False

Deforestation destroys the habitats of animals.

True

False

cut down

Nothing can be done to fight deforestation.

True

False

livestock

Felled trees are used to create food, soaps, shampoo and fuel.

True

False

area where orangutans are in decline

Using containing palm oil causes harm.

True

False

prevent soil from being washed away by rainwater

Deforestation on a large scale can affect temperature and rainfall.

True

False

trees absorb this

Rivers and streams flow better with fewer trees in the area.

True

False

one of the most common motivations for deforestation

Some animals could become extinct because of deforestation.

True

False

Amazonian trees are desirable because they produce extremely strong timber.

True

False

Orangutans have benefitted from palm oil trees being grown in Indonesia.

True

False

hurricanes, landslides and drought world’s largest rainforest blocks streams and rivers used to make food, soap and shampoo the intentional removal of forest areas by humans Label the definition with the correct word.

Label the statements with the correct information. strong timber used for creating this is a major reason for deforestation deforestation causes animals to lose majority of the Amazon is found in are fighting hard against deforestation eating this can help fight deforestation 22

Comprehension Ninja 10–11 © Andrew Jennings, 2020

2 DEFORESTATION

MULTIPLE CHOICE

SEQUENCING Look at Deforestation. Number the statements from 1 to 5 to show the order they occur in the text. Look at the first line of each paragraph to help you.

Circle the correct answer for each of the following questions. What is one of the most common reason for deforestation? creating space for houses

the production of wood

to prevent flooding

making candles

We lose millions of square kilometres of forest each and every year due to deforestation.

Why are trees felled? construction

to help animals

to eat

making rivers

factories

businesses

rivers

farming

What else does deforestation have a huge negative impact on? animals

The loss of beautiful natural features may be a sufficient reason to oppose deforestation – but there are other consequences, too. There are also specific ingredients of food and cosmetic products that cause more harm than others.

Deforestation also creates land for...

humans

profits

businesses

Soil in rainforests can be washed away by rainfall. What prevents this from happening? animals on the ground

Deforestation occurs for a number of reasons, including for timber and food production, and clearing ground for mining.

the roots of trees

man-made supports

streams and rivers

By when does the World Wildlife Fund estimate that more than a quarter of the Amazon will be without trees?

Several major charities and organisations are working hard to fight deforestation and improve global awareness of the problem. Look at the ‘What problems does deforestation cause?’ section in Deforestation. Number the statements from 1 to 5 to show the order they occur in the text. This combination of factors has resulted in mass extinctions: it has been estimated that deforestation causes the loss of up to 50,000 species of plants, animals and insects every year. The effects of deforestation have hit the populations of countless animal species. As areas of rainforest are destroyed, many lose their homes. Some may be able to survive by relocating, but they will then face competition for food from the creatures already living there. As creatures are forced closer together, they also invade each other’s territories.

2023

2027

2030

2033 Having developed fierce protective instincts, they often then attack one another.

Which of the following activities can help the fight against deforestation? eating sustainable food

building more homes

creating more farmland

getting a big car

The Amazon is the world’s largest rainforest and is therefore often at the forefront of discussion about deforestation.

How many species are estimated to be lost because of deforestation each year? 5,000

50,000

500

Where is the majority of the Amazon rainforest found? Colombia

Peru

Ecuador

Brazil

Who carries out deforestation? animals

humans

scientists

Look at Deforestation. Number the statements from 1 to 5 to show the order they occur in the text.

rivers

Comprehension Ninja 10–11 © Andrew Jennings, 2020

The conditions in tropical rainforests, such as the Amazon in South America, are ideal for growing trees that produce strong timber. Natural occurrences such as hurricanes, landslides and drought also affect forestry, of course, but the term refers specifically to the intentional removal of forest areas by humans. Eating sustainable food, and less meat, will reduce the need for so much farmland to be created. Some may be able to survive by relocating, but they will then face competition for food from the creatures already living there.

Comprehension Ninja 10–11 © Andrew Jennings, 2020

2 DEFORESTATION

FIND AND COPY

UNDERLINE OR HIGHLIGHT

These questions are about Deforestation.

Read the paragraphs below and then follow the instructions.

Look at paragraph one. Find and copy a word that suggests that deforestation is highly destructive. __________________________ Look at the ‘What is deforestation?’ section. Find and copy a word that suggests that hurricanes and landslides occur without human actions. __________________________ Look at the ‘What is deforestation?’ section. Find and copy a word that suggests a deliberate act by humans.

The loss of beautiful natural features may be a sufficient reason to oppose deforestation – but there are other consequences, too. The effects of deforestation have hit the populations of countless animal species. As areas of rainforest are destroyed, many lose their homes. Some may be able to survive by relocating, but they will then face competition for food from the creatures already living there. As creatures are forced closer together, they also invade each other’s territories. Having developed fierce protective instincts, they often then attack one another. This combination of factors has resulted in mass extinctions: it has been estimated that deforestation causes the loss of up to 50,000 species of plants, animals and insects every year.

__________________________ Underline or highlight a word that means that something is enough for its purpose. Look at the ‘What is deforestation?’ section. Find and copy a word that suggests that the conditions in tropical rainforests are good for trees.

Underline or highlight a word that means an outcome or effect. Underline or highlight a word that means to continue living, even in dangerous times.

__________________________

Underline or highlight a word that means a group of living things. Look at the ‘What problems does deforestation cause?’ section. Find and copy a word that suggests a desire to prevent or stop deforestation.

Underline or highlight a word that means to no longer exist. Underline or highlight a word that means to enter by force.

__________________________ Look at the ‘What can we do about it?’ section. Find and copy a word that suggests humans would be to blame for destroying all of Earth’s forests. __________________________ Look at the paragraph beginning ‘Several major charities... ‘. Find and copy a word that suggests that something comes from a source that can be maintained. __________________________ Look at the final paragraph. Find and copy a word that suggests that the population of orangutans has got smaller. __________________________ 26

Comprehension Ninja 10–11 © Andrew Jennings, 2020

3 CHARLES DARWIN It’s not often that a biologist is described as revolutionary – but Charles Darwin was just that. He transformed our understanding of the natural world and even of our own species. Now, more than a century later, Darwin’s pioneering work is still celebrated and his theories continue to shape our understanding of humans, animals and plants. Charles Robert Darwin was born in 1809 in Shrewsbury, in Shropshire, England. It is said that even as a child he had a fascination with nature. Growing up, he loved to read, particularly books about nature, and enjoyed exploring local wildlife areas to observe and collect plants and animals. When he was a teenager, in 1825 Darwin enrolled to study medicine at the University of Edinburgh, in Scotland. It soon became apparent, however, that medicine was not the career for him. Whilst at university, he witnessed surgery on a child. At the time, surgeries were carried out without antiseptics, which slow down or stop the growth of disease and microorganisms. They were also done while patients were still conscious and without pain relief. Darwin was deeply disturbed by the experience. Soon afterwards, he decided to end his studies and left the university without completing the course. Instead, he went to the worldfamous University of Cambridge, in England, to study theology: the nature of god and religious belief. Darwin’s life and career took a significant turn in 1831. After a recommendation from one of his Cambridge professors, he was offered the chance to work as a naturalist on a five-year voyage aboard HMS Beagle. Darwin accepted the position and soon embarked – also taking the role of companion to the ship’s captain, Robert FitzRoy. The voyage aboard the Beagle took Darwin to remote locations that he had previously rarely even heard described by others. He was amazed by the unusual and fascinating new wildlife he encountered. He took detailed notes and collected plants, animals and fossils to take back to England. In 1836, he returned home from his travels and set about comparing and analysing the different specimens he had found. It was from this work and his discoveries that Darwin devised his most famous – and most controversial – theory. Darwin’s theory of evolution by natural selection attempted to explain the diversity and complexity of life on Earth. It presented the theory that organisms that were best suited to their environments would be more likely to survive and reproduce.

Comprehension Ninja 10–11 © Andrew Jennings, 2020

Their offspring would inherit these characteristics and would pass them on to their own offspring in turn. Over time, these features would become more and more common in a species as it flourished, while creatures that were less well suited would die out. Some of Darwin’s thoughts were based on his observations of finches from the Galápagos Islands, close to Ecuador. Some of the birds had beaks that were suitable for eating seeds, while others were suited to eating insects. Despite all of the birds being descendants of a single ancestor, the different bird species had adapted to eat the variety of foods across the different islands. As Darwin continued to work on his theory, he experimented with pigeons. He used what was known as ‘artificial selection’ to crossbreed birds with particular characteristics, hoping to develop different offspring. Darwin later published his now celebrated and influential book, On the Origin of Species, in 1859. It created some controversy and outrage as it contradicted many religious beliefs at the time. Some members of the Church of England objected strongly that it contradicted the idea of creation by God. Despite this, the book soon became a huge seller. During Darwin’s lifetime, it was translated into German, Danish, Dutch, French, Hungarian, Italian, Polish, Russian, Serbian, Spanish and Swedish. Darwin was also responsible for another theory that provoked much debate and controversy. The biologist claimed that humans had descended from apes – and also used the idea of a ‘tree of life’ to illustrate that all species on Earth had evolved from a common ancestor. An early illustration of his idea appears in a sketch in a notebook from 1837. The branches on the tree show evolutionary relationships between different species. In 1889, Darwin passed away – but his legacy and ideas live on. Some of them have been developed over time by new findings, but they remain key to our understanding of the world and its living things. He is remembered today for his pioneering and revolutionary theories. The Natural History Museum, in London, England, is home to a vast collection of Darwin’s work. Comprehension Ninja 10–11 © Andrew Jennings, 2020

3 CHARLES DARWIN

MATCHING

FILL IN THE GAP Read the sentences and choose the correct word or words to fill the gap. The biologist claimed that humans had __________________________ from apes – and also used the idea of a ‘tree of life’ to illustrate that all species on Earth had evolved from a common ancestor. The __________________________, in London, England, is home to a vast collection of Darwin’s work. In 1836, he returned home from his travels and set about comparing and analysing the different __________________________ he had found. When he was a teenager, in 1825, Darwin enrolled to study __________________________ at the University of Edinburgh, in Scotland. Darwin later published his now celebrated and __________________________ book, On the Origin of Species, in 1859. The branches on the tree show __________________________ relationships between different

Draw a line with a ruler to match the information. 1809

returned home to England

1831

born in Shrewsbury

1825

joined the HMS Beagle

1836

attended University of Edinburgh

did not agree with Darwin’s theories

pigeons

observed

finches

experimented with

Church of England

humans descended from

apes

Darwin’s work can be seen at

translated into many languages

Darwin’s theory

plants, fossils and animals

On the Origin of Species

Natural History Museum

Darwin collected

evolution by natural selection

Darwin studied theology at

University of Edinburgh

significant year for Darwin

1889

Darwin studied medicine at

University of Cambridge

Darwin died

1831

crossbred birds using

many religious beliefs

all species evolved from

artificial selection

Darwin’s theory contradicted

without antiseptics

surgeries were carried out

a common ancestor

species. After a recommendation from one of his Cambridge professors, he was offered the chance to work as a naturalist on a five-year voyage aboard __________________________. He is remembered today for his __________________________ and revolutionary theories. It created some controversy and outrage as it __________________________ many religious beliefs at the time. It’s not often that a biologist is described as __________________________ – but Charles Darwin was just that. Instead, he went to the world-famous __________________________, in England, to study theology: the nature of god and religious belief. He was amazed by the unusual and fascinating new __________________________ he encountered. Darwin’s life and career took a significant turn in __________________________. Charles Robert Darwin was born in 1809 in __________________________, in Shropshire, England. Some of Darwin’s thoughts were based on his observations of finches from the Galápagos__________________________, close to Ecuador. 30

Comprehension Ninja 10–11 © Andrew Jennings, 2020

3 CHARLES DARWIN

LABEL

TRUE OR FALSE Read the sentences. Put a tick in the correct box to show which sentences are true and which are false.

Label the description with the correct event, person or object. five-year voyage onboard

Darwin studied medicine at Cambridge University.

True

False

Darwin had a fascination with nature when growing up.

True

False

Darwin was the naturalist onboard HMS Beagle.

True

False

Darwin returned from his journey on HMS Beagle in 1832.

True

False

On the Origin of Species was well received by members of the church.

True

False

After his work with finches, Darwin crossbred pigeons.

True

False

Darwin passed away in 1889.

True

False

Darwin died

Collections of Darwin’s work can be found in the Natural History Museum, London.

True

False

illustration appears in his notebook

Darwin believed that animals adapted to their environments over time.

True

False

On the Origin of Species published

Darwin believed that animals that could adapt were more likely to survive and reproduce.

True

False

recommended by Cambridge professors

The captain of HMS Beagle was Robert FitzRoy.

True

False

Darwin born

Surgery in those days were carried out without pain relief.

True

False

attended the University of Edinburgh

Darwin didn’t enjoy reading, he just wanted to be outside.

True

False

Darwin only ever wanted to be a doctor.

True

False

Darwin went on to study history at the University of Cambridge.

True

False

the ship’s captain organisation unhappy with Darwin’s theories Darwin loved doing this whilst growing up Darwin experimented with these animals name of Darwin’s book Label the description with the correct date.

Label the event in Darwin’s life with the correct place. Darwin was born Darwin’s work is exhibited here Darwin observed finches here Darwin returned here with fossils and plants Darwin studied theology here Darwin studied medicine here 32

Comprehension Ninja 10–11 © Andrew Jennings, 2020

3 CHARLES DARWIN

MULTIPLE CHOICE

SEQUENCING

Circle the correct answer for each of the following questions.

Look at Charles Darwin. Number the statements from 1 to 5 to show the order they occur in the text. Look at the first line of each paragraph to help you.

Where did Darwin study medicine? University of Glasgow

University of Edinburgh

University of Shrewsbury

University of Aberdeen

How many years did Darwin spend aboard HMS Beagle? 3

Shrewsbury

Edinburgh

Leeds

When was his influential book, On the Origin of Species, published? 1859

1895

1855

1899

When did Darwin enrol at the University of Edinburgh? 1852

1825

1831

1813

herons

finches

crows

When he returned home, his new theory was seen as... unusual

brilliant

hearsay

controversial

companion to the ship’s captain

engineer

captain

play in the fields

skim stones on the river

go hunting with his father

animals

At the time, surgeries were carried out without antiseptics, which slow down or stop the growth of disease and microorganisms. Instead, he went to the world-famous University of Cambridge, in England, to study theology: the nature of god and religious belief.

Darwin was deeply disturbed by the experience.

Look at Charles Darwin. Number the statements from 1 to 5 to show the order they occur in the text. Darwin accepted the position and soon embarked – also taking the role of companion to the ship’s captain, Robert FitzRoy.

The biologist claimed that humans had descended from apes – and also used the idea of a ‘tree of life’ to illustrate that all species on Earth had evolved from a common ancestor. He transformed our understanding of the natural world, and even of our own species.

What did Darwin study at the University of Cambridge? science

Look at paragraph three in Charles Darwin. Number the statements from 1 to 5 to show the order they occur in the text.

It presented the theory that organisms that were best suited to their environments would be more likely to survive and reproduce.

As a child, what did Darwin love to do? explore local wildlife

Charles Robert Darwin was born in 1809 in Shrewsbury, in Shropshire, England.

Whilst at university, he witnessed surgery on a child.

What was Darwin’s role aboard HMS Beagle? first mate

Some of Darwin’s thoughts were based on his observations of finches from the Galápagos Islands close to Ecuador.

It soon became apparent, however, that medicine was not the career for him.

Which particular bird were Darwin’s observations based upon? gulls

The voyage aboard the Beagle took Darwin to remote locations that he had previously rarely even heard described by others.

Darwin was also responsible for another theory that provoked much debate and controversy.

Where was Darwin born? Cambridge

When he was a teenager, in 1825 Darwin enrolled to study medicine at the University of Edinburgh, in Scotland.

theology

physics

Comprehension Ninja 10–11 © Andrew Jennings, 2020

Growing up, he loved to read, particularly books about nature, and enjoyed exploring local wildlife areas to observe and collect plants and animals.

Comprehension Ninja 10–11 © Andrew Jennings, 2020

3 CHARLES DARWIN

FIND AND COPY

UNDERLINE OR HIGHLIGHT

These questions are about Charles Darwin.

Read the paragraphs below and then follow the instructions.

Look at paragraph one. Find and copy a word that suggests that Darwin caused drastic changes to people’s understanding of the natural world. __________________________ Look at paragraph two. Find and copy a word that suggests that Darwin was attracted to nature. __________________________ Look at paragraph two. Find and copy a word that suggests that Darwin gathered items as he found or discovered them. __________________________

When he was a teenager, in 1825 Darwin enrolled to study medicine at the University of Edinburgh, in Scotland. It soon became apparent, however, that medicine was not the career for him. Whilst at university, he witnessed surgery on a child. At the time, surgeries were carried out without antiseptics, which slow down or stop the growth of disease and microorganisms. They were also done while patients were still conscious and without pain relief. Darwin was deeply disturbed by the experience. Soon afterwards, he decided to end his studies and left the university without completing the course. Instead, he went to the world-famous University of Cambridge, in England, to study theology: the nature of god and religious belief. Underline or highlight a word that means to sign up for a course to learn and study.

Look at the paragraph beginning ‘Darwin’s life and career... ‘. Find and copy a word that suggests his professors at Cambridge thought he would be good for the HMS Beagle journey.

Underline or highlight a word that means to be very upset by something. Underline or highlight a word that means to see an event happen.

__________________________

Underline or highlight a word that means to be known around the world.

Look at the paragraph beginning ‘The voyage aboard... ‘. Find and copy a word that suggests that Darwin collected animals that had been dead for millions of years.

Underline or highlight a word that means the study of god and religion. Underline or highlight a word that means to finish.

__________________________ Look at the paragraph beginning ‘The voyage aboard... ‘. Find and copy a word that suggests that the Beagle went to places that were far away. __________________________ Look at the paragraph beginning ‘The voyage aboard... ‘. Find and copy a word that suggests that not everyone agreed with Darwin’s theories. __________________________ Look at the paragraph beginning ‘As Darwin continued to work... ‘. Find and copy a word that suggests the outcomes of the breeding was controlled by humans, not nature. __________________________ 36

Comprehension Ninja 10–11 © Andrew Jennings, 2020

4 THE D-DAY LANDINGS On 6 June 1944, a military force of thousands descended on France, in a desperate and determined attempt to stop Adolf Hitler and his Nazi troops from winning World War II. The dictator and his army had already invaded and taken over huge areas of Europe. The Normandy landings, later called the ‘D-Day’ landings, were a pivotal event in World War II and began a sustained attack that lasted for a total of 11 months. The operation, which was codenamed Overlord, involved a huge amount of planning and deception. It undoubtedly had a major impact on the outcome of the war. Why was the day of the landings called ‘D-Day’? Strangely, the ‘D’ in ‘D-Day’ just standards for ‘Day’. In this campaign, the army referred to the date of attack as ‘D-Day’ and the time of attack as ‘H-Hour’, simply to prevent the actual details of the plan from falling into enemy hands. They referred to the days and hours around D-Day and H-Hour using pluses and minuses: for example, the day after D-Day was ‘D+1’, and three hours before the attack was ‘H–3’. How did the landings start? The D-Day landings were carried out five years after World War II began. The Nazi army had assembled on the Normandy coastline, in northern France, but would soon encounter the Allied forces of Britain, America and Canada. The initial wave of attacks on the Nazi forces involved planes and warships targeting their positions along the French coastline, in a bid to damage their defences and make it easier for troops to arrive by sea. At the same time, paratroopers descended from planes behind enemy lines. Their aim was to destroy key targets and capture bridges and roads, in order to support the entry of troops from the sea and prevent the Nazi forces from being able to move around easily. During this time, it is thought that dummies were dropped from planes in an effort to confuse the Nazis and create panic amongst their troops. Early on the morning of 6 June, at around 6.30 am, Allied troops began to land along an 80 kilometre stretch of beach bordering Normandy in northern France. It is thought that a total of 156,000 troops had arrived in Normandy by the end of D-Day and that nearly 7,000 vessels were involved in the mission. 38

Comprehension Ninja 10–11 © Andrew Jennings, 2020

What happened during the battle? The D-Day fighting took place mainly on five beaches in Normandy which were codenamed Juno, Gold, Omaha, Sword and Utah. The number of soldiers injured and killed varied from beach to beach. The heaviest fighting occurred on Omaha beach, on which American troops landed. In the ferocious fighting, many of the American soldiers lost their lives – but eventually the beach was taken. By the end of the day, the Allies had secured a foothold along the coast and were able to advance further into France. In total, it is thought that the Allied forces suffered around 10,000 casualties that day, including both the injured and the killed. In the months that led up to the invasion, thousands of aircrew also lost their lives in missions linked to the operation. Although exact numbers are not known, it is believed that between 4,000 and 9,000 Nazi soldiers were killed in the fighting on 6 June. What happened after D-Day? Following the initial invasion, the first wave of troops pressed further inland, allowing more and more Allied troops to arrive in France. The determined attack saw many of the Nazi soldiers being captured or forced to retreat by the Allied troops. By the end of August 1944 – less than three months after the D-Day operation – the Nazis were retreating out of France. The war did not end immediately, but the D-Day operation had a significant impact on the Nazi forces’ through Europe. The war finally ended in Europe when the Nazi forces surrendered on 7th May 1945. How is D-Day remembered? Since 2007, the annual Normandy D-Day Festival has commemorated the arrival of the Allied forces and remembered the soldiers who died during the attack. Parachute landings, musical firework displays, picnics, parades and concerts all take place as part of the festival. Significant world leaders, including Barack Obama and Queen Elizabeth II of England, have attended ceremonies paying tribute to the fallen soldiers. They commemorate those from across the world who bravely fought and sacrificed their lives trying to bring World War II to an end and to re-establish peace across Europe.

Comprehension Ninja 10–11 © Andrew Jennings, 2020

4 THE D-DAY LANDINGS

MATCHING

FILL IN THE GAP Read the sentences and choose the correct word or words to fill the gap. Early on the morning of 6 June at around 6.30 am, Allied troops began to land along an 80 kilometre stretch of beach bordering __________________________ in northern France. The war finally ended in Europe when the Nazi forces surrendered on __________________________ 1945. By the end of August 1944 – less than three months after the D-Day operation – the Nazis were retreating out of __________________________.

Draw a line with a ruler to match the information. paratroopers

D-Day operation codename

American troops

attended tributes

Overlord

landed on Omaha beach

Barack Obama

landed behind enemy lines

10,000

casualties

nearly 7,000

Omaha beach

five

vessels

heaviest fighting

beaches

Nazi surrender

around 6.30 am

D-Day

6 June 1944

D-Day invasion began

7 May 1945

Normandy commemorations

since 2007

code for the day after D-Day

Juno, Gold, Omaha, Sword and Utah

length of beach bordering Normandy

H–3

code for three hours before the attack

D+1

five beaches in Normandy

80 kilometres

the ‘D’ stands for

on the Normandy coastline

Allied forces

dummies

dropped from planes

day

Nazi army assembled

Britain, America and Canada

At the same time, __________________________ descended from planes behind enemy lines. The operation, which was codenamed __________________________, involved a huge amount of planning and deception. It undoubtedly had a major impact on the outcome of the war. The determined attack saw many of the Nazi soldiers being __________________________ or forced to retreat by the Allied troops. The Normandy landings, later called the __________________________, were a pivotal event in World War II and began a sustained attack that lasted for a total of 11 months. In total, it is thought that the Allied forces suffered around __________________________ that day, including both the injured and the killed. During this time, it is thought that __________________________ were dropped from planes in an effort to confuse the Nazis and create panic amongst their troops. The Nazi army had assembled on the Normandy coastline, in northern France, but would soon encounter the Allied forces of Britain, America and __________________________. On 6th June 1944, a military force of thousands descended on France, in a desperate and determined attempt to stop __________________________ and his Nazi troops from winning World War II. The initial wave of attacks on the Nazi forces involved planes and warships targeting their positions along the French __________________________, in a bid to damage their defences and make it easier for troops to arrive by sea. The D-Day fighting took place mainly on five beaches in Normandy, which were codenamed __________________________, Gold, Omaha, Sword and Utah. The dictator and his army had already invaded and taken over huge areas of __________________________. Although exact numbers are not known, it is believed that between 4,000 and 9,000 Nazi soldiers were killed in the fighting on __________________________.

Comprehension Ninja 10–11 © Andrew Jennings, 2020

LABEL

TRUE OR FALSE Read the sentences. Put a tick in the correct box to show which sentences are true and which are false.

Label the information with the correct date, time or number. the time that D-Day began

The D-Day fight took place over four main beaches in Normandy.

True

False

British troops landed on Omaha beach.

True

False

By the end of D-Day, the Allies had a foothold along the coast.

True

False

D-Day is remembered by a festival held in Normandy.

True

False

D-Day had a significant impact on the outcome of the war.

True

False

Barack Obama and Queen Elizabeth II of England have previously attended ceremonies paying tribute.

True

False

Adolf Hitler was the leader of Nazi Germany.

True

False

the five beaches of Normandy

Attacks from planes and warships followed after the landing of troops.

True

False

D-Day operation codename

700 vessels were involved in the Normandy landings.

True

False

military force of thousands descended on

Normandy is found in northern France.

True

False

pivotal event in World War II

Paratroopers targeted bridges and roads.

True

False

Nazi army assembled on

Dummies were dropped to confuse and scare the Nazi soldiers.

True

False

heaviest fighting occurred on

Up to 9,000 German soldiers were killed in the fighting of 6 June.

True

False

After D-Day, Allied troops progressed further into France.

True

False

The war finally ended when the Nazis surrendered on 7 May 1945.

True

False

length of the beach of Normandy number of German troops killed date the Nazis surrendered number of beaches involved D-Day date Label the information with the correct place or name.

Label the information with the correct name or number. codename for three hours before the attack Britain, America and Canada world leaders who have paid tribute Allied casualties on D-Day Nazi dictator number of troops that arrived in Normandy 42

Comprehension Ninja 10–11 © Andrew Jennings, 2020

4 THE D-DAY LANDINGS

MULTIPLE CHOICE

SEQUENCING

Circle the correct answer for each of the following questions.

Look at The D-Day landings. Number the statements from 1 to 5 to show the order they occur in the text. Look at the first line of each paragraph to help you.

How many years after World War II began did the D-Day landings take place? two

three

four

five

Following the initial invasion, the first wave of troops pressed further inland, allowing more and more Allied troops to arrive in France.

Who were the Allied military trying to stop on D-Day? British troops

French troops

Nazi troops

Russian troops

Dunkirk

Deadly

Day

What was the codename for the D-Day operation? Overlord

Landing Force

Beach Control

Operation Protect

6 June

7 June

8 June

peace

British rule

military control

What was used in the initial wave of attacks? planes and warships

trenches

soldiers

surface-to-air missiles

165,000

Look at The D-Day landings. Number the statements from 1 to 5 to show the order they occur in the text. dummies

supplies

156,500

Gold

Omaha

In the ferocious fighting, many of the American soldiers lost their lives – but eventually the beach was taken. The Normandy landings, later called the ‘D-Day’ landings, were a pivotal event in World War II and began a sustained attack that lasted for a total of 11 months.

154,000

Which beach invasion suffered the heaviest fighting? Juno

Strangely, the ‘D’ in ‘D-Day’ just standards for ‘Day’.

horses

How many troops are thought to have arrived by the end of D-Day? 156,000

In this campaign, the army referred to the date of attack as ‘D-Day’ and the time of attack as ‘H-Hour’ simply to prevent the actual details of the plan from falling into enemy hands.

The dictator and his army had already invaded and taken over huge areas of Europe.

What were dropped from planes to confuse the Nazis? bombs

Look at the first three paragraphs in The D-Day landings. Number the statements from 1 to 5 to show the order they occur in the text.

The Normandy landings, later called the ‘D-Day’ landings, were a pivotal event in World War II and began a sustained attack that lasted for a total of 11 months.

The end of World War II re-established what across Europe? political control

The initial wave of attacks on the Nazi forces involved planes and warships targeting their positions along the French coastline, in a bid to damage their defences and make it easier for troops to arrive by sea.

On 6 June 1944, a military force of thousands descended on France, in a desperate and determined attempt to stop Adolf Hitler and his Nazi troops from winning World War II.

On which day did the Normandy landings begin? 5 June

Since 2007, the annual Normandy D-Day Festival has commemorated the triumphal arrival of the liberators and remembered the soldiers who died during the attack. The D-Day fighting took place mainly on five beaches in Normandy: Juno, Gold, Omaha, Sword and Utah.

What does the ‘D’ in ‘D-Day’ stand for? Death

The D-Day landings were carried out five years after World War II began.

Utah

Comprehension Ninja 10–11 © Andrew Jennings, 2020

The Nazi army had assembled on the Normandy coastline, in northern France, but would soon encounter the Allied forces of Britain, America and Canada. By the end of August 1944 – less than three months after the D-Day operation – the Nazis were retreating out of France. It is thought that a total of 156,000 troops had arrived in Normandy by the end of D-Day and that nearly 7,000 vessels were involved in the mission. Comprehension Ninja 10–11 © Andrew Jennings, 2020

4 THE D-DAY LANDINGS

FIND AND COPY

UNDERLINE OR HIGHLIGHT

These questions are about The D-Day landings.

Read the paragraphs below and then follow the instructions.

Look at paragraph one. Find and copy a word that suggests that a large number of troops arrived in France. __________________________ Look at paragraph two. Find and copy a word that suggests that the outcome of the war changed because of the D-Day landings. __________________________ Look at the ‘How did the landings start?’ section. Find and copy a word that suggests that the Nazi army had gathered together on the coastline of Normandy. __________________________ Look at the ‘How did the landings start?’ section. Find and copy a word that suggests that British troops were trying to keep the Germans from moving around.

The D-Day fighting took place mainly on five beaches in Normandy: Juno, Gold, Omaha, Sword and Utah. The number of soldiers injured and killed varied from beach to beach. The heaviest fighting occurred on Omaha beach, on which American troops had landed. In the ferocious fighting, many of the American soldiers lost their lives – but eventually the beach was taken. By the end of the day, the Allies had secured a foothold along the coast and were able to advance further into France. In total, it is thought that the Allied forces suffered around 10,000 casualties that day, including both the injured and the killed. In the months that led up to the invasion, thousands of aircrew also lost their lives in missions linked to the operation. Although exact numbers are not known, it is believed that between 4,000 and 9,000 Nazi soldiers were killed in the fighting on 6 June. Underline or highlight a word that means savage or violent. Underline or highlight a word that means to go forward.

__________________________ Look at the ‘What happened during the battle?’ section. Find and copy a word that suggests that the battle and fighting was intense and lots of people died.

Underline or highlight a word that means persons injured or killed in war. Underline or highlight a word that means precise or specific. Underline or highlight a word that means finally or after a while.

__________________________ Look at the ‘What happened after D-Day?’ section. Find and copy a word that suggests that the Allied forces forcefully moved forward into France. __________________________ Look at the paragraph beginning ‘The war did not end’. Find and copy a word that suggests that the Nazi army had finally given up the fight. __________________________ Look at the final paragraph. Find and copy a word that suggests that soldiers died to protect their families and stop the war. __________________________ 46

Comprehension Ninja 10–11 © Andrew Jennings, 2020

5 ANTI-BULLYING Bullying is an issue that’s often discussed at school, but it’s important to keep re-assessing what it means. As we get older and experience new situations, bullying can change form. It is vital that we continue to recognise it and continue to stand against it. What is bullying? Bullying is the action of being intentionally and repeatedly cruel or violent towards others. It could be physical, using violence towards someone’s body, or verbal, using threats or insults. Bullies can also attack using others, by spreading rumours or causing humiliation. This may be done online, as cyber-bullying. There, bullies may hide their real name, and believe that they can write and say things that they would not dare to in ‘real life’, without the risk of getting caught. Bullying can also be far subtler than we expect. Emotional bullying is done by people with close emotional connections to their victims. They are in a position to manipulate the victim’s feelings, perhaps by making the victim feel guilty or worthless, or by threatening to withdraw their affection. Bullying can also be done by people in accepted positions of power – for example someone’s boss at work, or even a teacher or caregiver. These bullies use their power to intimidate and exploit people who have to obey them. They may single out certain people, or bully everyone who works under them. Why do people bully others? Bullies may say they are picking on someone for any reason. They may say the person they bully is weak, odd or stupid, using any differences as an excuse. However, this is never the true reason behind their actions. Bullies may enjoy their own power. They may use bullying to make themselves feel or seem stronger, perhaps because they’re jealous or insecure. Family issues, stress and trauma may also cause bullying behaviour. It is possible that bullies have witnessed similar aggressive behaviour at home, or earlier in their lives. Surveys suggest that people who have been bullied are much more likely to become bullies themselves. Whatever the reason for bullying is it is always wrong. Bullies can be helped, rather than only punished.

What anti-bullying measures are in place? Schools have a duty to prevent and deal with bullying. By law, every state school must have a policy in place to achieve this. The policy should be shared among pupils, parents and teachers. Students should feel comfortable reporting bullying and should know how to do it. Teachers should feel comfortable judging how best to deal with each case on an individual basis. Many social media companies too now encourage users to report incidents of abuse and bullying online. These are rarely assessed case by case though and automatic action may be taken without requests for explanation. What are the consequences of bullying? Both bullies and their victims may develop long-term problems as a result of bullying. It can seriously affect both physical and mental health. Like many mental health problems, the effects of bullying can creep up on people. They can have significant effects before people realise it. Victims often start questioning themselves and feel increasingly insecure. They may even feel self-loathing and feel unable to live with the shame they have been forced to feel. They almost always feel isolated. This can result in self-harm and even suicide. How can we step in to stop bullying? Victims’ fear for their safety and wellbeing, and often their critically reduced self-confidence may mean they feel unable to speak out. If you are being bullied, or you know someone who is, be brave. You do have the power to help yourself and others. If you know someone is being bullied, doing nothing is never the right thing to do – standing by when someone is bullied is a way of helping the bully. Talk to the victim and try to make them feel safe. Include them in your activities and assure them that the bully isn’t right. Give them the support they need to report the problem. In all cases of bullying, you should report what has happened. Victims need to find a way to tell a friend or family member and ask for understanding and support. Friends can help to prevent bullying simply with their presence: bullies are less likely to attack in front of witnesses. Try to show strength: bullies feed on weakness. Support will also make it far easier for a victim to approach an authority figure. If this adult does not seem to be taking action, tell another.

Comprehension Ninja 10–11 © Andrew Jennings, 2020

5 ANTI-BULLYING

MATCHING

FILL IN THE GAP Read the sentences and choose the correct word or words to fill the gap. Victims’ fear for their safety and wellbeing, and often their critically reduced

Draw a line with a ruler to match the information. definition of bullying

online

verbal bullying

long-term problems

bullying can cause

being repeatedly cruel to someone

cyber-bullying happens

using insults

may also cause bullying behaviour

humiliation

By law, every state school must have a __________________________ in place to achieve this.

form of bullying

helped

Victims often start __________________________ themselves and feel increasingly insecure.

bullies can be

become bullies

people who have been bullied may

family issues, stress and trauma

bullies may enjoy

an anti-bullying policy

bullying is

their power

form of bullying

repetitive and intentional

every state school must have

threats

it is vital to

hide their real names

Bullies can also attack using others, by spreading rumours or causing __________________________.

bullying can be

stand against bullying

They may even feel __________________________ and feel unable to live with the shame they have

form of bullying

being violent

online bullies may

subtle

emotional bullying

at work

victims may feel

close emotional connections to their victims

bullies in positions of power

guilty or worthless

bullies may call victims

weak, odd or stupid

__________________________ may mean they feel unable to speak out. Talk to the victim and try to make them feel __________________________. This may be done __________________________, as cyber-bullying. Many __________________________ companies too now encourage users to report incidents of abuse and bullying online.

It can seriously affect both __________________________ and mental health. If this __________________________ does not seem to be taking action, tell another. Students should feel __________________________ reporting bullying and should know how to do it. Both bullies and their victims may develop __________________________ problems as a result of bullying. Friends can help to prevent bullying simply with their __________________________: bullies are less likely to attack in front of witnesses.

been forced to feel. As we get __________________________ and experience new situations, bullying can change form. Like many __________________________ problems, the effects of bullying can creep up on people.

Comprehension Ninja 10–11 © Andrew Jennings, 2020

5 ANTI-BULLYING

LABEL

TRUE OR FALSE

Label the description with the correct type of bullying: physical, verbal, emotional or cyber. making the victim feel guilty

Read the sentences. Put a tick in the correct box to show which sentences are true and which are false. If someone feels they are being bullied, they should tell an authority figure.

True

False

Bullying is physical only.

True

False

Some people become bullies because they enjoy the power.

True

False

State schools are required by law to have an anti-bullying policy.

True

False

Intimidation, humiliation and threats are also considered as bullying.

True

False

Bullies may have been bullied themselves in the past.

True

False

Victims of bullying may feel unable to speak out.

True

False

repeatedly tripping someone over

School anti-bullying policies are shared with teachers only.

True

False

manipulating someone’s feelings

Saying hurtful things online is considered bullying.

True

False

making someone feel worthless

Standing by when someone is bullied is a way of helping the bully.

True

False

sending a nasty message on social media

Emotional abuse is a form of bullying.

True

False

insulting someone

Schools have a duty to prevent and deal with bullying.

True

False

scratching someone

Social media is secure and bullying cannot happen there.

True

False

Victims of bullying are normally confident enough to ask for help.

True

False

punching someone making threats spreading rumours threatening to withdraw affection writing nasty things online Label the description with the correct type of bullying: physical, verbal, emotional or cyber.

Label the description with the correct person, place or organisation. required to have an anti-bullying policy a person being bullied people being bullied should tell now allow users to report abuse bullying is often discussed here

Comprehension Ninja 10–11 © Andrew Jennings, 2020

5 ANTI-BULLYING

MULTIPLE CHOICE

SEQUENCING

Circle the correct answer for each of the following questions.

Look at Anti-bullying. Number the statements from 1 to 5 to show the order they occur in the text. Look at the first line of each paragraph to help you.

Which of the following best describes bullying? repetitive and intentional hurting

accidentally nudging someone

calling someone a name

being a kind person

Bullies may say they are picking on someone for any reason.

Bullying can affect people’s... social media profile

diet

appearance

mental health

not getting involved

laughing at them

telling an authority figure

What might a bully give as an excuse for bullying someone? the victim is weak, odd or stupid

the victim is kind

the victim is their friend

the victim is a boy

What must schools have in place by law to prevent bullying? a guard dog

teachers on duty

a lunchtime club

an anti-bullying policy

no one

a friend or family member

their dog

How can you step in to stop bullying? talk to the victim

run away

in schools

shout at the bully

do nothing

at lunch time

in businesses

skin problems

self-harm and suicide

financial problems

teachers

Surveys suggest that people who have been bullied are much more likely to become bullies themselves.

Family issues, stress and trauma may also cause bullying behaviour.

Look at Anti-bullying. Number the statements from 1 to 5 to show the order they occur in the text. As we get older and experience new situations, bullying can change form.

Teachers should feel comfortable judging how best to deal with each case on an individual basis. Bullies can also attack using others, by spreading rumours or causing humiliation.

Who may develop long-term problems as a result of bullying? no one

It is possible that bullies have witnessed similar aggressive behaviour at home, or earlier in their lives.

Victims need to find a way to tell a friend or family member and ask for understanding and support.

If it is not addressed, what can bullying can result in? nothing

Look at the ‘Why do people bully others?’ section in Anti-bullying. Number the statements from 1 to 5 to show the order they occur in the text.

Bullies may say they are picking on someone for any reason.

Where does bullying often get discussed? in the car

In all cases of bullying, you should report what has happened.

Bullies may enjoy their own power.

Who should victims tell about bullying? the bully

This may be done online, as ‘cyber-bullying’. Victims often start questioning themselves and feel increasingly insecure.

What behaviour might help bullies continue to bully someone? name calling

Bullying is the action of being repeatedly cruel or violent towards others intentionally.

bullies and victims

friends

Comprehension Ninja 10–11 © Andrew Jennings, 2020

Support will also make it far easier for a victim to approach an authority figure.

Comprehension Ninja 10–11 © Andrew Jennings, 2020

5 ANTI-BULLYING

FIND AND COPY

UNDERLINE OR HIGHLIGHT

These questions are about Anti-bullying.

Read the paragraphs below and then follow the instructions.

Look at paragraph two. Find and copy a word that suggests that bullies do their bullying on purpose. __________________________ Look at paragraph four. Find and copy a word that suggests that victims may feel like they have no value. __________________________ Look at the ‘Why do people bully others?’ section. Find and copy a word that suggests that bullies lack confidence themselves. __________________________ Look at the ‘What anti-bullying measures are in place?’ section. Find and copy a word that suggests that schools have a moral or legal responsibility to deal with bullying. __________________________ Look at paragraph two of the ‘Why do people bully others?’ section. Find and copy a word that suggests that the behaviour a bully may witness may be very hostile.

Bullying is the action of being repeatedly cruel or violent towards others intentionally. It could be physical, using violence towards someone’s body, or verbal, using threats or insults. Bullies can also attack using others, by spreading rumours or causing humiliation. This may be done online, as ‘cyber-bullying’. There, bullies may hide their real names and believe that they can write and say things that they would not dare to in ‘real life’ without the risk of getting caught. Bullying can also be far subtler than we expect. Emotional bullying is done by people with close emotional connections to their victims. They are in a position to manipulate the victim’s feelings, perhaps by making the victim feel guilty or worthless, or by threatening to withdraw their affection. Bullying can also be done by people in accepted positions of power – for example someone’s boss at work, or even a teacher or caregiver. These bullies use their power to intimidate and exploit people who have to obey them. They may single out certain people, or bully everyone who works under them. Underline or highlight a word that means to to take away. Underline or highlight a word that means it is done deliberately.

__________________________

Underline or highlight a word that means to be spoken in words.

Look at the final paragraph of the ‘What is bullying?’ section. Find and copy a word that suggests that bullies treat victims unfairly or take advantage of them.

Underline or highlight a word that means to suffer extreme embarrassment. Underline or highlight a word that means the person who is suffering from bullying.

__________________________

Underline or highlight a word that means to frighten or pressure someone.

Look at the ‘What anti-bullying measures are in place?’ section. Find and copy a word that suggests that students should feel at ease when reporting bullying. __________________________ Look at the ‘What anti-bullying measures are in place?’ section. Find and copy a word that suggests that teachers should look at each case of bullying on its own. __________________________ 56

Comprehension Ninja 10–11 © Andrew Jennings, 2020

6 THE BATTLE OF HASTINGS The Battle of Hastings is one of the most famous and bloody battles in British history. On the morning of 14 October 1066, two armies prepared to fight for the throne of England. Nearly a thousand years later, the impact of that battle is still felt. The build-up When Edward the Confessor, the Anglo-Saxon King of England, died in 1066, he left no clear heir to his throne. Three contenders for the crown emerged: Harold Godwinson, Earl of Essex; Harald Hardrada, king of Norway; and William, Duke of Normandy in France. When Harold Godwinson was named king, he expected some opposition. Predicting an invasion from France, he gathered his troops in the south of England, poised for the attack. News soon arrived, however, that Harald Hardrada and his Viking army were on their way to the north of England. The troops quickly relocated and took the Vikings by surprise. Harold’s quick response meant that the Vikings were defeated at the Battle of Stamford Bridge, near York, where Harald Hardrada was killed. As Harold Godwinson’s army was recovering from the battle, news arrived that William and his troops had arrived in the south of England. It was as Harold had originally expected – but his army was no longer ready. Nevertheless, the troops hurried south to meet the Norman invaders. The battle William’s huge fleet of around 700 ships had arrived landed at Pevensey Bay, in Sussex, on 29 September 1066. They raided the local areas and set about readying themselves for battle. Harold and his forces were back in London only by 12 October. Harold gathered what extra support he could and then proceeded towards Hastings. When the two sides met at Senlac Hill on 14 October, Harold’s troops were still exhausted. They were unmotivated and poorly paid. William’s troops, however, were well prepared. Some debate surrounds the size of the two armies. It is thought that each side had between 5,000 and 7,000 men, although both may have been bigger. William’s troops were thought to have not only included Normans but also men from Brittany, Aquitaine and Maine, whom he had persuaded to support his invasion – in large part because he had received the Pope’s blessing for his actions.

The forces steadied themselves for the confrontation. Harold’s troops gathered at the top of the hill, forming a wall of shields. The Normans on foot fired arrows, while others on horseback charged up the hill. A rumour soon spread amongst the Normans that William had been killed, causing unrest and panic. William, however, is said to have removed his helmet and declared, ‘Look at me! I’m alive and with the aid of God I shall gain the victory!’ This rejuvenated his troops’ spirits immediately. It is also believed that the battle took a significant turn when the Normans pretended to run away. When they were chased, they turned and attacked – forcing Harold’s army to lose the advantage of controlling the hill. Harold’s troops put up a brave fight against the Normans. The king, however, was killed in the battle, alongside his two brothers. Legend has it that he was wounded by an arrow in the eye and then was charged down. In total, around 10,000 men died in the battle. Our understanding of the fighting, now commonly known as the Battle of Hastings, is much clearer than other events of the time. The Bayeux Tapestry, made soon afterwards, depicts the story of events from 1064 to the end of the battle. The chronicles and memoirs of the well-connected William of Poitiers, a Norman soldier, also provide us with vital information. However, it is important to remember that all of these surviving records were created from a Norman viewpoint. As is often the case, history was written by the victors. The repercussions Following the bloody battle, on Christmas Day 1066 William was crowned King of England at Westminster Abbey. The coronation marked the end of Anglo-Saxon rule and heralded a new period in British history. Gradually, the Norman influence transformed England and its language, law, customs and even architecture. William had Harold buried next to the battlefield with a headstone reading ‘Here lies Harold, King of the English’, and built Battle Abbey on the site as an act of respectful penance. However, years later, Normans forgot William’s humbleness. They destroyed the headstone and dug up Harold. His body now rests at Waltham Abbey, near London. William is now often referred to as William the Conqueror – a just title.

Comprehension Ninja 10–11 © Andrew Jennings, 2020

6 THE BATTLE OF HASTINGS

MATCHING

FILL IN THE GAP Read the sentences and choose the correct word or words to fill the gap. On the morning of 14 October 1066, two armies prepared to fight for the __________________________ of England. William’s huge fleet of around __________________________ had arrived landed at Pevensey Bay, in Sussex, on 29 September 1066. The troops quickly __________________________ and took the Vikings by surprise. The __________________________, made soon afterwards, tells in pictures the story of events from 1064 to the end of the battle. Harold’s troops gathered at the top of the hill, forming a __________________________. A rumour soon spread amongst the __________________________ that William had been killed, causing unrest and panic. It is thought that each side had between 5,000 and 7,000 men, although both may have been __________________________. Following the bloody battle, on Christmas Day 1066 William was crowned King of England at __________________________. William is now often referred to as William the __________________________ – a just title. When __________________________ was named king, he expected some opposition. When the two sides met at Senlac Hill on __________________________, Harold’s troops were still exhausted. They were unmotivated and __________________________. William’s troops, however, were well prepared. Harold’s quick response meant that the Vikings were defeated at the __________________________, near York, where Harald Hardrada was killed. The __________________________ and memoirs of the well-connected William of Poitiers, a Norman soldier, also provide us with vital information.

Draw a line with a ruler to match the information. the battle began

fired arrows

Harold’s troops

alongside his two brothers

the king was killed

in the morning

the Normans on foot

put up a brave fight

predicted an invasion from France

at Westminster Abbey

legend says Harold died by

unmotivated and poorly paid

William was crowned King of England

an arrow lodged in his eye

Harold’s troops were

Harold Godwinson

William’s huge fleet

Battle of Stamford Bridge

supported invasion of England

Battle of Hastings began

Vikings were defeated

700 ships

14 October 1066

men from Brittany, Aquitaine and Maine

depicts the Battle of Hastings

left no heir to his throne

the two sides met at

famous and bloody battle

Edward the Confessor

the Bayeux Tapestry

the Battle of Hastings

Senlac Hill

Harald Hardrada

landed in Pevensey Bay, Sussex

Duke of Normandy

had a Viking army

killed at the Battle of Stamford Bridge

William

William’s fleet

Harald Hardrada

The Normans on foot __________________________, while others on horseback charged up the hill. 60

Comprehension Ninja 10–11 © Andrew Jennings, 2020

6 THE BATTLE OF HASTINGS

LABEL

TRUE OR FALSE Read the sentences. Put a tick in the correct box to show which sentences are true and which are false.

Label the event, person or object with the correct date or number. Edward the Confessor died

Edward the Confessor was King of France.

True

False

William’s huge fleet of ships landed at Stamford Bridge.

True

False

The Battle of Hastings began on 14 October 1066.

True

False

The Normans raided local areas.

True

False

Legend has it that Harold was wounded by an arrow in the knee.

True

False

The Normans charged on horseback.

True

False

Harald Hardrada was defeated by Harold Godwinson.

True

False

sailed from Normandy

Edward the Confessor left the throne to his son.

True

False

killed by an arrow in the eye

The Bayeux Tapestry tells the story of the Battle of Hastings.

True

False

declared ‘Look at me, I’m alive’

Harold’s body can be found at Westminster Abbey.

True

False

killed at Stamford Bridge

The Duke of Normandy was William the Conqueror.

True

False

his chronicles and memoirs contain vital information about the battle

William was crowned king on Christmas Day.

True

False

the Duke of Normandy often referred to as

William of Poitiers’ memoirs tell the story of the Battle of Hastings.

True

False

2,000 men died in the Battle of Hastings.

True

False

William’s army included men from Maine and Brittany.

True

False

William’s fleet land in Pevensey Bay the Battle of Hastings began ships in William’s fleet William was crowned King number of men who died in the battle Label the statement with the correct person.

Label the statements with the correct location. Harold’s and William’s troops met here Harald Hardrada was king of this country William and his troops arrived in Harald Hardrada was defeated here Harold’s body rests here Edward the Confessor was King of 62

Comprehension Ninja 10–11 © Andrew Jennings, 2020

6 THE BATTLE OF HASTINGS

MULTIPLE CHOICE

SEQUENCING

Circle the correct answer for each of the following questions.

Look at 1066: The Battle of Hastings. Number the statements from 1 to 5 to show the order they occur in the text. Look at the first line of each paragraph to help you.

When did William’s fleet land in Pevensey Bay, Sussex? 29 September

19 September

14 October

12 October

Following the bloody battle, on Christmas Day 1066 William was crowned King of England at Westminster Abbey.

When did the Battle of Hastings begin? 10 October

29 September

14 October

12 October

Harald Hardrada

Edward the Confessor

William of Poitier

When did the Battle of Hastings begin? afternoon

evening

morning

night

Who was killed by an arrow to the eye? Duke of Normandy

Harold Godwinson

Edward the Confessor

William of Poitiers

Anglo-Saxons

Vikings

French

around 500

600

around 700

11,000

around 12,000

How many men died at the Battle of Hastings? 9,000

around 10,000

Harald Hardrada

Edward the Confessor

William of Poitiers

Stamford Bridge

News soon arrived, however, that Harald Hardrada and his Viking army were on their way to the north of England.

The troops quickly relocated and took the Vikings by surprise.

Look at 1066: The Battle of Hastings. Number the statements from 1 to 5 to show the order they occur in the text. William is now often referred to as William the Conqueror – a just title.

When Harold Godwinson was named king, he expected some opposition. Legend has it that he was wounded by an arrow in the eye and then was charged down.

Where did the two sides first meet? Senlac Hill

When Edward the Confessor, the Anglo-Saxon King of England, died in 1066, he left no clear heir to his throne.

The coronation marked the end of Anglo-Saxon rule and heralded a new period in British history.

Whose chronicles tell us about the Battle of Hastings? Duke of Normandy

Look at the paragraph two in 1066: The Battle of Hastings. Number the statements from 1 to 5 to show the order they occur in the text.

Predicting an invasion from France, he gathered his troops in the south of England, poised for the attack.

How many ships were in William’s fleet? 400

The Battle of Hastings is one of the most famous and bloody battles in British history.

Three contenders for the crown emerged: Harold Godwinson, Earl of Essex; Harald Hardrada, King of Norway; and William, Duke of Normandy in France.

Which people supported Harald Hardrada? Normans

Our understanding of the fighting, now commonly known as the Battle of Hastings, is much clearer than other events of the time. Harold’s troops put up a brave fight against the Normans.

Which King of England died in 1066? Duke of Normandy

Some debate surrounds the size of the two armies.

York

Sussex

Comprehension Ninja 10–11 © Andrew Jennings, 2020

William’s troops were thought to have not only included Normans but also men from Brittany, Aquitaine and Maine, whom he had persuaded to support his invasion – in large part because he had received the Pope’s blessing for his actions. Comprehension Ninja 10–11 © Andrew Jennings, 2020

6 THE BATTLE OF HASTINGS

FIND AND COPY

UNDERLINE OR HIGHLIGHT

These questions are about The Battle of Hastings.

Read the paragraphs below and then follow the instructions.

Look at paragraph one. Find and copy a word that suggests the battle is well-known. __________________________ Look at the ‘The build-up’ section. Find and copy a word that refers to people who are in competition for something. __________________________ Look at the ‘The repercussions’ section. Find and copy a word that suggests the Norman influence changed England. __________________________

When Edward the Confessor, the Anglo-Saxon king of England, died in 1066, he left no clear heir to his throne. Three contenders for the crown emerged: Harold Godwinson, Earl of Essex; Harald Hardrada, King of Norway; and William, Duke of Normandy in France. When Harold Godwinson was named king, he expected some opposition. Predicting an invasion from France, he gathered his troops in the south of England, poised for the attack. News soon arrived, however, that Harald Hardrada and his Viking army were on their way to the north of England. The troops quickly relocated and took the Vikings by surprise. Harold’s quick response meant that the Vikings were defeated at the Battle of Stamford Bridge, near York, where Harald Hardrada was killed. Underline or highlight a word that means to become apparent or become known.

Look at the paragraph beginning ‘Our understanding of the fighting... ‘. Find and copy a word that suggests something is essential or important.

Underline or highlight a word that means an attempt to take over another country by force. Underline or highlight a word that means to move to a new place.

__________________________

Underline or highlight a word that means to think something will happen in the future.

Look at the paragraph beginning ‘Our understanding of the fighting... ‘. Find and copy a word that suggests something is represented by a drawing or art.

Underline or highlight a word that means ready to do something.

__________________________ Look at the paragraph beginning ‘It is also believed... ‘. Find and copy a word that suggests a favourable position or situation. __________________________ Look at the paragraph beginning ‘When the two sides met at Senlac Hill... ‘. Find and copy a word that suggests the troops were lacking enthusiasm. __________________________ Look at the paragraph beginning ‘Some debate surrounds... ‘. Find and copy a word that means to convince someone to do something. __________________________ 66

Comprehension Ninja 10–11 © Andrew Jennings, 2020

7 BARACK OBAMA On 4 November 2008, Barack Obama was elected the 44th president of the United States after securing more votes than any other presidential candidate in the history of the country. With his election, he became the first African American president of the country and went on to lead it through a period of turmoil and anxiety.

An estimated two million people attended the formal ceremony to begin his presidency in Washington – thought to be the biggest ever audience for such an event.

Obama was born in Hawaii on 4 August 1961. His mother, Stanley Ann Dunham (known as Ann) was from Kansas, in the United States. His father, Barack Obama Senior, was from Kenya, in Africa. The young Obama was raised with the support of his grandparents. His grandfather, who had a military background, and his grandmother, who worked her way up from secretary to manager positions in a bank, were hugely influential in his upbringing. Their key values and morals were later said to influence his presidency and his drive to ensure that every child, regardless of background, was given the same chances and opportunities without prejudice.

Obama hoped that his election to the presidency would send a positive message to black students. He said: ‘The fact that I’ve been elected shows a lot of progress. It’s encouraging – but it’s important that stories like mine aren’t used to say that everything is OK for blacks. You have to remember that, for every one of me, there are hundreds or thousands of black students with at least equal talent who don’t get a chance.’

With the help of loans and scholarships, Obama worked his way through college before later moving to Chicago. With a church union, he helped to rebuild a number of communities that had been devastated by the closure of local steel plants. This life-changing experience helped to shape his belief in uniting people from different walks of life to create positive and meaningful change. Obama later attended the prestigious Harvard Law School, in Cambridge Massachusetts, near Boston. There, at the age of 28, he became president of the Harvard Law Review – a student-run organisation that publishes legal journals. After graduating, Barack began to teach constitutional law: the study, practice, interpretation and administration of laws based on the United States constitution. His career in politics began as he won seats in the Illinois State Senate and the United States Senate (part of the United States Congress, which is a small group of elected people who help decide the laws of the country). In 2008, Obama was formally announced as the Democratic nominee for president of the United States. No other African American had ever received this honour. He fought a campaign against the Republican nominee, John McCain of Arizona state. A record number of voters took part in the election, and Obama eventually secured his victory on 4 November 2008.

Comprehension Ninja 10–11 © Andrew Jennings, 2020

Obama took up what is arguably the world’s most important job at an extremely problematic time in America, but immediately made his priorities clear. In only his first few days, Obama directed the US military to begin withdrawing troops from Iraq. He ordered the closing of the Guantanamo Bay detention camp, which is a controversial US prison that poses a threat to human rights – although Congress blocked this order. He also gave financial aid to international family planning organisations, made legal changes to assist claims for equal pay for women and authorised a programme for children’s health insurance. Throughout his time in the White House, Obama helped to revitalise the economy of the country, reform the health care system and withdraw troops from war. He became an iconic and inspirational figure around the globe, and involved himself in the politics not only of the United States of America but also of the world. In 2009, Obama was awarded a prestigious Nobel Peace Prize for his efforts to strengthen international diplomacy and cooperation between people. Barack Obama was succeeded as president of the United States by Donald Trump in 2016. Since leaving office, he and his wife Michelle, whom he met at a Chicago law firm, have continued to campaign for causes close to their heart, supporting and inspiring others. Michelle Obama has become an inspirational figure and role model for people across the world. She authored a book, Becoming, which discusses her life both inside and outside of the White House. The book quickly became a best seller.

Comprehension Ninja 10–11 © Andrew Jennings, 2020

7 BARACK OBAMA

MATCHING

FILL IN THE GAP Read the sentences and choose the correct word or words to fill the gap. This life-changing experience helped to shape his belief in __________________________ people from different walks of life to create positive and meaningful change. In 2009, Obama was awarded a prestigious __________________________for his efforts to strengthen international diplomacy and cooperation between people.

Draw a line with a ruler to match the information. Kansas

Barack Obama Senior

Kenya

Harvard

His mother, Stanley Ann __________________________ (known as Ann) was from Kansas, in the United States.

Arizona

Stanley Ann Dunham

Massachusetts

John McCain

Michelle Obama has become an __________________________ and role model for people across the world.

Donald Trump

military background

An estimated __________________________ people attended the formal ceremony to begin his

Barack Obama

succeeded Obama as president

Michelle Obama

wrote Becoming book

Since leaving office, he and his wife __________________________, whom he met at a Chicago law firm, have continued to campaign for causes close to their heart, supporting and inspiring others.

grandfather

Nobel Peace Prize winner

With the help of loans and __________________________, Obama worked his way through college before later moving to Chicago.

presidential inauguration in

African-American president

studied law at

Chicago

worked with churches in

Harvard

became the first

Washington

gave financial aid to

to assist claims for equal pay for women

authorised

begin withdrawing from Iraq

directed the military to

international family planning organisations

made legal changes

programme for children’s health insurance

Obama elected

1961

Trump succeeded Obama as president

2009

Obama born

2008

Obama awarded Nobel Peace Prize

2016

presidency in Washington – thought to be the biggest ever audience for such an event. Barack Obama was succeeded as President of the United States by ______________________ in 2016.

Throughout his time in the White House, Obama helped to revitalise the __________________________ of the country, reform the health-care system and withdraw troops from war. Their key values and morals were later said to influence his presidency and his drive to ensure that every child, regardless of __________________________, was given the same chances and opportunities without prejudice. In 2008, Obama was formally announced as the __________________________ nominee for President of the United States. With his election, he became the first __________________________ president of the country and went on to lead it through a period of turmoil and anxiety. Obama took up what is arguably the world’s most important job at an extremely problematic time in __________________________, but immediately made his priorities clear. After graduating, Barack began to teach constitutional law: the study, practice, interpretation and administration of laws based on the __________________________ constitution. Obama later attended the prestigious __________________________, in Cambridge, Massachusetts, near Boston. 70

Comprehension Ninja 10–11 © Andrew Jennings, 2020

7 BARACK OBAMA

LABEL

TRUE OR FALSE Read the sentences. Put a tick in the correct box to show which sentences are true and which are false.

Label the descriptions with the correct person. born in Kenya, Africa

Harvard Law School is in Chicago.

True

False

Obama became president with more votes than ever before.

True

False

His grandfather had a military background.

True

False

A life-changing experience helped shape Barack’s beliefs.

True

False

Three million people attended the formal ceremony in which Obama became president.

True

False

Michelle Obama wrote a book called Becoming.

True

False

Barack Obama took over as president from Donald Trump.

True

False

Barack Obama’s birthday

The healthcare system was reformed under Obama.

True

False

Obama elected President

America had lots of problems when Obama became president.

True

False

won Nobel Peace Prize

His Nobel Peace Prize was awarded for revitalising the economy of the country. Before he was president, Obama worked with local churches to rebuild communities.

True

False

True

False

Republican nominee to be president in 2008 succeeded Obama as President wrote a best-selling book called Becoming attended Harvard Law School worked in a bank Label the event with the correct date or number.

Donald Trump became President announced as Democratic nominee for President

Obama was born in Alaska on 4 August 1961.

True

False

age when Obama became President of the Harvard Law Review

His grandmother worked her way from secretary to manager in a bank.

True

False

Obama’s mother was born in Kenya.

True

False

Obama’s father was called Stanley Ann Dunham.

True

False

Label the statements with the correct location or place. Obama attended Harvard Law School in Obama moved here after college Obama was born here Obama’s mother was from here Obama’s father was born here John McCain represented this state 72

Comprehension Ninja 10–11 © Andrew Jennings, 2020

7 BARACK OBAMA

MULTIPLE CHOICE

SEQUENCING

Circle the correct answer for each of the following questions.

Look at Barack Obama. Number the statements from 1 to 5 to show the order they occur in the text. Look at the first line of each paragraph to help you.

Barack Obama was elected the _____ president of the United States. 43rd

44th

45th

46th

With the help of loans and scholarships, Obama worked his way through college before later moving to Chicago.

Who succeeded Obama as president? Bill Clinton

Michelle Obama

Donald Trump

John McCain

a knighthood

a second presidency

a Nobel Peace Prize

In 2008, which other presidential candidate was Obama competing against? John McCain

Stanley Ann Dunham

Obama was born in Hawaii on 4th August, 1961. In 2008, Obama was formally announced as the Democratic nominee for president of the United States.

What was Obama awarded in 2009 for his diplomatic work? the presidential Medal

Obama hoped that his election to the presidency would send a positive message to black students.

Donald Trump

Hillary Clinton

Barack Obama was succeeded as president of the United States by Donald Trump in 2016. Look at the paragraph two in Barack Obama. Number the statements from 1 to 5 to show the order they occur in the text. Obama was born in Hawaii on 4 August 1961.

Which prestigious law school did Obama attend? Harvard Law School

Cambridge Law School

His father, Barack Obama Senior, was from Kenya, in Africa. Chicago Law School

Illinois Law School His mother, Stanley Ann Dunham (known as Ann) was from Kansas, in the United States.

What helped Obama work his way through college? his mum

his friends

loans and scholarships

charities

Where was Obama’s father born? Hawaii

Kansas

Kenya

Washington

What is the title of Michelle Obama’s bestselling book? Becoming

Become

Became

Harvard Law Review

Science

Look at Barack Obama. Number the statements from 1 to 5 to show the order they occur in the text. Since leaving office, he and his wife Michelle, whom he met at a Chicago law firm, have continued to campaign for causes close to their heart, supporting and inspiring others.

There, at the age of 28, he became president of the Harvard Law Review – a student-run organisation that publishes legal journals. With a church union, he helped to rebuild a number of communities that had been devastated by the closure of local steel plants.

What did Obama teach after graduating from law school? Politics

His grandfather, who had a military background, and his grandmother, who worked her way up from secretarial to management positions in a bank, were hugely influential in his upbringing.

He fought a campaign against the Republican nominee John McCain, of Arizona.

How old was Obama when he became president of the Harvard Law Review? 25

The young Obama was raised with the support of his grandparents.

History

Law

Comprehension Ninja 10–11 © Andrew Jennings, 2020

With his election, he became the first African American president of the country and went on to lead it through a period of turmoil and anxiety.

Comprehension Ninja 10–11 © Andrew Jennings, 2020

7 BARACK OBAMA

FIND AND COPY

UNDERLINE OR HIGHLIGHT

These questions are about Barack Obama.

Read the paragraphs below and then follow the instructions.

Look at paragraph one. Find and copy a word that suggests there was a great deal of uncertainty in America when Obama became president. __________________________ Look at the second paragraph. Find and copy a phrase that suggests that Obama’s grandparents were very important in his upbringing. __________________________ Look at paragraph four. Find and copy a word that suggests that Barack studied at Harvard Law School. __________________________ Look at paragraph three. Find and copy a word that suggests communities were affected badly by the closure of steel plants.

__________________________ Look at the paragraph beginning ‘Throughout his time...’. Find and copy a word that suggests that Obama helped to change the health care system.

Underline or highlight a word that means that there is evidence to support this point of view. Underline or highlight a word that means to give something new life and energy.

__________________________

Underline or highlight a word that means stopped or prevented.

Look at the final paragraph. Find and copy a word that suggests that Donald Trump became the new president after Barack Obama.

Underline or highlight a word that means across or between different countries. Underline or highlight a word that means the process of working together.

__________________________

Underline or highlight a word that means to make someone feel they can achieve their dreams.

Look at paragraph three. Find and copy a phrase that describes the impact that Obama’s work with the church union had on him. __________________________ Look at the paragraph beginning ‘Obama took up... ‘. Find and copy a word that suggests that the situation in America was not simple or straightforward. __________________________

Comprehension Ninja 10–11 © Andrew Jennings, 2020

8 DNA DNA contains the instructions for all life. These instructions shape the way our bodies form and grow, and influence our appearance, skills and characteristics. As technology has advanced, our understanding of DNA has increased significantly. Our understanding can now help us to prevent illness and fight crime.

What is DNA? The letters ‘DNA’ stand for deoxyribonucleic acid. This is a long molecule with a complicated structure, built from four chemical ‘bases’. The bases of DNA are adenine, thymine, cytosine and guanine. These are usually represented by the letters A, T, C and G. They are also known as ‘nucleotides’. The nucleotides bond together to form long strands. These strands form a very long genetic code of nucleotides – in humans, it’s around three billion nucleotides long. There are countless different ways of arranging these nucleotides, meaning that it is all but impossible for two people to share exactly the same code by coincidence. The long DNA chain is broken up into ‘chromosomes’ that exist in most cells of the human body. Humans have 23 pairs of chromosomes in each cell. DNA gives instructions to cells, telling them how to make particular proteins that help the body to develop.

DNA was first identified in 1869, by a Swiss doctor called Friedrich Miescher. He studied the pus in discarded bandages and discovered microscopic particles in cells. He later distinguished their different nucleotides. Progress in understanding the substance was made by many researchers during the first half of the 20th century – and then, in 1953, scientists James Watson, Francis Crick and Maurice Wilkins discovered the structure of DNA. Using x-ray data provided by Rosalind Franklin, they saw that DNA contains two strands, which are twisted into a double helix – a structure that looks like a spiral staircase. The two strands are linked together because the nucleotides form pairs: A pairs with T, and C pairs with G. This means that the sequence ATCG on one strand would be linked to TAGC on the other. This explains how DNA can be copied. When the strands are separated, each one can form another paired strand by bonding with the right kinds of nucleotides. For this discovery, Watson, Crick and Wilkins shared the prestigious 1962 Nobel Prize for Medicine.

Why does DNA research matter?

What does our DNA do?

In addition to visible features, DNA can pass on instructions that lead to medical conditions. These conditions include cystic fibrosis, autism and Down’s syndrome.

The instructions given to cells determine the characteristics of living things: they include the way we develop our eye colour, hair colour and blood type. Combined with our diets and environments, they can also determine how tall we grow, how well we can see and how strong we are.

It is possible to take a sample of cells from babies before they are born and to test and analyse their DNA. This means that it is possible to find out whether a person is likely to develop a condition due to carrying the related code.

Our genetic code is made up of DNA from both of our parents. Because of this, it is known as ‘hereditary’ material: information that is passed on – inherited – through the generations. This is why appearances, characteristics and physical features are often similar between parents and their offspring. Siblings may inherit similar features, but their DNA is still different. The only exception is identical twins. However, the amount of code that actually changes between humans is small: less than 0.1 per cent. In fact, the vast majority of humans’ DNA is exactly the same as animals’: we share up to 98 per cent with chimpanzees and even 60 per cent with fruit flies. Perhaps most surprisingly, 50 per cent of our DNA is the same as a banana’s! 78

Who discovered DNA?

DNA testing can also be used by forensic scientists investigating crime. It allows them to compare DNA from a suspect with DNA samples from the crime scene.

What next? As society’s understanding of DNA develops, we will come to have a better understanding of how to treat and prevent genetic illness. Amongst other things, this may help to improve our understanding of different cancers. It could also improve the quality and effectiveness of medicines that treat cancers. Even now, some DNA testing can be carried out at home, using simple kits bought from chemists. These allow people to test a sample of cells scraped gently from their mouths and receive information on how their body might respond to some medicines, foods and exercise. People can even discover more about where their ancestors may have originated.

Comprehension Ninja 10–11 © Andrew Jennings, 2020

8 DNA

MATCHING

FILL IN THE GAP Read the sentences and choose the correct word or words to fill the gap. DNA contains instructions for all __________________________. It could also improve the quality and effectiveness of medicines that treat __________________________. The long DNA chain is broken up into __________________________ that exist in most cells of the human body. It is possible to take a sample of cells from babies __________________________ they are born and to test and analyse their DNA. There are countless different ways of arranging these nucleotides, meaning that it is all but impossible for two people to __________________________ exactly the same code by coincidence. The instructions given to cells determine the __________________________ of living things. Our genetic code is made up of DNA from both of our __________________________. Siblings may __________________________ similar features, but their DNA is still different. DNA testing can also be used by __________________________ scientists investigating crime. Amongst other things, this may help to improve our understanding of __________________________

Draw a line with a ruler to match the information. 23

DNA structure discovered

1869

Nobel Prize awarded

1953

DNA first identified

1962

pairs of chromosomes

medical condition

eye colour

twisted structure

prevents illness and fights crime

DNA instructions determine

cystic fibrosis

DNA testing

double helix

winners of the Nobel Prize

deoxyribonucleic acid

DNA

Watson, Crick and Wilkins

nucleotides

A,T, C and G

medical condition

Down’s syndrome

Humans share DNA with

better understanding of different cancers

Home DNA tests are bought from

may reveal origins of ancestors

Better understanding of DNA may lead to

bananas

DNA tests

chemists

Friedrich Miescher studied

during the first half of the 20th century

Rosalind Franklin provided

can be separated

more progress was made

x-ray data

DNA strands

pus

cancers. Progress in understanding the substance was made by many researchers during the first half of the 20th century – and then, in __________________________, scientists James Watson, Francis Crick and Maurice Wilkins discovered the structure of DNA. Because of this, it is known as __________________________ material: information that is passed on – inherited – through the generations. As society’s understanding of DNA develops, we will come to have a better understanding of how to treat and prevent __________________________ illness. Even now, some DNA testing can be carried out __________________________, using simple kits bought from chemists.

Comprehension Ninja 10–11 © Andrew Jennings, 2020

8 DNA

LABEL

TRUE OR FALSE Read the sentences. Put a tick in the correct box to show which sentences are true and which are false.

Label the description with the correct information. 23 pairs in the human body

DNA stands for deoxyribonucleic acid.

True

False

DNA is made up of five chemical ‘bases’.

True

False

DNA gives instructions to cells.

True

False

Each human body contains 24 pairs of chromosomes in each cell.

True

False

Siblings may have similar features.

True

False

Identical twins share the same genetic code.

True

False

We share up to 98 per cent of our DNA with chimpanzees.

True

False

person who provided x-ray data

The vast majority of our DNA is the same as other animals.

True

False

Swiss doctor

We now know everything there is to know about DNA.

True

False

won the Nobel Prize for Medicine

DNA was discovered in 1954.

True

False

siblings may have

Rosalind Franklin provided x-ray data.

True

False

have the same DNA

DNA contains three strands which are coiled to make a triple helix.

True

False

forensic scientists investigate

Watson, Crick and Wilkins received the Nobel Prize in 1953.

True

False

You can discover more about where your ancestors may have originated using DNA.

True

False

60 per cent of DNA shared with 50 per cent of our DNA shared with Friedrich Miescher studied DNA inherited from both of our used by forensic scientists Label the description with the correct information.

Label the description with the correct information. year in which DNA structure discovered year Nobel Prize in Medicine awarded DNA tests can be carried out at DNA test kits can be bought from 98 per cent of DNA shared with DNA contains instructions for 82

Comprehension Ninja 10–11 © Andrew Jennings, 2020

8 DNA

MULTIPLE CHOICE

SEQUENCING

Circle the correct answer for each of the following questions.

Look at DNA. Number the statements from 1 to 5 to show the order they occur in the text. Look at the first line of each paragraph to help you.

DNA was discovered using... blood samples

brain scans

x-ray data

saliva samples

DNA was first identified in 1869, by a Swiss doctor called Friedrich Miescher.

Where is DNA inherited from? friends

pets

one parent

both parents

gender

skin colour

eye colour

How many chromosomes are there in each cell of the human body? 21

1962

1935

1926

broken leg

cystic fibrosis

heart disease

MMMM

ATCG

NNAA

A better understanding of our DNA may help improve the effectiveness of... pregnancy tests

treatments for cancer

DNA fingerprinting

nursery

This is a long molecule with a complicated structure, built from four chemical ‘bases’.

Look at DNA. Number the statements from 1 to 5 to show the order they occur in the text. Humans have 23 pairs of chromosomes in each cell.

bananas

Where can you purchase modern DNA tests? bakery

There are countless different ways of arranging these nucleotides, meaning that it is all but impossible for two people to share exactly the same code by coincidence.

DNA gives instructions to cells, telling them how to make particular proteins that help the body to develop.

Which four letters represent the mix of chemicals that make up our DNA? DDDN

Look at the ‘What is DNA?’ section in DNA. Number the statements from 1 to 5 to show the order they occur in the text.

Humans have 23 pairs of chromosomes in each cell.

Which of the following is an illness that is caused by a person’s DNA? common cold

It is possible to take a sample of cells from babies before they are born and to test and analyse their DNA.

These are usually represented by the letters A, T, C and G.

In which year were scientists, Watson, Crick and Wilkins awarded a Nobel Peace Prize? 1953

Our genetic code is made up of DNA from both of our parents. As society’s understanding of DNA develops, we will come to have a better understanding of how to treat and prevent genetic illness.

What determines a person’s eye colour, hair colour and blood type? DNA

The letters ‘DNA’ stand for deoxyribonucleic acid.

Amongst other things, this may help to improve our understanding of different cancers. These conditions include cystic fibrosis, autism and Down’s syndrome.

chemists

all shops The only exception is identical twins.

DNA contains the instructions for all. death

bananas

life

twins

Comprehension Ninja 10–11 © Andrew Jennings, 2020

Even now, some DNA testing can be carried out at home, using simple kits bought from chemists.

Comprehension Ninja 10–11 © Andrew Jennings, 2020

8 DNA

FIND AND COPY

UNDERLINE OR HIGHLIGHT

These questions are about DNA.

Read the paragraphs below and then follow the instructions.

Look at paragraph two. Find and copy a word that suggests that our understanding of DNA is much greater than it used to be. __________________________ Look at the paragraph beginning ‘However, the amount of code...’. Find and copy a word that suggests it is unexpected that humans share DNA with bananas. __________________________ Look at the paragraph beginning ‘Our genetic code is made up... ‘. Find and copy a word that suggests a group of people, all in the same age bracket. __________________________ Look at the paragraph beginning ‘Our genetic code is made up... ‘. Find and copy a word that means a person’s or animal’s child.

The letters ‘DNA’ stand for deoxyribonucleic acid. This is a long molecule with a complicated structure, built from four chemical ‘bases’. The bases of DNA are adenine, thymine, cytosine and guanine. These are usually represented by the letters A, T, C and G. They are also known as ‘nucleotides’. The nucleotides bond together to form long strands. These strands form a very long genetic code of nucleotides – in humans, it’s around three billion nucleotides long. There are countless different ways of arranging these nucleotides, meaning that it is all but impossible for two people to share exactly the same code by coincidence. The long DNA chain is broken up into ‘chromosomes’ that exist in most cells of the human body. Humans have 23 pairs of chromosomes in each cell. DNA gives instructions to cells, telling them how to make particular proteins that help the body to develop.

__________________________

Underline or highlight a word that means something is very intricate or complex.

Look at the paragraph beginning ‘DNA was first identified... ‘. Find and copy a word that suggests scientists had become aware of something new.

Underline or highlight a word that means to organise in a particular way.

__________________________

Underline or highlight a word that means ‘two of’ something.

Look at the ‘Who discovered DNA?’ section. Find and copy a word that suggests that the Nobel Prize is highly sought after.

Underline or highlight a word that means cannot be done or cannot happen.

Underline or highlight a word that means something that happens accidentally or is not planned.

__________________________ Look at the ‘What is DNA?’ section. Find and copy a phrase that suggests that it is highly unlikely for two people to share the same DNA. __________________________ Look at the paragraph beginning ‘Even now, some DNA testing... ‘. Find and copy a word that means a set or pack of equipment. __________________________ 86

Comprehension Ninja 10–11 © Andrew Jennings, 2020

9 DINOSAURS Dinosaurs became extinct tens of millions of years ago. Today, however, we’re still fascinated by these staggering creatures – perhaps because understanding them and their extinction gives us a peek at the history of life on Earth.

Stegosaurus

Let’s take a closer look at some of the world’s favourite dinosaurs and what we’ve been able to discover about them.

Another striking dinosaur was the herbivorous Stegosaurus. Despite not being a hunter, it had a powerful, spiked tail that was a fearsome weapon. This was used for protection from predators. The Stegosaurus was the largest of the plate-backed plant eaters and was initially thought to have walked on two legs. It is now widely believed that it walked on four legs, but scientists are still not certain about the purpose of the plates along its back.

Tyrannosaurus Rex Lived: Late Cretaceous period, 68–66 million years ago Undoubtedly, the Tyrannosaurus Rex is the most iconic dinosaur to have lived. This fearsome carnivore had 60 sharp, pointed teeth, each measuring up to 20 cm in length – around the size of a banana! Its hugely powerful jaws were able to crush bone, and its ferocious bite was around three times more powerful than that of a lion. A Tyrannosaurus Rex could grow up to 12 metres long, and stood at around 6 metres tall. It could weigh a hefty 7,000 kilograms.

Unlike the Triceratops, the Stegosaurus had a small head compared to its body size, and a brain that was similar in size to a plum. Its large body, however, could grow to 9 metres in length.

Diplodocus Lived: Late Jurassic period, 155–145 million years ago

Triceratops

Another famous herbivore, the Diplodocus was a huge creature. Weighing up to 20,000 kilograms, it could be up to 26 metres in length. The Diplodocus’s size must have deterred potential attackers, and it would have also used its large, heavy tail as a weapon. Its long neck could have been used to reach high and low food sources, and allow it to drink water. Its rows of teeth were arranged like a comb, and were used to eat leaves from a variety of trees and soft plants. Like a Stegosaurus, the Diplodocus had a tiny head, which housed an even smaller brain.

Lived: Late Cretaceous period, 68–66 million years ago

Brachiosaurus

Lived: Late Jurassic period, 155–140 million years ago.

No one knows whether the Tyrannosaurus Rex hunted alone or as part of a pack, but no groups of Tyrannosaurus Rex skeletons have yet been discovered. Scientists do know, however, that these creatures could run at speeds of up to 20 kilometres per hour, and that they had a fantastic sense of smell – both of which characteristics helped them to hunt live prey.

The Triceratops was a herbivore: it ate only plants and therefore did not hunt. Although many similar horned dinosaurs are known to have lived and travelled in groups, it is believed that the Triceratops lived a much more solitary life. Like those of the Tyrannosaurus Rex, Triceratops remains and skeletons are often found individually rather than in groups.

Lived: Late Jurassic period, 155–145 million years ago

Comprehension Ninja 10–11 © Andrew Jennings, 2020

A dinosaur even more gigantic, the Brachiosaurus is thought to have weighed up to 25,000 kilograms and measured up to 30 metres in length. It stood at a height of more than 12 metres, which helped it to feed on foliage found high above the ground. It is estimated that a Brachiosaurus consumed between 200 and 400 kilograms of plants every day.

Coelophysis Lived: Late Triassic period, 225–190 million years ago Compared to others, the Coelophysis was a small dinosaur. It could grow to around 2 metres in length and weighed just 27 kilograms. The Coelophysis walked on two legs and used its size and rapid speed to catch a variety of animals, including insects and reptiles. Its small, sharp teeth were used to grasp and kill its prey. Coelophysis means ‘hollow form’ which describes its hollow limb bones. This feature, also common in other small dinosaurs, meant the Coelophysis had a light body, which helped when hunting. Comprehension Ninja 10–11 © Andrew Jennings, 2020

9 DINOSAURS

MATCHING

FILL IN THE GAP Read the sentences and choose the correct word or words to fill the gap. Today, however, we’re still __________________________ by these staggering creatures – perhaps

Draw a line with a ruler to match the information. Tyrannosaurus Rex

teeth arranged like a comb

on Earth.

Stegosaurus

powerful, spiked tail

Another striking dinosaur was the herbivorous __________________________.

Triceratops

teeth the size of bananas

Diplodocus

3 metre skulls

Late Jurassic

Triceratops

Late Cretaceous

Coelophysis

Late Triassic

Tyrannosaurus Rex

Late Cretaceous

Stegosaurus

66–68 million years ago

Brachiosaurus

155–145 million years ago

Tyrannosaurus Rex

155–140 million years ago

Coelophysis

225–190 million years ago

consumed 200–400 kilograms of plants every day

Coelophysis

ate only plants

Triceratops

the largest of the plate-backed plant eaters

Brachiosaurus

ate insects and reptiles

Stegosaurus

lived and travelled in groups

the most iconic dinosaur

dinosaurs became extinct

brain the size of a plum

Stegosaurus

many horned dinosaurs

Tyrannosaurus Rex

tens of millions of years ago

because understanding them and their extinction gives us a peek at the beginnings of life and death

Experts think its three horns, one above each eye and one on its __________________________, were used to fend off attacks from other dinosaurs. This feature, also common in other small dinosaurs, meant the __________________________ had a light body, which helped when hunting. A dinosaur even more gigantic, the __________________________ is thought to have weighed up to 25,000 kilograms and measured up to 30 metres in length. Despite not being a hunter, it had a powerful, __________________________ that was a fearsome weapon. This fearsome carnivore had 60 sharp, pointed teeth, each measuring up to 20cm in length – around the size of a __________________________! The Coelophysis walked on two legs and used its size and __________________________ speed to catch a variety of animals, including insects and reptiles. A __________________________ could grow up to 12 metres long, and stood at around 6 metres tall. Unlike the Triceratops, the Stegosaurus had a small head compared to its body size, and a __________________________ that was similar in size to a plum. The Diplodocus’s size must have deterred __________________________ attackers, and it would have also used its large, heavy tail as a weapon. Its long __________________________ could have been used to reach high and low food sources, and allow it to drink water. Although many similar horned dinosaurs are known to have lived and travelled in groups, it is believed that the __________________________ lived a much more solitary life. Like those of the Tyrannosaurus Rex, Triceratops remains and __________________________ are often found individually rather than in groups. It possessed a __________________________, which could measure around 3 metres long. 90

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9 DINOSAURS

LABEL

TRUE OR FALSE Read the sentences. Put a tick in the correct box to show which sentences are true and which are false.

Label the description with the correct dinosaur. the most iconic dinosaur that ever lived

The Triceratops is the most iconic dinosaur to have ever lived.

True

False

Tyrannosaurus Rex was a herbivore.

True

False

Tyrannosaurus Rex could weigh up to 7,000 kilograms.

True

False

Coelophysis lived approximately 225–190 million years ago.

True

False

Triceratops had an unusual appearance because of its three horns.

True

False

Triceratops lived during the Late Jurassic period.

True

False

Triceratops was an omnivore.

True

False

consumed 200–400kg of plants

Remains of Triceratops and Tyrannosaurus Rex are often found in groups.

True

False

used heavy tail as a weapon

Coelophysis was a slow, cumbersome dinosaur that walked on four legs.

True

False

powerful, spiked tail

Stegosaurus was herbivorous.

True

False

frilled neck

Scientists initially believed that Stegosaurus walked on four legs, whereas now it is widely believed they walked on two.

True

False

banana-sized teeth

Diplodocus had very large brains.

True

False

weighed just 27 kilograms

High and low food sources were not a problem for a Diplodocus.

True

False

A Diplodocus possessed rows of teeth, like a comb.

True

False

The Diplodocus and Brachiosaurus lived during the Late Triassic Period.

True

False

three horns fed on foliage high above the ground teeth like a comb brain similar size to plum name means ‘hollow form’ Label the description with the correct dinosaur.

Label the dinosaur with the correct time period, e.g. Late Triassic. Stegosaurus Tyrannosaurus Rex Coelophysis Triceratops Diplodocus Brachiosaurus 92

Comprehension Ninja 10–11 © Andrew Jennings, 2020

9 DINOSAURS

MULTIPLE CHOICE

SEQUENCING

Circle the correct answer for each of the following questions.

Look at Dinosaurs. Number the statements from 1 to 5 to show the order they occur in the text. Look at the first line of each paragraph to help you.

Which dinosaur lived during the Late Cretaceous period? Coelophysis

Stegosaurus

Triceratops

Brachiosaurus

Undoubtedly, the Tyrannosaurus Rex is the most iconic dinosaur to have lived.

How many razor-sharp, banana-sized teeth did the Tyrannosaurus Rex have? 40

A Tyrannosaurus Rex’s ferocious bite was around three times more powerful than that of a... rhino

duck

dog

lion

Tyrannosaurus Rex had a terrific sense of... taste

smell

sight

hearing

3 metres

4 metres

5 metres

omnivores

herbivores

scavengers

Late Triassic

Late Jurassic

Late Cretaceous

Tyrannosaurus Rex

Diplodocus

Stegosaurus

26 metres

28 metres

How many metres in length did the Diplodocus measure? 22 metres

24 metres

Which dinosaur lived around 155–140 million years ago? Coelophysis

Look at the ‘Tyrannosaurus Rex’ section in Dinosaurs. Number the statements from 1 to 5 to show the order they occur in the text.

This fearsome carnivore had 60 sharp, pointed teeth, each measuring up to 20 cm in length – around the size of a banana!

Brachiosaurus

A Tyrannosaurus Rex could grow up to 12 metres long and stood at around 6 metres tall.

Look at Dinosaurs. Number the statements from 1 to 5 to show the order they occur in the text. Experts think its three horns, one above each eye and one on its snout, were used to fend off attacks from other dinosaurs.

Which dinosaur had a brain the size of a plum? Triceratops

The Triceratops’s unusual appearance means that it too has become instantly recognisable.

Its hugely powerful jaws were able to crush bone, and its ferocious bite was around three times more powerful than that of a lion.

During which period did the Tyrannosaurus Rex and Triceratops both live? Jurassic

Another famous herbivore, the Diplodocus was a huge creature.

Undoubtedly, the Tyrannosaurus Rex is the most iconic dinosaur to have lived.

The Triceratops were... carnivores

No one knows whether the Tyrannosaurus Rex hunted alone or as part of a pack, but no groups of Tyrannosaurus Rex skeletons have yet been discovered.

It could weigh a hefty 7,000 kilograms.

How large was the Triceratops’ gigantic skull? 2 metres

A dinosaur even more gigantic, the Brachiosaurus is thought to have weighed up to 25,000 kilograms and measured up to 30 metres in length.

Today, however, we’re still fascinated by these staggering creatures – perhaps because understanding them and their extinction gives us a peek at the beginnings of life and death on Earth. Scientists do know, however, that these creatures could run at speeds of up to 20 kilometres per hour and that they had a fantastic sense of smell – both of which characteristics helped them to hunt live prey. It stood at a height of more than 12 metres, which helped it to feed on foliage found high above the ground.

Diplodocus

Triceratops

Comprehension Ninja 10–11 © Andrew Jennings, 2020

It is now widely believed that it walked on four legs, but scientists are still not certain about the purpose of the plates along its back. Comprehension Ninja 10–11 © Andrew Jennings, 2020

9 DINOSAURS

FIND AND COPY

UNDERLINE OR HIGHLIGHT

These questions are about Dinosaurs.

Read the paragraphs below and then follow the instructions.

Look at the ‘Tyrannosaurus Rex’ section. Find and copy a word that suggests other dinosaurs were scared of the Tyrannosaurus Rex.

Triceratops Lived: Late Cretaceous period, 68–66 million years ago

__________________________ Look at ‘Triceratops’ section. Find and copy a word that suggests the Triceratops may have looked different to other dinosaurs. __________________________ Look at the first paragraph of Dinosaurs. Find and copy a word that suggests humans are very interested in dinosaurs. __________________________

The Triceratops’s unusual appearance means that it too has become instantly recognisable. It possessed a gigantic skull, which could measure around 3 metres long. Experts think its three horns, one above each eye and one on its snout, were used to fend off attacks from other dinosaurs. Similarly, the bony frill around its neck may have helped to protect it. The Triceratops was a herbivore: it ate only plants and therefore did not hunt. Although many similar horned dinosaurs are known to have lived and travelled in groups, it is believed that the Triceratops lived a much more solitary life. Like those of the Tyrannosaurus Rex, Triceratops remains and skeletons are often found individually rather than in groups.

Look at the first paragraph of Dinosaurs. Find and copy a word that suggests dinosaurs died out. Underline or highlight a word that means to live alone. __________________________

Underline or highlight a word that means to feed on plants.

Look at the ‘Stegosaurus’ section. Find and copy a word that suggests ‘at first’ or ‘in the beginning’.

Underline or highlight a word that means extremely large.

__________________________

Underline or highlight a phrase that means to defend from an attack.

Look at the ‘Coelophysis’ section. Find and copy a word that tells us that it was a quick moving animal.

Underline or highlight a word that means out of the ordinary. Underline or highlight a word that means people who are extremely knowledgeable about a subject.

__________________________ Look at the ‘Diplodocus’ section. Find and copy a word that suggests other dinosaurs might be discouraged or put off. __________________________ Look at the ‘Brachiosaurus’ section. Find and copy a word that means plants and vegetation. __________________________

Comprehension Ninja 10–11 © Andrew Jennings, 2020

10 ARTISTS’ GALLERY Over the last several centuries, Europe has produced some talented artists whose works are still celebrated around the world today. Three of the most influential European artists ever to have lived are da Vinci, Rembrandt and Picasso – and each of them is also an icon of an artistic movement.

The same is true of his many portraits. These are remarkable due to their honesty: they capture his subjects (including Rembrandt himself, in his self-portraits) as they really are, without flattering revisions. They seem intimate, and as though they create biographical stories – very like those in his historical paintings.

Leonardo da Vinci

Rembrandt never left his home country, and is the epitome of the ‘Dutch Masters’, painters that flourished in the Dutch Republic after a long period of war. They’re characterised by many of the traits he exhibited perfectly: an engagement with their subjects’ inner lives, and a lack of idealisation about their appearances.

Da Vinci is responsible for arguably the most famous piece of art in the world. His Mona Lisa takes pride of place in the Louvre museum in Paris, France – but this striking piece of art is not his only memorable work. Da Vinci was born in 1452, near to the Tuscan town of Vinci, in Italy (the name ‘da Vinci’ simply translates to ‘of Vinci’). He is renowned for his work as a painter and sculptor, but also as an architect, mathematician, musician, engineer and scientist. The breadth of his talents makes him representative of Renaissance humanism, a movement in Europe in the 15th and 16th centuries. The ideal of humanism was to take education out of dry scholarship and into contexts that involved and benefitted real people. It used a wide range of mediums such as da Vinci’s, alongside poetry and philosophy, to drive the spiritual and social progress of humankind. Da Vinci kept extensive notebooks containing details of his work and inventions, many of which were never physically made during his lifetime. Among them were designs for helicopters, tanks and bridges. Since his death, some of his designs have been created in his memory, including his flying machine, and can be found in the French city of Amboise, where da Vinci lived in the final years of his life. Rembrandt van Rijn Rembrandt lived during the 1600s in Leiden, in the Dutch Republic (an area now known as the Netherlands). He learned to paint in its capital, Amsterdam. Rembrandt is most famous for paintings of key moments in history and from myths and religious stories – but with his subjects caught slightly off guard, in a moment of expression or action. These also often contain clues about their stories, for example open letters causing a reaction, or knowing looks between characters. They’re often unflattering, making it clear that his subjects – no matter how powerful or holy they were – were human, and flawed. As a body of work, they’re recognisable largely due to the way Rembrandt painted light: his figures seem to glow out from a dark, often mysterious background.

Comprehension Ninja 10–11 © Andrew Jennings, 2020

Pablo Picasso Picasso was the pioneer of Cubism, an art movement that is considered to be the most influential of the 20th century. He was born in Malaga, Spain, in 1881. He was an experimental artist even when he was young. His father was a painter and art teacher, and Picasso attended art schools in Spain. However, he soon became bored with their traditional teachings. In 1904, Picasso moved to Paris, France, aged 23. The city’s varied artistic atmosphere prompted Picasso to experiment constantly with his style. He focused on colour during what art historians call his ‘blue period’ and ‘rose period’. Then he developed ‘primitivism’, in which he used the simple curves and lines of stylised tribal art as inspiration. This adapted and shaped itself into Cubism, for which Picasso is most famous. His style swept Paris, and then France, and then the whole of Europe. Cubist artists study and then disassemble their subjects, before reassembling fragments into a portrait. This means that, rather than using a realistic single viewpoint, they show the subject from many angles, and also at many times, presenting it in a greater context. Cubism, and the several branches of style that resulted from it, form their perspectives by exaggerating geometric forms, such as the curve of a forehead, to examine both the shapes and the inner life of their subjects. Like da Vinci and humanism, and Rembrandt and the Dutch Masters, Picasso and his Cubism were pursuing understanding of humans – what they really are, and what they could be. Comprehension Ninja 10–11 © Andrew Jennings, 2020

10 ARTISTS’ GALLERY

MATCHING

FILL IN THE GAP Read the sentences and choose the correct word or words to fill the gap. Over the last several centuries, Europe has produced some __________________________ artists

Draw a line with a ruler to match the information. Leonardo da Vinci

moved to Paris aged 23

Rembrandt

celebrated around the world

Rembrandt, da Vinci and Picasso

born in 1452

Pablo Picasso

learned to paint in Amsterdam

known for Cubism

15th and 16th century movement in Europe

Renaissance humanism

flying machine

engineer, painter and sculptor

Pablo Picasso

created in memory of da Vinci

Leonardo da Vinci

Leonardo da Vinci born

Netherlands

Rembrandt van Rijn lived in

Tuscany

Pablo Picasso born

Amboise

Leonardo da Vinci died

Malaga

experimented constantly with his style

Rembrandt

his Cubism were pursuing understanding of humans – what they really are, and what they could be.

ideal of humanism

da Vinci

Rembrandt is most famous for paintings of __________________________ in history and from myths

painted Mona Lisa

Picasso

sometimes painted unflattering portraits

benefit real people with education

never left his home country

Picasso

had a ‘blue period’ and a ‘rose period’

da Vinci

kept extensive notebooks

Rembrandt

known as a ‘Dutch Master’

whose works are still celebrated around the world today. Rembrandt lived during the 1600s in Leiden, in the Dutch Republic (an area now known as the __________________________). He focused on colour during what __________________________ call his ‘blue period’ and ‘rose period’. Da Vinci was born in __________________________, near to the Tuscan town of Vinci, in Italy (the name ‘da Vinci’ simply translates to ‘of Vinci’). Da Vinci kept extensive notebooks containing details of his work and __________________________, many of which were never physically made during his lifetime. Among them were designs for __________________________, tanks and bridges. Picasso was the pioneer of Cubism, an art movement that is considered to be the most influential of the __________________________. They’re __________________________ many of the traits he exhibited perfectly: an engagement with their subjects’ inner lives, and a lack of idealisation about their appearances. These also often contain clues about their stories, for example __________________________ causing a reaction, or knowing looks between characters. Like da Vinci and __________________________, and Rembrandt and the Dutch Masters, Picasso and

and religious stories – but with his subjects caught slightly off guard, in a moment of expression or action. He learned to paint in its capital, __________________________. His style swept __________________________, and then France, and then the whole of Europe. Cubist artists study and then __________________________ their subjects, before reassembling fragments into a portrait. He was an __________________________ artist even when he was young. 100

Comprehension Ninja 10–11 © Andrew Jennings, 2020

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10 ARTISTS’ GALLERY

LABEL

TRUE OR FALSE Read the sentences. Put a tick in the correct box to show which sentences are true and which are false.

Label the description with the correct artist. father was a painter

Da Vinci was born in France.

True

False

Da Vinci created designs for rockets, aeroplanes and guns.

True

False

The Mona Lisa sits in the Louvre Museum, Paris.

True

False

Da Vinci had many interests beyond painting.

True

False

Amboise is where Da Vinci spent the final years of his life.

True

False

Picasso liked to experiment with different styles and techniques.

True

False

Picasso’s wartime paintings are what he is best recognised for.

True

False

paintings told biographical stories

Picasso moved to Paris, France, in 1881.

True

False

created designs for helicopters, weapons and bridges

Picasso’s mother was a painter and a teacher.

True

False

moved to Paris aged 23

Picasso was born in Malaga, Spain.

True

False

surname means ‘of Vinci’

Rembrandt lived during the 1800s.

True

False

born in Malaga, Spain

Rembrandt never painted any self-portraits.

True

False

the epitome of the ‘Dutch Masters’

The Dutch Republic endured a long period of war.

True

False

Rembrandt painted key moments in history.

True

False

Rembrandt developed ‘primitivism’.

True

False

born in 1881 kept extensive notebooks created the most famous work found in the Louvre museum best recognised for Cubism work lived during the 1600s Label the description with the correct artist.

Label the location with the correct artist. Leiden, in the Dutch Republic Amboise, France Tuscany, Italy Paris, France Malaga, Spain Amsterdam 102

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10 ARTISTS’ GALLERY

MULTIPLE CHOICE

SEQUENCING

Circle the correct answer for each of the following questions.

Look at Artists’ gallery. Number the statements from 1 to 5 to show the order they occur in the text. Look at the first line of each paragraph to help you.

When was Pablo Picasso born? 1891

1881

1871

1889

Picasso was the pioneer of Cubism, an art movement that is considered to be the most influential of the 20th century.

Where did Rembrandt learn to paint? Amsterdam

Leiden

Malaga

Paris

Leonardo Da Vinci

Pablo Picasso

all three

Which of the following did da Vinci design? weapons

mobile phones

cars

helicopters

Which art style is Picasso best known for? watercolours

Cubism

sculpture

surrealism

red and green

rose and black

yellow and blue

In which building is the Mona Lisa usually housed? Louvre Museum

Eiffel Tower

French Museum

London’s Gallery

Leonardo Da Vinci

Pablo Picasso

all three

Which of the following painted figures that seem to glow out from a mysterious background? Rembrandt van Rijn

Leonardo Da Vinci

Pablo Picasso

all three

Where could you see some of da Vinci’s designs? Malaga, Spain

104

Paris, France

Look at the ‘Leonardo da Vinci’ section in Artists’ gallery. Number the statements from 1 to 5 to show the order they occur in the text. He is renowned for his work as a painter and sculptor, but also as an architect, mathematician, musician, engineer and scientist. The ideal of humanism was to take education out of dry scholarship and into contexts that involved and benefitted real people.

Since his death, some of his designs have been created in his memory, including his flying machine, and can be found in the French city of Amboise, where da Vinci lived in the final years of his life. His Mona Lisa takes pride of place in the Louvre museum in Paris, France – but this striking piece of art is not his only memorable work. Look at Artists’ gallery. Number the statements from 1 to 4 to show the order they occur in the text.

Which of the following was a Renaissance humanist? Rembrandt van Rijn

He was born in Malaga, Spain, in 1881.

Da Vinci kept extensive notebooks containing details of his work and inventions, many of which were never physically made during his lifetime.

Which colours was Picasso fond of using? blue and rose

Da Vinci was born in 1452, near to the Tuscan town of Vinci, in Italy (the name ‘da Vinci’ simply translates to ‘of Vinci’). The same is true of his many portraits.

Which of the following was considered one of the ‘Dutch Masters’? Rembrandt van Rijn

Over the last several centuries, Europe has produced some talented artists whose works are still celebrated around the world today.

Amboise, France

the Netherlands

Comprehension Ninja 10–11 © Andrew Jennings, 2020

However, he soon became bored with their traditional teachings. Rembrandt is most famous for paintings of key moments in history and from myths and religious stories – but with his subjects caught slightly off guard, in a moment of expression or action. It used a wide range of mediums such as da Vinci’s, alongside poetry and philosophy, to drive the spiritual and social progress of humankind. Cubist artists study and then disassemble their subjects, before reassembling fragments into a portrait.

Comprehension Ninja 10–11 © Andrew Jennings, 2020

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10 ARTISTS’ GALLERY

FIND AND COPY

UNDERLINE OR HIGHLIGHT

These questions are about Artists’ gallery.

Read the paragraphs below and then follow the instructions.

Look at the first paragraph. Find and copy a word that suggests that each of the three artists is a well-known figurehead of their artistic movements.

Leonardo da Vinci

__________________________

Look at the ‘Leonardo da Vinci’ section. Find and copy a word that suggests that da Vinci kept many notebooks. __________________________ Look at the ‘Rembrandt van Rijn’ section. Find and copy a word that suggests that some of his paintings made people seem unattractive. __________________________ Look at the ‘Pablo Picasso’ section. Find and copy a word that suggests he had become disinterested in the art schools in Spain.

Da Vinci was born in 1452, near to the Tuscan town of Vinci, in Italy (the name ‘da Vinci’ simply translates to ‘of Vinci’). He is renowned for his work as a painter and sculptor, but also as an architect, mathematician, musician, engineer and scientist. The breadth of his talents makes him representative of Renaissance humanism, a movement in Europe in the 15th and 16th centuries. The ideal of humanism was to take education out of dry scholarship and into contexts that involved and benefitted real people. It used a wide range of mediums such as da Vinci’s, alongside poetry and philosophy, to drive the spiritual and social progress of humankind.

__________________________

Underline or highlight a word that means well known by many people.

Look at the ‘Rembrandt van Rijn’ section. Find and copy a word that suggests that some of his paintings showed a personal or sensitive side to their subjects.

Underline or highlight a word that means extremely good-looking.

__________________________

Underline or highlight a word that means all human beings.

Look at the ‘Pablo Picasso’ section. Find and copy a word that suggests that Picasso liked to do things differently and look for new ideas.

Underline or highlight a word that means to put a word into another language.

Underline or highlight a word that means a person who designs and builds machines and structures.

Underline or highlight a phrase that means to put something in the best spot or to showcase it. __________________________ Look at the ‘Pablo Picasso’ section. Find and copy a word that suggests that Cubism takes a feature of a face and makes it bigger than it really is. __________________________ Look at the ‘Leonardo da Vinci’ section. Find and copy a word that suggests that da Vinci is well known for his painting. __________________________ 106

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11 CRIME, PUNISHMENT AND TORTURE When a criminal offence is committed nowadays, the offender usually ends up in front of a court, may be fined and, if the crime warrants it, could face a spell in prison. This was not always the case, though. If we look back over history, we can see far more brutal punishments being handed out. The Anglo-Saxons In Anglo-Saxon Britain, the land was ruled not by one king, but by several. Different kingdoms had their own laws, and their own punishments. Although some of these laws are similar to those in place today, most punishments were far more severe. They were intended to act as examples, to persuade others against performing similar crimes. The simple court system at the time required discussion and agreement, by town elders and those in power, to decide on a suitable punishment for a crime.

Some of the most brutal forms of punishment and torture were inflicted in medieval society. As in Anglo-Saxon kingdoms, it was thought that the best way to discourage crime was to use severe punishments, including death, to put people off. Vicious tools of torture were used to punish offenders and force confessions from suspects. They included the iron maiden, a metal coffin with razor-sharp spikes inside it. The tongue tearer was another option: as the name suggests, this was used to pull the tongue out of the mouth before it was cut off. The hook was a particularly popular tool – it was a very versatile piece of equipment. It could be used to inflict pain throughout the body, including by gouging out victims’ eyes or hanging them up. The Tudors Crime – especially theft – was widespread during Tudor times. Stealing was common as many people struggled to afford food. Punishments for the thieves were severe, and some even faced the death penalty. Vagrancy (homelessness) was also illegal, and could be punished by flogging (whipping) or hanging. When people were executed, it was usually done in public. These events were incredibly popular, drawing huge crowds that included children.

Other brutal forms of torture and punishment were also employed. The Tower of London was known for housing a wooden rack to force confessions. The rack was used to stretch the victim’s body, potentially dislocating limbs and ripping them from their sockets. People usually talked before that, though!

However, Wergild was rarely an alternative to physical punishment – more often, it was an addition. However fair the court system was, its result was likely to be brutal: punishments included being branded with a hot iron, the removal of body parts and drowning. If accused people continued to claim their innocence, or if verdicts could not be reached through trial in court, they would experience a trial of ordeal: a violent physical test. Its result was believed to be decided by God. Defendants could choose their ordeal, but none of the options was good. Trials could be by combat, fighting to the death; by fire, walking across red-hot iron; by boiling water or oil, immersing hands or feet; or by poison – amongst other equally awful options. 108

Medieval England

Comprehension Ninja 10–11 © Andrew Jennings, 2020

Some torture was simply bizarre in its cruelty. During Tudor times, many still believed in the existence of witches. If a woman was suspected of witchcraft, she was strapped into a chair and dropped into icy water. It was believed that, if she was indeed a witch, she would float to the top and be proven guilty. If not, she was innocent – but she would have drowned anyway. Other forms of punishment were designed to humiliate the offender. Wooden stocks were used to hold culprits for hours or days, while onlookers threw rotten food at them. People arrested for drunkenness faced similar humiliation, being forced to wear a wooden barrel. Perhaps most unfairly, a woman who gossiped or even simply insulted a man was forced to wear a metal cage called a ‘scold’s bridle’ over her head, which clamped her jaw shut. Would the threat of that keep you quiet? Comprehension Ninja 10–11 © Andrew Jennings, 2020

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11 CRIME, PUNISHMENT AND TORTURE

MATCHING

FILL IN THE GAP Read the sentences and choose the correct word or words to fill the gap. Perhaps the mildest made use of a compensation system known as __________________________, which was in place to settle disputes between criminals and victims or their families. If a woman was suspected of witchcraft, she was strapped into a chair and dropped into __________________________. People arrested for drunkenness faced similar __________________________, being forced to wear a

Draw a line with a ruler to match the information. hot iron branding

Medieval England

the rack

the Tudors

the hook

Anglo-Saxons

wooden stocks

The Tudors

witchcraft

dunked in icy water

drunkenness

compensation system

Tower of London

forced to wear wooden barrel

Wergild

the wooden rack

flogging

for gouging eyes

the hook

tearing limbs from sockets

the rack

being whipped

scold’s bridle

for gossiping

people were executed

huge crowds that included children

widespread during Tudor times

the Tudors

believed in witches

in public

witnessed executions

theft

iron maiden

fighting to the death

trial by combat

walking across red-hot iron

tongue tearer

a metal coffin with razor-sharp spikes

trial by fire

pulled the tongue out of the mouth

wooden barrel. The rack was used to stretch the victim’s body, potentially __________________________ limbs and ripping them from their sockets. Wooden stocks were used to hold culprits for hours or days, while onlookers threw __________________________ at them. __________________________ (homelessness) was also illegal, and could be punished by whipping or hanging. As in Anglo-Saxon kingdoms, it was thought that the best way to discourage crime was to use severe __________________________, including death, to put people off. It was believed that, if she was indeed a __________________________, she would float to the top and be proven guilty. In a case of murder, the killer would make a payment to the family of the victim – the exact amount depending on the victim’s __________________________. The Tower of London was known for housing a __________________________ to force confessions. Different __________________________ had their own laws, and their own punishments. If accused people continued to claim their innocence, or if their verdicts could not be reached through trial in court, they would experience a __________________________________: a violent physical test. When a criminal offence is committed nowadays, the offender usually ends up in front of a __________________________, may be fined and, if the crime warrants it, could face a spell in prison. __________________________ was common as many people struggled to afford food.

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11 CRIME, PUNISHMENT AND TORTURE

LABEL

TRUE OR FALSE Read the sentences. Put a tick in the correct box to show which sentences are true and which are false.

Label the description with the correct time period. put feet in boiling oil

If a woman suspected of witchcraft drowned, she was declared to be innocent.

True

False

People who drank too much alcohol were forced to wear a barrel.

True

False

The rack was designed to crush criminals.

True

False

Wooden stocks were used to humiliate offenders.

True

False

Vagrancy was punishable by flogging or hanging.

True

False

No one committed any crimes during the Tudor period.

True

False

Hangings would draw huge crowds including children.

True

False

the rack

The rack would pull peoples arms and legs from their sockets.

True

False

branded criminals with a hot iron

Punishments would sometimes include branding with a hot iron.

True

False

death penalty

Punishments for crime in history was far more brutal than today.

True

False

forced to wear wooden barrel

Rotten food was thrown at homeless people.

True

False

used poison

The rack was used to extract confessions from suspects.

True

False

drowned witches

The Anglo-Saxons believed that God would save those who were innocent.

True

False

The Anglo-Saxons had no court system to decide who was guilty.

True

False

During the Anglo-Saxon period, every kingdom had the same laws and punishments.

True

False

used humiliation and embarrassment used the hook to torture gave compensation to victims of crime hanged and flogged people in public used a metal cage (scold’s bride) Label the description with the correct time period.

Label the terminology with an explanation. vagrancy flogging scold’s bride Wergild trial of ordeal wooden stocks 112

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11 CRIME, PUNISHMENT AND TORTURE

MULTIPLE CHOICE

SEQUENCING

Circle the correct answer for each of the following questions.

Look at Crime, punishment and torture. Number the statements from 1 to 5 to show the order they occur in the text. Look at the first line of each paragraph to help you.

What was the name of the Anglo-Saxon compensation system? the rack

Wergild

compensate

Evengeld

Vicious tools of torture were used to punish offenders and force confessions from suspects.

According to Anglo-Saxons, who decided the result of physical trials by ordeal? God

sheep

water

irons

the Tudor period

the Anglo-Saxon period

the Victorian period

What was illegal during the Tudor period? being homeless

buying food

torturing someone

watching an execution

the rack

the tongue tearer

flogging

the rack

the tongue tearer

flogging

in private

in town halls

in public

What type of person might have been tied to a chair and thrown into freezing water? a thief

a witch

a homeless person

a murderer

unclean clothes

leaves and brambles

a metal cage

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hang people

Look at Crime, punishment and torture. Number the statements from 1 to 5 to show the order they occur in the text. A lesser sum would be due if a body part was lost in an attack or fight, the exact amount being determined by the body part lost.

The hook was a particularly popular tool – it was a very versatile piece of equipment. If we look back over history, we can see far more brutal punishments being handed out.

The rack was a brutal torture device. What did it do? stretch people

If a woman was suspected of witchcraft, she was strapped into a chair and dropped into icy water.

Would the threat of that keep you quiet?

What were women who gossiped forced to wear? a wooden barrel

Some torture was simply bizarre in its cruelty.

The rack was used to stretch the victim’s body, potentially dislocating limbs and ripping them from their sockets.

Where were executions often carried out? in the cells

Look at the ‘The Tudors’ section in Crime, punishment and torture. Number the statements from 1 to 5 to show the order they occur in the text.

The Tower of London was known for housing a wooden rack to force confessions.

Which piece of torture equipment could be used in many ways? the hook

The simple court system at the time required discussion and agreement, by town elders and those in power, to decide on a suitable punishment for a crime.

During Tudor times, many still believed in the existence of witches.

Which form of punishment tore the offender’s tongue from their mouth? the hook

In Anglo-Saxon Britain, the land was ruled not by one king, but by several. When a criminal offence is committed nowadays, the offender usually ends up in front of a court, may be fined and, if the crime warrants it, could face a spell in prison.

During which time period was stealing extremely common? medieval period

Other brutal forms of torture and punishment were also employed.

crush people

drag people

Comprehension Ninja 10–11 © Andrew Jennings, 2020

Some of the most brutal forms of punishment and torture were inflicted in medieval society.

Comprehension Ninja 10–11 © Andrew Jennings, 2020

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11 CRIME, PUNISHMENT AND TORTURE

FIND AND COPY

UNDERLINE OR HIGHLIGHT

These questions are about Crime, punishment and torture.

Read the paragraphs below and then follow the instructions.

Look at the introduction. Find and copy a word that refers to the time period today. __________________________ Look at the fifth paragraph of the ‘The Anglo-Saxons’ section. Find and copy a word that suggests that accused individuals would have a prolonged, unpleasant experience. __________________________ Look at the first paragraph of the ‘The Anglo-Saxons’ section. Find and copy a word that suggests that some Anglo-Saxon laws were not that different from our laws today. __________________________ Look at the third paragraph of the ‘The Anglo-Saxons’ section. Find and copy a word that suggests a person who has been affected by crime. __________________________ Look at the third paragraph of the ‘The Anglo-Saxons’ section. Find and copy a word that suggests people were paid money for suffering an injury.

Perhaps the mildest made use of a compensation system known as Wergild, which was in place to settle disputes between criminals and victims or their families. Stolen or destroyed items would be more than paid for. In a case of murder, the killer would make a payment to the family of the victim – the exact amount depending on the victim’s importance. A lesser sum would be due if a body part was lost in an attack or fight, the exact amount being determined by the body part lost. However, Wergild was rarely an alternative to physical punishment – more often, it was an addition. However fair the court system was, its result was likely to be brutal: punishments included being branded with hot iron, the removal of body parts and drowning. If accused people continued to claim their innocence, or if their verdicts could not be reached through trial in court, they would experience a trial of ordeal: a violent physical test. Its result was believed to be decided by God. Defendants could choose their ordeal, but none of the options was good. Trials could be by combat, fighting to the death; by fire, walking across red-hot iron; by boiling water or oil, immersing hands or feet; or by poison – amongst other equally awful options.

__________________________

Underline or highlight a word that means an argument or disagreement.

Look at the second paragraph of the ‘The Tudors’ section. Find and copy a word that suggests people admitted their guilt after being tortured.

Underline or highlight a word that means a person accused of a crime in court.

__________________________

Underline or highlight a phrase that means a smaller amount of money. Underline or highlight a word that means something done instead of something else.

Look at the first paragraph of the ‘The Tudors’ section. Find and copy a word that suggests that crime happened over a large area and was committed by a large number of people.

Underline or highlight a word that means a substance which can kill you. Underline or highlight a phrase that means to agree to end an argument or dispute.

__________________________ Look at the third paragraph of the ‘The Tudors’ section. Find and copy a word that suggests that some punishments were highly unusual. __________________________ 116

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12 CLIMATE CHANGE Climate change: it’s a term that everyone recognises, but few people fully understand it. Climate change and its effects are believed to be having a hugely negative effect on our planet. Scientists have warned that it may be too late to rectify the situation – but they are determined that everyone should try to understand how our world is changing, and know what they can do about it. What exactly is climate change? Earth’s temperature is maintained by a layer of naturally occurring ‘greenhouse gases’. These gases trap surface heat from the planet and prevent it from escaping into space. They are named because they behave like a greenhouse, helping to keep Earth warm and maintain its temperature. Experts state that, without these vital gases, the temperature on Earth would be around 30°C colder. However, the concentration of gases that form this greenhouse effect is changing. Our planet and its inhabitants are producing and releasing other gases, and these gases result in more heat being trapped. As a result, the temperature of Earth is increasing, and more extreme weather is being created. This process is commonly known as ‘global warming’. What is causing climate change? Carbon dioxide is believed to be the most significant contributor to climate change. About two thirds of greenhouse-gas pollution come from carbon dioxide, which is released when fossil fuels such as coal, gas and oil are burned. These forms of fuel are used as energy supplies across the world. Many simple everyday actions such as watching television and using lights also create carbon dioxide. Deforestation is a connected contributing factor to climate change. Forests – including rainforests – absorb huge amounts of carbon dioxide from the air before releasing oxygen. As humans destroy more forest areas for their wood or to create farming or building land, there are fewer trees to remove carbon dioxide. The carbon dioxide is instead released into the atmosphere. What has happened so far? Over the last century, Earth’s temperature is said to have increased by 1°C. Although this may not sound significant, even the smallest rise can have a serious effect. The polar ice caps have already begun to melt. A change in climate can lead to more unpredictable and extreme weather. It can result in wetter weather too to which some animals (including humans) may not be able to adapt to– so they may not be able to survive. 118

Comprehension Ninja 10–11 © Andrew Jennings, 2020

Significant shifts in temperature are nothing new on Earth. After all, our planet has seen tropical climates and ice ages come and go during its billions of years of existence. The concern now, however, is that temperatures are rising more rapidly than they have previously – and that, as a society, we are releasing more harmful gases into the Earth’s atmosphere than ever before. Some climate scientists predict that Earth’s temperature could increase by anything from 1.4°C to 5.8°C over the next 100 years. What effects could climate change have? The effects of climate change have already been seen in the wild, in various environments and among a variety of species. The habitat of polar creatures is at risk due to the rising temperatures around the North and South Poles. Polar bears rely on ice to raise their young and hunt, so the destruction of their icy habitat will have serious implications for their species. As sea ice melts sea levels rise – and other creatures are affected by the changing conditions in different ways. Rising sea levels, for example, affect the ability of sea turtles to use beaches to lay their eggs. They could also change coastal habitats for many other animals and birds. Climate change is affecting the human population too. Food production and farming has been disrupted by higher temperatures, increased rainfall, floods and even droughts. As sea levels rise, they will reduce island countries’ areas considerably. How can we prevent climate change? Ultimately, the amount of harmful gases released from Earth needs to decrease significantly. Scientists are developing more ways to use renewable energy from the tides, the wind, the sun and Earth’s heat. There are also, however, lots of small steps that everyone could take to help combat climate change. Turning off electrical items when they’re not in use, walking or cycling instead of using a car and switching to energy-saving light bulbs are all ways to help protect our planet. Reducing food waste and recycling also make big differences. Experts say it is essential for everyone to play their part in safeguarding the future of our planet. Comprehension Ninja 10–11 © Andrew Jennings, 2020

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12 CLIMATE CHANGE

MATCHING

FILL IN THE GAP Read the sentences and choose the correct word or words to fill the gap. The effects of climate change have already been seen in the wild, in various __________________________ and among a variety of species. Scientists are developing more ways to use __________________________ energy from the tides, the wind, the sun and Earth’s heat. Earth’s temperature is maintained by a __________________________ of naturally occurring ‘greenhouse gases’. Food production and farming has been disrupted by higher __________________________, increased rainfall, floods and even droughts. After all, our planet has seen ________________________________ and ice ages come and go during its billions of years of existence. Turning off electrical items when they’re not in use, _________________________________ instead of using a car and switching to energy-saving light bulbs are all ways to help protect our planet. As a result, the temperature of Earth is increasing and more ___________________________________ is being created. They are named because they behave like a __________________________, helping to keep Earth warm and maintain its temperature. __________________________ have warned that it may be too late to rectify the situation – but they are determined that everyone should try to understand how our world is changing, and know what they can do about it. Reducing __________________________ and recycling also make big differences. Experts state that, without these vital gases, the __________________________ on Earth would be around 30°C colder. __________________________ is believed to be the most significant contributor to climate change. As humans destroy more __________________________ for their wood or to create farming or building land, there are fewer trees to remove carbon dioxide. It can result in wetter weather too, to which some animals (including humans) may not be able to __________________________ to – so they may not be able to survive. Some climate scientists predict that Earth’s temperature could increase by anything from 1.4°C to 5.8°C over the next __________________________. 120

Comprehension Ninja 10–11 © Andrew Jennings, 2020

Draw a line with a ruler to match the information. tides, wind, sun, Earth’s heat

carbon dioxide

coal, oil, gas

fossil fuels

trees release

renewable energy

damaging gas

oxygen

contributes to climate change

turn off electrical items

effect of climate change

deforestation

Earth’s gases

sea ice melts

help protect our planet

trap surface heat

possible temperature increase in the next 100 years

30 degrees colder

without greenhouse gases

1.4°C to 5.8°C

Earth’s temperature is said to have increased by

two thirds

pollution made up of carbon dioxide

1°C

may not be able to adapt

sea turtles

sea ice melts

food production and farming

affected by rising sea levels

animals including humans

disrupted by higher temperatures

sea levels rise

small steps to combat climate change

temperature of Earth increasing

can play a part in safeguarding the planet

switching to energy-saving light bulbs

layer of gases

greenhouse gases

global warming

everyone

Comprehension Ninja 10–11 © Andrew Jennings, 2020

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12 CLIMATE CHANGE

LABEL

TRUE OR FALSE

Label the description with the correct fuel category: renewable energy or fossil fuel. wind

Read the sentences. Put a tick in the correct box to show which sentences are true and which are false. Earth’s temperature has risen over the last century.

True

False

Scientists think it may be too late to stop climate change.

True

False

Greenhouse gases help maintain Earth’s temperature.

True

False

Recycling adds to the climate change problem.

True

False

Climate change is reducing sea levels around the world.

True

False

Over the last century, Earth’s temperature has increased by 5°C.

True

False

Rainforests absorb carbon dioxide and give out oxygen.

True

False

who has warned it may be too late to rectify the situation

Humans are destroying more forest areas.

True

False

name of the layer of naturally occurring gases

Trees release carbon dioxide.

True

False

the Earth becoming warmer is known as

The amount of harmful gases released from Earth needs to increase significantly.

True

False

society is releasing more of these than before

Cycling rather than using a car will help protect the planet.

True

False

turning off may these help protect the planet

Rising sea levels is only likely to affect the animals of the Arctic.

True

False

climate change can lead to

Earth has never seen tropical climates or ice ages before.

True

False

Food production and farming has been affected by climate change.

True

False

Droughts, floods, increased rainfall and high temperatures are caused by climate change.

True

False

coal tidal gas sun/solar oil Label the description with the correct information.

Label the description with the correct gas. trees can absorb fossil fuels release trees release stops heat from escaping to space watching television and using lights creates

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12 CLIMATE CHANGE

MULTIPLE CHOICE

SEQUENCING Look at Climate change. Number the statements from 1 to 5 to show the order they occur in the text. Look at the first line of each paragraph to help you.

Circle the correct answer for each of the following questions. Greenhouse gases trap heat and prevent it from entering... space

the environment

the atmosphere

the air

Earth’s temperature is maintained by a layer of naturally occurring ‘greenhouse gases’.

Climate change is a phrase that everyone... believes

recognises

dislikes

is confused by

core warming

global warming

earth heating

Which gas is considered to be a significant contributor to climate change? oxygen

water

nitrogen

carbon dioxide

green energy

fossil fuels

What is the name given to coal, oil and gas? renewable energy

safe fuels

2°C

5°C

1.4°C

the atmosphere

fossil fuels

sea ice

What is the name given to energy taken from tides, the wind, the sun and Earth’s heat? renewable energy

safe fuels

green energy

fossil fuels

camouflage

ice

warm temperatures

124

Ultimately, the amount of harmful gases released from Earth needs to decrease significantly.

Scientists are developing more ways to use renewable energy from the tides, the wind, the sun and Earth’s heat.

Look at Climate change. Number the statements from 1 to 5 to show the order they occur in the text. These gases trap surface heat from the planet and prevent them from escaping into space.

This process is commonly known as ‘global warming’. Reducing food waste and recycling also make big differences.

Climate change can lead to... predictable weather

There are also, however, lots of small steps that everyone could take to help combat climate change.

Many simple everyday actions such as watching television and using lights also create carbon dioxide.

What do polar bears rely on to hunt and raise their young? seals

Look at the ‘How can we prevent climate change?’ section in Climate change. Number the statements from 1 to 5 to show the order they occur in the text.

Turning off electrical items when they’re not in use, walking or cycling instead of using a car, and switching to energy-saving light bulbs are all ways to help protect our planet.

What is being destroyed that helps absorb huge amounts of carbon dioxide? rainforests

However, the concentration of gases that form this greenhouse effect is changing.

Reducing food waste and recycling also make big differences.

How many degrees has Earth’s temperature increased by in the last century? 1°C

Deforestation is a connected contributing factor to climate change. Ultimately, the amount of harmful gases released from Earth needs to decrease significantly.

What is the commonly used term to describe the temperature on Earth increasing? climate change

The effects of climate change have already been seen in the wild, in various environments and among a variety of species.

normal weather

only dry weather

unpredictable weather

Comprehension Ninja 10–11 © Andrew Jennings, 2020

Some climate scientists predict that Earth’s temperature could increase by anything from 1.4°C to 5.8°C over the next 100 years.

Comprehension Ninja 10–11 © Andrew Jennings, 2020

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12 CLIMATE CHANGE

FIND AND COPY

UNDERLINE OR HIGHLIGHT

These questions are about Climate change.

Read the paragraphs below and then follow the instructions.

Look at the first paragraph. Find and copy a word that suggests that climate change tends to cause harm to our planet. __________________________ Look at the second paragraph. Find and copy a word that suggests that the Earth’s temperature is kept the same. __________________________ Look at the ‘What has happened so far?’ section. Find and copy a word that suggests that we cannot know in advance what the weather will be like. __________________________ Look at the paragraph beginning ‘Carbon dioxide is believed... ‘. Find and copy a word that suggests carbon dioxide is the main reason why climate change is happening.

What effects could climate change have? The effects of climate change have already been seen in the wild, in various environments and among a variety of species. The habitat of polar creatures is at risk due to the rising temperatures around the North and South Poles. Polar bears rely on ice to raise their young and hunt, so the destruction of their icy habitat will have serious implications for their species. As sea ice melts, in addition, sea levels rise – and other creatures are affected by the changing conditions in different ways. Rising sea levels, for example, affect the ability of sea turtles to use beaches to lay their eggs. They could also change coastal habitats for many other animals and birds. Climate change is affecting the human population too. Food production and farming has been disrupted by higher temperatures, increased rainfall, floods and even droughts. As sea levels rise, they will reduce island countries’ areas considerably.

__________________________ Underline or highlight a word that means types of animals. Look at the paragraph beginning ‘Deforestation’. Find and copy a word that suggests carbon dioxide is soaked up by trees in rainforests.

Underline or highlight a phrase that means exposed to harm or danger. Underline or highlight a word that means to get smaller.

__________________________ Look at the ‘What has happened so far?’ section. Find and copy a word that suggests temperatures are rising at a great rate.

Underline or highlight a word that means land that is close to the sea. Underline or highlight a word that means a period of time with very little or no rainfall. Underline or highlight a word that means to cause so much damage to something that it no longer exists.

__________________________ Look at the ‘What has happened so far?’ section. Find and copy a word that suggests society is anxious about rising temperatures. __________________________ Look at the ‘How can we prevent climate change?’ section. Find and copy a word that suggests an energy source is not used up or depleted when used. __________________________ 126

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13 THE FIRST MAN ON THE MOON On 20 July 1969, Neil Armstrong secured his place in the history books: he became the first human ever to step foot on the Moon. As hundreds of millions watched across the world, he famously declared that it was ‘one small step for a man, one giant leap for mankind’. The USA had won the competition with the Soviet Union (now Russia) to put a man on the moon first – and Armstrong’s name was soon known around the world. The mission

After their historic Moon walks, the astronauts successfully returned in Eagle to the main spacecraft, where Michael Collins was awaiting them. President Nixon, who by then had succeeded President Kennedy, communicated with the astronauts by telephone. He said:

President John F. Kennedy had challenged the USA to put a man on the Moon before the end of the decade, worried that his nation was falling behind in technology. In 1962, the determined president famously stated, ‘We choose to go to the Moon in this decade and do the other things, not because they are easy, but because they are hard; [...] because that challenge is one that we are willing to accept, one we are unwilling to postpone, and one we intend to win.’

‘Hello Neil and Buzz – I am talking to you by telephone from the Oval Room at the White House, and this certainly has to be the most historic telephone call ever made from the White House. I just can’t tell you how proud we all are of what you have done. For every American, this has to be the proudest day of our lives, and for people all over the world I am sure that they too join with Americans in recognising what an immense feat this is.’

Seven years later, Mission Apollo 11 launched from the Kennedy Space Center, in Florida. Its crew consisted of Neil Armstrong (commander), Michael Collins (command module pilot) and Edwin E. Aldrin Jr (lunar module pilot), better known as ‘Buzz’ Aldrin.

He later added, ‘For one priceless moment in the whole history of man, all the people on this Earth are truly one – one in their pride in what you have done, and one in our prayers that you will return safely to Earth.’

Apollo 11 launched successfully and entered an orbit of the Moon. On 20 July, Armstrong and Aldrin took the lunar module Eagle and began their journey to the Moon, leaving Collins aboard the main spacecraft. Eagle landed on the Moon at 4.17 pm Eastern Standard Time, with less than 30 seconds of fuel remaining. Six hours after landing, Armstrong took the historic step onto the surface of the Moon. As he did so, an estimated 530 million viewers across the world watched the event on television. Aldrin soon joined him, and the two astronauts spent two and a half hours on the lunar surface. Despite the advanced technology in their space suits – which contained portable life-support systems that controlled oxygen, temperature and pressure – the astronauts found it difficult to adapt to the reduced gravity on the Moon. They found they were capable of jumping far higher than on Earth, and struggled to move forwards rather than upwards! 128

While on the Moon, Armstrong and Aldrin performed a variety of experiments, and collected soil and rock samples to analyse on their return to Earth. An American flag was left on the Moon as a lasting legacy to the achievement.

Comprehension Ninja 10–11 © Andrew Jennings, 2020

The Apollo 11 crew’s descent back to Earth lasted several days, during which time they broadcast their thanks to ‘all those Americans who built the spacecraft; who did the construction, design, the tests, and put their hearts and all their abilities into those craft.’ Apollo 11 splashed down into the Pacific Ocean on 24 July. The man Neil Armstrong was born in Ohio in the USA, in 1930. After serving as a pilot in the US Navy 1949–1952, he joined the organisation we now know as NASA (the National Aeronautics and Space Administration Agency), where he worked as an engineer, test pilot, astronaut and administrator. Working for NASA, Armstrong piloted many different aircraft, including jets, rockets, helicopters and gliders. He was command pilot for the Gemini 8 mission in 1966, and successfully performed the first docking of two vehicles in space. It is his work on Apollo 11, however, for which he is best known. Following his exploits in space, Armstrong took on many prestigious and high-profile roles, and received awards from countries across the world. Comprehension Ninja 10–11 © Andrew Jennings, 2020

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MULTIPLE CHOICE

Read the sentences and choose the correct word or words to fill the gap. Refer back to The first man on the Moon to find the correct answer.

Circle the correct answer to the following question.

On 20 July 1969 __________________________ secured his place in the history books: he became the first human ever to step foot on the moon. Eagle landed on the Moon at 4.17 pm Eastern Standard Time, with less than 30 seconds of __________________________ remaining.

On which date did Neil Armstrong first step on the Moon? 19 July

20 July

21 July

22 July

SEQUENCING

Despite the advanced technology in their space suits – which contained __________________________ systems that controlled oxygen, temperature and pressure – the astronauts found it difficult to adapt to the reduced gravity on the Moon.

Look at The first man on the Moon. Number the statements from 1 to 4 to show the order they occur in the text.

13 THE FIRST MAN ON THE MOON

FILL IN THE GAP

They found they were capable of jumping far higher than on Earth, and struggled to move forwards rather than upwards!

MATCHING

While on the Moon, Armstrong and Aldrin performed a variety of experiments, and collected soil and rock samples to analyse on their return to Earth.

Draw a line with a ruler to match the information. Neil Armstrong

command module pilot

As he did so, an estimated 530 million viewers across the world watched the event on television.

John F. Kennedy

first man on the moon

Eagle landed on the Moon at 4.17 pm Eastern Standard Time, with less than 30 seconds of fuel remaining.

Buzz Aldrin

second man on the moon

Michael Collins

president

FIND AND COPY These questions are about The first man on the Moon.

LABEL

Look at paragraph one. Find and copy a word that Neil announced or told people something.

Label the description with the correct name.

__________________________

space center name commander

Look at ‘On the surface’ section. Find and copy a word that suggests the gravity was less than on Earth.

lunar module pilot

__________________________

commander module pilot

UNDERLINE OR HIGHLIGHT

lunar module name mission name and number

Read the paragraph below and then follow the instructions.

TRUE OR FALSE Read the sentences. Put a tick in the correct box to show which sentences are true and which are false.

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Buzz Aldrin took the first steps on the moon.

True

False

Neil Armstrong was born in Ohio, USA.

True

False

The module had less than 30 seconds of fuel remaining when it landed.

True

False

Apollo 11 returned to Earth on 26 July.

True

False

Armstrong was the command pilot for the Gemini 8 mission.

True

False

Comprehension Ninja 10–11 © Andrew Jennings, 2020

Despite the advanced technology in their space suits – which contained portable life-support systems that controlled oxygen, temperature and pressure – the astronauts found it difficult to adapt to the reduced gravity on the Moon.

Underline or highlight a word that means a small version that can be carried. Underline or highlight a word that means to change in order to deal with something.

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14 PLASTIC POLLUTION Plastic is a versatile everyday material: it is waterproof, strong, stretchable and can be flexible or moulded. However, the extent of its use has had a severe impact on the environment. Unrecycled plastic is dumped – into landfills or into the sea – and takes up to 1,000 years to decompose. Plastic pollution and recycling have become particularly hot topics in the media in recent years, as environmentalists, charities and governments all try to fight its negative impacts. Plastic in the oceans Millions of pieces of plastic enter the world’s oceans every day, statistics suggest. Almost all of the planet’s water flows through seas and oceans, which means that they eventually receive almost all of the water pollution generated. The majority of plastic pollution enters oceans after being washed away from towns and cities. It also comes from items being flushed away, litter left on beaches, industrial spills and illegal dumping. It’s not uncommon to see plastic rubbish washed up on shore, but it’s the items that stay in the water that cause the most problems. This plastic can be mistaken for food by sea creatures such as fish, whales and seals. When they swallow it, it acts as poison, causing illness and death. Creatures can also become entangled in the plastic and remain trapped. If the plastic itself does not strangle them, they starve to death because they are unable to move. Turtles are among the most vulnerable creatures when it comes to plastic pollution. They are not able to distinguish between plastic bags and jellyfish, which they eat. The bags cause blockages in their stomachs, meaning they’re unable to digest genuine food, and they starve. Floating bags are mistaken for food by gulls, too. As plastic is broken up at sea, its smaller pieces become risks to more aquatic life, and ultimately to humans. Studies have discovered plastic inside a large proportion of UK-caught fish. This not only causes the fish to suffer from malnutrition, but also means that people too eat toxic chemicals or the plastic itself. Plastic on land Despite governments’ efforts, just a small percentage of plastic is currently recycled. The majority ends up in landfill sites or as litter in towns and the countryside, around the world. All of it can release toxic substances into soil. These harmful chemicals can then seep into groundwater or other surrounding water sources, affecting the ecosystem and even poisoning the species of animals and plants that rely it – again, including humans.

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What is being done to fight plastic pollution? Around the world, ecologists and environmentalists – and concerned individuals – are determined to fight back against plastic. Governments, charities, businesses and the general public are being asked to consider how they use plastic. Many large retailers and businesses are doing their bit to combat the negative effects of plastic. In 2015, the UK government revealed that, in the previous year, over 7.6 billion single-use plastic bags were given to customers by supermarkets in England. They estimated that these weighed around 61,000 tonnes in total. They introduced a law that meant all large shops in England had to charge 5 pence for each single-use plastic carrier bag. Similar charges are in place in Scotland, Wales and Northern Ireland. Retailers are expected to donate the proceeds from the plastic bags to good causes. Instead, shoppers have been encouraged to take use own bags while shopping. In 2018, the government claimed the scheme had reduced the number of bags being used by 80 per cent. Supermarkets and food suppliers are also consciously cutting back on the amount of packaging they use on foods, particularly fruit and vegetables, which are often packed inside plastic to maintain their freshness. Drinks bottles make up one of the most common types of plastic waste. Across the world, millions of plastic bottles are sold each minute. Often these are used just once before being thrown away – and often are not even recycled. More and more people are now starting to re-use drinks bottles, and many cafés and shops offer to fill reusable bottles with water for no charge. Take-away cups, and particularly their straws, have been another focus. Retailers of hot and cold drinks no longer provide straws automatically, drawing customers’ attention to the problems they cause. There has also been a rise in people asking for hot drinks to be supplied in their own travel cups. Each individual’s contribution may not seem like much. However, being conscious of how we use and dispose of plastic could have a huge impact on our planet in years to come.

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MULTIPLE CHOICE

Read the sentences and choose the correct word or words to fill the gap. Refer back to Plastic pollution to find the correct answer.

Circle the correct answer to the following question.

Millions of pieces of plastic enter the world’s __________________________ every day, statistics suggest. The majority ends up in __________________________ or as litter in towns and the countryside, around the world. In 2015, the __________________________ revealed that, in the previous year, over 7.6 billion single-use plastic bags were given to customers by supermarkets in England.

MATCHING

tiredness

malnutrition

blindness

them to become trapped

SEQUENCING Look at Plastic pollution. Number the statements from 1 to 4 to show the order they occur in the text. Almost all of the planet’s water flows through seas and oceans, which means that they eventually receive almost all of the water pollution generated.

Draw a line with a ruler to match the information. supermarkets and food suppliers

combatting negative effects

large retailers and businesses

drinks bottle

law in England

reducing packaging

common type of plastic waste

5 pence carrier bag charge

The majority ends up in landfill sites or as litter in towns and the countryside, around the world. Around the world, ecologists and environmentalists – and concerned individuals – are determined to fight back against plastic. The majority of plastic pollution enters oceans after being washed away from towns and cities.

FIND AND COPY

LABEL

These questions are about Plastic pollution.

Label the description with the correct number or statistic.

Look at the first paragraph. Find and copy a word that suggests plastic will break down into smaller parts.

singl-use carrier bag charge years it takes plastic to decompose

__________________________

number of plastic bags used in UK in 2014

Look at ‘Plastic in the oceans’ section. Find and copy a word that suggests the animals wrongly think that plastic is food.

government scheme reduced carrier bag use by

__________________________

weight of plastic bags used in 2014 year the government announced results of the scheme

UNDERLINE OR HIGHLIGHT Read the paragraph below and then follow the instructions.

TRUE OR FALSE Read the sentences. Put a tick in the correct box to show which sentences are true and which are false.

134

If fish eat plastic, it can cause...

14 PLASTIC POLLUTION

FILL IN THE GAP

Turtles mistake plastic for jellyfish.

True

False

Drinks bottles are a common type of plastic waste.

True

False

Over 7.6 billion single-use plastic bags were given to customers in the UK in 2013.

True

False

Plastic can release toxic substances into soil.

True

False

There are no carrier bag charges in Scotland, Wales and Northern Ireland.

True

False

Comprehension Ninja 10–11 © Andrew Jennings, 2020

These harmful chemicals can then seep into groundwater or other surrounding water sources, affecting the ecosystem and even poisoning the species of animals and plants that rely it – again, including humans.

Underline or highlight a word that means to flow slowly through other materials. Underline or highlight a word that means something is likely to be dangerous.

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15 OBESITY As health experts develop their understanding of how we can live long, healthy lives, the importance of maintaining a healthy lifestyle is becoming more and more clear. We often hear the terms ‘obesity’ and ‘diabetes’ when health and diets are discussed – but what are these conditions? How can they affect you, and why should you care? What is obesity? Obesity is a medical condition caused by an excess of fat. The term ‘obese’ defines someone who is significantly overweight because they have a high amount of body fat. The most commonly used method for judging whether or not a person is obese is by using the body mass index (BMI), which is a measure of whether or not a person is a healthy weight for their height. However, it doesn’t distinguish between muscle mass and fat, so it isn’t always reliable. In the UK, it is thought that around one in every four adults is obese – and that obesity also affects around one in every five children aged 10 to 11. What causes obesity? Fat is stored in our bodies when we eat more calories than we burn through activity. The body of a 10-year-old child needs around 2,000 calories a day simply to survive and grow, and exercise requires more. However, many people lead inactive lives while still eating significantly more than 2,000 calories a day. Eating convenient, calorie-rich food and spending our leisure time sitting down means we don’t burn all the calories we consume. What problems can obesity cause? Obesity has been linked to heart disease, strokes and some kinds of cancer, including breast cancer and bowel cancer. As well as physical problems, obesity can also affect people psychologically. It can lead to depression and low self-esteem. What can be done about it? To fight obesity, health experts recommend eating a balanced diet and exercising regularly. The NHS (National Health Service) in the UK recommends doing exercise such as brisk walking, jogging, swimming or tennis for 2.5 to 5 hours each week. We should also regularly monitor our weight, and keep an eye on the calories in our food and drink. What is diabetes? Diabetes is a medical condition defined by high sugar levels in blood. Everyone’s blood contains some sugar, in the form of glucose: this is necessary for our bodies to function. It is obtained from carbohydrates in our food and drink, before being released into

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the bloodstream. A chemical called insulin helps the body to use the glucose. It is produced by an organ in the digestive system called the pancreas. For those with diabetes, however, the production of insulin is disrupted. Glucose still enters the bloodstream but, without insulin, it can’t be used. This results in more and more glucose building up in the person’s bloodstream. What are the symptoms of diabetes? People who have diabetes may feel extreme thirst and extreme tiredness. They may notice that they have to pee more often, especially at night. They may lose weight, especially by losing muscle mass, and so become weaker. They may also experience blurred vision, and notice that cuts and scrapes take an unusually long time to heal. What problems can diabetes cause? If blood sugar levels are not corrected, high glucose levels can lead to strokes, heart disease and kidney failure. It also poses a high risk to eyesight, and can even cause gangrene resulting in the amputation of limbs. Diabetes is divided into two types. Type 1 diabetes In bodies with Type 1 diabetes, the immune system, which is designed to fight infection, attacks and destroys insulin. In the UK, only about 1 in 10 people with diabetes have Type 1 diabetes. They must be given injections of insulin regularly, throughout their lives. Health experts are unsure about exactly what causes the condition, but believe it is not related to diet and lifestyle. Type 2 diabetes In bodies with Type 2 diabetes, the pancreas doesn’t produce enough insulin or the body’s cells don’t react to it. The majority of diabetes sufferers are affected by Type 2 diabetes. The condition develops over time, and is made worse by diets high in fat and sugar and low in vegetable matter and fibre, which damage the pancreas. Many people are able to manage the condition by maintaining healthy lifestyles, doing lots of exercise and eating a balanced diet. If a healthy lifestyle is not maintained, however, the pancreas will suffer increasing damage and sufferers will also require medication throughout the remainder of their lives.

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15 OBESITY

FILL IN THE GAP

MULTIPLE CHOICE

Read the sentences and choose the correct word or words to fill the gap. Refer back to Obesity to find the correct answer. The term ‘obese’ defines someone who is significantly __________________________ because they have a high amount of body fat. Fat is stored in our bodies when we eat more __________________________ than we burn through activity. It is obtained from __________________________ in our food and drink, before being released into the bloodstream.

MATCHING

Circle the correct answer to the following question. How many children in the UK aged 10 to 11 are affected by obesity? one in five

two in five

one in four

three in four

SEQUENCING Look at Obesity. Number the statements from 1 to 4 to show the order they occur in the text. It is produced by an organ in the digestive system called the pancreas. The most commonly used method for judging whether or not a person is obese is by using the body mass index (BMI).

Draw a line with a ruler to match the information.

To fight obesity, health experts recommend eating a balanced diet and exercising regularly.

Type 2 diabetes can be managed by

obesity

Heart disease and cancer are

linked to obesity

Exercise prevents

lead inactive lives

Many people

maintaining a healthy lifestyle

It can lead to depression and low self-esteem.

FIND AND COPY These questions are about Obesity.

LABEL

Look at ‘Type 1 diabetes’ section. Find and copy a word that suggests something happens frequently.

Label the description with the correct information.

__________________________

amount of NHS recommended exercise per week

Look at ‘What is diabetes’ section. Find and copy a word that tells you that energy comes from carbohydrates.

psychological problems caused by obesity too much in diabetic people

__________________________

Type 1 diabetics inject type of food that causes obesity

UNDERLINE OR HIGHLIGHT

BMI means

Read the paragraph below and then follow the instructions. As health experts develop their understanding of how we can live long, healthy lives, the importance of maintaining a healthy lifestyle is becoming more and more clear.

TRUE OR FALSE Read the sentences. Put a tick in the correct box to show which sentences are true and which are false.

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Diabetes is a condition you needn’t worry about.

True

False

In the UK, 20 per cent of people have Type 1 diabetes.

True

False

Obesity can cause psychological problems.

True

False

Type 2 diabetes develops over time.

True

False

Diabetes is defined by high sugar levels in blood.

True

False

Comprehension Ninja 10–11 © Andrew Jennings, 2020

Underline or highlight a word that means keeping something at the same level or quality. Underline or highlight a word that means a person who knows a lot about a certain topic.

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16 ROBBEN ISLAND Robben Island, close to Cape Town in South Africa, was named after the large number of seals that populated it and its surroundings: its name means ‘seal island’ in Dutch. Despite its small size (the island is only 3.3 kilometres long and 1.9 kilometres wide) it is home to a magnificent range of wildlife in addition to its ‘robbens’. It is also a leading tourist destination for visitors to South Africa. Some do come for the seals, but many come to learn about the island’s history. You may not think so looking at it now, but Robben Island has a grim story to tell. A political prison A political prisoner is someone imprisoned because they have stood against a government. At the end of the 17th century, Dutch settlers sent political prisoners to Robben Island from the Dutch East Indies, a territory now known as Indonesia. These included rulers the Dutch simply wanted to replace, Indonesian principalities’ kings and princes among them. When Great Britain took control of the region, they too used the island to imprison anyone who opposed their rule. Although many tried to escape the island, their walls weren’t all they had to overcome. Even if they managed to reach the shore without capture, few survived the swim to the mainland. In 1690, however, a convict named Jan Rykman braved the rocks and icy waves, and successfully returned to the mainland. The island served a different purpose in the second half of the 19th century, housing people suffering from leprosy, a chronic contagious disease. Initially, those suffering from the condition were moved to the island on a voluntary basis. In May 1882, however, the Leprosy Repression Act was created. This gave those with leprosy no choice but to live – and die – in the island’s colony. Years later, during World War II, Robben Island was used as a military base. At the beginning of the 1960s, it once again became a prison, this time for South Africa. Presidential prisoners Robben Island’s most famous prisoner was undoubtedly Nelson Mandela, who would later become South Africa’s first black president. Mandela despised the inequality in his country: while white people wrote the laws, ran the courts and lived in luxury, black people worked in low-paid jobs and lived in poor conditions. The black community had very few rights, and was not even allowed to vote in

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elections. When the South African government introduced a system called ‘apartheid’, which means ‘apartness’, separation of black people from white people became the law. The divisions in society grew more and more extreme. Determined to secure change, Mandela joined the African National Congress (ANC) and the illegal South African Communist Party, both of which worked for equal rights. After founding an armed branch of the ANC, he was arrested for betraying and plotting to overthrow his country’s government. Despite people from all around the world calling for his release, Mandela served 27 years in prison – 18 years of which were on Robben Island, between 1964 and 1982. Fellow ANC members Kgalema Motlanthe and Jacob Zuma were imprisoned alongside him. Mandela was released after apartheid was ended and, in 1994, was elected as South Africa’s first black president – to be followed by both Motlanthe and Zuma. Mandela became an inspirational figurehead of equality across the world before his death in 2013. The present and the future Robben Island was closed as a prison in 1996. Nowadays, boats depart each day from the Nelson Mandela Gateway in Cape Town to take tourists around the island. Visitors see the leper graveyard, the army and navy bunkers, the lime quarry where prisoners were forced to work, the prison and, in particular, Nelson Mandela’s cell. Tours also focus, however, on Robben Island’s present and future, by showcasing the island’s marvellous variety of wildlife. Visitors may come across different varieties of bucks (similar to deer), tortoises and some of the island’s 25,000 rabbits – but the birds are the star attraction. It is estimated that around 132 species of bird call Robben Island home. These include crowned cormorants, black crowned night herons and a colony of African penguins. In the water around the island, it is also possible to see whales and, of course, and the seals that gave the island its name. Robben Island is now classed as a UNESCO World Heritage Site – a landmark or area selected by the United Nations Educational, Scientific and Cultural Organisation as having cultural, historical, scientific or other significance. Comprehension Ninja 10–11 © Andrew Jennings, 2020

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MULTIPLE CHOICE

Read the sentences and choose the correct word or words to fill the gap. Refer back to Robben Island to find the correct answer.

Circle the correct answer to the following question.

Despite its small size (the island is only 3.3 kilometres long and 1.9 kilometres wide) it is home to a magnificent range of __________________________ in addition to its ‘robbens’. After founding an armed branch of the ANC, he was arrested for __________________________ and plotting to overthrow his country’s government. When the South African government introduced a system called ‘__________________________’ which means ‘apartness’, separation of black people from white people became the law.

In Dutch, what does the word ‘robben’ mean? thief

whale

seal

prison

16 ROBBEN ISLAND

FILL IN THE GAP

SEQUENCING Look at Robben Island. Number the statements from 1 to 4 to show the order they occur in the text. Visitors see the leper graveyard, the army and navy bunkers, the lime quarry where prisoners were forced to work, the prison and, in particular, Nelson Mandela’s cell.

MATCHING Draw a line with a ruler to match the information.

In 1690, however, a convict named Jan Rykman braved the rocks and icy waves, and successfully returned to the mainland.

Mandela became president

2013

Leprosy Repression Act

1690

Jan Rykman escaped Robben Island

1994

Mandela’s death

1882

Robben Island’s most famous prisoner was undoubtedly Nelson Mandela, who would later become South Africa’s first black president. A political prisoner is someone imprisoned because they have stood against a government.

FIND AND COPY LABEL

These questions are about Robben Island.

Label the description with the correct correct information.

Look at paragraph beginning ‘The island served... ‘. Find and copy a word that is a contagious disease.

type of heron found on the island

__________________________

meaning of UNESCO number of rabbits on the island

Look at the ‘Presidential prisoners’ section. Find and copy a word that suggests Robben Island had a prisoner who was well known.

type of cormorants found on the island

__________________________

number of bird species on the island

UNDERLINE OR HIGHLIGHT

number of years Mandela spent in prison on Robben Island

Read the paragraph below and then follow the instructions.

TRUE OR FALSE Read the sentences. Put a tick in the correct box to show which sentences are true and which are false.

142

The island served a different purpose in the second half of the 19th century, housing people suffering from leprosy, a chronic contagious disease.

Robben Island is a tourist destination in South Africa.

True

False

Underline or highlight a word that means to provide shelter or accommodation.

Robben Island means ‘Island of Thieves’.

True

False

Underline or highlight a word that means long-lasting or persistent.

Nelson Mandela spent 28 years in prison.

True

False

Dutch settlers sent political prisoners to Robben Island from the Dutch East Indies.

True

False

Jan Rykman successfully swam to the mainland.

True

False

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17 ANCIENT MAYAN CIVILISATION The ancient Maya civilised what is now Mexico and Central America in the same way that the ancient Egyptians civilised Egypt. Their advances were extraordinary. Who were the ancient Maya? The ancient Mayan civilisation developed in Mesoamerica – an area made up of what is now known as Mexico and Central America – between 2000 BCE and 1500 CE. The Maya were extremely sophisticated. They were advanced in writing, art, science and architecture: they developed literature, sports, huge stone cities and a complex calendar. Mayan society was divided into different levels, and the importance of an individual was represented by what they wore and the size of their headdress. Kings, who were at the top of society (and so had the biggest headdresses!), were believed to have god-like powers. Huge monuments were created to honour them. The Maya created amazing cities of enormous proportions, lavishly decorated with images and text. They were characterised by impressive features such as temples, stepped pyramids, wide ball courts, observatories and palace complexes. Perhaps the most famous Mayan architecture is seen among the ruins of the city of Chichén Itzá. Its most recognisable structure is the stone-stepped Temple of Kukulkan, which has 365 steps – one for each day of the year. Each of the temple’s four sides has 91 steps, and the top platform makes the 365th. It is now a leading tourist attraction in Mexico. Although they shared beliefs, traditions and cultures, each city governed itself and had its own ruler. What was life like for the ancient Maya? The Mayan way of life may be unfamiliar in many ways, but it had an impact that still influences the modern world. Mayan monuments and cities were developed over thousands of years. During this time, the Maya developed as farmers – creating methods still used today. They learned that burning areas of forest would create nutrient-rich ash, which turned soil into highly fertile land.

Families lived in small houses, in the cities or around them in nearby farmland. Men held jobs as farmers, warriors, hunters, builders and teachers, while women usually had roles at home. Children from noble families were educated in subjects such as maths, science, writing and astronomy. Those from poor backgrounds, however, were taught only their parents’ jobs. Children did not wear clothes until the age of five. At this point, ceremonies were held in which boys would receive loincloths and girls would receive skirts. What did the ancient Maya believe? Religion was hugely important for the Maya, and they had very strongly held beliefs. They believed in many different gods, who each represented a different aspect of life. Priests performed ceremonies in order to please the gods, and sacrifices were often made to them – they were usually animal sacrifices, but sometimes human! One of the most respected Mayan gods was Hun Ixim, the maize god. The Maya believed that this god controlled whether or not a crop would succeed or fail. Another key belief of the Maya was the shape of the universe. It was believed that the universe was made up of a square, flat ‘middle world’, which rested on the back of a huge creature similar to a turtle. A giant tree stood in the centre of the middle world, with roots reaching into the underworld, known as Xibalba. The Maya believed that the evil and despised gods could be found here. What happened to the Maya? Many questions surround what actually brought ancient Maya rule to an end. Wars with other Mesoamerican people were common and bloody, and greatly reduced populations. However, one certainty is that, in 1517, Spanish conquistadors (‘conquerors’, who explored and seized land they found) began to conquer Maya land and crush their civilisation. They destroyed what they could and, as a result, very little Mayan literature remains. Despite this, Mayan civilisation is not a thing of the past: millions of Maya still thrive. Around 7 million Maya still live in areas of Central America and southern Mexico. They have adapted to modern life, but maintain many of their values, traditions and heritage, including the languages they speak.

Farming was incredibly important for the Maya, who grew numerous crops such as maize, avocados, beans and squash. Most families grew their own crops and, if they had any leftovers, traded them at a market. The Maya’s expertise at farming was also helped by their knowledge of astronomy. They understood the different seasons, and knew when was the best time to grow and harvest crops. 144

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MULTIPLE CHOICE

Read the sentences and choose the correct word or words to fill the gap. Refer back to Ancient Mayan civilisation to find the correct answer.

Circle the correct answer to the following question.

The ancient Mayan civilisation developed in __________________________ – an area made up of what is now known as Mexico and Central America – between 2000 BCE and 1500 CE. Perhaps the most famous Mayan architecture is seen among the ruins of the city of __________________________.

How many steps does the Temple of Kukulkan have? 654

354

345

365

SEQUENCING

Priests performed ceremonies in order to please the gods, and __________________________ were often made to them – they were usually animal sacrifices, but sometimes human!

Look at Ancient Mayan civilisation. Number the statements from 1 to 4 to show the order they occur in the text.

17 ANCIENT MAYAN CIVILISATION

FILL IN THE GAP

The ancient Maya civilisation developed in Mesoamerica – an area made up of what is now known as Mexico and Central America – between 2000 BCE and 1500 CE.

MATCHING Draw a line with a ruler to match the information.

It is now a leading tourist attraction in Mexico. Although they shared beliefs, traditions and cultures, each city governed itself and had its own ruler.

famous city

Kukulkan

stone-stepped temple

Hun Ixim

respected god

Mexico and Central America

Mesoamerica

Chichén Itzá

Kings, who were at the top of society (and so had the biggest headdresses!), were believed to have god-like powers.

FIND AND COPY

LABEL

These questions are about Ancient Mayan civilisation. Look at the final paragraph. Find and copy a word that suggest the Mayan customs passed from generation to generation.

Label the description with the correct information. the maize god

__________________________

a leading tourist attraction in Mexico

Look at ‘What happened to the Maya?’ section. Find and copy a word that suggests that the Spanish tried to take control of the Mayan civilisation.

four Mayan crops men’s jobs in Mayan civilisation

__________________________

women’s jobs in Mayan civilisation

UNDERLINE OR HIGHLIGHT

year in which Spanish conquistadors began to conquer Maya land

Read the paragraph below and then follow the instructions.

TRUE OR FALSE Read the sentences. Put a tick in the correct box to show which sentences are true and which are false.

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Kings were at the top of Mayan society.

True

False

The Mayans had a maize god.

True

False

The Mayan civilisation began in Europe.

True

False

The ancient Mayan civilisation developed between 2000 CE and 1500 BCE.

True

False

High monuments honoured the average worker.

True

False

The Maya were extremely sophisticated. They were advanced in writing, art, science and architecture: they developed literature, sports, huge stone cities and a complex calendar.

Underline or highlight a word that means the planning and construction of buildings. Underline or highlight a word that means a record of the days, weeks and months.

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18 MAMMALS Our planet is home to millions of amazing creatures, all with their own features. These animals are classified as mammals, birds, fish, reptiles, insects or amphibians. Mammals are, perhaps, the closest to people’s hearts because we too are mammals.

which function as noses but contain around 100,000 different muscles. A trunk can be used for a variety of purposes: smelling, breathing, trumpeting, drinking and picking things up.

What is a mammal?

Polar bears

For an animal to be classified as a mammal, it needs to meet a number of criteria. All mammals are vertebrates, which means they each possess a backbone. They have hair or fur, which can include whiskers. They all breathe oxygen, using lungs. Almost all mammal females give birth to live offspring, rather than laying eggs, and produce milk to feed them while they are very young. Mammals are all warm-blooded too, which means that their bodies work to maintain the same temperature internally, whatever the climate.

Polar bears’ warm blood needs to a do a good job: these bears live in some of the coldest climates on Earth. Their internal temperature remains fairly high and constant – helped by thick fur and a thick layer of body fat.

Thousands of mammal species can be found on Earth. These are just a few of them. Blue whales Despite being marine animals, blue whales are mammals. They are the biggest mammals in the world: they can grow to be as long as 30 metres, and weigh more than 130,000 kilograms. In the wild, they can live for up to 90 years. Blue whales breathe by rising to the surface of the water and inhaling oxygen through their blowholes. Even though it is sparse, they also contain some hair on their bodies. Like all other mammals, blue whales give birth to live babies, which can measure around 8 metres long at birth, and weigh 4,000 kilograms. Dolphins Dolphins too are mammals – although they may look more like fish! Dolphins, like whales, are members of a group of mammals called ‘cetacea’: mammals that have adapted to an aquatic lifestyle. Dolphins are highly intelligent, and they play a key role in maintaining the ocean’s environment. They eat smaller creatures themselves, while providing food for others, such as sharks. Several species of dolphin, however, are under threat due to pollution and because they are accidentally captured in fishing equipment. African elephants The honour of being the largest land mammal in the world goes to the African elephant. These creatures can grow to nearly 4 metres, and can weigh more than 7,000 kilograms. The ears of an African elephant are larger than those of their Asian cousins – and shaped a little like the continent of Africa! Another of their striking features are their trunks, 148

Polar bears can grow to more than 2.5 metres in length, and are the largest carnivorous land mammal in the world. Unfortunately, experts say their existence is being threatened by climate change, which is causing the loss of their sea ice habitat. Pygmy possums Pygmy possums are some of the smallest mammals on Earth. They can measure between 5 and 10 centimetres in length, and can weigh as little as 10 grams. They can live for approximately five years in the wild – but, due to their size, they are often prey for bigger animals. Pygmy possums are found in areas of Australia, Papua New Guinea and Indonesia, and are of the same family as wombats and koalas. They are nocturnal creatures, and are particularly skilled climbers, able to leap between trees. Anteaters Anteaters are the only mammals with no teeth. Instead, they have long, tube-like snouts and even longer tongues – an anteater’s tongue can stretch out further than the length of its head! They use their tongues to collect up insects, and pull them back into their mouths. Giant anteaters, which live in Central and South America, can grow to an impressive 217 centimetres in length, and 41 kilograms in weight. Platypuses Platypuses are mammals, too – but odd ones! They have bodies and habitats much like those of beavers, but four webbed feet and beaks like those of ducks. They also have sharp spines on their ankles, which can be venomous. Platypuses are one of very few existing animals classed as ‘monotremes’: mammals that lay eggs, rather than having live young. Platypuses live in Australia, in streams and rivers. They spend little time on land. They can grow up to 50 cm in length, and weigh up to 2.4 kilograms. Comprehension Ninja 10–11 © Andrew Jennings, 2020

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18 MAMMALS

FILL IN THE GAP

MULTIPLE CHOICE

Read the sentences and choose the correct word or words to fill the gap. Refer back to Mammals to find the correct answer. They are the biggest mammals in the world: they can grow to be as long as __________________________, and weigh more than 130,000 kilograms.

Circle the correct answer to the following question. How many metres is a blue whale at birth? 8

Another of their striking features are their trunks, which function as noses but contain around __________________________ different muscles.

SEQUENCING

Polar bears’ warm blood needs to a do a good job: these bears live in some of the coldest __________________________ on Earth.

Look at Mammals. Number the statements from 1 to 4 to show the order they occur in the text.

MATCHING

African elephant

Draw a line with a ruler to match the information.

pygmy possum

African elephant

collects insects with its tongue

polar bear

dolphins

ears shaped like Africa

blue whale

pygmy possum

highly intelligent

anteaters

nocturnal creature

FIND AND COPY These questions are about Mammals.

LABEL

Look at the ‘What is a mammal?’ section. Find and copy a word that suggests that mammals’ blood is not cold.

Label the description with the correct animal.

__________________________

can live for up to 90 years

Look at the ‘Blue whales’ section. Find and copy a word that suggests that there is only a very small amount of fur that is spread thinly.

thick layer of body fat at risk due to pollution

__________________________

found in Indonesia

UNDERLINE OR HIGHLIGHT

largest land animal skilled climbers

Read the paragraph below and then follow the instructions.

TRUE OR FALSE Read the sentences. Put a tick in the correct box to show which sentences are true and which are false.

150

Pygmy possums are the largest land mammals.

True

False

Blue whales are not mammals.

True

False

Mammal babies rely on their mother’s milk.

True

False

Blue whales can grow to be as long as 30 metres.

True

False

Pygmy possums often become prey for bigger animals.

True

False

They eat smaller creatures themselves, while providing food for others, such as sharks. Several species of dolphin, however, are under threat due to pollution and because they are accidentally captured in fishing equipment.

Underline or highlight a phrase that means to be threatened. Underline or highlight a word that means by mistake.

151

19 LIFE ON THE EQUATOR The equator: it’s something that we often hear mentioned, but no one can actually see. It’s often referred to as an ‘invisible belt’ around the world. But what is it actually? What is the equator? The equator is an enormous, imaginary line that circles the Earth half way between the North and South Poles. The distance around the world at this point is just over 40,000 kilometres. The equator divides the Earth into the Northern Hemisphere and Southern Hemisphere, which means that any place located along it is an equal distance from the two Poles. It provides a point from which locations can be measured: a place’s angle north or south from the equator is given in degrees of ‘latitude’: anywhere on the equator has a latitude of zero degrees. Other imaginary lines of latitude also exist on Earth: • The Arctic Circle, around the North Pole at about 66° north of the equator, marks the most northerly point at which the sun stays above the horizon in the middle of winter. • The Antarctic Circle, around the South Pole at about 66° south, similarly marks the most southerly point at which the sun stays above the horizon in the middle of winter. • The Tropic of Cancer, at around 23° north of the equator, marks the most northerly point at which the Sun can be directly overhead. • The Tropic of Capricorn, at around 23° south of the equator marks the most southerly point at which the Sun can be directly overhead.

Different parts of the world have different climates and weather patterns. The climate of the Arctic, around the North Pole, has extremely cold conditions. Moving south, temperatures generally rise before reaching the equator. Some of the hottest temperatures on Earth are found there. Travelling further south, conditions continue to get cooler before reaching the Antarctic, around the South Pole. Generally speaking, the closer somewhere is to the equator, the higher the temperature will be throughout the year. This occurs because the widest point of the Earth is generally closest to the Sun: the Sun is positioned almost directly overhead. When the Sun’s rays reach the Northern and Southern Hemispheres, they do so at an angle, reducing their heat. The Earth actually orbits the Sun at a slightly titled angle, though. This is what creates seasons: when a place is tilted away from the Sun, its weather each day is colder; when it’s tilted towards the Sun, it’s warmer. When the Northern Hemisphere is experiencing its warm summer, it is winter in the Southern Hemisphere – and vice versa. There is little seasonal variation in equatorial regions: many have simply a wet season and a dry season. The geography of locations on the equator can also affect their temperatures and weather. The highest point on the equator is Volcán Cayambe, a mountain in Ecuador that is nearly 5,000 metres high. Its peak is covered in snow and ice. Other mountains show similar trends, dotting freezing conditions along the sunny equator. Does anyone live ‘on’ the equator?

What countries lie on the equator? Although the equator stretches 40,075 kilometres around the world, it travels through the territory of just 13 countries. In Africa, these are Somalia, Kenya, Uganda, the Republic and Democratic Republic of the Congo, Gabon, and the island nation São Tomé and Príncipe. In South America, Brazil, Colombia and Ecuador are located there. Island nations in the Indian and Pacific Oceans can also be found along the equator: Indonesia, Kiribati and the popular holiday destination the Maldives. Tourists are attracted to these places due to their warm, balmy climates.

152

How do Earth’s climates relate to the equator?

Like that of the poorly inhabited Poles, the equator’s climates are extreme. Despite the often-burning heat, some communities do live in equatorial regions – especially areas that see heavy rainfall – and use the climate to their advantage. Farmers use the warm weather and long rainy seasons to grow and cultivate crops. Some livestock, including goats and chickens, are adapted to harsh conditions and can be raised. The alterations in temperature in mountainous areas support life, too: cultures have lived and flourished for thousands of years in regions such as the Andes, in South America. Equatorial climates can also mean that many plant and animal species flourish. The Andes are home to llamas and alpacas, amongst other species. Rainforests are home to thousands of different species that thrive in hot, wet conditions – it is thought that the Amazon rainforest alone contains around 10 per cent of all the species on Earth.

153

MULTIPLE CHOICE

Read the sentences and choose the correct word or words to fill the gap. Refer back to Life on the equator to find the correct answer.

Circle the correct answer to the following question.

The equator divides the Earth into the __________________________ and Southern Hemisphere, which means that any place located along it is an equal distance from the two Poles. In Africa, these are __________________________, Kenya, Uganda, the Republic and Democratic Republic of the Congo, Gabon, and the island nation São Tomé and Príncipe. When the Northern Hemisphere is experiencing its __________________________, it is winter in the Southern Hemisphere – and vice versa.

Which of the following are tourists attracted to? balmy climates

cool temperatures

rain and snow

ice

SEQUENCING

19 LIFE ON THE EQUATOR

FILL IN THE GAP

Look at Life on the equator. Number the statements from 1 to 4 to show the order they occur in the text. The equator is an enormous, imaginary line that circles the Earth half way between the North and South Poles.

MATCHING Draw a line with a ruler to match the information.

Island nations in the Indian and Pacific Oceans can also be found along the equator: Indonesia, Kiribati and the popular holiday destination the Maldives.

São Tomé and Príncipe

Africa

Kenya

Pacific Oceans

Ecuador

South America

Kiribati

island nation

The Arctic Circle, around the North Pole at about 66° north of the equator, marks the most northerly point at which the sun stays above the horizon in the middle of winter. Travelling further south, conditions continue to get cooler before reaching the Antarctic, around the South Pole.

FIND AND COPY LABEL

These questions are about Life on the equator.

Label the description with the correct location or statistic.

Look at the paragraph beginning ‘The Earth actually orbits... ‘. Find and copy a phrase that suggests that the temperature doesn’t change much between seasons.

South American countries __________________________

rainforest containing 10 per cent of Earth’s species holiday destination

Look at paragraph one. Find and copy a word that suggests that you can’t see the equator.

highest equator point

__________________________

distance around the world

UNDERLINE OR HIGHLIGHT

home to llamas and alpacas

Read the paragraph below and then follow the instructions.

TRUE OR FALSE Read the sentences. Put a tick in the correct box to show which sentences are true and which are false.

154

Despite the often-burning heat, some communities do live in equatorial regions – especially areas that see heavy rainfall – and use the climate to their advantage. Farmers use the warm weather and long rainy seasons to grow and cultivate crops.

Some livestock can be raised in harsh conditions.

True

False

Volcán Cayambe is 4,000 metres high.

True

False

Underline or highlight a word that means to use to your own benefit.

If the Northern Hemisphere is in summer, then the Southern Hemisphere is in winter.

True

False

Underline or highlight a word that means to prepare the ground and grow plants.

The equator is the coldest place on Earth.

True

False

The North Pole is about 6° north of the equator.

True

False

155

20 SEPARATING MIXTURES Substances can be mixed, and they can be combined. If an irreversible change has taken place because of a chemical reaction, it can’t be reversed – unsurprisingly! However, mixtures can be separated. Sieving, filtration, evaporation and distillation and are all methods that can be used to separate mixtures: they can separate individual substances, and retrieve the original materials. Scientists use all of these methods, but the correct one must be selected for each mixture. The selection depends on the form of the mixture, and what it contains. Sieving Sieving is perhaps the simplest way to separate a mixture, but it can be used only to separate differently sized solids. For example, sieving could separate a mixture of flour and sand. The sieve is the same piece of equipment that is used when baking. It contains small holes. The sieve is held over a container, and the mixture is poured into it. The sieve’s small holes allow the smaller particles to pass through it while retaining the larger particles. Sieving can be used for a variety of mixtures containing differently sized solids, but the size of the holes in the sieve must be appropriate. For example, to separate a mixture of gravel and larger stones, the holes must be big enough for the gravel to pass through them, but smaller than the stones. Filtration If a substance will not dissolve into a liquid, it is described as insoluble. Sand is insoluble: it does not dissolve in water. This is clear, because we see it at the seaside! Filtration is the best process to use for separating a mixture composed of a liquid and an insoluble substance. You can perform filtration by lining a funnel with filter paper. This paper is ‘porous’, which means it contains tiny holes. Particles in liquids are small enough to pass through the holes in the paper. The filter paper is like a sieve – but with extremely small holes!

Evaporation Evaporation is used to separate mixtures made when a solid has dissolved in a liquid, which are called ‘solutions’. When a solid has dissolved, it has broken down into particles too tiny to see. For example, sugar dissolves in water. We can see this if we add it to a hot drink: there will no longer be visible grains of sugar in the cup. To use evaporation, you need to heat the solution. When this happens, the liquid will evaporate and turn to gas, leaving behind the solid. Like in filtration, the solid left behind is called residue. It is also possible to return the gas to a liquid, if it is cooled. This is known as condensation. We can see condensation happening when steam becomes droplets on windowpanes after someone has taken a bath or shower. The steam – or water vapour – has touched the cold glass, which returns it to its original state. Distillation Distillation is similar to evaporation, but is far more advanced. It uses temperature in a clever way: evaporation can occur at any warm temperature, whereas distillation uses a liquid’s boiling point. Liquids have different boiling temperatures, and knowing these means scientists can use distillation to separate them from mixtures. When a mixture is heated to the boiling point of one of the liquid substances it contains, that liquid will evaporate more quickly, turning into vapour. It leaves the mixture, and the other liquid is left behind. The evaporated liquid can then be turned back into its original form through condensation. This process requires very careful monitoring of temperatures in order for it to work. The purity of separated liquids can also be checked, if you know their boiling points. For example, water usually boils at 100°C – but, if it contains any dissolved solids, it will have a higher boiling point. Observing when water boils can tell scientists whether or not any further work is needed to separate substances completely.

When you have lined the funnel, you can place it into a beaker, and then pour the mixture into it. The insoluble solids in the liquid will be unable to pass through the tiny holes in the filter paper. The water, however, will pass through, and it will gather in the beaker below. The solid particles will remain in the filter. The collection of solid particles is known as the mixture’s ‘residue’. This method doesn’t work for mixtures in which something has dissolved. If a solid has dissolved, it can pass through the filter paper with the liquid, and not be separated. 156

157

MULTIPLE CHOICE

Read the sentences and choose the correct word or words to fill the gap. Refer back to Separating mixtures to find the correct answer.

Circle the correct answer to the following question. Filter paper contains...

You can perform filtration by lining a funnel with __________________________ paper. The steam – or __________________________ – has touched the cold glass, which returns it to its original state.

rough particles

solids

absorbent particles

small holes

SEQUENCING

If a substance will not dissolve into a liquid, it is described as __________________________.

20 SEPARATING MIXTURES

FILL IN THE GAP

Look at Separating mixtures. Number the statements from 1 to 4 to show the order they occur in the text.

MATCHING Draw a line with a ruler to match the information. liquids turn to gas

filtration

separates insolubles

distillation

uses a liquid’s boiling point

sieving

uses a sieve

evaporation

The steam – or water vapour – has touched the cold glass, which returns it to its original state. If an irreversible change has taken place because of a chemical reaction, it can’t be reversed – unsurprisingly! Scientists use all of these methods, but the correct one must be selected for each mixture. The solid particles will remain in the filter.

LABEL

FIND AND COPY

Label the description with the correct equipment or process.

These questions are about Separating mixtures.

contains extremely small holes

Look at paragraph one. Find and copy a word tells you that some changes can’t be undone.

separates different sized solids

__________________________

solids disappear into a liquid

Look at ‘Filtration’ section. Find and copy a word that suggests a substance can’t be dissolved.

liquid cools on a cold surface __________________________

uses evaporation to separate boiling liquids when water reaches 100°C

UNDERLINE OR HIGHLIGHT Read the paragraph below and then follow the instructions.

TRUE OR FALSE Read the sentences. Put a tick in the correct box to show which sentences are true and which are false.

158

It contains small holes. The sieve is held over a container, and the mixture is poured into it. The sieve’s small holes allow the smaller particles to pass through it while retaining the larger particles.

Water boils at 70°C.

True

False

When a liquid turns to gas, it evaporates.

True

False

Underline or highlight a word that means to keep possession of.

Dissolving occurs when solids seem to disappear.

True

False

Underline or highlight a word that means a tiny part of matter or substance.

Insoluble substances only dissolve in water.

True

False

Porous means something that can evaporate.

True

False

159

21 MALALA YOUSAFZAI In 2014, Malala Yousafzai became the youngest ever recipient of a prestigious Nobel Peace Prize. Aged just 17, she was acknowledged for her tireless determination and work to promote equality and education for women across the world. Malala was born on 12 July 1997 in the Swat District of Pakistan. Growing up, she quickly developed a thirst for knowledge. Her father ran a school in the city, and engaged Malala in debate about politics, activism, morals and education. Malala’s life, however, was turned upside down by major changes made in the Swat District where she lived. In 2007, when she was aged just 10, a radical political movement called the Taliban began to control parts of the region, and exerted their power and influence across much of north-west Pakistan. The area became a dangerous place to live.

Malala’s passion resulted in a nomination for the International Children’s Peace Prize in 2011. That same year, she was awarded Pakistan’s National Youth Peace Prize by Pakistan’s Prime Minister, Yousaf Raza Gillani. Not everyone was in favour of her campaign though, and Malala’s actions almost cost her her life. On the morning of 9 October 2012, the now 15-year-old Malala was travelling home on a bus. Two members of the Taliban stopped the vehicle. One boarded, and asked for Malala. Three shots were fired at her – one bullet travelling through her head and another piercing her shoulder. Astonishingly, Malala survived. She was first airlifted to a Pakistani military hospital in Peshawar, and then soon transferred to an intensive care unit in Birmingham, England.

The Taliban imposed a number of strict laws and conditions on the people living there. Girls were not allowed to attend school, and cultural activities such as dancing and watching television were prohibited. By the end of 2008, the Taliban had also destroyed around 400 schools.

Once she was in Birmingham, Malala was taken out of a medically induced coma. Miraculously, although she required multiple surgeries, including repair of a facial nerve to fix the paralyzed left side of her face, she had suffered no major brain damage. After weeks of treatment and intensive therapy, Malala left hospital and began attending school in Birmingham.

The Taliban regime created an atmosphere of fear in Malala’s community. However, as an ambitious and intelligent young girl, Malala opposed the ban on education. She became a vocal critic of the regime and questioned why she – and other girls – should be denied the right to an education.

The murder attempt gripped people’s attention all over the world. Protests against the shooting were held, and over 2 million people signed the Right to Education campaign’s petition, which led to the first Right to Education law in Pakistan.

In 2009, when she was 11 years old, Malala began to write a blog on the BBC’s Urdu language site. She wrote anonymously, under the pseudonym Gul Makai. She described her life living in the Swat Valley, and her determination to receive an education and attend school. Malala’s first BBC diary entry was titled ‘I am afraid’. She described her fear of war breaking out in the Swat Valley, and her nightmares about the consequences of going to school. She continued to write, commenting on the fighting raging around her, the Taliban’s restrictions on education and the destruction of her city – but also about times spent with her friends and assignments she had enjoyed.

Malala’s story of hope, courage and bravery quickly spread around the world. She became an iconic figure and attended high-profile and prestigious events across the globe. On her 16th birthday, she travelled to New York to speak at the United Nations – an international organisation of countries. Later that year, she released her autobiography to much acclaim, calling it I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban. Malala soon co-founded the Malala Fund, which aims to allow girls from around the world to go to school. It empowers girls to achieve their potential and become strong, confident leaders in their own countries. The fund also provides aid to education projects in six countries.

Malala’s blog ended in 2009 – but she was then approached by a journalist from the New York Times, and filmed a documentary about her situation and cause. At home, Malala continued her public – and very vocal – campaign for her right to go to school. As her campaign gained momentum, she and her father became known throughout Pakistan for their determination and courage.

160

161

MULTIPLE CHOICE

Read the sentences and choose the correct word or words to fill the gap. Refer back to Malala Yousafzai to find the correct answer.

Circle the correct answer to the following question. How many times was Malala fired at by the Taliban?

Growing up, she quickly developed a thirst for __________________________.

one

The Taliban imposed a number of strict laws and __________________________ on the people living there.

two

three

four

SEQUENCING

However, as an ambitious and intelligent young girl, Malala opposed the ban on __________________________.

21 MALALA YOUSAFZAI

FILL IN THE GAP

Look at Malala Yousafzai. Number the statements from 1 to 4 to show the order they occur in the text.

MATCHING

Malala’s passion resulted in a nomination for the International Children’s Peace Prize in 2011.

Draw a line with a ruler to match the information. Taliban took control of Swat District

1997

In 2014, Malala Yousafzai became the youngest ever recipient of a prestigious Nobel Peace Prize.

Malala was shot on a bus

2007

Malala soon co-founded the Malala Fund, which aims to allow girls from around the world to go to school.

Malala was born

2012

Malala nominated for International Children’s Peace Prize

2011

That same year, she was awarded Pakistan’s National Youth Peace Prize by Pakistan’s Prime Minister, Yousaf Raza Gillani.

FIND AND COPY

LABEL

These questions are about Malala Yousafzai.

Label the event with the correct year. shot by the Taliban

Look at the last paragraph. Find and copy a word suggests the Malala Fund aims to helps girls believe in their own abilities.

Malala was born

__________________________

Malala began to blog life was turned upside down

Look at paragraph beginning ‘Malala’s life, however, was turned upside down... ‘. Find and copy a word that suggests the changes where Malala lived were significant.

awarded Pakistan’s National Youth Peace Prize

__________________________

400 schools destroyed

UNDERLINE OR HIGHLIGHT TRUE OR FALSE

Read the paragraph below and then follow the instructions.

Read the sentences. Put a tick in the correct box to show which sentences are true and which are false.

162

Malala was shot aged 16.

True

False

Malala was awarded the Nobel Peace Prize aged 17.

True

False

Malala was born in the United Kingdom.

True

False

Underline or highlight a word that means to force something upon others.

Malala wrote under the pseudonym Gul Makai.

True

False

Underline or highlight a word that means rules.

Under the Taliban’s rules, girls were not allowed to attend school.

True

False

163

22 PLANT ADAPTATIONS Just like animals, plants need to be suited to their environments. They battle for water, air, light and nutrients, and to increase their ability to reproduce. They battle with each other, animals and their surroundings – and some of these surroundings make plants’ jobs very difficult! Despite that, every habitat on Earth is home to some plant life. Over millions of years, plants have grown to make the most of these habitats: the well-suited plants thrived and produced seedlings, and the badly suited ones died out. The variety of their environments means that plants have had to develop some clever methods of survival. Defeating drought Desert plants such as cacti have fleshy stems with thick, waxy skins, which can store a lot of water. They have leaves with small surface areas, which reduces the risk of them drying up. Cactis’ leaves are actually their spines! Desert plants grow far apart so their deep, wide root systems can absorb more of the little moisture they find under the dunes. Flourishing in floods In the rainforest, plants have the opposite problem: they have to cope with extreme rainfall. The leaves of rainforest trees have adapted to be thick and waxy, which means that heavy downpours are less likely to damage them. They also have pointed tips that act a little like spouts, draining water from their surfaces quickly. Soil beds in the rainforest are shallow – so, although trees’ roots have no trouble finding moisture, they don’t provide much support. Many tall rainforest trees have ‘prop’ roots that grow above the ground and act as wide, heavy bases. Surviving the snow Plant life in the coldest parts of Earth is sparse, but it does still grow. These environments share one feature with rainforests: only shallow root systems are possible. In polar regions, this is because only a little soil thaws each year, while the ground underneath it is permanently frozen. Plants grow tightly together, which provides the inner ones with some shelter from the harsh weather around them. They also develop fine hairs covering their stems to keep them warm. Because there is such a short time warm enough for insects to pollinate them, polar plants’ flowers are strikingly coloured.

164

Withstanding the wind Plants in high mountains grow close to the ground as protection from the wind. They seed outwards, covering wider surface areas. As well as allowing them to absorb more sunlight, this means that they too need only shallow root systems – which are all that are possible on rocky ground. The plants that do grow taller have developed flexible stems that can bend without breaking. Standing up to the seasons Western European climates have warm, sun-filled summers and frosty winters, so plants there need to be versatile. Many trees’ leaves are wide and relatively fine, allowing broad canopies to spread and soak up sunlight when it is available. However, when winter comes, these leaves would gather too much snow. This is why deciduous trees have adapted to lose their leaves before the frostiest season begins. Trees that do not lose their leaves (coniferous trees) have leaves that are small, glossy and needle-like. They are less likely to hold snow, which can slide off them. However, heavy snowfall can cover branches. These have, therefore, grown to be both strong and flexible. The branches’ flexibility means that, once a layer of snow becomes heavy enough, they bend under it. The snow slides off, and the branches spring back into position. Plants that attack! Perhaps most surprisingly of all, some plants have adapted ways to kill for survival. In the rainforest, vines called ‘stranglers’ grow. Their seeds settle and sprout high above the ground, on trees and other tall plants. Although their leaves grow fairly slowly, their roots grow quickly downwards – often over great distances from the seedling’s high branch. When the roots reach the base of their tree, they wrap themselves around it. Slowly, their roots kill the trees. This leaves the strangler with a strong, tall tower it uses to reach more sunlight through the rainforest’s canopy. Some plants have adapted to grow in nutrient-poor soil by developing an even more grisly survival technique: they get their nutrients by eating insects. Pitcher plants lure insects to them using bright colours and sweet nectar. When a fly lands on a pitcher plant, which is shaped like a tall vase, slippery cells on the pitcher’s curved lip make it slip down into the plant’s hollow centre. There, a pool of digestive juices dissolves its prey.

165

MULTIPLE CHOICE

Read the sentences and choose the correct word or words to fill the gap. Refer back to Plant adaptations to find the correct answer.

Circle the correct answer to the following question. In which environment would you find a plant with waxy skin that can store lots of water?

They battle with each other, animals and their surroundings – and some of these __________________________ make plants’ jobs very difficult!

mountainous hillsides

The leaves of __________________________ trees have adapted to be thick and waxy, which means that heavy downpours are less likely to damage them. This is why __________________________ trees have adapted to lose their leaves before the frostiest season begins.

MATCHING

desert

polar

SEQUENCING Look at Plant adaptations. Number the statements from 1 to 4 to show the order they occur in the text. They seed outwards, covering wider surface areas.

Draw a line with a ruler to match the information.

They battle for water, air, light and nutrients, and to increase their ability to reproduce.

rainforest

ground is permanently frozen

desert plant

flexible stems

coldest parts of earth

extreme rainfall

windy mountains

cacti

Some plants have adapted to grow in nutrient-poor soil by developing an even more grisly survival technique: they get their nutrients by eating insects. This is why deciduous trees have adapted to lose their leaves before the frostiest season begins.

FIND AND COPY These questions are about Plant adaptations.

LABEL

Look at the ‘Standing up to the seasons’ section. Find and copy a word that describes trees that do not lose their leaves in winter.

Label the description with the correct information. shallow soil beds

__________________________

plants grow tightly together

Look at the ‘Surviving the snow’ section. Find and copy a word that suggests that the ground is always frozen.

plants grow roots above ground to support themselves

__________________________

plants that can bend without breaking have strangler vines grow

UNDERLINE OR HIGHLIGHT

plants develop fine hairs covering their stems to

Read the paragraph below and then follow the instructions.

TRUE OR FALSE Read the sentences. Put a tick in the correct box to show which sentences are true and which are false.

166

Western Europe

22 PLANT ADAPTATIONS

FILL IN THE GAP

Plants cannot grow in nutrient-poor soil.

True

False

Strangler vines kill trees to reach sunlight.

True

False

Pitcher plants lure insects for food.

True

False

All trees lose their leaves in winter.

True

False

It’s never warm in Western Europe.

True

False

Trees that do not lose their leaves (coniferous trees) have leaves that are small, glossy and needlelike. They are less likely to hold snow, which can slide off them. However, heavy snowfall can cover branches.

Underline or highlight a word that means shiny. Underline or highlight a word that means to move smoothly downwards.

167

23 HISTORY OF GAMING CONSOLES The video games industry is worth billions of pounds, with gamers (both amateur and professional) to be found all across the world. Due to advances in technology, players can now enjoy high-calibre and affordable gaming in the comfort of their own homes. The industry has come a long way since the first video games console was created, though. The 1960s Video games began to become popular in the 1960s. At this time, however, they were played on computers so large that they took up entire tables – but with tiny screens. The first games console was planned by a German named Ralph Henry Baer. Although his design was basic, he is now known as ‘the father of video games’. The 1970s In 1972, the Magnavox Odyssey became the first home video-game console to go on sale. Like modern games consoles, it allowed a user to insert different cartridges into the machine to play different games. It was an arcade game made by Atari though that really kick-started the industry: Pong, a game like table tennis. Seeing the potential, more electronics companies started tailoring their developments to home video gaming. The 1980s The video games industry continued to soar in the 1980s. In 1983, a Japanese developer named Nintendo released its Family Computer, which later became known as the Nintendo Entertainment System (NES). The console and its games featured higherresolution graphics and details than had been seen previously. It soon became the highest-selling games console in the world, and one of its games’ main characters – a plumber named Mario – quickly became a global celebrity. A serious competitor to Nintendo emerged in the coming years as Sega – another Japanese company – entered the marketplace with its Master System console. Although its console did not enjoy the same kind of popularity as the NES, Sega grew to be a genuine contender to Nintendo in the games industry. At the end of the eighties, it released its Mega Drive, which instantly proved to be more popular than its predecessor. The 1990s Several smaller developers released their own home video games consoles as the decade began, but gaming fans took most note when Nintendo released its Super Famicom – now known as the Super NES (SNES). Soon afterwards, rival Sega released its own iconic game and character. Sonic the Hedgehog – a blue, sports-shoe-wearing hedgehog – became instantly popular, and remains as recognisable as Mario in the gaming industry.

168

In the coming years, the strong rivalry between Nintendo and Sega grew. Although, generally speaking, Nintendo reigned supreme in Japan, Sega was more popular in Europe. In the USA, however, they fought for their share of the market. In the mid-nineties, Sony entered the market with its PlayStation console. Games were released on CDs, and Sony’s 3D graphics were advanced. The PlayStation console became the first to sell over 100 million units worldwide, and dominated the years following its release. Nintendo released its Nintendo 64 console shortly afterwards. Despite iconic titles such as Super Mario 64 and Goldeneye, the console – which, unlike the PlayStation, still used cartridges for games – did not enjoy as much success. Towards the end of the nineties, Sega also released its own new console, the Dreamcast. The 2000s Early in the decade, three major consoles were released to the market: the Nintendo GameCube, the Sony PlayStation 2 and the Microsoft Xbox. All of them enjoyed success, but it was Sony’s second PlayStation that flourished. It became the first console that could play DVDs and, even today, remains the best-selling home console of all time. The noughties continued to see further advances in video game technology. Microsoft’s Xbox 360 – which could be connected to four controllers wirelessly – was quickly followed by Sony’s PlayStation 3. Around the same time, Nintendo released the Wii. With its unique controller, which was similar to a television remote, it used a sensor bar that required players to be active when playing games. The 2010s In response to Nintendo’s motion-sensing technology, Microsoft launched its Kinnect console – which allowed users to play games in similar ways. This was followed by new consoles from all the major developers: Nintendo’s Wii U, Sony’s PlayStation 4 and Microsoft’s Xbox One. The most popular of these consoles in terms of sales was the PlayStation 4, but millions of each of the other consoles were also sold worldwide. The battle rages on for video-gaming supremacy, as the gaming giants push the boundaries of technology to be the first with the next major breakthrough – and start-up companies vie for a share of the market alongside them. Comprehension Ninja 10–11 © Andrew Jennings, 2020

169

MULTIPLE CHOICE

Read the sentences and choose the correct word or words to fill the gap. Refer back to History of gaming consoles to find the correct answer.

Circle the correct answer to the following question.

Like modern games consoles, it allowed a user to insert different __________________________ into the machine to play different games. In 1983, a Japanese developer named Nintendo released its __________________________, which later became known as the Nintendo Entertainment System (NES). With its unique controller, which was similar to a television remote, it used a __________________________ that required players to be active when playing games.

Which of the following was the first to be able to play DVDs? PlayStation 2

Xbox

PlayStation 3

Nintendo 64

SEQUENCING Look at History of gaming consoles. Number the statements from 1 to 4 to show the order they occur in the text.

MATCHING

23 HISTORY OF GAMING CONSOLES

FILL IN THE GAP

NES

Draw a line with a ruler to match the information.

Atari

Magnavox Odyssey

1990s

Master System

Super Famicom

1980s

Magnavox Odyssey

Sega

1970s

Kinnect

2010s

FIND AND COPY These questions are about History of gaming consoles.

LABEL

Look at the ‘The 1980s’ section. Find and copy a word that suggests Sega became visible in the marketplace.

Label the description with the correct console or company name.

__________________________

four wireless controllers

Look at ‘The 1980s’ section. Find and copy a word that suggests Mega Drive replaced the Master System which had come before it.

Wii console Goldeneye

__________________________

Sonic the Hedgehog

UNDERLINE OR HIGHLIGHT

first home video console Mega Drive

Read the paragraph below and then follow the instructions.

TRUE OR FALSE Read the sentences. Put a tick in the correct box to show which sentences are true and which are false.

170

Nintendo is an American developer.

True

False

Ralph Henry Baer planned the first games console.

True

False

Xbox 360 was released in the eighties.

True

False

The Nintendo character Mario is an electrician.

True

False

The Wii controller is shaped like a remote control.

True

False

It was an arcade game made by Atari though that really kick-started the industry: Pong, a game like table tennis. Seeing the potential, more electronics companies started tailoring their developments to home video gaming.

Underline or highlight a word that means to carefully consider and craft something based on specific requirements. Underline or highlight a word that means to give impetus or start off.

171

24 THE SHARD Towering above London’s skyline, the Shard has become one of the city’s most iconic buildings. It’s been described as a vertical city, and contains offices, apartments, restaurants and a hotel. What is the story of this striking spectacle? It begins with the ambitious London-based entrepreneur Irvine Sellar, the building’s developer and joint owner. After acquiring Southwark Towers, a 24-storey office block, in November 1998, he challenged himself to create a world-class, iconic building that would capture the imagination of London’s residents – and those from further afield. In the words of Sellar, he wanted to create ‘an architecturally striking vertical city’. The building was designed by award-winning Italian architect Renzo Piano. Piano, who apparently told Sellar he hated tall buildings, had previously worked on the iconic Centre Georges Pompidou, in Paris. Over lunch with Sellar, Piano quickly sketched an idea for the building, which even then bore a resemblance to the completed building. The Shard is said to take inspiration from the tall spires of London churches and the masts of tall ships painted by an 18th-century Italian painter called Canaletto. It was intended to appear like a sculpture emerging from the nearby River Thames.

The efforts of all those involved were rewarded in 2012. The Shard was officially opened by the Prime Minister of Qatar, Hamad bin Jassim bin Jaber Al Thani, and Prince Andrew, the Duke of York, and instantly became one of the world’s most famous buildings. A dazzling ceremony featured a striking light and laser show, which illuminated the building. It was opened shortly before athletes from around the world descended on London for the 2012 Olympic Games. At the time of completion, the building was the 45th tallest in the world. It stands at 310 metres tall. Over the years, The Shard has slipped down the list as other spectacular buildings have been constructed across the globe. Still, The Shard attracts tourists from around the world. Some visit the building’s viewing gallery, while others just marvel at its impressive size and stunning features from the street outside. From its observation decks on the 69th and 72nd floors, visitors can enjoy 360° views across London, and marvel at the tiny buildings and monuments below. The building’s restaurants, offering a variety of cuisines, serve millions of diners each year, while many more stay at the building’s plush hotel.

After many years of planning and work, however, the building’s future was put in doubt. Following a global economic crash, investment was lost and the project was interrupted. Fortunately, the future of The Shard was secured again by finance from the State of Qatar, who joined the project as a partner. The Shard was not popular with everyone, and stirred strong emotions. Some members of the public questioned how it would appear against other more traditional monuments on the London skyline. Meanwhile, English Heritage – which cares for over 400 historic monuments, buildings and other sites across the country – described the building as ‘inappropriate’. However, it was given the go-ahead and its complex construction soon began. Building such a tall building was undoubtedly not an easy task. Some advanced and pioneering methods were used in its creation. These included top-down construction, which involves a building’s foundations being dug at the same time as the core of the structure is built, rather than beforehand. This was a first in the United Kingdom. The sheer size of the project was something that had not been seen many times before, either. During one 36 hour period, the team of builders reportedly poured 5,400 cubic metres of concrete. As the building neared completion, the United Kingdom’s tallest ever crane was built, to install the upper spire.

172

The Shard is also designed for practicality, though. Its design ensured that the spaces created were appropriate for future purposes: offices take advantage of the large floor spaces at the bottom of the pyramid (levels 4–28), with direct access to the London Bridge transport hub. Above the office spaces are three floors of restaurants and bars, while the hotel is situated in the centre of the building. More than 4,000 people work inside The Shard, and the building’s close proximity and connections to London Bridge Station mean it is easy to access for those travelling by rail or underground train. A number of world-famous businesses and organisations also have bases there. These include the Al Jazeera Media Network, whose programming reaches 270 million households in more than 35 countries. Comprehension Ninja 10–11 © Andrew Jennings, 2020

173

24 THE SHARD

FILL IN THE GAP

MULTIPLE CHOICE

Read the sentences and choose the correct word or words to fill the gap. Refer back to The Shard to find the correct answer.

Circle the correct answer to the following question.

It begins with the __________________________ London-based entrepreneur Irvine Sellar, the building’s developer and joint owner. During one 36 hour period, the team of builders reportedly poured 5,400 cubic metres of __________________________.

How many storeys high was Southwark Towers when Sellar bought it? 42

SEQUENCING

Over the years, The Shard has slipped down the list as other spectacular buildings have been constructed across the __________________________.

Look at The Shard. Number the statements from 1 to 4 to show the order they occur in the text. It’s been described as a vertical city, and contains offices, apartments, restaurants and a hotel.

MATCHING

These include the Al Jazeera Media Network, whose programming reaches 270 million households in more than 35 countries.

Draw a line with a ruler to match the information. Shard’s architect

Irvine Sellar

Shard opened by

Renzo Piano

developer and joint owner

Canaletto

Shard inspired by paintings by

Duke of York

Fortunately, the future of The Shard was secured again by finance from the State of Qatar, who joined the project as a partner. It was opened shortly before athletes from around the world descended on London for the 2012 Olympic Games.

FIND AND COPY These questions are about The Shard.

LABEL

Look at paragraph three. Find and copy a word tells us a rough drawing was done of The Shard.

Label the description with the correct number.

__________________________

year of the London Olympic Games

Look at paragraph three. Find and copy a word that suggests the design of The Shard’s designer used spires and masts as source material for their design.

metres tall number of households that watch Al Jazeera Media Network

__________________________

cubic metres of concrete poured

UNDERLINE OR HIGHLIGHT

people who work inside The Shard

Read the paragraph below and then follow the instructions.

degrees of view from observatory decks

More than 4,000 people work inside The Shard and the building’s close proximity and connections to London Bridge Station means it is easy to access for those travelling by rail or underground train.

TRUE OR FALSE Read the sentences. Put a tick in the correct box to show which sentences are true and which are false.

174

The Shard is still the 45th tallest building in the world.

True

False

The Shard can be found in the State of Qatar.

True

False

Irvine Sellar was the architect of The Shard.

True

False

The Shard was popular with everyone.

True

False

The builders of The Shard used some advanced and pioneering methods.

True

False

Underline or highlight a word that means how near it is in space. Underline or highlight a word that means to enter or get to.

175

ANSWERS 1. WORLD WAR I: BOMBARDMENT FILL IN THE GAP 1. 2. 3. 4. 5. 6. 7. 8.

posters December shrapnel Hartlepool Heugh Battery Headland encourage German Navy

9. 10. 11. 12. 13. 14. 15.

Seydlitz damaged convinced 130 prayer book shipyards severe

Theophilus Jones fired back at German ships important to war effort killed on British soil prayer book Heugh Battery military museum attack began as 1,100 shells rained down 18th 1917 1918 130 propaganda

‘Men of Britain!’ survivors recall Zeppelins

176

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

(more than) 1,100 1 / One / I three forty minutes eleventh Germany Blücher Heugh Theophilus Jones Leicestershire Gotha bomber (aircraft)

12. streets attacked by German ships: Moor Terrace / Victoria Place / Cliff Terrace 13. battle cruisers used by the Germans: Seydlitz / Moltke 14. armoured cruiser used by the Germans: Blücher

TRUE OR FALSE

MATCHING German cruiser bloody battlefields bombarded town propaganda poster

LABEL

Moltke Belgium and France Hartlepool ‘Men of Britain!’ Battalion of Durham Light Infantry Heugh Battery gun

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

True False True False True True True True False False

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

False True True False False False False True True True

MULTIPLE CHOICE

Theophilus Jones

1. 2. 3. 4.

shard of a shell led by volunteers people headed to work and school 16 December 1914 Battalion of the Durham Light Infantry first true air raid war ended people killed in Hartlepool information promoting a political point of view ‘Will you stand this?’ chaos German airships

5. 6. 7. 8. 9. 10.

people joining up Moor Close prayer book 18th Battalion Heugh Battery important shipyards and engine works

SEQUENCING 1, 5, 2, 4, 3 3, 1, 5, 2, 4 2, 4, 1, 5, 3

FIND AND COPY 1. 2. 3. 4.

majority bloody convinced chaos

5. 6. 7. 8.

outgunned / larger several shrapnel surge

UNDERLINE OR HIGHLIGHT 1. accessible 2. soil 3. destroying

FILL IN THE GAP 7. 8. 9. 10. 11. 12. 13. 14.

devastating temperatures extinctions South America deforestation palm oil orangutans streams

4. chaos 5. armoured 6. target

15. 16. 17. 18. 19. 20. 21. 22.

shampoos 2030 Amazon wildlife Brazil Deforestation habitats kilometres

clearing, cutting down trees world’s largest rainforest location of the Amazon

hurricanes, landslides and drought deforestation the Amazon South America

ideal conditions for growing trees felled major reason for deforestation livestock

tropical rainforests

affected by palm oil palm oil production area raising awareness of problem product of palm oil

orangutans Indonesia

number of species lost every year percentage of the Amazon that will be without trees by 2030 amount of forest lost each year percentage of species that live in the Amazon tree roots

50,000

trees absorb without trees trees produce

LABEL 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

deforestation natural occurences Amazon soil palm oil deforestation felled cows and sheep Indonesia tree roots

11. 12. 13. 14. 15. 16. 17.

carbon dioxide market for wood construction farmland (their) homes Brazil charities and organisations 18. sustainable food / less meat

TRUE OR FALSE

MATCHING also affects forestry

shipyards

16 December 1914 more than 1,100 Blücher the first soldier to have been killed on British soil

2. DEFORESTATION

chopped down creation of farmland cows and sheep

environmental campaigners fuel

27 per cent

millions of square kilometres 10 per cent

1. 2. 3. 4. 5. 6. 7. 8.

True False True True False True True False

9. 10. 11. 12. 13. 14. 15.

False True True False True True False

MULTIPLE CHOICE 1. the production of wood 2. construction 3. farming 4. animals 5. the roots of trees

6. 2030 7. eating sustainable food 8. 50,000 9. Brazil 10. humans

SEQUENCING 2, 1, 3, 5, 4 5, 1, 2, 3, 4 4, 2, 1, 5, 3

FIND AND COPY 1. 2. 3. 4. 5. 6. 7. 8.

devastating natural intentional ideal oppose responsible sustainable decline

9. Underline or highlight 10. sufficient 11. consequence 12. survive 13. species 14. extinctions 15. invade

prevent soil from being washed away carbon dioxide soil is displaced oxygen

3. CHARLES DARWIN FILL IN THE GAP 16. descended 17. Natural History Museum 18. specimens 19. medicine 20. influential 21. evolutionary 22. HMS Beagle 23. pioneering

24. contradicted 25. revolutionary 26. University of Cambridge 27. wildlife 28. 1831 29. Shrewsbury 30. Islands

MATCHING 1809 1831 1825 1836

born in Shrewsbury joined the HMS Beagle attended University of Edinburgh returned home to England

did not agree with Darwin’s theories observed experimented with

Church of England

humans descended from Darwin’s work can be seen at Darwin’s theory

apes

On the Origin of Species Darwin collected Darwin studied theology at significant year for Darwin Darwin studied medicine at Darwin died crossbred birds using all species evolved from Darwin’s theory contradicted surgeries were carried out

finches pigeons

translated into many languages evolution by natural selection translated into many languages plants, fossils and animals University of Cambridge 1831 University of Edinburgh 1889 artificial selection a common ancestor

LABEL 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

HMS Beagle Robert FitzRoy Church of England read / explore local wildlife areas pigeons On the Origin of Species 1889 1837 1859 1831

11. 1809 12. 1825 13. Shrewsbury / Shropshire 14. Natural History Museum 15. Galápagos Islands 16. England 17. University of Cambridge 18. University of Edinburgh

TRUE OR FALSE 1. 2. 3. 4. 5. 6. 7. 8.

False True True False False True True True

9. 10. 11. 12. 13. 14. 15.

True True True True False False False

MULTIPLE CHOICE 1. University of Edinburgh 2. 5 3. Shrewsbury 4. 1859 5. 1825 6. finches

7. controversial 8. companion to the ship’s captain 9. explore local wildlife 10. theology

SEQUENCING 2, 3, 4, 5, 1 3, 5, 1, 4, 2 3, 4, 5, 1, 2

FIND AND COPY 1. 2. 3. 4.

transformed fascination collect recommendation

5. 6. 7. 8.

fossils remote controversial artificial

UNDERLINE OR HIGHLIGHT 9. enrolled 10. disturbed 11. witnessed

12. world-famous 13. theology 14. completing

many religious beliefs without antiseptic

177

4. THE D-DAY LANDINGS FILL IN THE GAP 1. 2. 3. 4. 5. 6. 7. 8.

Normandy 7th May France paratroopers Overlord captured ‘D-Day’ landings 10,000 casualties

9. 10. 11. 12. 13. 14. 15.

dummies Canada Adolf Hitler coastline Juno Europe 6 June

Barack Obama

landed behind enemy lines landed on Omaha beach D-Day operation codename attended tributes

10,000 nearly 7,000 five heaviest fighting

casualties vessels beaches Omaha beach

Nazi surrender D-Day D-Day invasion began Normandy commemorations

7 May 1945 6 June 1944 around 6.30 am

code for the day after D-Day length of beach bordering Normandy code for three hours before the attack five beaches in Normandy the ‘D’ stands for Allied forces

D+1

American troops Overlord

dropped from planes Nazi army assembled

1. (around) 6.30 am 2. 80 kilometres 3. between 4,000 and 9,000 4. 7 May 1945 5. five 6. 6 June 1944 7. Juno, Gold, Omaha, Sword and Utah 8. Overlord 9. France

MATCHING 10. Normandy / D-Day landings 11. Normandy coastline 12. Omaha beach 13. H–3 14. Allied forces 15. Barack Obama and Queen Elizabeth II 16. 10,000 17. Adolf Hitler 18. 156,000

TRUE OR FALSE

MATCHING paratroopers

LABEL

since 2007

80 kilometres H-3 Juno, Gold, Omaha, Sword and Utah day Britain, America and Canada dummies on the Normandy coastline

1. 2. 3. 4. 5. 6. 7. 8.

False False True True True True True False

9. 10. 11. 12. 13. 14. 15.

False True True True True True True

MULTIPLE CHOICE 1. 2. 3. 4. 5. 6.

five Nazi troops Day Overlord 6 June peace

7. planes and warships 8. dummies 9. 156,000 10. Omaha

verbal bullying bullying can cause cyber-bullying happens

SEQUENCING 1, 4, 5, 3, 2 1, 5, 3, 4, 2 4, 1, 2, 5, 3

family issues, stress and trauma humiliation helped become bullies

bullies may enjoy bullying is

their power repetitive and intentional threats an anti-bullying policy

form of bullying every state school must have it is vital to bullying can be form of bullying online bullies may emotional bullying

FIND AND COPY

LABEL

1. 2. 3. 4. 5.

1. 2. 3. 4. 5. 6. 7. 8. 9.

thousands pivotal assembled prevent ferocious

6. pressed / determined 7. surrendered 8. sacrificed

UNDERLINE OR HIGHLIGHT 1. ferocious 2. advance 3. casualties

4. exact 5. eventually

self-confidence safe online social media policy questioning adult

emotional physical verbal verbal emotional cyber physical emotional emotional

stand against bullying subtle being violent hide their real names close emotional connections to their victims guilty or worthless at work weak, odd or stupid

8. 9. 10. 11. 12. 13. 14.

comfortable long-term presence humiliation self-loathing older mental health

1. 2. 3. 4. 5. 6. 7.

True False True True True True True

10. 11. 12. 13. 14. 15. 16.

cyber verbal physical (state) school a victim an authority figure social media companies 17. school

8. 9. 10. 11. 12. 13. 14.

False True True True True False False

MULTIPLE CHOICE 1. repetitive and intentional hurting 2. mental health 3. not getting involved 4. the victim is weak, odd or stupid 5. an anti-bullying

LABEL

1, 3, 2, 4, 5 4, 5, 2, 3, 1 1, 4, 3, 2, 5

1. 1066 2. (29 September) 1066 3. 14 October 4. (around) 700 5. (Christmas Day / 25 December) 1066 6. (around) 10,000 7. William (and his troops) 8. Harold (Godwinson) 9. William

FIND AND COPY 11. 12. 13. 14.

intentionally worthless insecure duty

6. 7. 8. 9. 10.

policy a friend or family member talk to the victim in schools self-harm and suicide bullies and victims

15. 16. 17. 18.

aggressive exploit comfortable individual

UNDERLINE OR HIGHLIGHT 1. 2. 3. 4.

withdraw intentionally verbal humiliation

5. victim 6. threatening / intimidate

FILL IN THE GAP 1. 2. 3. 4. 5. 6. 7. 8.

throne 700 ships relocated Bayeux Tapestry wall of shields Normans bigger Westminster Abbey

9. 10. 11. 12. 13.

Conqueror Harold Godwinson 14 October poorly paid Battle of Stamford Bridge 14. chronicles 15. fired arrows

MATCHING

the Normans on foot

in the morning put up a brave fight alongside his two brothers fired arrows

predicted an invasion from France legend says Harold died by William was crowned King of England Harold’s troops were

Harold Godwinson

William’s huge fleet supported invasion of England Vikings were defeated

700 ships men from Brittany, Aquitaine and Maine Battle of Stamford Bridge

14 October 1066

Battle of Hastings began the Bayeux Tapestry

depicts the Battle of Hastings the two sides met at Edward the Confessor the Battle of Hastings Harald Hardrada Duke of Normandy killed at the Battle of Stamford Bridge William’s fleet

MATCHING 10. Harald (Hardrada) 11. William (of Poitiers) 12. William (the Conqueror) 13. Senlac Hill 14. Norway 15. Pevensey Bay / Sussex 16. Stamford Bridge / near York 17. next to the battlefield / Battle Abbey 18. England

TRUE OR FALSE

6. THE BATTLE OF HASTINGS

the battle began Harold’s troops the king was killed

TRUE OR FALSE

5. ANTI-BULLYING 1. 2. 3. 4. 5. 6. 7.

being repeatedly cruel to someone using insults long-term problems online

may also cause bullying behaviour form of bullying bullies can be people who have been bullied may

victims may feel bullies in positions of power bullies may call victims

FILL IN THE GAP

178

form of bullying

SEQUENCING

an arrow lodged in his eye at Westminster Abbey unmotivated and poorly paid

Senlac Hill left no heir to his throne famous and bloody battle had a Viking army William Harald Hardrada

1. 2. 3. 4. 5. 6. 7. 8.

False False True True False True True False

9. 10. 11. 12. 13. 14. 15.

True False True True True False True

MULTIPLE CHOICE 1. 29 September 2. 14 October 3. Edward the Confessor 4. morning 5. Harold Godwinson

6. 7. 8. 9. 10.

Vikings around 700 around 10,000 William of Poitiers Senlac Hill

SEQUENCING 2, 5, 4, 3, 1 1, 4, 2, 5, 3 5, 4, 1, 3, 2

FIND AND COPY 1. 2. 3. 4. 5. 6. 7. 8.

famous contenders transformed vital depicts advantage unmotivated persuaded

9. Underline or highlight 10. emerged 11. invasion 12. relocated 13. expected / predicting 14. poised

7. BARACK OBAMA FILL IN THE GAP 1. 2. 3. 4. 5. 6. 7. 8.

uniting Nobel Peace Prize Dunham inspirational figure two million Donald Trump Michelle scholarships

9. 10. 11. 12. 13. 14. 15.

economy background Democratic African American America United States Harvard Law School

Kansas Kenya Arizona Massachusetts

Stanley Ann Dunham Barack Obama Senior John McCain Harvard

Donald Trump

succeeded Obama as president Nobel Peace Prize winner wrote Becoming book military background

Barack Obama Michelle Obama grandfather presidential inauguration in studied law at worked with churches in became the first

Washington

gave financial aid to

international family planning organisations programme for children’s health insurance begin withdrawing from Iraq to assist claims for equal pay for women 2008 2016

authorised

directed the military to made legal changes Obama elected Trump succeeded Obama as president Obama born Obama awarded Nobel Peace Prize

Harvard Law School Chicago African-American president

1961 2009

LABEL 1. Barack Obama Senior 2. John McCain 3. Donald Trump 4. Michelle Obama 5. Barack Obama 6. (Barack Obama’s) grandmother 7. 4 August 8. 2008 9. 2009 10. 2016

11. 2008 12. 28 13. Cambridge / Massachusetts / Boston 14. Chicago 15. Hawaii 16. Kansas / United States 17. Kenya 18. Arizona

TRUE OR FALSE FALSE 1. 2. 3. 4. 5. 6. 7.

True True True False True False True

8. 9. 10. 11. 12. 13. 14.

True False True False True False False

SEQUENCING 4, 2, 1, 3, 5 1, 3, 2, 4, 5 5, 4, 3, 2, 1

landed in Pevensey Bay, Sussex

179

FIND AND COPY

LABEL

1. 2. 3. 4. 5. 6. 7. 8.

1. 2. 3. 4. 5. 6. 7. 8. 9.

turmoil influential attended devastated reform succeeded life-changing problematic

9. Underline or highlight 10. arguably 11. revitalise 12. blocked 13. international 14. cooperation 15. inspirational

8. DNA

life cancers chromosomes before share characteristics parents

8. 9. 10. 11. 12. 13. 14.

inherit forensic different 1953 hereditary genetic at home

MATCHING 23 1869 1953 1962 medical condition twisted structure DNA instructions determine DNA testing

pairs of chromosomes DNA first identified DNA structure discovered Nobel Prize awarded cystic fibrosis double helix eye colour prevents illness and fights crime

winners of the Nobel Prize DNA nucleotides medical condition

Watson, Crick and Wilkins deoxyribonucleic acid A, T, C and G Down’s syndrome

Humans share DNA with Home DNA tests bought from Better understanding of DNA may lead to DNA tests

bananas

Friedrich Miescher studied Rosalind Franklin provided more progress was made DNA strands

MATCHING 10. 11. 12. 13. 14. 15. 16. 17. 18.

Maurice Wilkins similar features identical twins crime 1953 1962 home chemists chimpanzees (all) life

TRUE OR FALSE

FILL IN THE GAP 1. 2. 3. 4. 5. 6. 7.

chromosomes fruit flies bananas pus parents DNA testing Rosalind Franklin Friedrich Miescher James Watson / Francis Crick /

chemists better understanding of different cancers may reveal origins of ancestors pus x-ray data during the first half of the 20th century can be separated

1. 2. 3. 4. 5. 6. 7.

True False True False True True True

8. 9. 10. 11. 12. 13. 14.

True False False True False False True

MULTIPLE CHOICE 1. 2. 3. 4. 5.

x-ray data both parents DNA 23 1962

6. cystic fibrosis 7. A T C G 8. treatments for cancer 9. chemists

SEQUENCING 1, 3, 2, 5, 4 2, 3, 4, 1, 5 1, 4, 3, 2, 5

FIND AND COPY 1. 2. 3. 4. 5. 6. 7. 8.

significantly surprisingly generations offspring discovered prestigious all but impossible kits

9. Underline or highlight 10. complicated 11. arranging 12. coincidence 13. pairs 14. impossible

FILL IN THE GAP fascinated Stegosaurus snout Coelophysis Brachiosaurus spiked tail banana rapid

Stegosaurus Triceratops Diplodocus

teeth the size of bananas powerful, spiked tail 3 metre skulls teeth arranged like a comb

Late Jurassic Late Cretaceous Late Triassic Late Cretaceous

Stegosaurus Tyrannosaurus Rex Coelophysis Triceratops

Stegosaurus

155-145 million years ago 155-140 million years ago 68-66 million years ago 225-190 million years ago

Brachiosaurus Tyrannosaurus Rex Coelophysis consumed 200-400 kilograms of plants every day ate only plants the largest of the plate-backed plant eaters ate insects and reptiles lived and travelled in groups dinosaurs became extinct Stegosaurus Tyrannosaurus Rex

Brachiosaurus

Triceratops Stegosaurus

Coelophysis many horned dinosaurs tens of millions of years ago brain the size of a plum the most iconic dinosaur

LABEL

9. DINOSAURS 1. 2. 3. 4. 5. 6. 7. 8.

Tyrannosaurs Rex

FIND AND COPY

9. 10. 11. 12. 13. 14. 15.

Tyrannosaurus Rex brain potential neck Triceratops skeletons gigantic skull

1. 2. 3. 4. 5. 6. 7. 8. 9.

Tyrannosaurus Rex Triceratops Brachiosaurus Diplodocus Stegosaurus Coelophysis Brachiosaurus Stegosaurus Stegosaurus

10. 11. 12. 13. 14. 15. 16. 17. 18.

Triceratops Tyrannosaurus Rex Coelophysis Late Jurassic Late Cretaceous Late Triassic Late Cretaceous Late Jurassic Late Jurassic

TRUE OR FALSE 1. 2. 3. 4. 5. 6. 7. 8.

True False True True True False False False

9. 10. 11. 12. 13. 14. 15.

False True False False True True False

MULTIPLE CHOICE 1. 2. 3. 4. 5.

Triceratops 60 lion smell 3 metres

6. 7. 8. 9. 10.

herbivores Late Cretaceous Stegosaurus 26 metres Brachiosaurus

SEQUENCING

1. 2. 3. 4.

fearsome unusual fascinated extinct

5. 6. 7. 8.

LABEL initially rapid deterred foliage

UNDERLINE OR HIGHLIGHT solitary herbivore gigantic fend off unusual experts

7. 8. 9. 10.

FILL IN THE GAP talented Netherlands art historians 1452 inventions helicopters 20th century characterised

9. 10. 11. 12. 13. 14. 15.

open letters humanism key moments Amsterdam Paris disassemble experimental

MATCHING Leonardo da Vinci Rembrandt Rembrandt, da Vinci and Picasso Pablo Picasso

born in 1452 learned to paint in Amsterdam celebrated around the world moved to Paris aged 23

known for Cubism Renaissance humanism engineer, painter and sculptor created in memory of da Vinci

Pablo Picasso 15th and 16th century movement in Europe Leonardo da Vinci

Leonardo da Vinci born Rembrandt van Rijn Pablo Picasso born Leonardo da Vinci died

Tuscany

experimented constantly with his style ideal of humanism

Picasso

painted Mona Lisa sometimes painted unflattering portraits never left his home country had a ‘blue period’ and a ‘rose period’ kept extensive notebooks Rembrandt

flying machine

Netherlands Malaga Amboise

benefit real people with education da Vinci Rembrandt Rembrandt Picasso

MATCHING 11. Pablo Picasso 12. Rembrandt van Rijn 13. Rembrandt van Rijn 14. Leonardo da Vinci 15. Leonardo da Vinci 16. Pablo Picasso 17. Pablo Picasso 18. Rembrandt van Rijn

1. 2. 3. 4. 5. 6. 7. 8.

False True True True True True False False

9. 10. 11. 12. 13. 14. 15.

False True False False True True False

MULTIPLE CHOICE 1. 1881 2. Amsterdam 3. Rembrandt van Rijn 4. helicopters 5. Cubism

6. 7. 8. 9.

blue and rose Louvre Museum Leonardo Da Vinci Rembrandt van Rijn 10. Amboise

SEQUENCING 1, 4, 2, 3, 5 2, 3, 4, 5, 1 3, 2, 1, 4

icon extensive unflattering bored

5. 6. 7. 8.

intimate experimental exaggerating renowned

UNDERLINE OR HIGHLIGHT famous / renowned striking engineer humankind translates pride of place

FILL IN THE GAP Wergild icy water humiliation dislocating rotten food Vagrancy punishments

witchcraft drunkenness

dunked in icy water forced to wear a wooden barrel the wooden rack compensation system

Tower of London Wergild flogging the hook the rack scold’s bridle people were executed widespread during Tudor times believed in witches witnessed executions iron maiden trial by combat tongue tearer trial by fire

being whipped for gouging eyes tearing limbs from sockets for gossiping huge crowds that included children theft the Tudors the public a metal coffin with razor-sharp spikes fighting to the death pulled the tongue out of the mouth walking across red-hot iron

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Anglo-Saxon Tudor Medieval England Anglo-Saxon Tudor Tudor Tudor Anglo-Saxon Tudor Tudor Anglo-Saxon

12. 13. 14. 15. 16.

Tudor homelessness whipping metal cage compensation system 17. violent physical test 18. used to hold culprits

TRUE OR FALSE

11. CRIME, PUNISHMENT AND TORTURE 1. 2. 3. 4. 5. 6. 7.

Anglo-Saxons the Tudors Medieval England the Tudors

LABEL

FIND AND COPY 1. 2. 3. 4.

hot iron branding the rack the hook wooden stocks

8. 9. 10. 11. 12. 13. 14.

witch importance wooden rack kingdoms trial of ordeal court Stealing

1. 2. 3. 4. 5. 6. 7. 8.

True True False True True False True True

9. 10. 11. 12. 13. 14. 15.

1. 2. 3. 4. 5.

Wergild God the Tudor period being homeless the tongue tearer

6. 7. 8. 9. 10.

the hook in public a witch a metal cage stretch people

SEQUENCING 5, 4, 2, 1, 3 4, 3, 1, 5, 2 2, 5, 4, 1, 3

known as a ‘Dutch Master’

FIND AND COPY

True True False True True False False

MULTIPLE CHOICE

da Vinci

5, 1, 2, 4, 3 5, 2, 1, 4, 3 3, 1, 2, 5, 4

180

Pablo Picasso Pablo Picasso Leonardo da Vinci Leonardo da Vinci Pablo Picasso Rembrandt van Rijn Rembrandt Van Rijn Leonardo da Vinci Pablo Picasso Leonardo da Vinci

TRUE OR FALSE

10. ARTISTS’ GALLERY 1. 2. 3. 4. 5. 6. 7. 8.

1. 2. 3. 4. 5. 6.

11. 12. 13. 14.

nowadays ordeal similar victims

15. 16. 17. 18.

compensation confessions widespread bizarre

181

UNDERLINE OR HIGHLIGHT

LABEL

dispute defendant lesser sum alternative poison settle

1. renewable (energy) 2. fossil fuel 3. renewable (energy) 4. fossil fuel 5. renewable (energy) 6. fossil fuel 7. scientists 8. greenhouse gases

12. CLIMATE CHANGE environments renewable layer temperatures tropical climates walking or cycling extreme weather greenhouse

9. 10. 11. 12. 13. 14. 15.

13. 14. 15. 16. 17.

global warming harmful gases electrical items unpredictable and extreme weather carbon dioxide carbon dioxide oxygen greenhouse gases carbon dioxide

TRUE OR FALSE

FILL IN THE GAP 1. 2. 3. 4. 5. 6. 7. 8.

LABEL 9. 10. 11. 12.

Scientists food waste temperature Carbon dioxide forest areas adapt 100 years

1. 2. 3. 4. 5. 6. 7. 8.

True True True False False False True True

9. 10. 11. 12. 13. 14. 15.

1. 2. 3. 4. 5. 6.

space recognises global warming carbon dioxide fossil fuels 1°C

tides, wind, sun, Earth’s heat coal, oil, gas trees release damaging gas

renewable energy

contributes to climate change effect of climate change Earth’s gases help protect our planet

deforestation

SEQUENCING

sea ice melts

4, 1, 3, 5, 2 3, 1, 5, 2, 4 1, 3, 2, 5, 4

possible temperature increase in the next 100 years without greenhouse gases Earth’s temperature is said to have increased by pollution made up of carbon dioxide

1.4°C to 5.8°C

may not be able to adapt sea ice melts affected by rising sea levels disrupted by higher temperatures small steps to combat climate change can play a part in safeguarding the planet layer of gases global warming

animals including humans sea levels rise sea turtles

fossil fuels oxygen carbon dioxide

trap surface heat turn off electrical items

30°C colder 1°C

two thirds

food production and farming switching to energysaving light bulbs everyone

7. 8. 9. 10.

False False True False False True True

rainforests renewable energy ice unpredictable weather

5. 6. 7. 8.

absorb rapidly concern renewable

species at risk reduce coastal droughts destruction

MULTIPLE CHOICE SEQUENCING 3, 4, 2, 1

FIND AND COPY declared reduced

UNDERLINE OR HIGHLIGHT portable adapt

14. PLASTIC POLLUTION

supermarkets and food suppliers large retailers and businesses law in England common type of plastic waste

1. 5 pence 2. 1,000 years 3. 7.6 billion

FILL IN THE GAP Neil Armstrong fuel portable life-support

reducing packaging combatting negative effects 5p carrier bag charge drinks bottle

obesity lead inactive lives

4. insulin 5. convenient / calorie-rich 6. body mass index

10. True 11. True

MULTIPLE CHOICE one in five

SEQUENCING

UNDERLINE OR HIGHLIGHT maintaining experts

4. 80 per cent 5. 61,000 tonnes 6. 2018

UNDERLINE OR HIGHLIGHT

MULTIPLE CHOICE

housing chronic

17. ANCIENT MAYAN CIVILISATION

2, 4, 3, 1

FILL IN THE GAP Mesoamerica Chichén Itzá sacrifices

4. True 5. False

MULTIPLE CHOICE SEQUENCING 1, 3, 4, 2

FIND AND COPY decompose mistaken

UNDERLINE OR HIGHLIGHT seep harmful

MATCHING Mandela became president Leprosy Repression Act Jan Rykman escaped Robben Island Mandela’s death

1. True 2. True 3. False

warm-blooded sparse

UNDERLINE OR HIGHLIGHT

Chichén Itzá Kukulkan Hun Ixim Mexico and Central America

4. farmers, warriors, hunters, builders and teachers 5. roles at home 6. 1517

4. False 5. False

19. LIFE ON THE EQUATOR FILL IN THE GAP Northern Hemisphere Somalia warm summer

MATCHING São Tomé and Príncipe Kenya Ecuador Kiribati

island nation Africa South America Pacific Oceans

LABEL

365

1. Brazil, Colombia and Ecuador 2. the Amazon 3. the Maldives

4. Volcán Cayambe 5. 40,000 / 40,075 kilometres 6. the Andes

SEQUENCING

TRUE OR FALSE

1, 3, 4, 2 1994

FIND AND COPY

1. True 2. False 3. True

1882

maintain conquer

MULTIPLE CHOICE

1690

UNDERLINE OR HIGHLIGHT

balmy climates

2013

architecture calendar

LABEL 1. black crowned night (herons) 2. United Nations Educational, Scientific and Cultural

1. Hun Ixim 2. (Temple of ) Kukulkan 3. maize, avocados, beans and squash

FIND AND COPY

under threat accidentally

MATCHING famous city stone-stepped temple respected god Mesoamerica

4. True 5. True

SEQUENCING

MULTIPLE CHOICE

wildlife betraying apartheid

TRUE OR FALSE 1. False 2. False 3. True

TRUE OR FALSE

16. ROBBEN ISLAND

4. pygmy possums 5. African elephant 6. pygmy possums

leprosy famous

LABEL

regularly obtained

3. 4. 5. 6.

Organisation 25,000 crowned (cormorants) 132 18 years

TRUE OR FALSE 1. True 2. False 3. False

182

maintaining a healthy lifestyle linked to obesity

TRUE OR FALSE 7. False 8. False 9. True

1. blue whales 2. polar bears 3. dolphins

FIND AND COPY

LABEL 1. 2.5 to 5 hours 2. depression and low self-esteem 3. glucose

LABEL

seal

4, 2, 3, 1

MATCHING Type 2 diabetes can be managed by Heart disease and cancer are Exercise prevents Many people

MULTIPLE CHOICE SEQUENCING

overweight calories carbohydrates

FILL IN THE GAP

malnutrition

first man on the moon president second man on the moon command module pilot

FILL IN THE GAP

FIND AND COPY

TRUE OR FALSE 1. True 2. True 3. False

15. OBESITY

4, 1, 3, 2

LABEL

13. THE FIRST MAN ON THE MOON

Michael Collins

4. False 5. True

MATCHING

UNDERLINE OR HIGHLIGHT

Neil Armstrong John F. Kennedy Buzz Aldrin

1. False 2. True 3. True

oceans landfill sites UK government

MATCHING greenhouse gases temperature of Earth increasing

TRUE OR FALSE

FILL IN THE GAP

FIND AND COPY 1. negative 2. maintained / maintain 3. unpredictable 4. (most) significant

Buzz Aldrin 4. Michael Collins 5. Eagle 6. Apollo 11

20 July

MULTIPLE CHOICE

MATCHING

1. Kennedy (Space Center) 2. Neil Armstrong 3. Edwin E. Aldrin Jr./

4. True 5. True

4. False 5. False

SEQUENCING 1, 3, 2, 4

18. MAMMALS FILL IN THE GAP 30 metres 100,000 climates

FIND AND COPY little variation invisible

UNDERLINE OR HIGHLIGHT advantage cultivate

MATCHING African elephants dolphins pygmy possum anteaters

ears shaped like Africa highly intelligent nocturnal creature collects insects with its tongue

183

20. SEPARATING MIXTURES FILL IN THE GAP filter water vapour insoluble

evaporation filtration distillation sieving

4. condensation 5. distillation 6. boiling

TRUE OR FALSE 1. False 2. True 3. True

SEQUENCING 2, 1, 4, 3

empowers major

LABEL 1. filter paper 2. sieve / sieving 3. dissolved

three

FIND AND COPY

MATCHING liquids turn to gas separates insolubles uses a liquid’s boiling point uses a sieve

MULTIPLE CHOICE

4. False 5. False

MULTIPLE CHOICE

UNDERLINE OR HIGHLIGHT imposed laws

22. PLANT ADAPTATIONS FILL IN THE GAP surroundings rainforest deciduous

small holes windy mountains

SEQUENCING 4, 1, 2, 3

FIND AND COPY irreversible insoluble

UNDERLINE OR HIGHLIGHT retaining particles

21. MALALA YOUSAFZI

extreme rainfall cacti ground is permanently frozen flexible stems

rainforests 5. in the rainforest surviving the snow 6. survive the snow / rainforest trees keep them warm flexible stems

TRUE OR FALSE 1. False 2. True 3. True

4. False 5. False

MULTIPLE CHOICE desert

FILL IN THE GAP

SEQUENCING

knowledge conditions education

2, 1, 4, 3

FIND AND COPY

MATCHING

coniferous permanently

Taliban took control of Swat District Malala was shot on a bus Malala was born Malala nominated for International Children’s Peace Prize

2007

UNDERLINE OR HIGHLIGHT

2012

glossy slide

1997 2011

6. 2012 7. 1997 8. 2009

23. HISTORY OF GAMING CONSOLES FILL IN THE GAP

LABEL 9. 2007 10. 2011 11. 2008

cartridges Family Computer sensor bar

the 1970s the 1990s the 1980s the 2010s

LABEL 1. Microsoft’s Xbox 360 2. Nintendo 3. Nintendo 64

4. Sega 5. Magnavox Odyssey 6. Sega

TRUE OR FALSE 1. False 2. True 3. False

4. False 5. True

MULTIPLE CHOICE PlayStation 2

3, 2, 4, 1

LABEL 1. 2. 3. 4.

Magnavox Odyssey Super Famicom Sega Kinnect

SEQUENCING

MATCHING rainforest desert plant coldest parts of earth

MATCHING

FIND AND COPY emerged / entered predecessor

UNDERLINE OR HIGHLIGHT tailoring kick-start(ed)

24. THE SHARD FILL IN THE GAP ambitious concrete globe

MATCHING Shard’s architect Shard opened by Developer and joint owner Shard inspired by paintings by

Renzo Piano Duke of York Irvine Sellar Canaletto

LABEL 1. 2012 2. 310 3. 270 million

4. 5,400 5. 4,000 6. 360°

TRUE OR FALSE 1. False 2. False 3. False

4. False 5. True

MULTIPLE CHOICE 24

SEQUENCING 1, 4, 2, 3

FIND AND COPY

TRUE OR FALSE

sketched inspiration

1. 2. 3. 4.

UNDERLINE OR HIGHLIGHT

184

False True False True

5. True