Cambridge Primary Ready to Go Lessons for English Stage 4 Answers to photocopiable pages Unit 1A: Historical fiction Page 15: Finding facts in fiction Page 9: Reading a historical story Personal response; see page 14 bottom left for questions to prompt the learners. The learners complete the table as described on page 8 under ‘Main activities’. Page 17: Looking at settings Page 11: Verbs and adverbs 1. a) went b) walked Personal response; look for the learners creating mood in the same way as the example extracts. Page 19: My own historical character c) asked d) ran e) ate 2. Answers will vary, for example: a) I drove quickly to the beach. The learners complete the boxes as described on page 18 under ‘Main activities’. Page 21: My story plan c) The children begged mercilessly for sweets. The learners complete the table as described on page 20 under ‘Main activities’. d) We sprinted excitedly to the road. Page 23: Stages in a story b) The man rushed worriedly to the shop. e) John miserably tasted his lunch. 3. Answers will vary, for example: a) Ralph skipped excitedly to football practice, whereas his brother Peter ambled there miserably. b) She spoke French enthusiastically; however, no one could understand her. Page 13: Escape from Pompeii Answers will vary, for example: Information Information given clearly we can work in the text out from clues in the text Pompeii Pompeii is a overlooks bustling city Naples Pompeii is an Questions we have about the text Pompeii is a Roman city Is Tranio really safe? attractive city The bars, taverns and The city is noisy shops are busy It is sunny Pompeii is surrounded by walls What does Tranio do in Pompeii? What’s going to happen next? Section Information to include in this section The introduction Introduce Bob and his mum Find out about characters and setting. The problem / build-up Something happens that starts the rest of the events in the story. The climax / conflict This is the most exciting part! This is what the story is all about. The resolution This is where the conflict is resolved and the story starts to wind down to the end. Explain the setting: a cottage in the woods Bob is sent to sell firewood to bring back money so that they can both eat to survive. Bob meets a lady wheeling a barrow full of little trees. She convinces Bob to swap his firewood for one of the trees. Bob’s mum is furious and makes him plant the tree in the garden and go to bed without any tea. 1 Cambridge Primary Ready to Go Lessons for English Stage 4: Answers to photocopiable pages Section The conclusion This brings the story to an end, or adds a twist or even suggests a sequel! Information to include in this section In the morning, the tree has grown double its size and has gold coins hanging from every branch. Page 35: The alphabet Bob and his mum harvest the coins and more grow back. They are never hungry again. See also page 34 under ‘Starter’ for other ways the learners organise the letters. Page 25: Historical fiction Success criteria to help the learners write their story. Page 27: Editing a short story Answers will vary, for example: One day, a boy called Fred went for a walk in the park. He was happy to play on the swings for a while, but then he glanced up and gleefully noticed the see-saw. He really wanted to play on this but knew that he couldn’t on his own. He desperately needed someone to play with. A see-saw only works if there are two people on it. What could he do? After a while of perching miserably on one end of it, he suddenly spotted a boy ambling slowly along the pavement towards the park. When the boy finally entered the park, Fred demanded to know if he’d like to play on the see-saw. The boy replied gratefully that he did, so clambered clumsily on the other end. However, before he was ready, Fred pushed down heavily on his legs and sent the boy’s end of the see-saw up to the sky. The boy fell off awkwardly and cried loudly. Fred rushed to help him because he had bumped his elbow badly and it was bleeding slightly. Fred put a tissue on it as it was only a small cut, and then suggested shyly they play gently on the swings instead. The spent the rest of the time enjoying the swings and had a delightful afternoon. Page 29: Reading styles The learners read their stories, as explained on page 28 under ‘Starter’. Page 31: Story settings The learners do the activities as described on page 30, under ‘Picture it!’ and ‘Written assessment’. Unit 1B: Non-chronological reports The learners put the letters into alphabetical order: a h o v ant egg jog nip van b i p w ball fun kit owl won c j q x bat gap lap pop yes d k r y bit hat lip pup zip e l s z cat hit man rip f m t cup hut mum sit dip ink nap tut Page 37: KWWL chart The learners complete the chart as they do their research, as explained on page 36 under ‘Main activities’. Page 39: Choosing a research question The learners write a research question, as explained on page 38 under ‘Main activities’. Page 41: Past, present and future 1. a) was past am present will be future b) were past are present will be future c) will have future d) had past have e) had present past has present will have future 2. a) past b) future c) present d) present e) past Page 43: Adverbs and adjectives Answers will vary, for example: 1. a) reluctantly blue b) silently forbidden Page 33: Tigers c) Wearily muddy The learners work through the report, as explained on page 32 under ‘Main activities’. d) enthusiastically new e) happily delicious 2 g n u Cambridge Primary Ready to Go Lessons for English Stage 4: Answers to photocopiable pages 2. Answers will vary, for example: Adverbs of manner Adverbs of time Adverbs of place These tell you HOW something was done, for example: softly These tell you WHEN something was done, for example: later These tell you WHERE something was done, for example: outside accidentally beautifully bravely elegantly enthusiastically gracefully lazily mysteriously sleepily wisely tomorrow tonight yesterday daily never often sometimes finally first recently above abroad behind below downstairs east near towards under upstairs Page 45: Ships Page 46: Comparing reports The learners compare reports, as explained on page 44 under ‘Main activities’. Page 48: Complex sentences b) C c) E 2. a) Verbs: d) S ran e) Q f) C buy Adverb: quickly Connective: so that Comma: Imran ran quickly to the shops, so that he could buy the tasty fruit for dinner. b) Verbs: had to move would have stood quickly Connective: otherwise Comma: I had to move out of the way quickly, otherwise the elephant would have stood on me! was smiling The boys were hiding silently behind the large building, so that their mum did not see them. e) Verbs: was watching stir knew would have to cook Adverbs: — Connective: as Comma: Nita was watching her mum stir the food, as she knew that she would have to cook for her own family one day. 3. Answers will vary, for example: a) Charlie and Arash crawled silently along the tunnel, as they did not want to be caught by the nasty thieves. b) Nikita was in the way, so she moved on to the next market stall. The learners use the mind map to plan their report, as explained on page 50 under ‘Main activities’. Page 53: Non-chronological report checklist Success criteria to help the learners write a report. Page 55: What is a star? Adverb: c) Verbs: so that Comma: Page 51: Mind map Report to read with the learners. 1. a) Q Connective: knew had married 1. Astronomers 2. The Sun 3. Because the stars are so far away 4. A big ball of plasma held together by gravity 5. Personal response. Unit 1C: Poems and playscripts on common themes Page 57: Comparing two poems The learners compare two poems, as explained on page 56 under ‘Main activities’. Page 59: Winter poems Adverb: broadly Connective: because Comma: William was smiling broadly, because he knew that he had married the girl of his dreams. Page 61: Poem on a theme were hiding Page 63: The play-script d) Verbs: Adverb: silently Poems to read with the learners. see The learners use the table to plan their poem, as explained on page 60 under ‘Main activities’. Play-script to read with the learners. 3 Cambridge Primary Ready to Go Lessons for English Stage 4: Answers to photocopiable pages Page 65: The Hare and the Tortoise Tale to read with the learners. Page 67: Acrostic poems The learners write acrostic poems, as explained on page 66 under ‘Written assessment’. Effective words and phrases abandoned (words and phrases you might want to include in your own stories) liberate overthrown captivity Unit 2A: Fantasy stories the wind carried this news Pages 69–70: The Lake Princesses scupper Story to read with the learners. imprisoned Page 72: Comparing story openings and so it was Title of Action Dia- Character- Settingbook openlogue focus focus ing opening opening opening Doodle✓ day The Small✓ est Dragonboy Ully the ✓ Piper Wheel✓ barrow Castle initiative 2. a) falling snow b) a deer c) an aeroplane 3. Personal response. Page 76: Apostrophes we’ll – we will can’t – cannot isn’t – is not they’re – they are she’s – she is she’ll – she will wasn’t – was not I’ll – I will they’ll – they will he’s – he is it’s – it is shan’t – shall not Page 78: Setting descriptions Answers will vary, for example: Extract Page 74: Identifying language features in a text 1. Answers will vary, for example: 1. Specific nouns lake (nouns that are used for the setting, for example ‘forest’) island Adjectives (words that describe settings or characters) depths beautiful What are we NOT told about the setting but can work out (implicit)? it is a lime avenue it is in England it is a mile long it is not raining it is sunny there are ferns the trees are tall hostile it is an urban setting forgotten it is in a hot country 2. it is night it is a big hall it is set in the past wicked it is musty it is threatening brave it is lit by oil lamps terrifying sweeter 3. terrible Page 80: Character description clever The learners create descriptions, as explained on page 79 under ‘Main activities’. scary enormous slim smiling intelligent 4 What are we told about the setting (explicit)? Page 82: Dragons! Answers will vary, and may include the following words: fire-breathing carnivorous spiked terrifying wings baby fun playful spotty hatch Cambridge Primary Ready to Go Lessons for English Stage 4: Answers to photocopiable pages Page 83: Story-mapping Answers will vary, depending on the story chosen. Page 97: How are newspapers written? Page 85: Story-planning The learners do the activity as described on the photocopiable page. The learners use the frame to plan their story, as explained on page 84 under ‘Main activities’. Page 87: Writing a fantasy story Success criteria to help the learners write a fantasy story. Page 89: Drama ideas The learners do the activity, as explained on page 88 under ‘Main activities’. Page 91: A Colourful Head 1. That he should be happy with what he has and not envious. 2. Because it was different from everyone else’s. 3. Because they were envious of the hair that had come out. 4. Personal response; ensure the learners justify their opinion with examples from the text. Unit 2B: Newspaper-style reports Page 93: Changing tenses Answers will vary, for example: 1. The girls are tiptoeing quietly down the stairs. (present tense) The girls will be jumping happily down the stairs. (future tense) 2. The boy is reluctantly ambling home. (present tense) The boy rushed worriedly home. (future tense) 3. He accidentally knocks his head on the wall. (present tense) He will foolishly bang his head on the wall. (future tense) 4. The aeroplane cruised gently in the sky. (past tense) The aeroplane will glide noiselessly in the sky. (future tense) 5. She is generously hosting a birthday party. (present tense) She will wearily hold a birthday party. (future tense) Page 95: My favourite thing The learners do the activity as described on the photocopiable page. Page 99: Exciting sentences Answers will vary, for example: 1. The pretty girls played quietly in the green park, while the naughty boys flew round madly on their bikes like Superman. 2. He defiantly rode his new bike, even though his big brother begged like a puppy for his turn. 3. They ate their delicious lunch messily and rapidly, so that they could return to singing like birds. 4. Cycling joyously on healthy bikes is better than riding around in dirty cars, which pollute the environment through their exhaust pipes like smoke from a dragon. 5. Younger children are happy when they are playing independently, whereas older children prefer to play together like kittens in a basket. Page 101: Facts or opinions? Facts Opinions Spain is Europe’s fourth Spain is a great place to largest country. go on holiday. Spain has a border with Spain is a pretty France. country. Spain has a flag with yellow and red on it. It is best to travel to Spain in the winter. The capital city of Spain is Madrid. I like going to Spain because it is warm. Bull fighting is a traditional event in Spain. There are interesting animals to see in Spain. In Spain, the King of Spain nominates a candidate for presidency. Spain has a border with Portugal. Page 103: Analysing newspapers The learners complete the table as described on page 102 under ‘Main activities’; see also the Main activities for definitions of the terms on the photocopiable page. Page 105: Headline fun Personal response. 5 Cambridge Primary Ready to Go Lessons for English Stage 4: Answers to photocopiable pages Page 107: Caption fun The learners do the activity as explained on page 106 under ‘Main activities’. Page 109: Who, what, where, when and why The learners use the table to plan their report, as explained on page 108 under ‘Main activities’. Page 111: Reviewing my newspaper report ‘After that? Who knows? Maybe one day I’ll be a famous chef – that’s something I’d really like to do!’ Page 115: Persuasive ideas 1. Advertisement. 2. To tell the readers about the company or product available, and to make the newspaper money (as companies pay to have the adverts included). 3. Newspaper readers, especially homeowners. 4. Well at Darch blinds it takes three days. Success criteria to help the learners write a newspaper report. We’ve got blinds to fit every window Page 113: Be an editor for a day! Don’t delay Answers will vary, for example: The Cookie Kid By Holly Caplin Robin Worth (11) of Middleton, Illinois, USA has been amazing his classmates with his new-found skills in the kitchen. Robin has been making a huge success of a new cookie business he has set up. ‘It all started earlier this year,’ says the plucky youngster, ‘when we had to make cookies for a school project.’ The young boy loved cooking them so much that he decided to do it again when he got home from school. Word of mouth After his early experiences in the classroom, Robin began to sell his cookies at a local café nearby to where he lives. ‘The cookies this boy makes are AMAZING,’ says local café owner Ang Li. ‘Customers couldn’t get enough!’ Robin’s cookies sold out in one day, causing Ang to ask the boy to make him another batch. Soon word of Robin’s cookies spread across Middleton, and other café owners wanted to sell them too. Charity Robin decided early on that half of the money he made would go to charity. ‘I support a different charity each month,’ says Robin. ‘That way everyone gets a share.’ Robin at work in his family kitchen He has now donated money to seven different charities, ranging from the African Well Fund, to a local homelessness charity in Illinois. Robin will never stop looking to the future though. He plans to expand his range of cookies and is thinking about moving his work space out of the family home, where he has been baking. 6 A range to suit every pocket 5. To try to prove that the rest of the advert is true and accurate. Unit 2C: Poems from different times and cultures Page 117: Star songs Poems to read with the learners. Page 118: Comparing poems Answers will vary; for example, for ‘Evening star!’: Name of poet: Words and phrases that are particularly effective Patterns, including rhyme, rhythm, alliteration, verse structure Pictures: what picture does the poem paint in your mind? Sappho (translated by Beram Saklatvala) scattered Repetition of the letter ‘b’ The countryside at sunset, and a mother cuddling her child before bedtime. Effects: how does the Calm – a gentle lilting poem make you feel? rhythm makes the reader How is this achieved? read slowly. Likes and dislikes: I like the theme and the parts of the poem imagery – the idea that that you like or at sunrise families and dislike. Explain why. communities scatter to different occupations and gather together again in the evening. Any other thoughts It is interesting to read a about the poem poem in translation because it is a translator’s interpretation of the original, and probably the content is kept while the rhythm and rhyme of the original may be lost. Cambridge Primary Ready to Go Lessons for English Stage 4: Answers to photocopiable pages Page 120: Shakespeare and Marlowe Poems to read with the learners. Action The boy told a lie about Bobby Charlton. Page 122: A Jamaican childhood Poem to read with the learners. Page 123: Poems from other cultures The learners do the activity as described on page 121 under ‘Main activities’. Page 125: My favourite poem The learners do the activity as described on page 124 under ‘Main activities’. Page 127: Reviewing my poem Success criteria to help the learners write their poem. Page 129: Poems on a common theme Answers will vary, for example: 1. time 2. alliteration / simile 3. I think that the poem called ‘Passing of time’ is older than the poem called ‘Time’ because it has more old-fashioned imagery (‘Hands of time’) and word order (‘can we re-enact’). 4. The poem that I like best out of these two is ‘Time’ because it has clear imagery in the first three couplets and a surprising ending, which is different from the rest of the poem as it is an opinion, which suddenly addresses the reader directly. Unit 3A: Stories about problems and issues Bobby Charlton invited them in for tea. The boy’s mum did not believe that he had tea with Bobby Charlton. Reason for action He was upset that Gordon bullied and shouted at him, that Melrose liked Gordon and that Gordon was the better footballer. He could see that Gordon was bullying the boy and wanted to stick up for him. It was really unlikely, and she knew he’d lied before. Page 137: Story openings The learners do the activity as described on page 136 under ‘Main activities’. Page 139: Jumbled-up story 1 One evening, after school, John and Chan were kicking a football around in the road outside. They were laughing and joking, and enjoying themselves. ‘Pass it over here!’ shouted Chan as he ran over towards the fence on the other side of the street. John kicked the ball hard, and it sailed into the air. He gasped as the ball went right over the fence into the garden of the house! He and Chan stood, rooted to the spot, as the ball disappeared. Then they turned to stare at each other as the sound of breaking glass rang in their ears. What should they do? John wondered. Should they run? Should they pretend that nothing had happened? Chan came running over. ‘What are we going to do?’ he gasped. ‘I’m not sure,’ John bit his lip. What should he do? Page 131: Favourite author He made up his mind. He would go over and own up. It was his fault after all, he had kicked the ball. The learners do the activity as described on page 130 under ‘Main activities’. ‘I’ll go and explain,’ said John. ‘After all it was an accident.’ Page 133: Stories that raise issues ‘I’m coming with you then,’ replied Chan. ‘If it wasn’t for me, you wouldn’t have kicked the ball so hard.’ The learners do the activity as described on page 133 under ‘Main activities’. Chan and John crossed the street and knocked on the door to the house. The door opened and there was a smiling old man. Page 135: Why did they do it? Action The boy tried to tell his mum he had earache. Norbert attacked Gordon on the bus. Reason for action To try and get out of football practice. ‘I’m so glad you came over,’ he said. ‘I have been watching you. It makes me happy to watch the children playing in the street. I wondered if you would come and own up or run away.’ To stick up for his friend. That weekend the two boys went to visit the old man and helped him tidy his garden. It was the start of a great friendship. 7 Cambridge Primary Ready to Go Lessons for English Stage 4: Answers to photocopiable pages Page 140: Jumbled-up story 2 ‘Psst!’ whispered Hayley, signalling for Nina to come and join her in the quiet area in the classroom. Nina smiled and went to sit with her friend. ‘I’ve got something to tell you,’ whispered Hayley. ‘I’m moving house. I won’t be coming to this school any more.’ ‘Oh no!’ whispered Nina in reply. ‘We’ll still be friends though!’ Hayley smiled a sad little smile. Nina and Hayley were walking home after school that evening, with their best friend Aisha. At the corner of two roads, Hayley waved goodbye to her friends and walked slowly off to her house. Nina looked at Aisha. ‘Hayley is one of my best friends …’ said Nina slowly. ‘Mine too …’ hesitated Aisha. Nina hesitated. Should she tell Aisha about Hayley moving house? She felt she should – after all Hayley was Aisha’s friend too. But what if Hayley had only told her, because she didn’t want Aisha to know yet? What if Aisha got really upset with Hayley for not telling her herself? What should she do? Nina breathed in slowly. Then she turned to Aisha and said, ‘Hayley told me she is moving house.’ She paused, before continuing, ‘She also told me she would have to leave our school!’ Page 149: Story details The learners use the table to plan their story, as explained on page 148 under ‘Main activities’. Page 151: Writing a story with an issue or problem Success criteria to help the learners write their story. Page 153: Dilemma cards The learners do the activity as explained on page 152 under ‘Solving dilemmas’. Unit 3B: Explanations and persuasion Page 155: The water cycle Explanation text to read with the learners. Page 156: What do explanation texts tell me? The learners do the activity as described on page 154; for photocopiable page 155: How many paragraphs are there and what are the main ideas in each paragraph? Six: Paragraph 1: the stages of the water cycle Paragraph 2: evaporation Aisha breathed a heavy sigh and looked along the road that Hayley had just walked down. ‘I know,’ she replied sadly. ‘She told me that today too.’ Paragraph 3: transpiration The next morning, when Hayley met Nina and Aisha at the corner of the street, the two girls gave her a hug. ‘Don’t worry, Hayley,’ said Aisha. ‘We will still be friends, and we will come to see you in your new house.’ Paragraph 5: precipitation Hayley smiled and together the three friends walked on to school. Page 142: The Fallen Angel Cake Story to read with the learners. Paragraph 4: condensation Paragraph 6: conclusion Explain the order of the paragraphs in the text. The first paragraph introduces the topic and states what the text will cover. It then covers each of the sub-topics introduced in the first paragraph in turn, and finishes with a conclusion, which ties together the points raised. Page 143: Story endings What have you learnt from the text? Story endings to read with the learners. What the water cycle is, the stages that make it up and why it is called the water cycle. Page 145: Character profile The learners use the table to create their character profile, as explained on page 144. Page 147: Settings The learners use the table and box to create their setting, as explained on page 146 under ‘Main activities’. 8 Key words and language features I have noted about this text: Key words: stages; water cycle; evaporation; lakes, rivers, streams, sea; vapour; transpiration; sweat; condensation; cloud; droplet; precipitation; sleet, snow, hail, rain Features: diagram; subheadings; chronological order; first person Cambridge Primary Ready to Go Lessons for English Stage 4: Answers to photocopiable pages Page 158: Non-fiction text types • about a specific subject Nonchronological report Explanation • written in paragraphs, often under subheadings Page 168: Don’t skip on skipping Advert to read with the learners. • helps the reader to understand why something is the case – for example why rivers flow to the sea The learners do the activity as described on page 167 under ‘Main activities’. • written in paragraphs that logically develop • tells the reader what to do to achieve a particular outcome • often includes a list of equipment needed Page 169: Advert features Page 171: Advert success criteria Success criteria to help the learners write their advert. Page 173: Planning an explanation The learners use the table to plan their explanation, as explained on page 172 under ‘Main activities’. Page 171: Explanation success criteria • is often numbered Success criteria to help the learners write their explanation text. • may have a short introductory paragraph Page 177: IRIDEX4000 • can take many forms, from scripts to newspaper advertisements Persuasive The learners do the activity, as explained on page 166 under ‘Main activities’. • often includes some technical vocabulary, which may be explained in a glossary • some technical vocabulary, which may be explained in a glossary Instruction Page 166: Comparing adverts • aims to get the reader to do something, think something or buy something • aims to convince the reader to change their point of view so it is the same as the writer’s Page 160: The universe – a modern view (1639) See the bottom text to identify, where the paragraph breaks should be; see the top text to identify the correct order. Page 162: Explanation features Answers will vary; see page 176 under ‘Written assessment’ for examples. Unit 3C: Poems in a variety of forms Page 179: Comparing poems The learners do the activity, as explained on page 178 under ‘Main activities’. Page 181: My chosen poem The learners do the activity, as explained on page 180 under ‘Main activities’. Page 183: Syllabic poems Poems to read with the learners. Page 185: Different types of poem Answers will vary; see page 161 under ‘Main activities’ for an example. Poems to read with the learners. Page 164: My chosen object The learners complete the table as described on page 186 under ‘Main activities’. The learners use the table to plan their explanation text, as explained on page 163 under ‘Main activities’. Page 187: Poetic forms Page 189: Analysis of my poem Success criteria to help the learners write their poem. 9 Cambridge Primary Ready to Go Lessons for English Stage 4: Answers to photocopiable pages Page 191: Spotting poetry types 1. Haiku 2. There are five syllables in the first line, seven in the next, and five in the final line. 3. Answers will vary, for example: I can see a beetle crawling uphill, and people sitting sadly with empty tea cups, awaiting refills. 4. Personal response; look for well-justified answers. 10 5. a) Syllabic poems are made up of specific numbers of syllables in each line; free-form poems can be made up of any number of syllables. b–c) Personal response; look for well-justified answers. 6. The learners write haikus; look for the correct number of syllables in each line (5–7–5). Page 192: Calligrams The learners write calligrams, as explained on page 190 under ‘Written assessment’.