<p>Name: ______Date: ______Problem at the Power Station Choose a word from the box that has a similar meaning to the underlined word in the sentence. The first one has been done for you.</p><p> make Jack was pedalling on his dynamo to create electricity. use</p><p> surprised Suddenly, Maggie let out a startled squawk. loud</p><p> disbelief The power station was in chaos when Jack and Maggie arrived. turmoil</p><p> depended But Jack knew lots of people relied on electricity. waited</p><p> adapt It was easy to convert some things to run on pedal power. encourage</p><p> areas Jack realised that there were already powerful sources of energy in nature. supplies</p><p> used Some people, including Jack, installed small wind turbines in their yards. fitted</p><p>The government started building a hydro-generator to use harness the power of the falling water. pedal</p><p>Aim: To develop the use of meaning</p><p>© Oxford University Press 2012. This sheet may be copied and modified for non-commercial classroom use. Name: ______Date: ______</p><p>Text: Problem at the Power Station (narrative) Stage of reader: Fluent (GR Levels 27–30) Problem at the Power Station</p><p>Write a suffix from the box to complete the underlined words in the sentence. You can use a suffix more than once. The first one has been done for you.</p><p>Sudden___,ly Maggie let out a startle___ squawk. Jack was surprise___ to see Maggie perch___ on the windowsill. </p><p>Jack often dream___ about meet___ aliens from an advance___ civilisa____ who could give him plans for a machine that generate___ end___ power without any pollu_____. </p><p>That left Jack with only one solu____: he need___ to make things run on pedal power. </p><p>Then, as the ris___ sun shone gent___ down on Jack, he had an idea.</p><p>Then Jack sent a letter to the govern____ ask___ if they would help people install clean energy system__ in their home__, too. </p><p>Some people, includ___ Jack, install___ small wind turbine__ in their yard__. The govern___ also start___ build___ a hydro-generator to harness the power of fall___ water. </p><p>-ing -less -ment -d</p><p>-tion -ly -s -ed</p><p>Aim: To develop the use of structure</p><p>Text: Problem at the Power Station (narrative) Stage of reader: Fluent (GR Levels 27–30) © Oxford University Press 2012. This sheet may be copied and modified for non-commercial classroom use. Name: ______Date: ______Problem at the Power Station</p><p>1 Circle the underlined word in each sentence that matches the author’s message. The first one has been done for you.</p><p>On the horizontal/horizon, the light was blinking.</p><p>All of Jack’s friends came to help carry coal/coats but it was hard, dirty work. </p><p>“It’s going to take a week to repay/repair that conveyor belt,” announced the supervisor. </p><p>Then, as the rising sun shone/showed gently down on Jack, he had an idea. </p><p>They were happy to help everyone install solo/solar panels on their roofs. </p><p>2 Find and write words from pages 2-7 that contain the /ee/ sound (rhymes with ‘see’), made by the letters below. Two words have been written for you.</p><p> ee ea see dreamed</p><p>3 Find and write words in the text with:</p><p>1 phoneme 2 phonemes 3 phonemes 4+ phonemes</p><p>Aim: To develop the use of visual</p><p>Text: Problem at the Power Station (narrative) Stage of reader: Fluent (GR Levels 27– 30) © Oxford University Press 2012. This sheet may be copied and modified for non-commercial classroom use. </p>