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    David Kariuki English Insert

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    David Kariuki English Insert

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    DAVID KARIUKI ENGLISH INSERT

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    David Kariuki English Insert

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    of 4

    Cambridge Primary Progression Test

    Insert

    English Paper 2
    *5807466983-I*

    Stage 5

    IB E_S5_02/2RP
    © UCLES 2014
    2
    Section A: Reading

    Read this passage from The Boy Who Biked the World and then answer the
    questions in the question paper.

    Sitting at his desk at school, Tom used to stare out of the window and dream
    of adventure. He didn’t want to be at school. He wanted to be an explorer! He
    daydreamed about the wonderful places in the world that he had read about in
    books or on the internet. How exciting it would be to stand on the Great Wall of
    China and stare out towards the wilds of Mongolia. It would be brilliant to watch 5
    grizzly bears fishing for salmon in Alaskan rivers. He wanted to eat Chinese
    food in China, noisily slurping noodles with chopsticks.

    Think of a country in the world – any country – and you can be sure that Tom
    had dreamed about it. Tom wanted to go to every single country in the world.
    And, as there are around 200 countries in the world, he knew that he had to get 10
    started soon.

    Tom was gazing out of the classroom window. He could hear birds singing
    and he could no longer hear the teacher. How lovely! Undisturbed dreaming.
    Gradually, Tom noticed that the room had gone quiet. Too quiet. With a burst of
    embarrassment, he realised the whole class was looking at him. He jumped in 15
    his seat. No longer was he battling through the rainforest. He was back in his
    maths lesson. And the teacher was waiting for an answer. Oh dear! Tom didn’t
    even know what the question was. So he definitely didn’t know the answer.

    ‘Erm ... I don’t know,’ Tom mumbled.

    ‘You don’t even know what the question was, Tom, do you?’ demanded Tom’s 20
    teacher. He was fed up with Tom’s daydreaming.

    ‘No, I don’t know what the question was. Sorry!’ apologised Tom.

    He liked Mr Field and didn’t want to make him angry. It wasn’t Mr Field’s fault
    that Tom was a daydreamer.

    ‘So, where in the world were you dreaming of this time?’ asked Mr Field, his 25
    voice rising and his face turning pink with annoyance. ‘Timbuktu? The North
    Pole?’ Some of the class sniggered. Mr Field continued, waving his hands in the
    air in frustration.

    © UCLES 2014 E/S5/02


    3

    ‘I am sick and tired of having to repeat everything I say to you because you are
    thousands of miles away in the Amazon jungle. You’re on long distance quests 30
    when you should be doing your long division questions!’

    Tom blushed. The children at the front of the classroom were enjoying this.
    Watching the teacher turn as red as a beetroot was more fun than doing their
    work. Every minute Mr Field spent shouting at Tom was one minute closer to the
    end of the lesson. 35

    And then it happened. He had certainly not planned it. He didn’t know what
    made him do it, but suddenly Tom heard himself saying out loud, ‘I’m going to be
    an explorer! I am going to go round the world.’

    Even old Mr Field laughed.

    At that moment the lunch bell rang, saving Tom from further embarrassment. 40

    © UCLES 2014 E/S5/02


    4

    Copyright Acknowledgments:

    Questions 1-14 © Alastair Humphreys; The Boy Who Biked The World; Eye Books; 2011.

    Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
    reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
    publisher will be pleased to make amends at the earliest possible opportunity

    Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
    Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

    © UCLES 2014 E/S5/02

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