CAMBRIDGE PRIMARY ENGLISH 5 WORKBOOK ANSWERS
Workbook answers
1 There’s a lesson in that
1.1
1
2
Read a story by Aesop
One
Two
Three
syllable syllables syllables
Four
syllables
ant
baffled
enormous
industrious
corn
chirrup
grasshopper liberally
flies
fathom
melody
teased
guffawed sustenance
stopping
meadow
glorious
character
understand
provision
continued
lethargic
1.4What about my point
of view?
difficult
gathering
wistfully
important
3–5 Learners’ own answers.
1.2
1
2
3
Check your understanding
c ould, should. Could implies a possibility that
Grasshopper would listen to Ant, whereas
should implies obligation in that Grasshopper
would do well to listen to Ant.
a mustn’t b won’t c wouldn’t d couldn’t e shan’t
a can’t b will c should d might e could, would
1.3
Story features
1
Learners’ own answers to interpret the
scenario.
2 a When I get up my mum makes me eat
breakfast. She says we should all eat
healthily before school because good food
gives us brain power!
b Mrs Sisulu wakes her family every
morning and prepares a healthy breakfast
for them. She thinks they need breakfast
because it will give them brain food.
3 Learners’ own answers.
4 Note his appears in more than one column.
Personal
pronouns
1–2
1
3 Possible answers:
Ant: sensible – silly; serious – light-hearted/
funny; busy – idle; bossy – meek
Grasshopper: thoughtless – thoughtful;
carefree – careworn; optimistic – pessimistic;
irresponsible – responsible
4
Learners’ own sentences describing Ant’s
and Grasshopper’s personalities. Look for
evidence from the text in their answers.
it
Possessive
adjectives
hers
his
its
his
ours
my
her
run
sleep
laugh
smile
cry
he
bound,
dart,
dash, flee,
jog, race,
scuttle,
sprint,
stampede
catnap,
doze,
drowse,
hibernate,
kip, nap,
rest,
slumber,
snooze
cackle,
chortle,
chuckle,
giggle,
guffaw,
hoot,
snicker,
snigger,
titter
beam,
grin,
simper,
smirk,
sneer
bawl,
blub,
howl,
snivel,
sob,
wail,
weep,
whimper
her they she
mine
you
theirs
your our
yours
their
Possible
antonym
Possible
antonym
Possible Possible Possible
antonym antonym antonym
dawdle,
plod
wake
cry
frown
I
Possessive
pronouns
we
laugh
Cambridge Primary English 5 – Burt & Ridgard © Cambridge University Press 2021
CAMBRIDGE PRIMARY ENGLISH 5 WORKBOOK ANSWERS
1.5
Proverbs tell a tale
1
Practice makes
perfect.
Doing something
over and over again
is how to learn to do
something well.
Think carefully
Look before you
before you do or say
leap.
something.
A stitch in time
saves nine.
Making a little effort
now will save a lot of
effort later.
Great oaks from
All great things start
little acorns
small.
grow.
2
3
It’s no use
crying over spilt
milk.
It’s no good worrying
about something that
has already happened.
Out of sight,
out of mind.
It is easy to forget
something if you can’t
see it.
a eggs, b worm, c eating, d feather, e cake
Learners’ own research.
1.6A twist in the traditional tale
Learners’ own answers.
1.7
1
a
It’s all about dialogue
“ You can’t see where you are going,”
laughed Mother Crab.
b Baby Crab asked, “Will you teach me to
walk straight?”
c “I am better than Starfish who can’t walk
at all!” protested Baby Crab.
d Baby Crab poked Starfish and demanded,
“How do you move around?”
2 “I don’t need to walk,” smiled Starfish.
“Why not?” asked Baby Crab.
Starfish wriggled and giggled, saying, “I don’t
need to go anywhere so I wait for the waves to
take me.”
3 Learners’ own dialogue.
2
1.8Figurative language is
all around
1 a leaf b out c chip d medicine e mad
2 Learners’ own pictures.
3
Possible answers: start again/afresh; feeling
out of place; someone who is very like
their parent; someone receiving the same
unpleasant treatment that they have given to
someone else; crazy.
4
t
z
s w t
t
n o n
e
a
a
e
l
c
y
c
k
z
e
t
p
e
h
e
r
i
i
r
n h
s
k
n
t
l
u h
e
k g a n
t
w
i
c m p y
i
l
o v
c
r
r
r m k n m c
l
e
e
o w
i
a k x k
e
i
o a
u
s
c
g v y
l
r
a
i
l
g d d
e
g g u
r
n
z
e
h
s
i
z
z
l
e
c
e
s
u
t
l
u a
s
r
e m o
s w
night
race
sigh
neat
rhyme
psalm
knave
writhe
circle
knight
rail
see
knee
wrought
simper
knock
wriggle
sizzle
none
rummage
cycle
nail
rugged
somersault
1.9Hold a discussion forum
Learners’ own answers.
1.10Test your knowledge
1It is a fable because it is short, has an animal
character with human characteristics that
learns a lesson, and it can teach us a life lesson
as well.
2 Learners’ own answers.
3 Sample answer:
The dog and his bone is a fable. Fables are
short stories that teach a lesson and they
often have animal characters with human
characteristics. In this story, the main
character is the dog. He sees a bone bigger than
the one he is carrying reflected in the water so
he drops his own bone in the water and tries to
get the bigger one. The lesson the dog learns
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CAMBRIDGE PRIMARY ENGLISH 5 WORKBOOK ANSWERS
is that the grass is not always greener on the
other side of the fence/what others have is not
necessarily better/be happy with what you have.
We can also learn because the story teaches
us to be happy with what we have and not be
envious of others.
1.11 and 1.12
Retell a fable
1
One day, threa [three] sheeps [sheep] were
grayzing [grazing] in the feeld [field]. Won
[One] was corled [called] Cosy, won [one] wos
[was] named Sheer and the last was Yummy.
“Wot [What] do you wont [want] to be when
you gro [grow] up?” Cosy aksed [asked] Sheer.
“A wooly [woolly] jumper!” larfed [laughed]
Sheer, bounceing [bouncing] up and down.
“Me two [too]!”shoutted [shouted] Cosy.
And then they both starred [stared] at Yummy.
2
Learners’ own answers. Possible answers:
a murmured, b yawned, c wept
3 [be] was; [sit] sat; [notice] noticed; [hold] held;
[think] thought; [hit] hit; [stand] stood; [say]
said; [be] was; [open] opened; [give] gave; [fall]
fell; [plop] plopped; [regret] regretted
3
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CAMBRIDGE PRIMARY ENGLISH 5 WORKBOOK ANSWERS
2 Exploring space
2.1
1
What is out there?
2.3
1 Crew
1
a T
hey landed the capsule
on the moon.Place
b Before take-off the crew waved
goodbye.Time
c The crew manned the spacecraft
with
great skill.Manner
dThe mission was monitored
from Earth.Place
eThey completed the mission
successfully.Manner
f
Two months later they returned.
Time
2
Example answers:
aThe rocket blasted off at noon. At noon,
the rocket blasted off.
bHe captained the crew for a few days. For a
few days, he captained the crew.
c They returned to Earth after the mission.
After the mission, they returned to Earth.
d The capsule touched down right on
schedule. Right on schedule, the capsule
touched down.
e The crew celebrated the next day. The next
day, the crew celebrated.
3
a u
ltra
b co
c dis
e.g. ultrasound
e.g. coordinating
e.g. distasteful
d
e.g. circumference
2 Astronautics
3 Telescope
4 Capsule
5 Astronomy
6 Astronaut
7Down: Orbit, Across: Observatory
8 Spyglass
9 Satellite
10 Astronomer
11 Eject
2
3
NASA N
ational Aeronautics and Space
Administration
s/c
spacecraft
BCE
before the common era
ISS
International Space Station
ETA
estimated time of arrival
ESA
European Space Agency
USSR
Union of Soviet Socialist
Republics
ELS
Earth landing system
km/hr
kilometres per hour
Learners’ own sentences.
2.2A simple start
1
2
3
4
a and b Learners’ own answers.
a
The first telescope was useful, yet it was
not as powerful as modern ones.
b Copernicus discovered the Earth revolves
around the sun, but nobody believed him.
c Galileo developed the telescope and
proved Copernicus right.
d All astronauts prepare well, yet not all go
into space.
e The engineers work hard for they must
check that everything is safe.
Learners’ own answers.
Building language
e
f
g
h
i
j
beyond
with/together absence of/
without
circumround/around/
surrounding
mal
bad/faulty
reagain/after/
negative force
transacross/beyond/
through (Latin)
hemi
half
dedown/remove/
from/after
aero
air
e.g. malfunction
e.g. recycle
e.g. transverse
e.g. hemisphere
e.g. deform
e.g. aeronautical
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CAMBRIDGE PRIMARY ENGLISH 5 WORKBOOK ANSWERS
2.4Then and now
1
2
3
xamples of informal language:
E
• Well, it has been a busy week on the ISS!
•
so worth it; cracked open the hatch
•
exciting goodies
•
FFF; lots of it!; (I just love that smell).
3
Any reasonable answers.
Learners’ own answers.
g unpopular with the authorities; he was
placed under house arrest.
h astronomy, mathematics, physics and
philosophy
Any reasonable answers.
Remind learners that autobiography is covered
later, but for now it is helpful to compare the
two text types.
Autobiography
Author writes about Author writes about
his own life
someone else’s life
2.5 and 2.6 Blogging
1–3 Learners’ own answers.
2.7
Interviews
1
a
The questions are open.
b Learners’ own questions.
2 Example answers:
a How do you feel about your success?
b What do you like about taking off ?
c How do you feel about your work?
d
What are your plans for the future? or
Where do you see yourself in the future?
e
What type of meals do you eat in space?
f
What advice would you give young people
who want to become astronauts?
3 Learners’ own answers.
2.8
1
2
5
Biography
Biographies
Example answers:
a Galileo Galilei, 1564–1642, first telescope
b third person
c past tense
d non-fiction, formal
a Italian
b Galileo lived over 400 years ago.
c the spyglass
d It made faraway objects appear closer so
he could view the moon and some planets.
e He was the first person to: record his
astronomy observations using a telescope;
see that the moon has craters; observe that
Jupiter has four moons; observe that the
Milky Way is made up of countless stars;
prove that Earth revolves around the sun.
f that the moon was smooth; that the sun
revolves around Earth
Written in firstperson narrative
Written in thirdperson narrative
Style is more
informal
Style is more formal
Sequenced
Mainly past tense
Ordered from
earlier to later
events
2.9
1
Chronological
Mainly past tense
Organised into
sections or chapters
Add details
a
fter the capsule landed safely, the crew
A
disembarked.
b They began the countdown when everyone
was ready.
c When she has finished her studies, she will
become an astronaut.
d He failed the test although he studied the
manual.
e He waved goodbye before he left.
2 Yuri Gagarin was the first person to enter
space and orbit the Earth.
Timothy Peake went into space once his
training was complete.
Copernicus claimed the Earth orbited the sun
but people didn’t believe it.
Astronauts are able to live in space since the
development of space stations.
Galileo proved Copernicus’s theory correct
with the telescope he developed.
The first artificial satellite was launched before
the first human went into space.
Neil Armstrong became a famous astronaut
because he was the first person on the moon.
3 Learners’ own answers.
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CAMBRIDGE PRIMARY ENGLISH 5 WORKBOOK ANSWERS
2.10 Tackle tenses
1
2
a They were the first people in
space. past tense
b She is well-prepared for her
first mission.
present tense
c Early astronomers knew something was
out there.
past tense
d He will train in the Italian Air
Force Academy.
future tense
e She became a fighter pilot.
past tense
a gained
b travelled
c loved
d discovered
e joined
3
D
I
B
E
D
G
R
A
A
N
C
K
H
O
O
F
I
E
D
L
T
H
N
R
D
O
W
A
S
E
O
R
T
D
A
N
U
O
R
W
U
D
F
E
D
L
O
F
K
E
P
G
H
O
E
P
T
S
T
A
U
W
E
T
E
K
R
E
4
Z
S
O
S
E
E
M
W
D
R
R
O
E
T
A
E
M
A
T
C
G
H
T
Learner’s own sentences.
2.11 and 2.12
Write a biography
Learners’ own answers.
6
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CAMBRIDGE PRIMARY ENGLISH 5 WORKBOOK ANSWERS
3 Reflections
3.1
Like and as
3.4
1–2 Learners’ own answers.
3 A star is like a diamond: Both are shiny and
beautiful, but one is from the sky and one is
from the earth.
Snow is like a fluffy blanket: Both are white
and soft, but one is cold and wet and one is
warm and dry.
Beach sand is like golden sugar: Both appear as
golden-brown grains, but one is edible and the
other is not.
A dry leaf is like a sheet of old paper: Both are
flat and dry, but one is for writing on and the
other is not.
A grassy field is like a thick, green carpet: Both
have green blades, but one is living and outside,
and the other is non-living and indoors.
Create a haiku
1–4 Learners’ own work.
3.5
Personification in poems
1
Any reasonable answers, such as:
Rain greets the dry earth.
The sun peeps out from behind the clouds.
The wind plays with the fallen leaves.
The moon a regular night-time visitor.
The sea never sleeps.
2–3 Learners’ own answers.
3.6
Practise and perform
1–3 Learners’ own answers.
Learners’ own examples.
3.2Imagine with metaphors
1
2
3
a The duck is a cork on the water.
b She was a graceful swan on the stage.
c The penguins are smartly dressed gentlemen.
d The snow was a blanket covering the land.
e The children were busy bees.
a sister = angel
b life = a journey
c the meeting = circus
d time with friends = food for the soul
e an idea = a bubble
Learners’ own answers.
3.3Haiku
1
2
3
7
Learners’ own answers.
a nature
b three lines of 5-7-5 syllables
c a bright summer morning
d a metaphor that compares a summer day
to an oven
e Each line begins with a capital letter, the
second line ends with an ellipsis and there
are no full stops except for the question
mark at the end of the final line.
Learners’ own version of the poem.
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CAMBRIDGE PRIMARY ENGLISH 5 WORKBOOK ANSWERS
4 Telling timeless tales
4.1Make predictions about a
classic tale
Learners’ own answers.
4.2
1
Read some classic literature
3
4.5
a because Mowgli was waving a burning
branch in front of them with sparks
burning their fur
4.6Explore your knowledge of
classic tales
b he must first say goodbye to his mother
1
a duchess – duke; b sultana – sultan;
c empress – emperor; d countess – count;
e princess – prince
2
stallion – mare; goose – gander; ram – ewe;
bull – heifer; buck – doe; boar – sow;
cockerel/rooster – hen; drake – duck
3
a he – she; b niece – nephew; c son – daughter;
d brother – sister; e aunt – uncle;
f queen – king; g husband – wife;
h mother – father
4
Learners check spellings in a dictionary.
5
Hephaistos – fire, volcanoes, blacksmiths;
a
b Aphrodite – love; c Artemis – hunting and
the moon; d Apollo – sun, music, poetry,
dance;
e Ares – war; f Athena – war and wisdom.
6
a Apollo and Artemis; b Athena; c all of
these gods and goddesses and many more
Possible answers:
a because he had to use fire to frighten away
the wolves, whom he regarded as his family
and he now feels different
b Mowgli crying, because only people cry,
not animals
c
a lot – more than her own cubs
d When he comes again, he will have killed
Shere Khan and he will bring his skin to
prove it.
3
Learners’ own explanations.
4.3Develop your language
skills
1
a P; b S; c P; d P
2
a was; b is; are; c are; d is
4.7
3
a was; b were; c were; d was
1
a first person; b third person; c third person;
d first person; e first person; f third person
2
Possible answer:
4.4Develop a viewpoint
1
a Learners’ own answers (loyal, slothful,
energetic, bold, fun-loving, caring).
c Learners’ own answers, but they should
include that he picks thorns out of the
pads of his friends, the wolves.
2
a It shows he has power over the wolves
should be ticked. Accept other answers if a
good reason is given in b.
b
Explore the text
One day, I was walking by the river when I
suddenly felt thirsty. As I stooped down to
drink, I caught sight of the most beautiful face
looking back at me and I immediately fell in
love with the person in the river. But every time I
reached out to take the hand of the river person,
it disappeared as soon as I touched the clear,
still water. I vowed never to leave my new love ...
b He compares them to how much the work
of his office means to a business man.
8
Build a short screenplay
Learners’ own answers.
c wise little Frog
2
Learners’ own answers, but the paragraph
should include evidence of Mowgli doing
whatever he wants whenever he wants to do it.
3
Learners’ own answers.
Learners’ own answers.
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CAMBRIDGE PRIMARY ENGLISH 5 WORKBOOK ANSWERS
4.8Direct and reported speech
4.10 Work with words
1
1
a much; b fewer; c a large pile of; d very little;
e Many
2
a any/many; b much/little; c little/some; d any/
many; e some/many
3
Learners’ own answers.
Learners choose their own names and verbs,
and place the speaker either before or after the
words spoken.
Possible answers:
“I’m going to the library,” replied Juan.
“What sort of book will you take out?” Kim
enquired.
“I’d like a book of myths and legends,”
explained Juan.
“That’s odd! I took one out today,” laughed
Kim.
“Great minds think alike!” joked Juan.
2
Possible answers:
Mrs Lowe said that she always enjoyed a good
thriller. She liked working out who did it!
4.11 and 4.12 Write your own
classic tale to tell
1
Possible answers: Once upon a time, In a
faraway place, Long ago and far away, There
was and there was not, Before the beginning
of time, In the days now long departed, In old
times there was . . .
2–3 Learners’ own answers.
Nasrin said she liked books about real life
because they could help us know how to act in
different situations.
Mr Sevundra said that at the end of a hard
day’s work, he enjoyed a book that would
make him chuckle.
3
a Do you enjoy reading myths and legends?
b Would you like to borrow a book?
c How are you feeling?
4
a
5
a The teacher asked where the Olympian
gods lived.
b Anwar asked why Medusa turned people
to stone.
c Jasper asked whether/if Hercules was one
of the gods.
4.9
9
if;
b
whether;
c
how
Check your knowledge
1
a common; b proper; c collective; d abstract;
e common, proper
2
a India; b China; c Turkey; d Slovakia;
e Norway
3
a jealousy; b honour; c disgust; d politeness;
e anger
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CAMBRIDGE PRIMARY ENGLISH 5 WORKBOOK ANSWERS
5 Tell me how
5.1
Gather facts
5.4
1–2 Learners’ own answers.
3 a Just like salt, she is irreplaceable, valuable
and helpful, b he is useful, effective at what
he does and worth his pay.
4 Learners’ own answers.
5.2
1
2
3
1
2
Mix the dry ingredients.
Add the wet ingredients into the dry
ingredients.
3 Mix together well.
4 Mould the mixture into balls.
5 Place the balls onto wax paper to dry.
6 Leave for 24 hours to fully dry.
7 Store the bath balls in a sealed container.
8 Add a few bath balls to your bath or wrap
them up and use them as gifts.
a Impersonal style
b Dry ingredients, wet ingredients
c your; them; implied subject you
d add, mix, leave, place, store, mould
Learners’ own answers.
5.3
1
Read instructions
Be clear and direct
over the bowl with plastic wrap, not too
C
tightly. 3
Leave it in the sunshine for a few hours. 5
Wait to see what happens. 6
Place the pebble on the plastic wrap so that it
dips towards the drinking glass. 4
Stand a drinking glass in the centre of the
bowl. 2
Mix salt and water in a large bowl. 1
2
It is useful for various purposes. It is obtained
through evaporation or mining. Long ago,
it was extremely valuable. Today, it is easily
available and inexpensive.
3
it – the bowl; it – the plastic wrap; it – the
water; it – the empty glass
4 Learners’ own sentences.
10
Nouns count
1
a On the table
b In the bowl / on the bottom of the bowl
c Inside the bowl / Around the empty glass
d over the bowl
e on the plastic wrap
2 Accept any reasonable (or fun) answers.
3
People: A team of scientists, A class of
learners.
Animals: A pod of whales, An army of ants.
Things: A galaxy of stars, A wad of notes.
5.5 and 5.6 Write instructions
and demonstrate
1
2
any reasonable criteria
Example answer:
1 Pour water into large holes.
2 Wait for a thin crust to form.
3 Break the crust so more water can evaporate.
4Pack the salty brine into moulds or press
into flat cakes.
5 Dry the salt cakes in the sun.
6 Wrap them in palm-fibre mats.
7 Load them onto camels.
8Use the good-quality salt to preserve food
and feed the poor-quality to animals.
3Example answer: How to grow stalactites and
stalagmites
Fill two jars with warm water. Dissolve
Epsom salts or bicarbonate of soda in the
water until the water is saturated. Cut a piece
of string about 60 cm long. Tie a small weight
onto each end of the string. Drop a weight
into each jar. Place a plate between the jars.
Leave everything in a safe place and wait for
the crystals to form.
5.7
Find out more
1
Information text: Describes What, gives
general information, the sequence is not
important.
Explanation text: Explains How? or Why?,
gives specific information, the sequence is
important.
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CAMBRIDGE PRIMARY ENGLISH 5 WORKBOOK ANSWERS
2
3
a
I t is an explanation text because it
explains how something happened
b It uses adverbials the order of events
(Firstly, Slowly, Over time, For thousands
of years, As a result, While, Recently,
Consequently, Since then, These days), it
gives facts and information.
a thousands of years old
b hot, mineral-rich water
c drench, soak, imbue
d giant, immense
e miners when they used/drained the cave
fbeing exposed to the air, they will begin to
deteriorate
g Learners’ own answer with a reason.
h Learners’ own answers.
5.8
2
Make notes
1–4 Learners’ own answers.
5.9
Recall connectives
1
Example:
Firstly, the ground water heated up below
the cave. Consequently, the hot water became
saturated with minerals. Over time, this
mineral-rich hot water filled the cave. For
thousands of years, the conditions in the cave
remained constant. As a result, the crystals
grew to immense sizes. While submerged, the
crystals continued to grow. Recently, when
miners drained the water, they exposed the
giant crystals. Consequently, the crystals have
started to deteriorate. Since then, scientists
are working to preserve them before it is too
late. These days, visitors are allowed inside the
cave but only for short periods.
2
Example answers: Rainwater passes through
limestone so the water becomes rich in
minerals.
The water becomes rich in minerals, therefore
calcite builds up on the ceiling and the floor.
3 Learners’ own paragraphs.
3
dYou will not survive in the cave unless you
wear a protective suit.
eStalactites may form on the ceiling of a
cave if the rock is made of limestone.
fStalagmites grow from the floor where
water drips into the cave.
gStalactites can break off if they grow
too big.
hStalagmites and stalactites can form a
column when they meet.
a Because it was full of hot, mineral-rich
water, ancient crystals formed in the cave.
b Since you can easily get lost in a cave, you
must be careful.
c Although they are very beautiful, the
giant crystals are dangerous.
d Unless you wear a protective suit, you will
not survive in the cave.
e If the rock is made of limestone,
stalactites may form on the ceiling of
a cave.
f Where water drips into the cave,
stalagmites grow from the floor.
g If they grow too big, stalactites can
break off.
h When they meet, stalagmites and
stalactites can form a column.
Learners’ own answers.
5.11Plan first
1–3 Learners’ own answers.
5.12Write and present
Learners’ own work.
5.10Explain with multi-clause
sentences
1
a
b
c
11
ncient crystals formed in the cave because
A
it was full of hot, mineral-rich water.
You must be careful since you can easily
get lost in a cave.
The giant crystals are dangerous although
they are very beautiful.
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6 A different type of story
6.1
The Way Through the
Woods
1 Stanza 1: A B C B A D E D D A D A; Stanza
2: A B C(A) B A D E D D A(D) A A. The
letters in brackets indicate were the rhyme
could be considered a new rhyme or a half
rhyme, so accept either.
2 penultimate line – to build suspense
6.3
Bringing the rain
1–3 Learners’ own answers.
6.4
1
Read with understanding
Positive: hopeful, joyous, peaceful, playful.
Negative: angry, gloomy, sorrowful, tense
2–3 Learners’ own answers.
3 Learners’ own answers.
6.5
6.2Develop your poetic
language
1–3 Learners’ own answers.
1
Not lost but found
There’s no need to light a night-light
On a light night like tonight;
For a night-light’s just a slight light
On a light night like tonight.
2
3
The tongue twister arguably contains all four
sound devices. The end rhymes are clear as
are the internal rhymes; like operates as a half
rhyme and the repeated l and n sounds are
alliteration.
Full rhyme
Half rhyme
thought – sort
cow – show
spear – weir
bag – bug
phone – groan
jostle – hassle
meat – sleet
sheen – shone –
phone
spite – fright
long – sang
12
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7 Tell it another way
7.1
1
Fairy tales forever
7.4
All should be ticked except for Loving step
relations and Cleverness or wisdom punished.
2–3 Learners’ own answers.
1
a phrase; b phrase; c clause; d clause; e clause
2
Learners’ own answers.
3
a When she discovered the mistake,
Ms Dove was very upset.
7.2A well-known tale around
the world
b After he played football, Dimitri had
a shower.
1
Answers will vary – check that learners have
chosen correctly.
c While she was waiting for her patient, the
doctor checked her computer.
2
rags to riches
3
aIn a distant kingdom – nowhere specific
and at no specific date.
d Before the morning bell rang, the principal
interviewed some parents.
bThe introduction; no actual place names
or dates are mentioned.
cLearners’ own answers.
e Although he tried his hardest, Anwar
couldn’t stop laughing.
4
b Feeling peckish, the donkey found a bag
of old straw and ate it all.
eTwo out of: pumpkin/coach; ball gown;
slippers
fPossible answers: mean stepmother,
obstacles to overcome, a helping hand
(fairy godmother), kings and princes.
Possible answers:
a Feeling braver than usual, Aaron climbed
the steep cliff and did not fall off.
dShe and the prince do not marry and live
happily ever after. (Answers may vary.)
c While walking around the maze, she lost
track of time and got lost.
5
a when; b but/although; c before/after
7.3Compare and contrast
7.5 and 7.6
1
sends – will send; keep – will keep; meets – will
meet; asks – will ask; tells – will tell; does –
will do; is – will be; breaks – will break;
spills – will spill; dashes – will dash; grabs –
will grab; scurries – will scurry; bursts – will
burst; is – will be; invites – will invite.
1
I, me, we, our
2
Third person
2
Learners’ own answers.
1
3
Learners’ own answers.
4
a tiniest → synonym: smallest →
antonym: largest/biggest
1 Introduction: setting and main characters;
2 Build-up to problem, issue, dilemma
or conflict; 3 Climax or major event;
4 Events leading to resolution of problem;
5 Conclusion: loose ends are tied up or a
reflection
2
1 Once upon a time ...; 2 Goldilocks
immediately ...; 3 Shortly after ...; 4 The bears
crept ...; 5 From that day on ...
3
1 Goldilocks; 2 nosy; 3 Learners’ own answers.
b quietest → synonym: softest/calmest →
antonym: noisiest
Write a synopsis
3–4 Learners’ own answers.
7.7
c largest → synonym: greatest/hugest →
antonym: smallest/tiniest
13
Phrases, clauses and tenses
Blackberry Blue
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7.8 Pronouns, homophones and
homonyms
1
a our; b through; c where; d pair; e sore,
saw, soar
2
bear: accept someone or something
unpleasant; a large, strong, wild animal with
thick fur
fair: treating everyone in the same way, so that
no one has an advantage; an event outside
where you can ride on large machines for
pleasure and play games to win prizes; having
pale skin or light-coloured hair
crane: a bird with long legs; a machine used at
construction sites
4
7.10 Compare the tales
1
happiness, friendship, enthusiasm, generosity,
loyalty, forgiveness, stupidity, excitement,
honesty, disappointment, astonishment, envy.
2
a graceful; b beautiful; c lucky; d wise; e
brave; f joyful
3
a ness; b ness; c ment; d ment; e ty; f y
4
a
successful – adding the suffix –ful
b
healthy – adding the suffix –y
c
bitter – removing the suffix –ness
d
greedy – adding the suffix –y
pen: a long, thin object that you use to write or
draw in ink; a small area with a fence around
it to keep animals in
3
e sympathetic – removing the y and adding
the suffix –etic
Learners’ own answers.
7.9More about Blackberry Blue
1
a While he was riding with his stepbrother
and he bought one of her pies.
b Because he had fallen in love with her.
c Because she knew her dress would wither
and fade away.
f
1
Learners’ own answers.
2
The King rained reigned for many years but
won one day he summoned his sun son, the
prince. “My son,” he said, “ewe you should get
married. I am old now and wood would like
too to sea see my grandchildren.” The prince
immediately wished he was a pour poor man
and not a prince.
e Her dress was made of autumn leaves with
red berries and white winter roses.
a Learners’ own answers.
“I have herd heard you’re your wish,” said
a voice. “Be shore sure that this is what you
really wish four for ...”
b her, her, his
c mine, yours, hers
3
interesting – adding the suffix –ing
7.11 and 7.12 Write your own
version of a tale
d Because she believed that the queen was
poisoning the soup.
2
Learners’ own answers, but they should
consider that fairy stories often have happy
endings and bad people often are punished in
some way.
a Rooms grew chilly when she entered and
flowers died, and she was suspected of
poisoning Prince Just’s soup.
3
Learners’ own answers.
b Prince Wolf always wanted to upset Prince
Just and was probably jealous of him
which is why he always stepped in to make
sure that Blackberry Blue only danced
with him and not Prince Just.
c Learners’ own answers, but should include
that she is a good person for helping Prince
Just when he was attacked and for taking
him her blackberry pies and warning him
not to eat the soup.
14
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8 Share your views
8.1
Posters with purpose
1
Example answers:
Complain: object,
Publicise: advertise,
Sell: promote,
Invite: encourage,
Announce: inform
2 1 d, 2 f, 3 a, 4 e, 5 b, 6 c
3
Example answer: The purpose of the poster
is to advertise a community event. It is aimed
at families and those who support the library.
The layout is eye-catching and organised,
yet busy. The language is appealing, positive
and persuasive.
8.2
Layout counts
1
Learners summarise the details using
key words:
gwaiting times vary 25 min (11.05–11.30 /
12.35–1300), 1 hour and 10 min (14.05–
15.15) and 40 min (16.20–17.00)
hGlencullen to Wicklow Way – a twominute trip
i Learners’ own answers.
2Accept any reasonable answers. There are
many correct options so the learners may end
up with different paragraphs.
3 a to be on cloud nine
b to be in a tight spot
c to beat about the bush
d to arrive at the eleventh hour
e to keep on going through thick and thin
f to go behind the scenes
g to start from scratch
h as far as the east is from the west
4 Learners’ own answers.
Poster A
Poster B
8.4 and 8.5
Join the library,
complete and
return the form,
kids under 13 join
for free!
Join the local library,
collect, complete
and return forms,
five library cards,
discounts for
pensioners, rules
1 Learners’ own work.
2Possible criteria: eye-catching layout, lists
or bullets, bold font, direct vocabulary, clear
information, strong adverbs and adjectives
and facts and opinions
3 Learners’ own work.
Times: Mon–Fri
9 a.m.–8 p.m.
Sat 9 a.m.–5 p.m.
8.6
Times: Mon–Fri
9 a.m.–8 p.m.
Sat 9 a.m.–5 p.m.
1
2Example answer: Poster A is aimed at
children so the information is organised more
creatively and the language is more persuasive
but the information is the same as Poster B.
Poster B is aimed at adults, is more factual
and serious. Both posters suit the purpose and
audience, and are therefore effective.
3 Learners’ own design with attention to layout.
15
8.3
Find your way around
1
It starts and ends at Sandyford Luas
the (blue) dotted line
clockwise
8 stops along the route
1 hour 5 minutes
5 times a day
a
b
c
d
e
f
2
3
Create a poster
Film posters and reviews
a Wild Friends
b friendship/animal/drama
c a young boy and a cheetah
d in the bush / Africa
e children / families
fThe poster says ‘The best film of the year’.
gBoth – it provides enough information to
make the reader interested and eager to
see it.
h Learners’ own response.
i A film poster gives mainly visual clues to
persuade the reader to watch the film. A
film review gives more details about the
film and includes a personal opinion.
all the features
Possible answers:
a We really enjoyed the film
b I was so impressed with the special effects.
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4
c Everyone laughed a lot at the end.
d I can highly recommend this film.
e The plot is very easy to follow.
fI thought the plot was rather advanced for
young viewers.
gWe definitely want to see it again.
Learners’ own sentences.
8.7
Make film review notes
1thin – thinner – thinnest, loud – louder –
loudest, short – shorter – shortest, large –
larger – largest, talented – more talented –
most talented, bad – worse – worst, good –
better – best, much – more – most
2 aThat is the longest film I’ve ever watched.
(adjective)
bThe audience clapped louder than ever.
(adverb)
cThe film had the most exciting plot.
(adjective)
dEveryone agreed it was more enjoyable
than the first one. (adjective)
e She spoke more softly than him. (adverb)
fI became more scared as the film went on.
(adverb)
gThe happiest character was the clown.
(adjective)
hI loved the book more than the play.
(adverb)
3 Learners’ own sentences.
4 Learners’ own notes.
5 Learners’ own summary and opinion.
8.8
3
4
c I should’ve
d I would’ve
e I won’t
f I can’t
can’t; I’ve; I’m; you’re; we’ll; they’re
Learners’ own work.
8.10 Formal letters
1 Accept any reasonable features.
2
a I am; b you are; c we would / we had;
d they are; e cannot; f have not; g I would / I
had; h you have; i we will; j they have; k will
not; l must not
3Example answer: Formal letters use a formal
style and language because their purpose is
usually to communicate about an important
matter, usually between people who hold a
particular position.
8.11 and 8.12
formal letter
1
2
3
Write a
Learners’ notes.
Learners’ planning.
Learners’ own work.
Present a review
1Example checklist: Be prepared, speak clearly,
face the audience, stand confidently, give the
facts and opinions, sound enthusiastic, have
an introduction and conclusion, order the
speech so it makes sense
2–3Learners prepare and present their
own reviews.
8.9
Informal letters
1Any reasonable examples: Informal message
layout, overuse of punctuation marks,
contractions, colloquial terms (Hi), lots of
adverbs of degree and superlatives.
2
a I’ll
b I might’ve
16
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9 Lights, camera, action . . .
9.1
2
Predict the story
1–3 Learners’ own answers.
Upstage right Upstage centre
Downstage right
Playscript
Film
script
Shows characters’
names on the left
side of the page
with a colon.
✓
✓
Gives stage
directions in the
present tense.
✓
✓
✓
Tells actors where
and when to
enter and exit the
stage.
✓
Includes a list of
characters for
each scene.
✓
✓
Describes the
setting of each
scene.
✓
✓
Lists extra
information in the
production notes.
✓
✓
Upstage left
Centre
Left centre
Downstage centre
Downstage left
Right centre
Audience
3–4 Learners’ own work.
9.4Develop characters and
setting
1
Has instructions
for the camera
angles and shots.
17
Ri
gh
tw
ing
9.3Playscripts
ing
1
Example answers:
cinema n. a building where you go to
watch films
cinema-goer n. someone who goes to the
cinema to watch a film
cinematic adj. relating to the cinema, e.g. the
cinematic effects were impressive
cinematography n. the art and methods of
film photography
cinematographer n. a person who specialises
in the art and methods of film photography
2 Accept any five features.
3 Learners’ own drawings.
1
Stage directions
ft w
Film scripts
Le
9.2
Example answer:
Films
Plays
Books
The setting
is created
by being on
location or
building a
set.
The setting
is created
by painting
a backdrop
and/or using
props on a
stage.
The
setting is
described in
descriptive
paragraphs.
Characters
use
costumes
and
make-up to
create their
character. A
scene can be
shot months
later to show
a physical
change
in the
character.
Characters
use
costumes
and
make-up to
create their
character.
The writer
describes
the
characters
and writes
about their
thoughts
and feelings.
2–3 Learners’ own answers.
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9.5
1
Plan a script
a
hey are notes that give extra information
T
about the characters, props and special
effects used by the production team when
getting a scene ready.
b They are not included so the information
is easily available and the production
crew do not have to go through the
whole script.
c A list of props and costumes, how the
scene should look, music and lighting or
other special effects.
d The notes are a work in progress. They
can change if the director decides to
change something.
e The notes are based on the script so they
are written by the script writer or by
someone from the production team.
2–3 Learners’ own answers.
9.6
18
Write a script
1
2
any sensible criteria
Example answers:
aCharlie: (Grins cheerfully.) I’d love to go.
b Nakat: (Whispers into her ear.) Shhhhh!
Be quiet!
c Georgia: (Looks nervous.) I don’t know.
d Cindy: (Looks guilty.) It was me.
e Amir: (Stares at her wide-eyed.) You?
3
Learners’ own work.
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