Tag Archives: The Cook

Grammar and comprehension for The Cook (Chapter 12)

1. Dependent clauses are parts of a sentence that cannot not stand alone.

A dependent clause often begins with a word such as ‘after‘, ‘before‘, ‘when‘ and ‘while‘. For example, ‘Candy ran away when she saw the policeman‘. In this sentence, the dependent clause is ‘when she saw the policeman‘.

2. Look at this extract from The Cook (Chapter 12) and find the dependent clause

‘That’s right,’ replied the policeman. ‘Before she went mad, she was a scientist. She worked for the government. She said her formula changed nasty people into good people.’

3. Look again at The Cook (Chapter 12) and decide which word is best to complete the dependent clause.

a. [While/Before] Sergeant Roberts was running to the gym hall, he spoke in his radio.

b. [After/Before] Sergeant Roberts ran into the gym hall, he pulled Mr Tomkin out of it.

c. Sergeant Roberts called for ambulances [before/after] he heard that Candy was the school cook.

d. The headmistress ran into the playground [after/before] Sergeant Roberts called for ambulances.

e. [While/When] Mr Tomkin said he didn’t trust Candy, the headmistress told him to be quiet.

f. [Before/After] Mr Tomkin heard that Candy was a scientist, his eyes grew wide.

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Comprehension The Cook (Chapter 12)

Look again The Cook (Chapter 12). According to that chapter, is the information given here True, False or Not Given?

1. Mr Tomkin was in the gym hall when the policeman found him

2. The policeman was pulled out the gym hall by Mr Tomkin

3. The policeman spoke to his boss over the radio

4. Candy escaped from Scullwell hospital last week

5. Candy used to work in London

6. Candy’s ‘peace formula’ tasted like apples

7. The government used to be Candy’s employer

8. Billy Pugman was not as nice as he used to be

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Picture activity for The Cook (Chapter 12)

Look at these pictures and match them with the correct word from The Cook (Chapter 12)

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Comprehension for The Cook (Chapter 12)

Look again at The Cook (Chapter 12). Match these answers (a- d) with the questions 1-4

a. He thought that Candy’s peace formula might really work.

b. She liked Candy…and she wasn’t ready to say she was a bad person.

c. He thought Candy was dangerous.

d. It made nasty people into nice people.


1. Why did sergeant Roberts call for ambulances?

2. Why did the headmistress tell Mr Tomkin to be quiet?

3. What did Candy’s ‘peace formula’ do to people?

4. Why did Mr Tomkin ‘look strange’?

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Grammar for The Cook (Chapter 11)

1. Adjectives describe or give us more information about nouns. For example, ‘Candy wore a long scarf.’ In this sentence, the word ‘long’ describes the scarf that Candy wore. The adjective comes before the noun (called an ‘attributive’ adjective)

In this sentence, the adjective comes after the noun (called a ‘predicative’ adjective): ‘Candy was afraid.’

2. Look at this extract from The Cook (Chapter 11) and find the adjectives in it:

But not Sergeant Roberts. Now he stood on the steps of the main building and stared hard at her. She stood completely still. ‘Oh, no,’ she thought, ‘he is trying to remember. Please don’t remember.’ Then the sergeants faced changed. His eyes became wide and his mouth dropped open: the poster on the wall in the police station. The woman from Scullwell! He took a step forward, but it was already too late.

3. Find the adjectives in these sentences and decide if they are attributive (before the noun) or predicative (after the noun)

a. The gym was large.

b. Candy dropped her favourite scarf.

c. The children enjoyed listening to special guests.

d. The policeman had a strange look on his face.

e. The children went to the school’s large gym.

f. Candy felt nervous when she saw the policeman.



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Quizlet for The Cook (Chapter 11)

Practice the words in The Cook (Chapter 11) using this QUIZLET

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Comprehension for The Cook (Chapter 11)

Look again at information in The Cook (Chapter 11) and decide if the following statements are True, False or Not Given

1. It was a bright, sunny day.

2. Billy stood in the queue with an angry look on his face.

3. A police officer was the special guest speaker that morning.

4. The children enjoyed listening to guest speakers.

5. The gym hall could hold 200 students.

6. Sergeant Robert wanted to discuss road safety.

7. There was a picture of Candy’s face in the police station.

8. Candy escaped on foot.



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PIcture activity for The Cook (Chapter 11)

Look at these pictures and see if you can find the words in The Cook (Chapter 11)

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Grammar for The Cook (Chapter 10)

1. Exclamations are phrases that can express strong (positive or negative) emotions. For example, imagine you have just watched a good film. You could say ‘What a movie!’. Alternatively, imagine one of the actors in the film was really bad. You could say ‘What an actor!’. Exclamations like these examples have an exclamation mark (!) at the end of them.

2. Look at this extract from The Cook (Chapter 10) and find the exclamation with ‘What’ in it.

Inside the kitchen, the headmistress, Mr Tomkin and Mrs Duffy stood at the window and looked out. ‘My goodness Ms Pickles,’ said the headmistress. ‘What a queue!’ She smiled. ‘You are a star! An absolute star!’

3. Look at these sentences and match them with the most appropriate exclamation

‘What a building!’

‘What an idiot!’

‘What a result!’

‘What a journey!’

‘What a view!’

‘What a meal!’

a. I loved the taste of everything that we ate.

b. The bus made so many stops along the way.

c. It’s the highest skyscraper in the world.

d. From the hotel, we could see Loch Ness.

e. He drove past me at 70kph in a 40kph zone.

f. Manchester City beat Manchester United 6-1.


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Vocabulary practice for The Cook (Chapter 10)

Look again at the irregular verbs in Chapter 10. Now choose the best word to complete these sentences

1. Sometimes it’s difficult to [choose/chose] a CD if there is a large selection of music.

2. Oh no! I have [leave/left] my mobile phone in the restaurant.

3. Can you [bring/brought] me the newspaper from the kitchen?

4. I didn’t [had/have] your number so I couldn’t call you last night.

5. He was laughing so hard he was [cry/crying].

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Comprehension for The Cook (Chapter 10)

Look again at The Cook (Chapter 10). Is the information in the following sentences True, False or Not Given?

1. The queue for lunch that day was short

2. That day, there was only one starter

3. The chicken soup had pieces of mushroom in it

4. One of the main courses was beef with red peppers and white rice

5. Billy chose the beef for lunch

6. Billy sat down at a table without asking

7. Mrs Duffy watched Billy’s behaviour carefully

8. Mr Tomkin didn’t finish his lunch

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Quizlet for The Cook (Chapter 10)

Click here to practice some of the irregular verbs in The Cook (Chapter 10)

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Picture activity for The Cook (Chapter 10)

Look again at The Cook (Chapter 10) and find the words that these photographs refer to

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Vocabulary practice for The Cook (Chapter 9)

Use the words below from The Cook (Chapter 9) to complete the sentences

whispering   victim   formula   line   clouds  

1. There are very few people in the world who know the ______ for Coca Cola.

2. If there are no ______ in the sky, it usually means it isn’t going to rain.

3. The students cheated in the exam by ______ the answers to one another.

4. There was a long ______ of people waiting to see the Coldplay concert.

5. If you are a ______ of bullying at school, you should tell someone in authority.



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Grammar for The Cook (Chapter 9)

1. One way to use ‘much‘ and ‘many‘ is to talk about quantities of something. For example, in this sentence: ‘She has many friends‘ the number of friends is countable. ‘Many‘ is used instead of counting the exact number of friends and means ‘a large number of‘. We can also use ‘a lot of‘ instead.

In this sentence: ‘She doesn’t have much patience‘, patience cannot be counted so ‘much‘ is used. This sentence is NEGATIVE. We can also use ‘a lot of” in a NEGATIVE sentence. For example, ‘She doesn’t have a lot of patience‘. If we want to talk about something that cannot be counted in a POSITIVE way, then ‘a lot of‘ is often used. For example, ‘She has a lot of patience‘. This rule changes if ‘so‘ comes before ‘much’. For example, ‘She has so much patience‘. If we want to make a QUESTION, then ‘much‘ or ‘a lot of‘ can be used. For example, ‘Does she have much/a lot of patience?

2. Find the examples of ‘much’ and ‘many’ in this extract from The Cook (Chapter 9)

As usual, she worked beside the window. There were carrots to chop, swedes to smash and potatoes to peel and they all took so much time to do. Slowly, the sun rose between grey clouds. Around 8.15, the first children came through the security door and by 8.45 most of the children were in the playground.

She looked and looked for Billy, but there were so many children and none of them stayed in the same place for a second!

3. Use either ‘much’, ‘many’ or ‘a lot of’ to complete these sentences

a. How ______ was the train ticket?

b. She spent ______ money on new clothes.

c. She had ______ fun at her friend’s birthday party.

d. How ______ times did you watch ‘Titanic’?

e. I don’t know how ______ milk is in the fridge. Can you check?

f. He didn’t eat ______ for lunch – just a banana.

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Comprehension for The Cook (Chapter 9)

Look again at The Cook (Chapter 9) and decide if the information in the following sentences is True, False or Not Given

1. Candy didn’t sleep until 2 a.m.

2. Candy prepared lots of vegetables in the school kitchen

3. The sun rose after candy arrived at school

4. Everyone formed class lines when they heard the school bell

5. Billy hit someone with a football

6. The football struck Billy on his head

7. Billy fell to the ground because a tennis ball hit him

8. Billy didn’t get angry

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Quizlet for The Cook (Chapter 9)

Practice the vocabulary for The Cook (Chapter 9) using this QUIZLET.

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Grammar for The Cook (Chapter 9)

1. There are a number of verbs such as ‘love‘, ‘hate‘, ‘admit‘, ‘stop‘, keep (on)’, ‘begin‘, ‘start‘ and ‘finish‘ that can be followed by a gerund (= verb+ing). For example, at the end of an exam, you might hear this: ‘Stop writing and put your pencils down.‘ In this example, the verb ‘stop‘ is followed by the gerund ‘writing‘.

2. Look at this extract from The Cook (Chapter 9) and find the ‘verb + gerund’ phrases in it.

That night, she found it difficult to sleep. She kept thinking about Billy Pugman. ‘Did it work?’ she kept wondering. ‘Did I use enough of my formula? ’ Finally, the morning came and she got up early and went to the school.

3. Look at these sentences and choose an appropriate gerund from the list to complete them.

going    driving    practising    forgetting    doing    making    

a. “Have you finished ______ your homework?”   “Not yet – I still have three pages to read.”

b. Stop ______ mistakes and concentrate!

c. I love ______ to the cinema, but it’s quite expensive these days.

d. I’m sorry. I keep ______ your name. What is it again?

e. I hate ______ in rush hour traffic  – it’s really stressful.

f. She loves ______ her English – that’s why she learns words quickly.

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Picture activity for The Cook (Chapter 9)

Look at these pictures and find the words in The Cook (Chapter 9) that they refer to.

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Grammar for The Cook (Chapter 8)

1. Look at this extract from The Cook (Chapter 8) and find the example of ‘let’

‘Oh dear,’ she said, ‘these ones here are a bit cold. Let me get you some fresh ones,’ and she swung around and disappeared through the kitchen doors. In a flash, she put two drops of the purple liquid onto Billy’s steak pie and stirred them into the gravy.

In the example above, Candy uses ‘let‘ to mean ‘allow me‘. In other words, she is using it to make an offer.

2. Using ‘Let’s and let(s)’. Here are two basic ways to use them:

(a) ‘Let me go!’ = Allow/Permit me to do it!

‘Please let me go to the party’ = Allow/permit me to do it

‘Let me get you some water’ = Allow me to get you some water = a phrase used for making AN OFFER

EXAMPLE: A pirate never lets sailors go unless they pay a ransom. = A pirate never allows sailors to go…

(b) Let’s go! = How about going? = A phrase used for making A SUGGESTION.

EXAMPLE: Let’s take some water. We’ll be thirsty if we don’t. = A suggestion to take some water.

3. Now look at the underlined phrase in these sentences. Is it similar to (a) or (b) above?

1. I’m tired. Let’s stop and take a rest.

2. Why won’t you let us go to the party?

3. She never lets her children sit in the car without their seatbelts on.

4. Her father didn’t let her drink coffee when she was a child.

5. If you change your mind, let us know.

6. I don’t know the city so let’s buy a map.

7. Are you hungry? Let me get you some food.

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