Cambridge Primary Ready to Go Lessons for
English Stage 5
Answers to photocopiable pages
Unit 1A: Stories by
significant writers
Page 9: Interview with Roald Dahl
Answers will vary, for example:
How do you start writing a new book? / What
inspires you to write a new book? / Where do you
get your ideas?
How do you create such interesting and engaging
characters?
How do you decide which ideas are the best ones
to use?
Page 11: Matilda and friends
(and foes)
Answers will vary, for example:
It is bad enough when parents treat ordinary
children as though they were scabs and bunions,
but it becomes somehow a lot worse when the
child in question is extraordinary, and by that I
mean sensitive and brilliant. Matilda was both of
these things, but above all she was brilliant.
Mrs Wormwood sat munching her meal with her
eyes glued to the American soap-opera on the
screen. She was a large woman whose hair was
dyed platinum blonde except where you could
see the mousy-brown bits growing out from the
roots. She wore heavy make-up and she had one of
those unfortunate bulging figures where the flesh
appears to be strapped in all around the body to
prevent it from falling out.
Mr Wormwood was a small ratty-looking man
whose front teeth stuck out underneath a thin
ratty moustache. He liked to wear jackets with
large brightly coloured checks and he sported
ties that were usually yellow or pale green.
Miss Jennifer Honey was a mild and quiet person
who never raised her voice and was seldom seen
to smile, but there was no doubt she possessed
that rare gift for being adored by every small
child under her care … Some curious warmth that
was almost tangible shone out of Miss Honey’s
face when she spoke to a confused and homesick
newcomer to the class.
Miss Trunchbull, the Headmistress … was a
gigantic holy terror, a fierce tyrannical monster
who frightened the life out of pupils and teachers
alike. There was an aura of menace about her
even at a distance, and when she came up
close you could almost feel the dangerous heat
radiating from her as from a red-hot rod of
metal.
Page 13: A visit from Miss Honey
1. Miss Honey began to lose patience . “Mr
Wormwood ,” she said , “ if you think some
rotten TV programme is more important that
your daughter’s future, then you ought not to
be a parent ! Why don’t you switch that thing
off and listen to me !”
That shook Mr Wormwood . He was not used
to being spoken to in this way . He peered at
the slim , frail woman who stood so resolutely
out on the porch . “ Oh very well then ,” he
snapped . “ Come on in and let’s get this over
with .” Miss Honey stepped briskly inside .
“ Mrs Wormwood isn’t going to thank you for
this ,” the man said as he led her into the sitting
room where a large platinum blonde woman
was gazing rapturously at the TV screen .
“ Who is it?” the woman asked , not looking
round .
Some school teacher ,” Mr Wormwood said .
“ She says she’s got to talk to us about Matilda .”
He crossed to the TV set and turned down the
sound but left the picture on the screen .
2. “Don’t do that, Harry!” Mrs Wormwood
cried out. “Willard is just about to propose to
Angelica.”
“You can still watch it while we’re talking,”
Mr Wormwood said. “This is Matilda’s teacher.
She said she’s got some sort of news to give us.”
“My name is Jennifer Honey,” Miss Honey said.
“How do you do, Mrs Wormwood?”
Mrs Wormwood glared at her and said,
“What’s the trouble then?”
Nobody invited Miss Honey to sit down so she
chose a chair and sat down anyway. “This,” she
said, “was your daughter’s first day at school.”
“We know that!” Mrs Wormwood said, ratty
about missing her programme. “Is that all you
came to tell us?”
1
Cambridge Primary Ready to Go Lessons for English Stage 5: Answers to photocopiable pages
Page 15: Meet Michael Morpurgo
Page 25: Micky’s journey
Answers will vary, for example:
Answers will vary; look for the learners choosing
emotion adjectives (not just ‘happy’ / ‘sad’) that
provide more detail, for example:
He was born in St Albans in 1943.
After studying English at university, Michael
became a primary school teacher.
weak
powerless scared
nervous
embarrassed
amused
brave
happy
defiant / sure /
certain
Although he has written over 100 books for children,
he thinks The Butterfly Lion is one of his best.
proud
pleased
trust
happy
(of the dog)
Although Michael’s books are not true stories, every
story is based on something true.
courageous brave
The class got bored with the book he had to read
to them every day so he made up stories to tell
them instead.
Michael has won over 20 prizes for his books; four
of his books have been made into films and two
have been adapted into stage plays.
Page 17: Openings
Story openings to read with the learners.
Page 19: How did they say it?
1. Answers will vary; look for appropriate
adverbs, for example:
enthusiastically
doubtfully
pensively
worriedly
cheerfully
2. Answers will vary, for example:
breathed
muttered
shrieked
murmured
whispered
cried
shouted
screamed
Page 21: Which verb?
is
was
started
was
has
are
worry
writes
is
has
been
are
travel
meet
was
was
empowered strong
Page 27: Story response
Success criteria to help the learners write a story.
Page 29: Joining sentences
Answers will vary, for example:
Micky was sad and didn’t want to go to school
because the other children laughed at him.
Wolfie howled when he tried to cheer Micky up
and it didn’t work.
Micky walked slowly to school and saw that
Darren and his gang were waiting for him.
Darren’s gang took Micky’s bag and turned it
upside down so that everything fell out.
The other children laughed at Micky when he
started to cry, which made him feel sad.
Micky heard Darren scream and a loud howl, and
then he saw Wolfie.
Darren was so scared he was crying, while Wolfie
licked Micky’s face.
The other children looked at Micky and Darren
and thought that Micky was brave.
Page 31: The Iron Woman
Answers will vary, for example:
2. Yes; she smiles; she reassures Micky about the
barking to put him at his ease.
1. From school to home.
2. No. There are reed banks and a marsh; she
has seen an otter in this place; the bridge is
usually empty.
3. ‘when it started to happen’
4. It is deep and dark; it is hard to see things in
it; it increases the tension in the writing.
5. To build tension and excitement.
6. Exciting. There are unanswered questions,
and the writer is clearly building up to
revealing something.
3. She’s unafraid of dogs; she likes being around
them; she wants a dog; she is confident in a
new and unfamiliar situation.
Unit 1B: Non-chronological
reports and explanatory texts
4. To show the reader to put emphasis on that
word when reading it; to show that Marigold
emphasises that word as she says it.
The learners use this grid to do research, as
described on page 32 under ‘Main activities’.
talk
Page 23: The Werepuppy
Answers will vary; look for the learners referencing
the text in their answers, for example:
1. No. He begged “I can’t go in there.”; Mum
made him get out of the car; he clung to
Mum’s arm; the dog owner could see he was
scared and had to reassure him.
2
Page 33: What do I want to find out?
Cambridge Primary Ready to Go Lessons for English Stage 5: Answers to photocopiable pages
Page 35: Above and beyond
dinosaurs
Page 43: Planning my report
The learners use this planning framework to write
a report.
about
about
for
of
on
for
on
in
over / above
in
in
in
with
to
about
Page 45: My report
Success criteria to help the learners write a report.
to
to
on
of
Page 37: Learning with dinosaurs
Page 47: How fossil caves are
made
Answers will vary; for example, for Walking with
Dinosaurs:
Explanatory text to read with the learners.
What came before
dinosaurs?
giant reptiles
How are dinosaurs
different from other
creatures?
their hips and ankles
– they balanced on
2 legs
How did dinosaurs take
over?
Page 49: Connectives
too
moreover
they survived on little
water
although
they were fast and
adapted for killing
What special skills did
dinosaurs have?
next
except
consequently
therefore
finally
Page 51: Apostrophes
1. That’s a pretty cat.
fast reactions
2. This is Jane’s jumper.
built to survive
3. It’s raining and I’ve got to go outside.
4. The cat’s licking its paws.
Page 39: Skim and scan dinosaurs
1. crocodile birds chickens
elephants shark
2. We know about dinosaurs from cars and fossils,
which are the remains of bones that have been
preserved in socks rocks. Although fossilised
bones have been run dug up since the 17th
century, it wasn’t until the 1820s that space
scientists realised that the bones belonged to
creatures comfortable that didn’t exist any
longer. The English scientist, Sir Richard Owen,
gave these creatures the name ‘dinosaurs’, from
Greek island words meaning ‘terrible lizards’.
3. To explain what happens to dinosaur fossils
once they have been dug up.
Page 41: In your own words
Answers will vary, for example:
Introduction: extraordinary creatures – identified
200 years ago – exciting – sheer size – ferocious – still
a lot to learn
Warm or cold blooded?: unknown – coldblooded: need heat from the Sun – warm-blooded:
burn food to keep warm – lived in warm climate –
big dinosaurs could keep warm at night – smaller
ones hid in burrows / kept active at night
What was the dinosaur diet?: plants – large
blunt teeth – some spent all day feeding – some
had 2000 teeth to eat tough plants – carnivores
had sharp teeth to kill with – serrated teeth for
tearing flesh
5. Thomas, will you carry your Mum’s bag?
6. Have the boys tidied their rooms yet?
7. That box is for men’s shoes.
8. Are these socks yours?
9. I don’t think we should’ve eaten that cake.
10. I haven’t seen his pencil case.
11. My parents have two sons.
12. The boys’ coats are very wet.
Page 53: My explanation
Success criteria to help the learners write an
explanation.
Page 55: Understanding
explanations
1. Paleontologists: What do they do?
2. Explanation.
3. Paleontologists focus on one kind of fossil – e.g.
animals with backbones / without backbones /
plants – teach at universities / work in museums /
for the government / for oil companies
4. It preserves history and teaches about living
things past and present.
5. of as about before on with without at in
for off
6. It is a plural.
7. and or
or and while
and
3
Cambridge Primary Ready to Go Lessons for English Stage 5: Answers to photocopiable pages
Unit 1C: Poems by significant
children’s writers and plays
Page 57: I like this poem
Personal response.
Page 59: Finding out about a
poet’s work
Idiom
Simile
A cat may look She’s as
at a king.
cunning as a
fox.
He’s a silly
goose to
believe her.
Look what the
cat’s dragged
in!
He’s as careful
as a cat.
He’s being a
dog in the
manger about
losing the
match.
It’s raining
cats and dogs.
She’s as brave
as a lion.
What’s he on
his high horse
about?
It’s the cat’s
whiskers!
He looks like a He’s a sly fox
cat that got the when he’s
cream.
playing chess.
That’s put the
cat amongst
the pigeons!
Watch out –
he’s crazy like
a fox.
Personal response.
Page 61: Poetry spidergram
Spidergram to help the learners write a poem.
Page 63: The Happy Prince
Playscript to read with the learners.
Page 65: Swallow, little swallow
Story to read with the learners.
Page 67: The Three Billy Goats
Gruff
1. play
Metaphor
I’ve been
working like a
dog!
2. No speech marks / the name of the person
speaking is at the left / the setting information
is in italics / the spoken parts are in roman font.
Page 73: How rivers began
3. How
Page 75: Said, exclaimed or cried
4. Answers will vary, for example: The Little
Billy Goat’s second speech. The word could be
‘puzzled’.
Myth to read with the learners.
Answers will vary, for example:
a) “Look down there,” cried the Pearl Dragon.
5. as boring as fog / as green as something very
green
b) “The people are starving,” wailed the Black
Dragon.
6. The Little Billy Goat
c) “What can we do to help?” asked the Yellow
Dragon.
He has a sulky attitude / he’s a growing Billy
Goat / the way he speaks, e.g. ‘as green as … as
green as … as green as something very green!’
Unit 2A: Reading and
analysing traditional stories,
myths, legends and fables
Page 69: Fox and Cat
Page 71: Idiom, simile or
metaphor?
Simile
Metaphor
Who let the cat He’s like a dog
out of the bag? with two tails.
She was being
so catty!
When the cat’s I’m as busy as
away the mice a bee.
will play.
She purred
with pleasure
as she opened
the box.
4
e) The Long Dragon suggested, “Let’s go and see
the Jade Emperor.”
f) “It’s a long way to fly,” complained the Pearl
Dragon.
g) “He won’t like it,” grumbled the Black Dragon.
“He’ll say we’re interfering.”
h) “We have to do something,” exclaimed the
Yellow Dragon. “We can’t just do nothing.”
Fable to read with the learners.
Idiom
d) “We can’t help,” replied the Pearl Dragon.
i) “I said the Jade Emperor would be cross,”
muttered the Black Dragon.
j) “I don’t care what he said,” argued the Yellow
Dragon, “because he’s wrong. We have to do
something to help.”
Page 77: The sword in the stone
Legend to read with the learners.
Page 79: What happened next?
The learners use this table to plan the end of the
story, as described on page 78 under ‘Main activities’.
Cambridge Primary Ready to Go Lessons for English Stage 5: Answers to photocopiable pages
Page 81: The tale of Finn McCool
Legend to read with the learners.
Page 83: Telling a story
The learners use this table to plan their retelling,
as described on page 82 under ‘Main activities’.
Page 85: Story planning
The learners use this frame to plan their story, as
described on page 84 under ‘Main activities’.
Page 87: My story
Success criteria to help the learners write a story.
Page 89: Writing fables, myths
and legends
The learners use this chart to redraft their story, as
described on page 88 under ‘Main activities’.
Page 91: The Wind and the Sun
1. Fable.
Answers will vary, for example:
2. boasting, laughed, declared, bragged, sighed,
ordered
3. contentedly
4. The Wind was as fast as a train.
5. rushing about the skies
I am the most powerful thing in the world
Hah! Easy!
I give up
6. They would have suffered bad or extreme
weather: high winds and very hot sun.
7. You can persuade people to do things without
forcing them.
Unit 2B: Recounts
Page 93: My reading log
Chart for the learners to record their opinions
of a book, as described on page 92 under ‘Main
activities’.
Page 95: Recount or not?
The learners complete the table. See page 94 under
‘Starter’ for examples of features.
Page 97: Pronouns
You – Dad
She – Smudge
it – the toy mouse
it – the toy mouse
her – Smudge’s
she – Smudge
it – the toy mouse
she – Smudge
it – the toy mouse
it – the toy mouse
her – Smudge’s
She – Smudge
She – Smudge
it – the chair
it – the toy mouse
Her – Smudge’s
she – Smudge
she – Smudge
she – Smudge
She – Smudge
it – the toy mouse
I – Jess
her – Smudge
I – the writer
I – the writer
me – the writer
I – the writer
they – Mum and Dad
They – Mum and Dad
my – the writer’s
I – the writer
them – the exams
my – the writer’s
they – the friends
me – the writer
my – the writer’s
it – the writer’s diet
me – the writer
I – the writer
I – the writer
them – Mum and Dad
they – Mum and Dad
me – the writer
I – the writer
they – Mum and Dad
they – Mum and Dad
me – the writer
I – the writer
them – Mum and Dad
We – Tom, Dad, Fred and the writer
we – Tom, Dad, Fred and the writer
you – the reader
us – Tom, Dad, Fred and the writer
it – that tall palm tree
I – the writer
We – Tom and the writer
it – Dubai Mall
It – ice-skating
we – Tom, Dad, Fred and the writer
our – Tom, Dad, Fred and the writer’s
them – the books
you – the reader
we – Tom, Dad, Fred and the writer
Page 99: Holiday horror
Personal response. Look for grouping of
information, such as the flight, the hotel, the
room, and so on.
Page 101: Word webs
1. The learners should identify the common
prefix / suffix, for example ‘auto’ in
automatic and autobiography; ‘bio’ in biography
and autobiography; ‘graphy’ in biography
and autobiography.
2. There are many possible answers, including:
biography – photograph – autograph –
autobiography – geography
biography – biology
unite – unit – unique
3. There are many possible answers, including:
biography = writing about a life
photograph = drawing with light
unite = one group
Page 103: A seaside holiday
Story to read with the learners.
Page 105: Evaluating your
recount
Success criteria to help the learners write a recount.
Page 107: Anthony Browne
1. Anthony Browne is an author and illustrator.
2. He has written and illustrated over 40
children’s books.
5
Cambridge Primary Ready to Go Lessons for English Stage 5: Answers to photocopiable pages
3. He was Children’s Laureate between 2009 and
2011.
4. He was born in Sheffield, in the north of
England, in 1946.
3.
4.
5. Anthony Browne’s father was a professional
boxer, a teacher and a soldier. Anthony
Browne loved and admired his father. He
said he was “outwardly strong and confident,
but inwardly very shy and sensitive”.
5.
6.
6. His parents encouraged him to draw and
to play sports.
7. He was good at sports although he was small
for his age.
8. After he left school, Anthony Browne went to
art college.
9. For the next 15 years, he illustrated greetings
cards.
10. His first picture book was published in 1976.
11. Gorilla, his most famous book, was
published in 1983. It won a lot of awards.
12. Since then, he has published many picture
books, most of which are aimed at older
children, and won many other awards and
honours. He believes that “Picture books
are for everybody at any age, not books to be
left behind as we grow older. The best ones
leave a tantalising gap between the pictures
and the words, a gap that is filled by the
reader’s imagination, adding so much to the
excitement of reading a book.”
Page 109: Balloon debate
The learners use this frame to plan their
arguments, as described on page 108 under ‘Main
activities’.
exciting vocabulary
emotive language
They were walking home from school.
A dog rushed past him and knocked him into
the river.
when
All of a sudden
Jogging.
Unit 2C: Narrative poetry
Page 117: ‘Chocolate cake’
Answers will vary, for example:
1. The poet when he was a boy.
2. It’s a treat; he only has it occasionally.
3. Sense
Word or phrase
sight
I look at the plate
taste
licking my lips
smell
—
touch
it sticks to your hands
hearing there’s always a creaky floorboard
4. Lego is sharp and painful to stand on; he has
to be careful not to make a noise and may cry
out if he treads on it.
5. The icing on top is shiny and hard; the icing
in the middle is soft and sticky.
6. No.
a) have a little nibble
b) He has a lovely feeling in his belly.
7. Yes. It talks about making a decision and
facing the consequences. It includes lots of
details and conversation.
Page 119: Our narrative poem
Page 111: Planning a biography
Answers will vary, for example:
The learners use these headings to plan their
story, as described on page 110 under ‘Main
activities’.
By: Edward Lear
Page 113: Evaluating your
biography
Success criteria to help the learners write a
biography.
Page 115: Heroic schoolboy in
river rescue
Answers will vary, for example:
1. In a newspaper.
2. headline
names and ages of the people involved
full names given, and then reference made by
last name
eyewitness accounts
6
Title: The Owl and the Pussycat
1. a) The Owl and the Pussycat went to sea in a
pea-green boat.
b) They need a ring to get married.
c) They sailed to the land where the Bongtree grows and met a pig with a ring in his
nose.
d) They asked the pig to sell them his ring.
e) The turkey married them and they ate and
danced.
f) The Owl, the Pussycat, the Piggy-wig, the
Turkey.
g) Verse 1: the sea; verse 2: the land where
the Bong-tree grows; verse 3: the hill and
beach.
Cambridge Primary Ready to Go Lessons for English Stage 5: Answers to photocopiable pages
2.
Language
feature
✓ if
present
Example
Rhyme
✓
boat / note
Alliteration
✓
The Owl looked
up to the stars
above, / And sang
to a small guitar,
Images: simile
Images:
metaphor
Images:
personification
✓
The Owl and the
Pussycat went to
sea
Powerful
adjectives
✓
elegant
Powerful verbs
✓
tarried
Powerful
descriptions
✓
And hand in
hand, on the
edge of the sand,
/ They danced
by the light of
the moon
Verses
✓
Three verses,
numbered I, II
and III
Anything else?
✓
Powerful adverb:
charmingly
Page 121: Jabberwocky
Answers will vary, for example:
Verse 1: an adjective: brillig
a preposition: in
Verse 2: a verb: shun
an adjective: frumious
Verse 3: an adverb: awhile
a connective: and
Verse 4: an adverb: uffish
a preposition: with
Verse 5: an adverb: snicker-snack
an adjective: vorpal
Verse 6: a verb: slain
a pronoun: beamish
Verse 7: a verb: gyre
a preposition: in
Page 123: ‘The Tale of Custard
the Dragon’
1
Belinda lived in a little white house,
With a little black kitten and a little gray mouse,
And a little yellow dog and a little red wagon,
And a realio, trulio, little pet dragon.
2
Now the name of the little black kitten was Ink,
And the little gray mouse, she called her Blink,
And the little yellow dog was sharp as Mustard,
But the dragon was a coward, and she called him
Custard.
3
Custard the dragon had big sharp teeth,
And spikes on top of him and scales underneath,
Mouth like a fireplace, chimney for a nose,
And realio, trulio, daggers on his toes.
4
Suddenly, suddenly they heard a nasty sound,
And Mustard growled, and they all looked
around.
Meowch! cried Ink, and Ooh! cried Belinda,
For there was a pirate, climbing in the winda.
5
Pistol in his left hand, pistol in his right,
And he held in his teeth a cutlass bright,
His beard was black, one leg was wood;
It was clear that the pirate meant no good.
6
But up jumped Custard, snorting like an engine,
Clashed his tail like irons in a dungeon,
With a clatter and a clank and a jangling squirm
He went at the pirate like a robin at a worm.
7
The pirate gaped at Belinda’s dragon,
And gulped some grog from his pocket flagon,
He fired two bullets but they didn’t hit,
And Custard gobbled him, every bit.
8
Belinda embraced him, Mustard licked him,
No one mourned for his pirate victim
Ink and Blink in glee did gyrate
Around the dragon that ate the pyrate.
Page 125: Jack I
The learners do the activity as described on
page 124 under ‘Starter’. See also page 124 for
examples.
Page 127: Evaluating your
performance
Success criteria to help the learners perform a
poem.
Page 129: The Toaster
Answers will vary, for example:
1. a) Yes, because it tells a story.
b) No.
c) This is a made-up imaginative poem, and
dragons are mythical creatures.
7
Cambridge Primary Ready to Go Lessons for English Stage 5: Answers to photocopiable pages
2.
Language
feature
✓ if
present
Example
Rhyme
✓
red / bread
Alliteration
✓
silver-scaled
✓
fat slices
2.
happy
happier
happiest
possible
—
—
kind
kinder
kindest
lucky
luckier
luckiest
ripe
riper
ripest
3. happy – unhappy
lucky – unlucky
kind – unkind
ripe – unripe
Images: simile
Images:
metaphor
Images:
personification
Powerful
adjectives
✓
jaws flaming red
Powerful verbs
✓
hand
Powerful
descriptions
✓
A silver-scaled
dragon with jaws
flaming red
Verses
✓
Comparatives Superlatives
Page 135: Gilgamesh
Story to read with the learners.
Page 137: Me, myself and I
1.
Type of pronoun
Examples
(subject) Personal
pronouns
she, it, we
Unit 3A: Stories from
different cultures
(object) Personal
pronouns
him, it, us
Page 131: Ananse and the world’s
stories
Demonstrative
pronouns
these, that, those
Reflexive pronouns
yourself, himself,
herself, ourselves,
yourselves, themselves
1 verse
Story to read with the learners.
Possessive pronouns hers, its, ours
Page 133: Suffixes and prefixes
1. Word
Opposite
Definition
possible
impossible
Something that
can’t be done.
happy
unhappy
To be miserable,
sad..
legal
illegal
Something that is
not allowed by
law.
they – the gods
him – Gilgamesh
his – Gilgamesh’s
regular
irregular
Something that
doesn’t happen
all the time.
kind
unkind
To be nasty.
he – Gilgamesh
none – no person
his – Gilgamesh’s
he – Gilgamesh
their – the men of Uruk’s
his – Gilgamesh’s
his – Gilgamesh’s
his – the son’s
them – the people
his – the king’s
usual
unusual
Something that
isn’t normal.
lock
unlock
To unsecure
something.
convenient inconvenient Something that
isn’t easy to do.
able
unable
For something to
be impossible.
2. I – the writer
This – Gilgamesh
whom – Gilgamesh
this – Gilgamesh
who – Gilgamesh
He – Gilgamesh
he – Gilgamesh
He – Gilgamesh
us – the people of the world
He – Gilgamesh
he – Gilgamesh
he – Gilgamesh
him – Gilgamesh
him – Gilgamesh
him – Gilgamesh
Page 139: Lord Ganesh
Story to read with the learners.
Page 141: New words
Answers will vary, for example:
1. call or appeal
2. god or goddess
a group of three
3. charging or bursting quickly and suddenly
4. angered or infuriated
6. brought back
7. something that can’t be overcome
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Cambridge Primary Ready to Go Lessons for English Stage 5: Answers to photocopiable pages
Page 143: Aniz, the shepherd boy
Story to read with the learners.
Page 145: Whispered, said, yelled
felt like
cried
breathed
wanted
yelled
sighed
4. Because the scholar has judged him as stupid /
uneducated / unknowledgeable; he is saying
what the scholar thinks of him, not what he
thinks of himself.
5. To show the reader to emphasise the word
when reading. To indicate that the old man
stresses the word when speaking. To make the
point very clear.
Unit 3B: Persuasive writing
Page 155: On the other hand …
The learners play the game as described on the
photocopiable page.
wished for
shouted
murmured
Page 157: Out of this world
Advert to read with the learners.
yearned
for
Page 159: Buy me!
screamed
whispered
Personal response.
Page 161: You need a holiday
Personal response.
desperate
for
shrieked
said
Page 147: Aniz and his master
Page 163: Connectives
Addition
Opposition
also
although
however
Cause
therefore
Answers will vary, for example:
Time
first
of all
One morning
Later, in the street
in addition
thus
then
The next day
Then
as a result
since
When he hears beautiful
music
When he was surrounded
by woodland creatures
furthermore unless of
course
moreover
because
later
That evening
The next day
The final line and box should be based on the
ending the learners previously wrote for the story.
Page 149: The master’s revenge
on the
contrary
additionally but
and
clearly
nevertheless in conclusion
if … then
understandably
The learners do the activity as described on page
148 under ‘Main activities’.
Page 165: My advert
Page 151: Marking sheet for
writing
Page 167: Books or balls?
Success criteria to help the learners write a story.
Page 153: The scholar and the old
man
Answers will vary, for example:
1. Spelling and grammar.
2. Knowing how to survive on the river /
swimming.
3. Don’t judge others. Different types of
knowledge are equally important. Some
people are more practical and some are more
academic. What you need to know depends
on the situation you are in.
Success criteria to help the learners write an advert.
Letter to read with the learners.
Page 169: Using a range of
connectives
There are many possible answers, for example:
Children should have pocket money; however,
they should not have to earn it.
Children should be able to enjoy their childhoods
because they will have enough time to work
when they are adults.
Parents should not be expected to buy
everything for their children and children
should value their belongings.
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Cambridge Primary Ready to Go Lessons for English Stage 5: Answers to photocopiable pages
Page 171: On the other hand
The learners use this frame to plan their letter, as
described on page 170 under ‘Starter’.
Page 173: My persuasive letter
Lines from poems
Tonight the restless water is
boisterous with laughter
Success criteria to help the learners write a letter.
Tomorrow it will be more
sombre and still.
Page 175: Debating rules
The crab crept across the
crusty ocean floor,
Rules to help the learners plan a debate.
Page 177: THUMBz-Up™
Answers will vary, for example:
1. An advert.
Poetic
techniques
personification
alliteration
With polished shell and
shiny claw.
I heard the sound of the sea
in the sea shell
onomatopoeia
R-O-A-R s-w-i-sh-sh-sh-sh
2. hyperbole
rhetorical questions
R-O-A-R s-w-i-sh-sh-sh-sh
plays on words
Sand in the sandwiches,
imperative (command) verbs
Sand in the sea,
second person pronouns (you, yours)
Sand in my sandals,
first person pronouns (my, ours)
Sand in me!
short sentences to list features
Moonbeams float upon the
waves,
longer sentences for descriptions
catch phrase / slogan
Illuminating the old
shipwreck
humorous
The river’s a wanderer.
memorable
It never stays still,
eye-catching / colourful
But wanders forever
persuasive connectives
3. Children.
rhyme
free verse
metaphor
Past valley and hill.
The text refers to playing computer games,
texting friends, 21st century kids and parents.
4. It refers to a 21st century problem and the
invention of computers and mobile phones,
which previous generations didn’t use.
5. A bandage / plastercast for thumbs. A
prosthetic thumb. An artificial thumb. A
machine that taps keys for you without the
need for using your thumbs.
Unit 3C: Performance poetry
The river’s like a blue ribbon
simile
Discarded on the floor of the
landscape.
One, two, three, four, five
rhyming couplet
Once I caught a fish alive.
Page 183: The Little Fish has
Something to Say to the
Fisherman
Poem to read with the learners.
Page 179: Comparing two poems
Page 185: Rehearsal time
Personal response. Look for the learners using
clues from the text.
The learners use these tables to plan their story, as
described on page 184 under ‘Main activities’.
Page 181: Once I caught a fish
alive
Page 187: Invitation
Lines from poems
Poetic
techniques
Will the little fish live
assonance
In the big, big sea?
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Invitation for the learners to complete.
Page 189: Our poetry
performance
Success criteria to help the learners perform a
poem.
Cambridge Primary Ready to Go Lessons for English Stage 5: Answers to photocopiable pages
traveller’s knocking; the castle seems deserted
as there’s no reply to the first knock and a bird
is living in the turret.
Page 191: The Listeners
Answers will vary, for example:
1. Night time / somewhere remote and quiet /
a forest / a small castle.
moonlit door
forest’s ferny floor
the turret
2. Smote.
3. Chewed / ate / chomped.
4. door
head
floor
said
5–6. Personal response; any could be correct as
long as the learners justify their answer
using clues from the text.
5. Scary.
Page 192: Beware
1. metaphor
2. lurking
everywhere
prowl
roar
howl
flash
dismay
leaping
prey
Beware
fearful
danger
dreaded
3. The television remote control.
4. Disappointment / alarm / sadness.
5. In your home.
6. Its lair is its home; it could be next to you; it’s
someone you watch television with.
6. It’s night time; the moonlight creates an eerie
atmosphere; the setting is silent except for the
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