CAMBRIDGE PRIMARY

English
Learner's Book

Sally Burt and Debbie Ridgard

Cambridge
UNIVERSITY PRESS

v Contents /
. __ ____________ J k
Introduction

1

Different voices different times

5

5

The cataract

53

6

Plan a performance

56

6

Time passing

57

1

What is a prologue?

6

1

Looking into the future

57

2

Delve into detail

8

2

Put yourself in their shoes

60

3

Focus on technique

10

3

Useful punctuation

61

4

Write a short prologue

11

4

Begin planning a longer story 64

5

Meet the River Singers

12

5

Going back and looking

6

Phrases and sentences

14

7

Review word classes

16

8

Review dialogue

18

9

Voices

20

into the future
6

museum

8

24
9

2 People in the news

26

68

Working with chapters,
paragraphs and connectives 70

10 Finding out about flashbacks 23

11 and 12 Create Voice 4 at the

Working with voices and

moods
7

65

Write paragraphs describing

fictional surroundings

72

Going back in time

72

10 Spelling, punctuation and

1

Making headlines

26

2

Read and make meaning

27

11 Finish your story

3

Go deeper

30

12 Take part in a

4

Make a point

31

5

Facts and opinion

33

6

Read an autobiography

35

7

Another life

8
9

structure challenge

74
76

Readaloudathon!

76

5

Poles apart

77

37

i

Describe and compare

77

Make a start

39

2

Summarise and write

Others in the news

40

paragraphs

79

10 and 11 Making the news

43

3

Analyse a news report

82

12 Give a presentation

44

4

Have a discusssion

84

5

Keep it formal

86

45

6

Using the passive voice

86

7

Read and assess a balanced

o Poems - old and new
1

The River

45

2

The Brook

47

3

Look deeper

49

4

Comparing poems

51

report

88

8

Language techniques

89

9

Write a balanced report

91

92

9

11 Argue a case

93

10 and 11 Write a

12 Have a class debate

94

6 Words at play
1

Poetic licence

96

2

Compare poems

98

3

Do sounds and letters

10 1

4

Made-up words and

5

Have fun with words

10 5

6

Laugh with limericks

10 6

7 A different medium

10 9

1

All the world's a stage

10

2

What has changed?

11

3

Using language

11

4

Shakespeare alive

11

5

Introducing manga!

11

6

Shion

11

7

Standard format

12 0

8

Medium makes a difference

9

A multimedia novel

12

10

Language matters

12

11

Plan an episode

12

12

Write and display a

12

3

2

Poetic form and features

4

6

145
147

There for a moment

148

Features for effect

151

A jewel

152

Try'encapsulating'a

155

snapshot

Spelling activities

156

sounds; Recognising unstressed vowels;

?

Suffixes can change the meaning of

q

words; Tricky endings; Not wrong, just

12
4

different
Term 2 - Revise common spelling
sounds; Soft and hard c and g; Forming

nouns from verbs; Working with opposite

prefixes; Revise a spelling rule
Term 3 - Revise common spelling
sounds; Choose precise words;
Homophones and homographs; The

1

Weighing up waste

2

Read a magazine article

12 9

3

Compare texts

4

Revise punctuation

13 2
$
13

5

Follow instructions

13

6

Use the command form

13 6

7

Create your own design

13 8

8

Read a non-chronological

13 9

Contents

Fruit in a bowl

Prefixes can give clues to meaning;

12 8
12 Q

report

1

145

Term 1 - Revise common spelling

final copy

8 Make it happen

144

9 Snapshot

5

nonsense

143

12 Create a group magazine

3

10 3

142

non-chronological report

96

always agree?

4

Summarise the report

10 A biased view

prefix ad; Revise a spelling rule

Toolkit

165

Presentation skills; Nuts and bolts of

writing; Keeping a learning journal;
Using an etymological dictionary;

Unit 1: Listening text; Unit 2: Biography;
Unit 3: Poems; Unit 5: How to have a
debate; Unit 7: Book talk

1

Welcome to the Cambridge Primary English Series, Stage 6.
This Learner's Book takes you through Stage 6 of
the Cambridge Primary curriculum. It contains
nine units of lessons and activities to help you
develop your reading, writing, speaking and
listening, skills This book covers all the skills you
need to develop in Stage 6.
Each term has two long units and one shorter
one. Over the year you will work through
three units on fiction and plays, three on non­
fiction and three on poetry. The long units are
divided into 12 sessions. Some sessions have
been omitted to create longer working periods
to suit the activities. Each unit has a theme full
of interesting and relevant topics. You will read
classic writers and poets alongside science fiction
and stories that play with time. You will also
have fun with reading in different media with
a graphic novel, a Japanese manga comic book
and a multimedia novel. You will express your
preferences, engage in discussion and do some
role play and performance. In non-fiction you
will come across a wide range of text types, some
of which you will have encountered before.

We hope that you enjoy the variety and feel
confident at recognising the features of the
various different text types, and that you will try
your hand at them as you investigate, explore
and enjoy the different ways we communicate
and express ourselves.

You will work in a variety of ways, in groups,
with a talk partner or on your own, and of course
at other times your teacher will lead a discussion
or explain an activity. You will need all of your
reading skills and you will keep a learning
journal to record, remember and give yourself
practice at different texts and techniques.

Working together is important, so you will have
plenty of opportunities to share ideas, build your
confi dence and learn from each other, as well as
from your teacher and the course books.
These icons will show you how you're going
to work:

have a discussion
do some reading

€3 role play, read out loud or do an
oral activity

do a spelling activity

You'll find some extra help along the way, so look
out for these features:
I am here to give
you reminders and
These tips give you

handy hints as you work.

Did you. know?
These boxes encourage you to think
broadly and do further research.

How did I do?
These boxes ask you to evaluate how you
are doing. Answer the questions honestly

- there is no right or wrong answer.

L=_

-

--

—

—

Language focus
These boxes explain helpful language
rules. You'll need to remember the
information to use again.

On pages 156 to 164 you'll find helpful spelling
rules and activities to practise and expand your
knowledge of words and their spelling.
On pages 165 to 176 you'll find a handy set of
resources you can use at any time, such as advice
on sentences, paragraphs and connectives and
how to use your learning journal or have a debate.
You'll also find complete poems and a listening
text. We hope you enjoy the course and that it
helps you to feel confident about responding to
English, and using English in a variety of ways.

Sally Burt and Debbie Ridgard

Introduction

5

Different voices different times
Have you ever described something only to have

Vocabulary to learn and

someone else say it didn't happen like that at all?

use: prologue, preface,

Books let us experience action, adventures, dilemmas

perspective, omniscient,

and dramas as characters or narrators tell their stories.

ancient, portray, authentic,

In this unit you'll experience different voices telling their

homograph, rumour, vole,

stories and create the voice of a character yourself.

weasel, heron

1 What is a prologue?
When tales start with Once upon a time, we know what sort of story
to expect. But what other techniques can be used to begin stories?

1

Read the first paragraph of a library book or your reading book.
•

Does it set a scene or introduce a character?

•

Does it leave you curious to know more?

2 Read this opening paragraph of a story.
a What images set the scene?

b What is the feeling in this opening paragraph?
c Is the narrator looking forward or back? How can you tell?

d What is your opinion of this opening? Does it make you want to read on?

The Middle of Nowhere
The piano arrived too late to stop the sky
falling in. If it had come earlier, things

might have ended on a sweet note. As it

was, everything was jangled, unstrung,
struck dumb.

Geraldine McCaughrean

Unit 1 Different voices - different times

Ol 1Some books begin with a prologue. Work with a talk partner.
1

Where do you think the prologue comes in a book?

2 What role could it play?
3 Does the prologue below match your ideas? How?

The River Singers
Prologue
The rumour spread from burrow to burrow down the length of the
Great River. The females, eyeing each other over their boundaries,

commented on it in hushed tones. The males spoke of it with raised
chins and defiant looks, before moving on and away to their own
business. The rumour told of a new danger to the Folk. It told of a
horror which came in the night. It told of the Great River stripped bare
of her people, of entire colonies gone. It told of the end of their world.

But perhaps, they thought, a rumour is all it was. The ancient
enemies - the fox, heron, weasel - had always been there, awaiting

the unwary or unlucky. And still the Folk prospered. The Great River
sang, her grasses were plentiful, and her waters were warm and

bustling with life. No, perhaps rumours were only rumours and the
lives of the Folk would continue as before. But even so the mothers
turned an eye to their young, and slept more lightly than they had.
And the males scented the breeze more carefully beforejitraying into
the open, ran more quickly, fed more watchfully.
Sylvan and the others, nestling in their chamber, knew nothing
of the rumours. They knew nothing of the outside. They knew their
mother, the scents of their home, and the rhythms of the Great River.
They knew hunger which could be quenched with milk. But one day
they would learn that sometimes a rumour is more than a rumour.
Sometimes a rumour is a life which has yet to come.

Tom Moorhouse

Session 1 What is a prologue?

Start a learning journal to record this year's reading, your ideas and

writing techniques you encounter and want to remember.
1

Add The River Singers to your learning journal.

2

Make notes on what the prologue suggests about the story.

3

List any questions you have about the story.

ideas,
predictions,
questions

reactions to
characters and
events

learning
journal

summaries, reviews,
recommendations

You can draw and stick
things in your learning
journal, and use it to
practise your ideas.

favourite
extracts and
examples

writing
techniques to
remember

2 Delve into detail

01,1 LjiliThe prologue for The River Singers
contained important clues about the story to

come. How many did you pick up?
1

Use these questions to find out how good a
detective you are. Use evidence from the text

in your answers.

What clues show that the characters

Look in more than one

are not human?

place for answers - scan

b Who are the 'Folk'?

the whole text for details

c What could the 'horror' be?

that build up your ideas.

d What do you think is behind the rumour?
e Who lurks as 'ancient enemies'? Why are they 'ancient'?

f

Are the Folk still wary? How can you tell?

g Why do Sylvan and the others know nothing of the rumours?
h What do the last two lines suggest about the rumours?

8

Unit 1 Different voices - different times

2 Choose o word to describe the mood of the prologue.
suspense

tranquillity

menace

foreboding

hilarity

excitement

anxiety

a Which words in the text support your choice?

b How could you change the mood of the prologue?
3 Summarise your predictions about the story in your learning journal. Note

the genre and whether you might enjoy the book.

4 Which of these descriptions matches the prologue in The River Singers?
•

It is a flashback giving the readers clues to help them understand the
story events and characters.

•

It is a 'flash forward' revealing later events to build suspense -

foreshadowing.
•

It is spoken by an all-knowing narrator who gives hints of things the

characters cannot know.

5 In your own words, explain what a prologue is and suggest why authors
might use one.

How did I do?
• Did I find clues to answer the questions?

• Can I explain what a prologue is?

Many words in English come from ancient Greek.
1

Pro has two meanings when it is used as a prefix. Which meaning fits each
of these sentences?

pro prefix 1 before in time, place or order; 2 favouring or in support of
a I am very pro-homework because it helps me learn more!

b The aardvark has a prominent nose - it sticks right out.
2 Logos is Greek for 'word'. Many English words have the suffix ology or logy,

meaning 'the study of'. For example, biology is the study of living things,
because bio is Greek for 'life'.
a Tell a talk partner how the suffixes ology and logy

could be related to logos meaning 'word'.

b Find and list words that end in logy or ology.

bio

logy

Session 2 Delve into detail

Did you know?
Some books have a preface where the author explains how the book came to be written.

Preface comes from the Latin words pre ('before') and fari ('speak'). An etymological
dictionary gives the origins of words. There's an example on page 169.

3 Focus on technique
The narrative voice that authors choose helps them present
characters and settings in a particular way.

1

The prologue of The River Singers is written in third person narrative. How

can you tell? Discuss examples from the text.
2 Scan the prologue for clues about the type of narrator in the prologue.

Language focus
There are two types of third person narrative.
• The third person narrator te\\s the story from the outside but gives no
information that the characters cannot know.
• The omniscient third person narrator te\\s the story from the outside but seems

to know everything about the characters and events - past, present and

future. It often gives clues and comments to the reader.

omniscient adj. having or seeming to have unlimited knowledge

fol

I <3 Sometimes authors write about things

they feel strongly about, such as friendship,
loyalty or protecting the environment.
1

Do you think you can tell from the prologue

what the author of The River Singers feels

strongly about?
2 Is the opinion of the author the same as the

opinion of the narrator of the prologue? What
makes you think this?

3 Should authors let their opinions and feelings

come out in a book? Discuss your views.

Unit 1 Different voices - different times

Repetition can make a point or create an atmosphere.
1

Which key word is repeated in the prologue? Why?

2

Do you find the repetition in the last paragraph effective? Why?

3

Practise describing something by using repetition followed by a contrast.

Add it to your learning journal.

Most of the prologue is in the same tense; but not all of it is.
1

What tense is it mainly in? Why is this tense often used in narrative?

2 Where and why does the tense change? What is the effect?
fil 1Proper

nouns have two important characteristics: they name

specific (one of a kind) items and they always begin with a capital letter.
1

Is folk a common noun or a proper noun? Check in a dictionary.

2 Use folk in a sentence to show what it means.
3 Why does Folk have a capital letter in the prologue?

How does this change its meaning?

4 Find and explain any other unusually capitalised words in the prologue.

4 Write a short prologue

Flashback to much
earlier events?
Someone looking back
long after the events?
Different narrator
perspective?
Flash forward giving
clues about the story?
Something else?

Type of book (genre)?
First or third person
narrative?
Who is in it?
What happens
(summary)?

Session 4 Write a short prologue

Plan and write a prologue for your reading book. Ask yourself

questions about your book using the suggestions in the picture on page 11.
Jot down notes on whot your prologue will include.
2 Write a prologue of two or three paragraphs, using some of these
techniques:

•

repetition of key words or phrases

•

carefully chosen words to create the mood you want

•

clear narrative voice (third person or omniscient third person)

•

consistent tense (only change it for dramatic effect)

•

variety of short and long sentences.

Review your paragraphs for flow, check for errors, and make any
improvements or corrections.

4 Swap prologues with a talk partner.
Ask questions and make predictions

Any volunteers?
I love prologues that give
little hints and clues.

about your partner's prologue.

Did your partner pick up your clues?

5 Meet the River Singers

The River Singers
Chapter 1

Setting
scene and
introducing —
main
character

The dawn was grey and the waters quiet. Sylvan was the first awake,

lying with his brother and sisters in a pile of cosily intertwined

limbs. Their breathing lulled him even as lightness spread up the
tunnel and into the chamber, bringing with it the scent of the

morning. He yawned. He opened his eyes. He grinned. Today was
the day. At last.

Expanding
on main
character,
giving clues "
about his
personality

Sylvan extracted himself, ignoring the others' sleepy protests,

and sat with twitching whiskers at the entrance to the chamber. He
should wait for them, he knew. They were supposed to go out all

together. But the air stirred with a promise of new things and, with

a final glance at his siblings, he stole away down the tunnel, paws

Unit 1 Different voices - different times

padding on the soil. He had known the way for ages now. A left, a

right, loop around a knot of roots, then pause at the place where the

roof had fallen. One eye to the sky. Quiver. Listen. Check the scents.
Then onwards and downwards to the lower places, the entrance to

the Great River and the gateway to the world.

With each downward step the light grew brighter and the air

Explaining
how strongly
Sylvan is
drawn to
explore the
river

fresher, more exhilarating. Another turn, a slight rise. And there

she was: the Great River. Her waters, lapping against the family's
trampled little platform, were bright through the shade of the tall

grasses. She filled him with her vastness, her movement, her song.

He felt the stirrings of hunger, the desire to dive, to twist, to flow

with her. He hesitated, one forefoot raised, everything urging him
out and into the world.

A change of
mood as
Sylvan's
mother
interrupts

"And what exactly do you think you're doing, young vole?"
A paw was on his tail, pinning it to the floor. Sylvan froze.

He placed his foot hurriedly back onto the ground. As his mother
removed her paw he turned, radiating guilt.
Tom Moorhouse

sibling n. a sister or a brother

Sylvan's journey —

The beginning of a novel often has a different mood and voice

from the prologue.

1

Read the beginning of The River Singers aloud in a small group.
• As you read, identify the narrative voice.
• Does the voice seem the same as in the prologue?

2 a Choose words to describe the mood in the first paragraph.
expectant

relaxed

sombre

enthusiastic

optimistic
mischievous

fearful

buoyant

hopeful

light-hearted

menacing

humorous

b Find words and phrases in the passage that give clues.
Example: cosily mtertivcned, limbs - shows that they are relaxed,
don't -feel threatened and are not worried about sleeping

3 Discuss how the idea of night becoming day helps to set the mood.

Session 5 Meet the River Singers

4 In one sentence, summarise the difference between the mood of Chapter 1
and the mood of the prologue.
5 Does this story opening match your predictions from reading the prologue?

Give examples.

Work on your own before comparing answers with a talk partner.

1

When do you find out what kind of animal Sylvan is? What were the clues?

2

What does Sylvan want to do?

3 Why do you think he is only supposed to go out with the rest of his family?

4 Describe in your own words how Sylvan feels about the river.
Why might he feel this way?

Æ1LL3 The extract describes Sylvan's journey from his chamber to the
edge of the Great River.
1

Draw a sketch of the journey, including the details described.

2

Add captions to explain the features.

3 Use your sketch to retell Sylvan's journey to a talk partner.

Compare your sketches and retellings.

Use time connectives, such as first, second, after that, next and finally.

How did I do?
• Did I retell a journey using my sketch and compare it with my talk partner's?
• Did I describe Sylvan's journey in the correct sequence?
• Did I use a variety of time connectives?

6 Phrases and sentences
Authors use a variety of sentence types to make their
writing interesting.
1

a

In a group, discuss what makes a sentence. Develop a definition to share

with the class.

b Create a class definition to display on the wall.

Unit 1 Different voices - different times

2 Reorder the words in these sentences to moke sense of them.
a The fish caught a heron.

b Underground dens live in foxes.
c Adventure began his river in the Sylvan.

d All their rivers lives in live fish.
3 Phrases are groups of words, without a verb, that go together to do a job.

What could you add to turn each phrase into a sentence?
a on the riverbank.

b before his siblings.
c beyond the burrow.

Sentences need a

Choose a phrase from the box to add to

subject and a verb.

the beginning and end of these sentences.
at daybreak

after breakfast

into the river

on the riverbank

with beady eyes

beyond the burrow

in the undergrowth

without his mother

a The young voles ventured out.

b The fox hid.
c Sylvan did not explore.

The author uses both phrases and sentences to describe Sylvan's

journey, which is highlighted in the extract on page 13.
1

Re-read each part of Sylvan's journey and with a talk partner decide

whether it is a phrase or a sentence and say why. For example, Quiver
is a very short sentence using the command form of the verb.

Command verbs are used for instructions and commands.
You don't write the subject - it is implied: (You) quiver.
2

What is the effect of mixing phrases and sentences, both short and long?

(Here's a hint - think about how a water vole would move.)
3 Write a short paragraph using a similar technique to describe the journey
of another animal.

•

Think about how the animal moves.

• Copy the pattern of phrases and one-word command sentences,

choosing words that are suitable for your animal's style of movement.

Session 6 Phrases and sentences

•

Swap your paragraph with a talk partner and suggest improvements.

Use a thesaurus to help. Focus on verbs and treeze-frame your images.

Scan the extract to find other descriptive passages which use a

combination of long and short phrases and sentences.
• Write a few examples in your learning journal to remind you of the
technique and note why you think it is effective.

7 Review word classes

od

To form sentences you need words! It helps to be able to identify

different word classes, and understand what they do and how they work.

1

Talk in a small group about the word classes in the box.

a What does each word class do?

b How can you identify each word class?

The different word
noun

pronoun

verb

adjective

preposition

adverb

conjunction

classes are also known

as parts of speech.

2 Look at the Language focus box and talk about how these pairs of
sentences differ in meaning.

a The water voles heard the rumour.

b The water voles heard a rumour.
c Sylvan ate a fish his mother had caught.

d Sylvan ate the fish his mother had caught.

Language focus
Articles are the small words that come before nouns.They may be small but

they make a big difference to meaning!
The definite article (the) refers to a specific noun.

For example: Sylvan swam in the river, (a specific river previously mentioned)
The indefinite articles (a and an) don't refer to specific nouns.

For example: Sylvan swam in a river, (no particular river)
Articles aren't always necessary with plural nouns.

For example: Rivers are Juli offish.

16

Unit 1 Different voices - different times

3 Invent five sentences with this word class pattern.

article + adjective + noun + verb + adverb

The worrying rumour spread rapidly.
4 Discuss the word class of the underlined words.

a My duvet is made of goose down.
b The bird lined its nest with old down feathers.

c An otter can down a whole fish in one go.
d The heron looked down and spotted his prey.

e The fisherman rowed down the river.
5 Choose three words from the box. Make up sentences using each word in
at least two different word classes.

well

light

round

like

work

walk

cook

present

Words that look identical but have different meanings are

called homographs.

Did you know?
Homographs may have different pronunciations. For example, the emphasis

could go on a different syllable, as in present (noun) but present (verb). The
word homograph originates from two ancient Greek words, homos meaning

'same' and grapho meaning 'write'. Can you see why?

1

Use your dictionary to find the meanings of these homographs that also

share a word class.
a pupil (noun)

b club (noun)
c ring (noun)

d bank (noun)
e bat (noun)

Session 7 Review word classes

2 Write pairs of sentences using the homographs in these word classes.
a mean (adjective and verb)

b watch (noun and verb)
c minute (noun and adjective)

d entrance (noun and verb)
e content (noun and adjective)
3

Identify the word class of these words then use a thesaurus to find at least

three synonyms for each one.

a adventurous
b disturb

c warily

Synonyms have similar meanings, so

they must be in the same word class.

d guardian

8 Review dialogue
"Come on, Tiny. Mother's promised we're going out today."

Aven gasped and sat upright, pawing the sleep from her eyes. She groomed a little,

setting her fur straight. She blinked her black eyes into focus.
"Sylvan," she said sweetly, "if you ever call me that again I'll gnaw your ears off."
Sylvan grinned, "You'll have to catch me first."
"Or wait until you're asleep."

He thought about it. "Good point," he conceded. "Can we go out now?"
Orris uncurled a little. "What's so good about going out, anyway?"

Sylvan sat back on his hind feet. "I don't know. It's just... better out there."
"Better?" said Orris. "Only if 'better' means 'full of weasels and owls and things that

want to eat us'. I think I'll stay here.”
"Mother said we're going out," said Sylvan, stubbornly.

"I hope you enjoy yourselves."
"Look," said Sylvan, "I'm the oldest and you need to do what I say."
"Says who?" said Aven.

Tom Moorhouse

Authors use dialogue to show what characters are like through

what they say and how they speak.
1

In a group of three, read aloud the dialogue in this extract between

Sylvan and his siblings, Aven (nicknamed Tiny) and Orris. Read one
character each.

• Scan the text to find and practise your words.
• Use expression to show what your character is like.
• Use actions to show the details in the narrator's words rather than

reading them aloud.

Remember what you learned about
Sylvan from your earlier reading.
From what you already know about Sylvan, does his conversation surprise
you or does he act as you would expect? Why?
What does the dialogue reveal about the three characters?

Draw a mind map for each one, noting:

•

whether they are a child, teenager or adult

•

five-six adjectives or phrases to describe them (e.g. bossy, cheeky
fun-loving, nervous, lazy, sleepy, good at banter)

•

any other relevant information.

Remember, there are no right or wrong answers - it's your impression of
the characters.

4 Perform the dialogue again, adding in your new understanding of the
characters. Swap characters to see how different interpretations change
the effect.

child

cheeky

Session 8 Review dialogue

co Revise your skills at dialogue and punctuation.

“Sylvan," she said sweetly, “if you ever call me that again I'll gnaw your ears off."

Sylvan grinned, “You'll have to catch me first."

With a talk partner, use this short extract to develop a memo to remind you
of the rules for punctuating dialogue. Include these items in your memo:

• speech marks

•

new line

•

punctuation.

In your group, write more dialogue for the characters.

1

Write dialogue in which Sylvan tries to persuade his siblings that it will be

exciting to go and explore the Great River.

•

Make sure each character speaks at least twice more.

•

Focus on the verbs and words accompanying the dialogue.

•

Keep in character as you imagine what they say and how they say it.

•

Be imaginative - details make all the difference.

2 Give your dialogue to another group to perform and enjoy how they
perform it!

Voices in the Museum
Voice 1

It was time for our weekend educational outing. Maximilian dragged his heels as he

always did on days like these; I can't think why. I believe a museum is most beneficial and

improving. I always dress smartly on our outings, but my good coat is a little warm so I sat
down on the bench in the Dinosaur Hall; you can see all the way down the hall from there,
so I can keep an eye on Maximilian. That is the difficulty with weekends - so many people.

“Stay where I can see you,” I warned. I wish that attendant had not sat down on my
bench. I like my space and the other one was quite empty, if perhaps a little further away.
“Maximilian, this notice gives excellent information about Tyrannosaurus Rex.” Is
a bone missing just there? No. It must be my imagination. So much for education Maximilian was nowhere near the replica dinosaur although I soon spied him further down

the hall. I should have suspected he would find a food kiosk more interesting than the
Jurassic era. Really!
Voice 2

Some people don't know how to sit - just sit. Like the lady on the other end of the bench. Fiddling

about, buttoning her coat tight, fanning herself like crazy - craning her neck to see all over.
Sitting's for relaxing, watching, thinking. I would've asked if she was OK but I was beat. Night shifts

finish me but I like to be here waiting for young Jax...