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Cambridge Primary English
With everything you need to plan and run your lessons, this teacher’s resource
helps you get the most out of the series. You’ll find starter and plenary activities as
well as additional lesson ideas, along with learner’s book and workbook answers.
There are language support suggestions, along with clearly identified assessment
and differentiation ideas to help you meet all your learners’ needs.
You’ll also have access to downloadable worksheets with additional differentiation
activities and further language development exercises in the accompanying
digital resource.
CAMBRIDGE
FT
Primary English
• Audio recordings of all the texts and listening activities in the learner’s books
• ‘Common misconceptions’ highlight areas that learners frequently find
challenging and show you how to overcome them
• The ‘Learning plan’ for each session show you how your lessons link to the
Cambridge Primary English curriculum framework
• Downloadable tests, with answers, provide ready-made assessment
opportunities
• The ‘Teaching skills focus’ helps bring active learning into your classroom
A
Teacher’s Resource 5
For more information on how to access and use your digital resource,
please see inside front cover.
resources for the Cambridge Primary English
curriculum framework (0058) from 2020
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✓ For Cambridge schools worldwide
Cambridge University Press works with Cambridge
Assessment International Education and experienced
authors to produce high-quality endorsed textbooks
and digital resources that support Cambridge teachers
and encourage Cambridge learners worldwide.
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✓ P rovides teacher support as part of a set of
Completely Cambridge
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Cambridge Assessment International Education
Sally Burt & Debbie Ridgard
Registered Cambridge International Schools benefit from high-quality programmes,
assessments and a wide range of support so that teachers can effectively deliver
Cambridge Primary.
Visit www.cambridgeinternational.org/primary to find out more.
Second edition
Digital access
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We are working with Cambridge Assessment International Education towards endorsement of this title.
Cambridge Primary
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English
TEACHER’S RESOURCE 5
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Sally Burt & Debbie Ridgard
Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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NOTICE TO TEACHERS IN THE UK
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It is illegal to reproduce any part of this work in material form (including photocopying and
electronic storage) except under the following circumstances:
(i) where you are abiding by a licence granted to your school or institution by the Copyright
Licensing Agency;
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gained the written permission of Cambridge University Press;
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of short passages within certain types of educational anthology and reproduction for the
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We are working with Cambridge Assessment International Education towards endorsement of this title.
Contents
05
How to use this series
06
How to use this Teacher’s Resource
08
About the authors
13
About the curriculum framework
14
About the assessment
FT
Introduction
14
Approaches to teaching and learning
15
Setting up for success
17
Teaching notes
There’s a lesson in that
2
Exploring space
3
Reflections
4
Unlock your imagination
111
5
Tell me how
148
6
A different type of story
181
7
Tell is another way
201
8
Share your views
235
9
Lights, camera, action ...
265
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A
1
20
57
91
Answers to spelling activities
284
Glossary
000
Acknowledgements
000
3
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CAMBRIDGE PRIMARY ENGLISH 5 TEACHER'S RESOURCE
Digital resources
The following items are available on Cambridge GO. For more information on how
to access and use your digital resource, please see inside front cover.
Active learning
Assessment for Learning
Developing learner language skills
Differentiation
Language awareness
Metacognition
Skills for Life
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Improving learning through questioning
Letter for parents – Introducing the Cambridge Primary and
Lower Secondary resources
A
Lesson plan template
Curriculum framework correlation
Scheme of work
Diagnostic check and answers
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Mid-year test and answers
End-of-year test and answers
Answers to Learner's Book questions
D
Answers to Workbook questions
Glossary
You can download the following resources for each unit:
Differentiated worksheets and answers
Language worksheets and answers
End-of unit tests and answer
4
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INTRODUCTION
Introduction
Welcome to the new edition of our Cambridge Primary English series.
Since its launch, the series has been used by teachers and learners in over 100 countries for teaching
the Cambridge Primary English curriculum framework.
This exciting new edition has been designed by talking to Primary English teachers all over the
world. We have worked hard to understand your needs and challenges, and then carefully designed
and tested the best ways of meeting them.
FT
As a result of this research, we’ve made some important changes to the series. This Teacher’s
Resource has been carefully redesigned to make it easier for you to plan and teach the course.
The series now includes digital editions of the Learner's Books and Workbooks. This Teacher’s
Resource also offers additional materials available to download from Cambridge GO. (For more
information on how to access and use your digital resource, please see inside front cover.)
The series uses the most successful teaching approaches like active learning and metacognition
and this Teacher’s Resource gives you full guidance on how to integrate them into your classroom.
Formative assessment opportunities help you to get to know your learners better, with clear learning
intentions and success criteria as well as an array of assessment techniques, including advice on
self and peer assessment.
A
Clear, consistent differentiation ensures that all learners are able to progress in the course with tiered
activities, differentiated worksheets and advice about supporting learners’ different needs.
All our resources include extra language support to enable teaching and learning in English. They
help learners build core English skills with vocabulary and grammar support, as well as additional
language worksheets.
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We hope you enjoy using this course.
Eddie Rippeth
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Head of Primary and Lower Secondary Publishing, Cambridge University Press
5
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CAMBRIDGE PRIMARY ENGLISH 5 TEACHER'S RESOURCE
How to use this series
All of the components in the series are designed to work together.
FT
The Learner’s Book is designed for learners to use in
class with guidance from the teacher. It offers complete
coverage of the curriculum framework. A variety of
investigations, activities, questions and images motivate
learners and help them to develop the necessary
skills. Each unit contains opportunities for formative
assessment, differentiation and reflection so you can
support your learners’ needs and help them progress.
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A digital version of the Learner's Book is included with
the print version and available separately. It includes
simple tools for learners to use in class or for self-study.
The skills-focused write-in Workbook provides further
practice of all the topics in the Learner’s Book and
is ideal for use in class or as homework. A three-tier,
scaffolded approach to skills development promotes
visible progress and enables independent learning,
ensuring that every learner is supported. Teachers can
assign learners questions from one or more tiers for
each exercise, or learners can progress through each of
the tiers in the exercise.
A digital version of the Workbook is included
with the print version.
6
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The Teacher’s Resource is the
foundation of this series and you’ll
find everything you need to deliver the
course in here, including suggestions for
differentiation, formative assessment
and language support, teaching ideas,
answers, diagnostic check and extra
worksheets. Each Teacher’s Resource
includes:
A print book with detailed teaching
notes for each topic
•
Digital Access with all the material
from the book in digital form plus
editable planning documents, extra
guidance, worksheets and more.
A
•
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HOW TO USE THIS SERIES
D
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A letter to parents, explaining the course, is available to download
from Cambridge GO (as part of this Teacher's Resource).
7
Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE PRIMARY ENGLISH 5 TEACHER'S RESOURCE
How to use this
Teacher’s Resource
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This Teacher’s Resource contains both general guidance and teaching notes that help you to deliver
the content in our Cambridge Primary English resources. Some of the material is provided as
downloadable files, available on Cambridge GO. (For more information about how to access and
use your digital resource, please see inside front cover.) See the Contents page for details of all the
material available to you, both in this book and through Cambridge GO.
CAMBRIDGE PRIMARY ENGLISH 4 TEACHER’S RESOURCE
Teaching notes
1 Story time
This book provides teaching notes for each unit of the Learner’s Book and Workbook.
Each set of teaching notes contains the following features to help you deliver the unit.
Unit plan
A
The Unit plan summarises the topics covered in the unit, including the number of learning hours
recommended for the topic, an outline of the learning content and the Cambridge resources that can
be used to deliver the topic.
Approximate
number of
learning hours
Outline of learning content
Resources
1.1 What makes a
story a story?
1
Use specialised story vocabulary
Talk about and compare stories
Summarise and retell a favourite
story
Learner’s Book 1.1
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Session
Workbook 1.1
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The
knowledge
Learner’s Book 1.2
1.2Background
Extend your
0.75feature explains prior
Discuss and compare features
BACKGROUND KNOWLEDGE
knowledge
required
to
access
the unit and gives
reading range
of stories based on personal
Workbook 1.2
suggestions for addressing any gaps in your learners’
response
• Make sure you can confidently use appropriate
prior knowledge.
Choose a book for avocabulary
partner
Worksheets
4.1, 4.9 fiction.
and 4.10
to talk
about children’s
Learners’ prior knowledge can be informally
Start a reading log
• Stimulate learners’ interest in different fiction
assessed through the Getting started feature in the
by displaying
a range
books for
Learner’s
Book.
Learner’s
Bookof
1.3
1.3 Read
and
0.75
Skim read an extractgenres
to establish
them
to
explore.
present an extract
the main point
Workbook 1.3
Discuss the features of the text
Present an extract reading aloud
The Teaching skills focus feature covers a teaching
skill
in groups
TEACHING SKILLS FOCUS
and suggests how to implement it in the unit.
Learner’s Book 1.4
1.4 Check your
1
Understand main idea of the
In this unit, learners learn to access information
understanding
extract
in a variety of ways.Workbook
In the digital
1.4age of online
Identify relevantdictionary
detail
tools and instant information,
Worksheet 4.1
Relate the story to personal
experience
Complete the reading log for
the text
Learner’s Book 1.5
1.5 Work with
1
Revise verb tenses
8verbs and tenses
Explore
and understand
Original material © Cambridge University Press 2020.
This material
is not finaltenses
and is subject
to further
Workbook
1.5 changes prior to publication.
in narrative and dialogue
We are working with Cambridge Assessment International Education towards endorsement of this title.
HOW TO USE THIS TEACHER’S RESOURCE
Reflecting the Learner’s Book, each unit consists of multiple sections. A section covers a
learning topic.
At the start of each section, the Learning plan table includes the learning objectives, learning
intentions and success criteria that are covered in the section.
It can be helpful to share learning intentions and success criteria with your learners at the start
of a lesson so that they can begin to take responsibility for their own learning
LEARNING PLAN
4Ri.02, 4Ri.03, 4Ri.07, 4Ri.16,
Learning intentions
Success criteria
• Use specialised story
vocabulary.
• Learners can use story
vocabulary to discuss stories.
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Learning objectives
There are often common misconceptions associated with particular learning topics. These are listed,
along with suggestions for identifying evidence of the misconceptions in your class and suggestions
for how to overcome them.
How to identify
How to overcome
Books are always narrated in the
third person.
Ask who is doing the narrating.
Point out the language of the
narrative allows readers to share
Will’s thoughts as it is written in
first-person narrative. Encourage
them to notice the first-person
pronouns (us, my, I ).
A
Misconception
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For each topic, there is a selection of starter ideas, main teaching ideas and plenary ideas.
You can pick out individual ideas and mix and match them depending on the needs of your
class. The activities include suggestions for how they can be differentiated or used for assessment.
Homework ideas are also provided.
Main teaching ideas
Talk about what you enjoy in a book
(5 minutes)
1 Write a draft with more details
(30 minutes)
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Starter idea
Resources: Learner’s Book Starter; independent readers
Learning intentions: Write three-to-four
learners want to read on once they have started a
book. It is one thing to select a book based on the
cover, or recommendation from a teacher or peers, but
it is another to start the book and want to carry on
reading it.
Use peer-group review on drafts.
Description: Open by talking about what makes
paragraphs of a fantasy story introduction.
Revise and proofread drafts.
Resources: Competition entries from 1.1
9
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CAMBRIDGE PRIMARY ENGLISH 5 TEACHER'S RESOURCE
The Language support feature contains suggestions for
how to support learners with English as an additional
language. The vocabulary terms and definitions from
the Learner’s Book are also collected here.
Learners are working with the same vocabulary
set as for the earlier extract, so they should feel
confident with the language. Point out that if you
are hooked on something like a book, author or
television series, it means your attention is caught.
CROSS-CURRICULAR LINKS
Geography: Search for images of different settings
(e.g. mountainous areas, villages up mountains) and
weather conditions (snow, ice, hail, windy or wild
conditions, storms). Learners can identify features in
the images as a basis for describing a setting.
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The Cross-curricular links feature provides suggestions
for linking to other subject areas.
LANGUAGE SUPPORT
10
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HOW TO USE THIS TEACHER'S RESOURCE
Digital resources to download
This Teacher’s Resource includes a range of digital materials that you can download from
Cambridge GO. (For more information about how to access and use your digital resource, please see
inside front cover.) This icon
indicates material that is available from Cambridge GO.
Helpful documents for planning include:
•
•
•
Letter for parents – Introducing the Cambridge Primary and Lower Secondary resources: a
template letter for parents, introducing the Cambridge Primary English resources.
Lesson plan template: a Word document that you can use for planning your lessons.
Curriculum framework correlation: a table showing how the Cambridge Primary English
resources map to the Cambridge Primary English curriculum framework.
Scheme of work: a suggested scheme of work that you can use to plan teaching throughout
the year.
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•
Each unit includes:
•
•
•
Differentiated worksheets: these worksheets are provided in variations that cater for different
abilities. Worksheets labelled ‘A’ are intended to support less confident learners, while worksheets
labelled ‘C’ are designed to challenge more confident learners. Answer sheets are provided.
Language worksheets: these worksheets provide language support. Answers sheets are provided.
End-of-unit tests: these provide quick checks of the learner’s understanding of the concepts
covered in the unit. Answers are provided. Advice on using these tests formatively is given in the
Assessment for Learning section of this Teacher's Resource.
•
•
D
•
•
•
Diagnostic check and answers: a test to use at the beginning of the year to discover the level that
learners are working at. The results of this test can inform your planning.
Mid-year test and answers: a test to use after learners have studied half the units in the Learner’s
Book. You can use this test to check whether there are areas that you need to go over again.
End-of-year test and answers: a test to use after learners have studied all units in the Learner’s
Book. You can use this test to check whether there are areas that you need to go over again, and
to help inform your planning for the next year.
Answers to Learner’s Book questions
Answers to Workbook questions
Glossary
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•
A
Additionally, the Teacher’s Resource includes:
In addition, you can find more detailed information about teaching approaches.
Audio is available for download from Cambridge GO (as part of this Teacher’s Resource and as part
of the digital resources for the Learner’s Book and Workbook).
11
Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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CAMBRIDGE PRIMARY ENGLISH 5 TEACHER'S RESOURCE
CAMBRIDGE PRIMARY ENGLISH 5 WORKSHEE
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12
Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
ABOUT THE AUTHORS
About the authors
Kathrine Hume
Kathrine Hume has been involved in primary school education in the
UK for 40 years, as both a teacher and headteacher. Her experience has
been in mainstream and special education, within rural and inner-city
schools. As a headteacher, much of her work involved encouraging and
developing trainee and recently qualified teachers.
FT
Kathrine joined Cambridge University Press as an author following her
retirement as a headteacher.
Sarah Lindsay
A
Sarah Lindsay started her educational career as a primary school teacher
in the UK. She then moved into authoring educational material, fulltime, for primary-school aged children; this she has done for the last 20
years, writing for the home and international markets. For twelve years
she has been a school governor.
D
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Among the many projects she has been involved with she is a lead author
in the Cambridge Grammar and Writing Skills series.
13
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We are working with Cambridge Assessment International Education towards endorsement of this title.
CAMBRIDGE PRIMARY ENGLISH 5 TEACHER'S RESOURCE
About the framework
The information in this section is based on the Cambridge Primary English curriculum
framework (0058) from 2020. You should always refer to the appropriate curriculum framework document
for the year of your learners' examination to confirm the details and for more information.
Visit www.cambridgeinternational.org/primary to find out more.
FT
The Cambridge Primary English curriculum from 2020 has been designed to help learners to become confident
communicators. They will learn to apply reading, writing, speaking and listening skills in everyday situations, as well
as developing a broad vocabulary and an understanding of grammar and language. Through this curriculum, learners
will develop evaluation skills, learn to appreciate texts from different cultures and learn to write for different audiences
and purposes.
The Cambridge Primary English curriculum framework is split into three strands: reading, writing and speaking and
listening. For more information, visit the Cambridge Assessment International Education website.
A curriculum framework correlation document (mapping the Cambridge Primary English
resources to the learning objectives) and scheme of work are available to download from
Cambridge GO (as part of this Teacher's Resource).
A
About the assessment
R
Information concerning the assessment of the Cambridge International Primary English
curriculum framework is available on the Cambridge Assessment International Education
website: www.cambridgeassessment.org
D
This set of resources supports teachers and learners of the framework for Cambridge Primary English and has been
endorsed by Cambridge International for this purpose in preparing learners as they progress with the framework
ahead of any assessment of the framework that your school may choose to enter.
14
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We are working with Cambridge Assessment International Education towards endorsement of this title.
APPROACHES TO TEACHING AND LEARNING
Approaches to
teaching and learning
Active learning
FT
The following are the teaching approaches underpinning our course content and how we understand
and define them.
Active learning is a teaching approach that places learner learning at its centre. It focuses on how
learners learn, not just on what they learn. We, as teachers, need to encourage learners to ‘think
hard’, rather than passively receive information. Active learning encourages learners to take
responsibility for their learning and supports them in becoming independent and confident learners
in school and beyond.
Assessment for Learning
R
A
Assessment for Learning (AfL) is a teaching approach that generates feedback which can be used
to improve learners’ performance. Learners become more involved in the learning process and,
from this, gain confidence in what they are expected to learn and to what standard. We, as teachers,
gain insights into a learner’s level of understanding of a particular concept or topic, which helps to
inform how we support their progression.
Differentiation
D
Differentiation is usually presented as a teaching approach where teachers think of learners as
individuals and learning as a personalised process. Whilst precise definitions can vary, typically the
core aim of differentiation is viewed as ensuring that all learners, no matter their ability, interest or
context, make progress towards their learning intentions. It is about using different approaches and
appreciating the differences in learners to help them make progress. Teachers therefore need to be
responsive, and willing and able to adapt their teaching to meet the needs of their learners.
Language awareness
For all learners, regardless of whether they are learning through their first language or an additional
language, language is a vehicle for learning. It is through language that learners access the learning
intentions of the lesson and communicate their ideas. It is our responsibility, as teachers, to ensure
that language doesn’t present a barrier to learning.
15
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CAMBRIDGE PRIMARY ENGLISH 5 TEACHER'S RESOURCE
Metacognition
Metacognition describes the processes involved when learners plan, monitor, evaluate and make
changes to their own learning behaviours. These processes help learners to think about their
own learning more explicitly and ensure that they are able to meet a learning goal that they have
identified themselves or that we, as teachers, have set.
Skills for Life
FT
How do we prepare learners to succeed in a fast-changing world? To collaborate with people
from around the globe? To create innovation as technology increasingly takes over routine work?
To use advanced thinking skills in the face of more complex challenges? To show resilience in the
face of constant change? At Cambridge, we are responding to educators who have asked for a
way to understand how all these different approaches to life skills and competencies relate to their
teaching. We have grouped these skills into six main Areas of Competency that can be incorporated
into teaching, and have examined the different stages of the learning journey and how these
competencies vary across each stage.
These six key areas are:
Creativity – finding new ways of doing things, and solutions to problems
Collaboration – the ability to work well with others
Communication – speaking and presenting confidently and participating effectively in meetings
Critical thinking – evaluating what is heard or read, and linking ideas constructively
Learning to learn – developing the skills to learn more effectively
Social responsibilities – contributing to social groups, and being able to talk to and work with
people from other cultures.
A
•
•
•
•
•
•
R
Cambridge learner and teacher attributes
This course helps develop the following Cambridge learner and teacher attributes.
Cambridge teachers
Confident in working with information and
ideas – their own and those of others.
Confident in teaching their subject and
engaging each learner in learning.
Responsible for themselves, responsive to
and respectful of others.
Responsible for themselves, responsive to
and respectful of others.
D
Cambridge learners
Reflective as learners, developing their ability Reflective as learners themselves, developing
to learn.
their practice.
Innovative and equipped for new and future
challenges.
Innovative and equipped for new and future
challenges.
Engaged intellectually and socially, ready to
make a difference.
Engaged intellectually, professionally and
socially, ready to make a difference.
Reproduced from Developing the Cambridge learner attributes with permission from
Cambridge Assessment International Education.
More information about these approaches to teaching and learning is available to download from
Cambridge GO (as part of this Teacher's Resource).
16
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SETTING UP FOR SUCCESS
Setting up for success
Our aim is to support better learning in the classroom with resources that allow for increased learner
autonomy while supporting teachers to facilitate learner learning. Through an active learning
approach of enquiry-led tasks, open-ended questions and opportunities to externalise thinking in a
variety of ways, learners will develop analysis, evaluation and problem-solving skills.
Some ideas to consider to encourage an active learning environment are as follows:
Set up seating to make group work easy.
•
Create classroom routines to help learners to transition between different types of activity
efficiently, e.g. move from pair work to listening to the teacher to independent work.
•
Source mini-whiteboards, which allow you to get feedback from all learners rapidly.
•
Start a portfolio for each learner, keeping key pieces of work to show progress at
parent–teacher days.
•
Have a display area with learner work and vocab flashcards.
FT
•
Planning for active learning
A
We recommend the following approach to planning:
Planning learning intentions and success criteria: these are the most important feature of the
lesson. Teachers and learners need to know where they are going in order to plan a route to
get there.
2
Introducing the lesson: include a ‘hook’ or starter to engage learners using imaginative strategies.
This should be an activity where all learners are active from the start of the lesson.
3
Managing activities: during the lesson, try to: give clear instructions, with modelling and written
support; coordinate logical and orderly transitions between activities; make sure that learning is
active and all learners are engaged ; create opportunities for discussion around key concepts.
4
Assessment for Learning and differentiation: use a wide range of Assessment for Learning
techniques and adapt activities to a wide range of abilities. Address misconceptions at
appropriate points and give meaningful oral and written feedback which learners can act on.
D
R
1
5
Plenary and reflection: at the end of each activity and at the end of each lesson, try to: ask
learners to reflect on what they have learnt compared to the beginning of the lesson; build on
and extend this learning.
To help planning using this approach, a blank Lesson plan template is available to download
from Cambridge GO (as part of this Teacher's Resource).
We offer a range of Professional Development support to help you teach Cambridge Primary
Mathematics with confidence and skill. For details, visit cambridge.org/education
17
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CAMBRIDGE PRIMARY ENGLISH 5 TEACHER’S RESOURCE
1 There’s a lesson
in that
Unit plan
Approximate
number of
learning
minutes
Outline of learning content
1.1 Read a story
by Aesop
1
Read a fable
Discuss the story
Explore features of fables
Resources
FT
Session
Learner’s Book Session 1.1
Workbook Session 1.1
Worksheet 5.1
Worksheet 5.2
1
1.3 Story features
1
1
D
1.4 What about
my point of view?
1.5 Proverbs tell
a tale
1.6 A twist in the
traditional tale
1
1
Worksheet 5.5
Check understanding
Explore descriptive verbs
Learn about modal verbs
Learner’s Book Session 1.2
Explore animal stereotypes
Discuss story structure
Develop ideas about characters
Learner’s Book Session 1.3
Explore narrative voice
Tell a story from a different point of
view
Work with pronouns
Learner’s Book Session 1.4
Explore proverbs
Discuss literal and figurative
language
Design a cartoon strip
Learner’s Book Session 1.5
Explore a modern version of a fable
Make notes of the main points of
the story
Present a summary of the story
Learner’s Book Session 1.6
R
1.2 Check your
understanding
A
Worksheet 5.4
Workbook Session 1.2
Workbook Session 1.3
Workbook Session 1.4
Language worksheet 1A
Workbook Session 1.5
Worksheet 5.9
Workbook Session 1.6
Worksheet 5.2 Reading log
18
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1 THERE’S A LESSON IN THAT
Session
Approximate
number of
learning
minutes
Outline of learning content
Resources
1.7 It’s all about
dialogue
1
Punctuate direct speech
Extend a conversation
Do a dramatic reading
Learner’s Book Session 1.7
Differentiate between literal and
figurative language
Interpret figurative expressions
Explore alliteration
Learner’s Book Session 1.8
1.10 Test your
knowledge
1
1
2
Workbook Session 1.8
Language worksheet 1B
Compare fact and opinion
Prepare and deliver a group
presentation
Discuss each other’s presentations
Learner’s Book Session 1.9
Skim read a story to get the main
idea
Write a paragraph analysing the
features of the story
Learner’s Book Session 1.10
Plan a story retelling
Write a first draft
Edit and improve own story
Learner’s Book Sessions 1.11
and 1.12
R
1.11 and 1.12
Retell a fable
Differentiated worksheets
FT
1.9 Hold a
discussion forum
1
A
1.8 Figurative
language is all
around
Workbook Session 1.7
Workbook Session 1.9
Worksheet 5.10
Workbook Session 1.10
Worksheet 5.11
Workbook Sessions 1.11 and
1.12
Worksheet 5.3
Worksheet 5.4
Worksheet 5.5
Worksheet 5.12
D
Cross-unit resources
Diagnostic check
Learner’s Book Check your progress
Learner's Book project
Unit 1 Differentiation worksheet pack
Language worksheet 1A
Language worksheet 1B
Unit 1 test
19
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CAMBRIDGE PRIMARY ENGLISH 5 TEACHER’S RESOURCE
Cambridge Reading Adventures
Four Clever Brothers by Lynne Rickards (CRA 1 Pathfinders) – a story set as a play and similar to a fable
BACKGROUND KNOWLEDGE
TEACHING SKILLS FOCUS
D
•
Resource the classroom with books, especially
collections of fables, and organise regular
visits to the school library.
Encourage learners to read from anthologies
and collections of fables to identify features
and compare stories.
Use independent readers to encourage
learners’ active learning about their preferences
and reading ability alongside the unit reading
of fables. Challenge them to think deeply
when talking about what they enjoy – types of
characters, genres, humour, animals, etc.
Hold active discussions about fables and
other books to increase their confidence
at using specialised ‘story’ vocabulary to
compare and contrast genres.
Use a range of strategies to encourage reluctant
readers to discuss their reading and guide them
towards stories they may enjoy. Fables are often
very short and so ideal for reluctant readers.
R
•
•
•
•
Set up book clubs or reading groups within
the class. These can be differentiated
or mixed ability – both benefit learners’
active learning.
Suggest learners read aloud to each other
extracts or fables they have enjoyed to
practise reading aloud for meaning.
Consider myths, legends and folktales for
learners to explore, discuss and compare with
fables to extend their range.
Remind them that it is fine not to like a book,
story or genre, but they should be able to
express what they did not like so it can inform
future choice.
Encourage learners to set up their own
reading logs (Worksheet 5.2) to record what
they have read and also their responses to
their books. Encourage them to comment on
their books and stories, and compare them.
They can also write book reviews (Worksheet
5.1). Reflect at the end of the unit on whether
the learners have grown in confidence and
increased their skills in talking about fables
and their features as well as managing their
independent reading. Consider how you can
maintain this momentum throughout the year.
A
Active learning
The teacher is a critical element in learners’
development through support, guidance,
encouragement and extension. However, of equal
value is the learners’ own active learning. This unit
offers opportunities for learners to learn by doing
and exploring and, at times, by initially failing.
•
Many tales such as fairy stories have been collected
by people whose name is now associated with
them (e.g. the Grimm brothers, Hans Christian
Andersen and Charles Perrault) but they did not
necessarily write them all.
While many fables, especially Aesop’s, contain
animal characters with human characteristics,
some also contain people and inanimate objects
or even plants and trees as characters.
FT
Aesop was an ancient Greek storyteller who lived
round 620–564 BCE. Not much is known about his
life, but evidence suggests he was a slave who, by
his cleverness, acquired freedom and became an
adviser to kings and city-states.
Aesop’s collection of numerous fables is famous
the world over. There are so many that it is unlikely
he wrote them all. Aesop may have retold and
adapted fables he had heard before, which could
explain why similar fables often appear in other
storytelling traditions around the world.
•
•
•
•
20
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1 THERE‘S A LESSON IN THAT
1.1 Read a story by Aesop
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
5Rv.01, 4Rv.03, 5Rs.02, 5Ri.01,
5Ri.02, 5Ri.03, 5Ri.06, 5Ri.07,
5Ri.13, 5Ri.14, 5Ri.15, 5Ri.16,
5Ra.02, 5Wc.04, 5Wc.06,
5SLm.02, 5SLm.03, 5SLs.01,
5SLg.02, 5SLg.03, 5SLp.01
• Read a fable
• Learners can read and
recognise a fable.
• Explore features of fables
• Learners can discuss the story.
• Learners can talk about the
features of a fable.
FT
LANGUAGE SUPPORT
• Discuss the story
Previously, learners should have encountered fables
in Stage 3 but they may need to be reminded of
the specific language associated with fables when
describing their features. Key words are provided
in boxes.
A
While some vocabulary is glossed to support some
learners, encourage them to identify unfamiliar
words using a range of strategies, e.g. breaking
down the words or using context to understand
them before looking them up in a dictionary.
Common misconception
Misconception
How to overcome
Learners should remember
the essential features of fables
from prior learning. They often
remember animal characters. Talk
about fables they know. Read one
or two with animal characters to
remind them.
Read a wider range of fables
to the learners, including ones
without animals. Reading fables
from around the world – often
classified as folk tales, traditional
tales or even fairy tales will help
focus on the lesson learnt rather
than the animal characters.
D
R
Fables must have animal
characters.
How to identify
Starter idea
Talk about fables (5 minutes)
Resources: Learner’s Book Session 1.1, background
knowledge or copies of The Fox and the Crow, The
Tortoise and the Hare and The Lion and the Mouse
Description: Encourage learners’ recall of the fable
genre. Ask them to justify their classification of fiction
or non-fiction.
Use questioning to find out how much they remember
of the features of a fable.
Find out if any learners know the fables. Allow them to
express ideas on what they might be about. Choose one
of the fables to read to the learners.
Ask if they know or can remember any other fables.
Main teaching ideas
1 The Ant and the Grasshopper by Aesop
(20 minutes)
Learning intentions:
•
To skim read to identify the main idea
•
To read for meaning using expression
21
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CAMBRIDGE PRIMARY ENGLISH 5 TEACHER’S RESOURCE
Resources: Learner’s Book Session 1.1 Activity 1,
The Ant and the Grasshopper, wordbooks
Allow learners to skim read the story to get the
main idea. Ask questions to keep them on track:
Who are the main characters? What happens? What’s
the setting? What’s the main point?
Remind learners to try to work out unfamiliar
words before checking in the dictionary as in the
Reading tip. Consider a ‘word of the day’ to keep
word attack strategies in mind, including knowledge
of word origins learners have built up. Use
Activities 1–3 in the Workbook to practise breaking
down words.
Learning intentions:
•
To extract the main points from the text
•
To group and link ideas about characters
Resources: Learner’s Book Session 1.1 Activity 2,
The Ant and the Grasshopper, Worksheet 5.2
Description: Use your discretion about whether you
want learners to write the answers.
Question d should promote good discussion in the
class. Remind learners to listen carefully to each
others ideas and model taking turns in discussion by
inviting different learners to express themselves and
build on what each other say rather than just repeat.
It may well have been Grasshopper’s fault that he
was unprepared for winter, but it was not in his
nature to be a hard worker like Ant. Questions such
as: Do you think Grasshopper was lazy? Do you think
Ant was kind? should provoke personal responses.
FT
Before learners begin group work for the first time,
revise some of the rules for good cooperative group
work. Remind learners that they need to show
consideration for other views by listening to them
and respecting that everybody can have their own
opinion which may be different to their own. In
addition, if they want to know more about what
someone is saying, encourage them to ask relevant
questions etc. Taking turns is also important,
especially when building on each other's ideas.
Group work throughout the year can be used to
develop these skills, on occasion emphasising one
or other skill in particular so that good group work
etiquette becomes embedded.
2 Discuss the story (20 minutes)
A
Ask guided questions about the Grasshopper’s literal
lesson learnt (that he would go hungry in winter if
he didn’t collect food when it was available). Ask
how this could apply to learners – perhaps link it to
learning schoolwork for tests – is it too late once the
test has arrived if there has been no preparation? Ask:
What will happen if you just think about (but don’t
actually prepare) a birthday gift or card for someone –
is it too late once the birthday has already arrived?
R
Before groups read the story aloud, discuss how
to bring out characterisation and meaning. Ask:
What mood is Ant/Grasshopper in? How do you know
that? How does Ant feel? How would you respond if
somebody teased you about being too responsible?
How does Grasshopper feel at the end?
D
Allow learners to practise their paragraphs if you
want to assess their reading aloud; encourage
peer feedback on pace, clarity of expression and
characterisation. Remind them to follow the
punctuation and where dialogue starts and stops.
Listen to one or two volunteer groups with the class.
Answers:
Learners’ own answers.
Differentiation ideas: Organise learners into mixedability groups to read the story aloud, allowing less
confident readers to focus on the shorter paragraphs.
Read some other simple Aesop’s fables (Fox and
Crow, and The Scorpion and the Frog are featured
in Stage 4). Include fables from around the world.
Check learners can identify fable features as well
as the moral of the story. Note that not all fables
have animal characters; many Chinese fables have
humans or inanimate objects – for example The
Magic Paintbrush and The Two Pots.
Use the pictures in the Learner's Book of the Two
Pots, the Ant and the Dove and the Fox and the
Grapes to stimulate discussion.
Encourage learners to self-reflect on their learning.
Talk through the fact file points, modelling how to
use the keywords.
Remind learners to give their opinion on whether
a story is a good way to teach a lesson when they
complete their reading logs (Worksheet 5.2).
Suggest some groups read the dialogue and the
narrator in parts rather than by paragraph.
22
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1 THERE‘S A LESSON IN THAT
Possible answers:
aAnt prepares for winter; Grasshopper does not.
Ant is warm and well fed when winter comes;
Grasshopper is cold and hungry.
bAnt and Grasshopper. Ant is hard-working
and responsible by preparing for winter.
Grasshopper is relaxed and keen to have fun
in the good weather with little thought for the
future.
Share ideas as a class to embed the features of the
genre and any possible variations.
Assessment ideas: Assess learners’ understanding by
asking for evidence from the story to back up their
assertions.
CROSS-CURRICULAR LINKS
History: Make links to the ancient Greeks and
the importance of storytelling in the absence of
widespread ability to read and write.
cGrasshopper learnt that he should have
prepared for winter rather than just having fun.
eLearners’ own answers.
fLearners’ own answers; learners should identify
that fables are short, characters are often animals
with human characteristics; the main point is a
moral lesson; we can learn a lesson also.
g–hLearners’ own answers.
Homework ideas
FT
dLearners’ own answers; Ant seems a better
person yet does little to help Grasshopper when
he is in need.
Learners can ask at home for any fables local to the
region to bring back to share with the class.
Invite learners to read out their notes and paragraphs
and then discuss as a class whether you agree that
the story is a fable. Share any fables learners bring
back to school.
A
Assessment ideas: Assess learners’ understanding
and knowledge of fable features by monitoring their
discussion on the story.
Learners can do Activities 4 and 5 in the Workbook.
Encourage them to ask people at home to help them
decide on a story to write about.
Formally assess their knowledge by asking them to
write the fable fact file in their notebooks.
Answers for Workbook
1
R
Differentiation ideas: Allow some learners to talk
through the fact file but ask others to write out the
fact file formally recording their ideas.
Plenary idea
Is it a fable? (5 minutes)
D
Resources: A new fable to read to the class
Description: Read your chosen fable to the class and
ask learners to jot down notes on why it can or cannot
be classified as a fable based on their knowledge of
fable features.
2
One
Two
syllable syllables
Three
syllables
Four
syllables
ant
enormous
industrious
baffled
corn
chirrup
grasshopper liberally
flies
fathom
melody
teased
guffawed sustenance
stopping
meadow
glorious
character
understand
provision
continued
lethargic
difficult
gathering
wistfully
important
3–5 Learners’ own answers.
23
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CAMBRIDGE PRIMARY ENGLISH 5 TEACHER’S RESOURCE
1.2 Check your understanding
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
5Rv.05, 5Rg.05, 5Ri.06, 5Ri.07,
5Ri.09, 5Ri.10, 5Ri.11, 5Ri.13,
5Ri.14, 5Ri.15, 5Ri.17, 5Ra.02,
5Wv.02, 5Wg.05, 5SLm.01,
5SLm.03, 5SLs.01, 5SLg.02,
5SLg.03, 5SLg.04
• Check understanding
• Learners can discuss their
understanding of the text.
• Learn about modal verbs
• Learners can identify and
choose descriptive verbs.
• Learners can identify and use
modal verbs appropriately.
FT
LANGUAGE SUPPORT
• Explore descriptive verbs
Modal verbs are different from regular verbs as
they have no infinitive form and do not require
subject–verb agreement because they have
no number.
It is unnecessary to discuss all the features
that define modal verbs; rather focus on learners’
ability to identify and use them appropriately.
A
The vocabulary will be familiar from the
previous session.
Modal verbs express how likely something
is to happen, permission, ability or obligation.
Experiment with the verbs to find out whether
learners naturally understand the implications
of the different verbs, especially in relation
to possibility; for example I could expresses
something different to I will or I shall.
R
Common misconception
How to identify
How to overcome
Modal verbs have tenses.
Invite learners to try to form the
past and future tenses using
modal verbs.
Modal verbs do not change in
form to make different tenses.
The past tense is created by using
a modal verb + have + –ed form
(or past participle) of the verb
that follows. Demonstrate with
a few verbs and then discuss
how expressing possibility
encompasses the future.
D
Misconception
Starter idea
Must or may (5 minutes)
Resources: Learner’s Book Session 1.2
Description: Allow time for learners to invent a suitable
sentence and discuss the difference in meaning by
swapping must for may.
Discuss the difference between permission and
obligation, and invite learners to share which verb
expresses which.
Volunteers can do the same with could and should, and
explain the difference in meaning.
24
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1 THERE‘S A LESSON IN THAT
Learners will learn more explicitly about modal verbs
later in the session, but this activity taps into their
existing knowledge of modals.
2 Verbs can tell you about characters
(10 minutes)
Learning intentions:
Main teaching ideas
•
To explore shades of meaning
1 Discuss the questions and write the
answers (15 minutes)
•
To infer meaning from words
Learning intentions:
•
To explore explicit and implicit meaning
•
To locate information in a text to answer
questions
Description: Remind learners that plenty of verbs
can do the job but a good writer chooses the best
verb for the job for maximum impact. It is also
more economical to use a descriptive verb rather
than an ordinary verb plus adverb or adverbial
phrase, for example snapped Ant / said Ant crossly /
said Ant in a cross way.
FT
Resources: Learner’s Book Session 1.2 Activity 1,
The Ant and the Grasshopper (Learner's Book
Session 1.1 Activity 1)
Resources: Learner’s Book Session 1.2 Activity 2
Description: Partners discuss the questions before
writing answers in their notebooks. The discussion
should underline the value of sound-boarding ideas
and getting stimulus from another person’s point of
view, even if different.
Remind learners that discussing the questions does
not mean they have to answer in exactly the same
way. They can express a different opinion.
Suggest learners role play the answers to question a
in pairs – with a few volunteers for the class. They
may need to use a dictionary for some words.
The third meaning of fathom is worth discussing.
It is a more figurative than the other two in that
fathom implies depth and fathoming something out
implies thinking deeply.
Answers:
Possible answers:
A
Learners must find text examples to back up their
ideas – their ideas alone are not enough.
Remind learners that while narrative is usually past
tense, dialogue can be a mixture of tenses because
it reflects the words spoken at the time. In this case,
the dialogue is mostly present tense.
R
aFor working so hard when she could be
enjoying the day
bWhen summer is over, food will be hard to
find; Ant is reminding Grasshopper to prepare
for this.
a
Learners’ own answers.
bPossible verbs: snapped, toiling (continued on her
industrious way)
dBeing cold and hungry in the winter and seeing
that the ants have provisions while he has none
dVerb: to work out or understand something by
thinking about it deeply
D
cThe way she speaks (tone): As it happens … you
know! snapped; what she does: if anything toiling
just a little harder (just to show Grasshopper);
shakes head and rolls eyes
c
bustled, lugging, scurry, gathering, never
stopping, busied by, continued on her industrious
way, toiling – all indicate that the Ant was a
hard worker and responsible/reliable, and did
what she had to do even if she would rather
have been doing something else
eAccept any thoughtful answer. The question
encourages learners to question the story and
whether Ant behaves acceptably.
Differentiation ideas: Mixed-ability pairings for
discussion would be beneficial since learners answer
the questions on their own.
Allow some learners to answer in note form.
ePast tense – many examples could be given,
e.g. was bouncing, bustled, was lugging, watched,
found
fPresent tense – many examples could be given,
e.g. Take it easy, are working, is
Differentiation ideas: Allow learners to
work in pairs to discuss their answers before
writing in their books. Support specific pairs
25
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CAMBRIDGE PRIMARY ENGLISH 5 TEACHER’S RESOURCE
and share their discussions, contributing where
appropriate.
3 Work with modal verbs (15 minutes)
Learning intention: To explore and use modal verbs
Resources: Learner’s Book Session 1.2 Activity 3
Description: Read through the Language focus box
and find out if any of the listed verbs are unfamiliar.
Invite learners to invent sentences using one or
more of the listed verbs. Begin with one or two of
your own.
Plenary idea
Shall I or shan’t I? (5 minutes)
Resources: Cards with different modal verbs on them.
Description: Organise learners into groups and give
each group a set of modal cards.
They place them face down on the table and in turn,
they turn over a card and invent a sentence using
the modal verb on the card. Everyone else in the
group must try to say whether it expresses possibility,
obligation, permission or ability.
FT
Discuss that modal verbs can say more than how
likely something is to happen (I might … I will …
I could … I may … I would …); they can also
express obligation (I ought to … I should …
I must …), permission (I may …) and ability
(I can … I could …).
Informally assess learners’ understanding of modal
verbs and how to use them to inform later work.
When you are confident that learners can recognise
the base form of modal verbs, demonstrate how to
put each one into a negative form, with and without
a contraction.
Invite volunteers to share their sentences.
Assessment ideas: Groups can assess each
other’s ability to invent sensible sentences using
modal verbs.
CROSS-CURRICULAR LINKS
Science: Link to making predictions in science,
for example suggesting what might happen
before doing an experiment.
A
In question c, remind learners the modal verb must
fit the context of the pairs of sentences.
Answers:
a might (possible), will (definite)
shouldn’t, oughtn’t, can’t, mustn’t
c
must, couldn’t, can, may or will, can’t.
R
b
D
Differentiation ideas: Ask learners to write
sentences of their own using modal verbs and
to give the purpose of each modal verb in the
sentence (possibility, obligation, permission
or ability).
Homework ideas
Learners can do the Workbook activities on modal
verbs in Session 1.2. Go through the answers the next
day in class, inviting learners to share their answers with
the class.
Answers for Workbook
1
Use the Workbook for additional practice.
Assessment ideas: Use the learners’ answers in
Activity 1 to assess their ability to use evidence
from the text to support their answers.
2
3
could, 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 could d might e could would
26
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1 THERE‘S A LESSON IN THAT
1.3 Story features
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
5Ri.03, 5Ri.10, 5Ri.11, 5Ri.12,
5Ri.13, 5Ri.14, 5Ri.15, 5Ri.17,
5Wc.03, 5Wc.04, 5Wc.06,
5Wp.01, 5Wp.04, 5SLm.04,
5SLm.05, 5SLp.02
• Explore animal stereotypes
• Learners can recognise and
discuss animal stereotypes.
• Discuss story structure
• Learners can identify the
story stage issue/problem in
a fable.
• Develop ideas about
characters
LANGUAGE SUPPORT
FT
• Learners can talk about
character development.
Anthropomorphism relates to living beings such
as animals. It is not important for learners to
remember the term, but it is interesting for them to
see the origins of the word.
Learners do a role play where you will need to
encourage them to use formal and informal
language appropriate to each character – with
informal language being more associated with
Grasshopper and more formal language associated
with Ant. Word choice as well as expression will
convey ideas about the characters.
R
A
The vocabulary is based on learners’ work in
previous sessions. In this session, they look
at synonyms that express the personalities of
the different characters and make inferences
about them.
Anthropomorphism is often confused with
personification. Both mean attributing human
characteristics to non-human things.
Personification relates to inanimate objects being
given human characteristics, for example the sun, a
pot or even a tree (although living).
Main teaching ideas
Becoming human (5 minutes)
1 Animal stereotypes (20 minutes)
D
Starter idea
Resources: Learner’s Book Session 1.3, etymological
dictionary online
Description: If available, show an etymological
dictionary entry on the board for anthropomorphism,
showing how the two ancient Greek words (anthropos and
morphe) came together.
Invite learners to suggest ways Ant and Grasshopper
have been made ‘human’ in the fable. Begin with an
example of your own, such as talking, having opinions
about each other or giving advice.
Discuss whether animals have opinions of each other
and think, or whether they act on instinct only.
Learning intentions:
•
To explore animal stereotypes
•
To differentiate between fact and opinion
Resources: Learner’s Book Session 1.3 Activity 1,
reference books and photographs containing
information about ants and grasshoppers
Description: Stories and films often rely on animal
stereotypes where certain character traits can be ‘taken
for granted’. This is useful in short fables where there
is little space for character development. Have learners
come across any of the animals in the photos in films
and stories? Do they conform to the stereotypes?
27
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CAMBRIDGE PRIMARY ENGLISH 5 TEACHER’S RESOURCE
Ask if they have come across animal characters in
any other films, especially animated ones. Discuss
the characters and whether they could be regarded
as stereotypical.
Discuss how the dialogue matches expectations
about stereotypical characters (e.g. industrious Ant;
carefree, vague Grasshopper).
Remind learners of the difference between fact and
opinion before deciding which facts belong to which
characters and giving their opinions on whether
they match the characters in the fable.
Learning intention: To explore the features of the
fable genre
Resources: Learner’s Book Session 1.3 Activity
2, The Ant and the Grasshopper (Learner's Book
Session 1.1 Activity 1)
Description: While fables have standard features,
they also follow the standard story ‘recipe’:
introduction, problem/issue/complication, climax,
resolution and conclusion. The stories are short, so
the action moves rapidly through the phases, with
the focus on the issue because that is how the lesson
is presented to the reader.
The problem is about the need to prepare to
survive the winter. Only Ant takes action to resolve
the problem. The lesson is learnt through the
consequences of Grasshopper’s inaction.
FT
The paragraphs do not have to be perfectly composed.
If appropriate, write the start of a topic sentence on
the board: Ant/Grasshopper acts like a human when
she/he … Model how the learners can use evidence
from the text. For example: Ant is very hardworking
which is shown by her working even when it would be
more fun for her to relax in the good weather.
2 The issue in the fable (5 minutes)
Remind learners to write legibly if using a pen or
allow them to type it on the computer.
Answers:
a(Discussion) Grasshopper did not prepare for
winter, not considering he might starve or die
of cold.
A
Possible answers:
aIdeas: rat – untrustworthy, crafty; bull – angry,
strong, short-tempered; hare – boastful,
careless, fast; dolphin – intelligent, caring;
monkey – trickster, taking nothing seriously;
sheep – good natured, dim; bee – busy,
industrious; tortoise – slow, steady, clever.
Take time to discuss with learners what we can infer
as a general life lesson from the ­fable’s lesson.
R
bShe talks; she has feelings; she reacts to
Grasshopper’s teasing; she’s busy; she shows off
by working harder and longer than before.
cHe talks; he consciously does no work; he’s just
enjoying the day; he teases Ant; he sings and
dances; he realises he didn’t do the right thing.
D
dA is Grasshopper; B is Ant; Grasshoppers
rarely survive winter, which matches them not
storing food. Ants can live for more than one
year, which means it is likely they store food
(and so must work hard).
eOpen answers but must include examples from
the text.
Differentiation ideas: Allow learners to make
notes rather than to write out a full paragraph.
Encourage learners to edit and improve their
paragraphs focusing on descriptive words and verbs.
bOnly Ant did something for herself. That is how
the lesson was learnt – Grasshopper realised
too late that he should have prepared; Ant did
no more than warn him – she did not help him.
cDoing no work can be a problem. The fable
teaches us to look ahead and do things at the
right time.
Differentiation ideas: Organise mixed-ability
groups for the discussion to allow learners to
support each other. Many learners may be stronger
at speaking than writing.
3 Ant’s and Grasshopper’s approach to life
(20 minutes)
Learning intentions:
•
To make inferences about characters from
the text
•
To make predictions based on textual clues
•
To role play a conversation between
the characters
Resources: Learner’s Book Session 1.3 Activity 3,
The Ant and the Grasshopper (Learner's Book
Session 1.1 Activity 1)
28
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1 THERE‘S A LESSON IN THAT
Description: Learners may find it difficult to see
Grasshopper as a ‘good’ person. The story seems
to imply he deserved his fate because he failed
to prepare. However, not everyone has the same
approach to life.
Class role play
eLearners’ own paragraphs expressing a personal
response.
Differentiation ideas: Use questioning in groups
to reinforce and extend understanding of the link
between how a character appears in a story and how
the writer has deliberately chosen to portray the
character.
Encourage some groups to suggest further words using
a thesaurus or draw up a character sketch or mind
map with key words extending to lists of synonyms.
Assessment ideas: Informally assess learners’ role
plays for how they convey ideas about characters in
drama through deliberate choice of speech, gesture
and movement. Check whether they adapt nonverbal gestures and vocabulary to suit content and
audience.
FT
Grasshopper is relaxed and makes the most of his
time. Ant may work hard but she does not think
much about others – for example, she is judgmental
of Grasshopper without considering helping him. In
some versions of the fable, she turns Grasshopper
away when he asks for help, which seems both
unkind and uncharitable even though Grasshopper
was foolish. He was not criminal or bad, he just had
different talents and priorities. Being tolerant of others
is an important life lesson the story can also teach.
d
Remind learners to listen carefully to each other’s
views before deciding whether they agree or how
much they agree. They can try to persuade each other
to change their minds if there is time to allow more
persuasive discussion.
Plenary idea
Who would you spend time with?
(5 minutes)
Description: Ask which character the class prefers
and why.
A
Discuss the adjectives in the boxes. Use simple
questions about Ant and Grasshopper’s choices:
What makes you see Grasshopper as irresponsible?
What does Ant do that is practical?
Give pairs time to practise their role play, drawing
on what they know of the characters. The questions
in d help them decide what to say.
R
Leave time at the end for quiet reflection and
for learners to write a paragraph on how they
would have reacted, showing their empathetic or
personal response.
Spelling link: Comment on compound adjectives
and how the hyphens show how two or three words
are joined to create a single unit.
D
Answers:
aLearners’ own answers; likely to include: Ant
looks ahead, plans for the future and works
hard; Grasshopper enjoys the good things in life
in the present.
Ask questions to challenge learners’ views, encouraging
them to respond in a reasoned way based on the text.
For example: If you were in trouble, which character
would be more likely to help? Would you want to spend
time with someone who won’t last the winter? Which
character is more of a role model?
Assessment ideas: Encourage learners to reflect on and
assess their views and whether they have used evidence
from the text to support their views or whether they are
just ideas based on feelings only.
CROSS-CURRICULAR LINKS
Life sciences: Have reference books available on
ants and grasshoppers and their lifecycles.
bLearners’ own answers.
c
Ant: practical, hard-working, dull, sensible,
prudent, bossy, serious, worthy, unkind, downto-earth. Grasshopper: optimistic, happy-golucky, fun-loving, chirpy, irresponsible, cheerful,
cheery, feckless; thoughtless could be applied to
both. Learners may feel some are not applicable
to either. Reasons should be given.
Homework ideas
Learners can complete Activities 1–3 in Session 1.3
of the Workbook. Go through the activities in class
the next day and find out how many words learners
knew already and how many they had to look up in a
dictionary.
29
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CAMBRIDGE PRIMARY ENGLISH 5 TEACHER’S RESOURCE
Answers for Workbook
1–2
sleep
laugh
smile
cry
bound,
dart,
dash, flee,
jog, lope,
race,
scuttle,
sprint,
stampede
catnap,
doze,
drowse,
hibernate,
kip, nap,
rest,
slumber,
snooze
cackle,
chortle,
chuckle,
giggle,
guffaw,
hoot,
snicker,
snigger,
titter
beam,
grimace,
grin,
simper,
smirk,
sneer
bawl,
blub,
howl,
snivel,
sob,
wail,
weep,
whimper
Possible
antonym
Possible
antonym
Possible Possible Possible
antonym antonym antonym
dawdle,
plod
wake
cry
FT
run
3 Possible answers:
Ant: sensible – silly; serious – light-hearted/funny;
busy – idle; bossy – meek; practical – impractical
Grasshopper: thoughtless – thoughtful; carefree –
careworn; optimistic – pessimistic; irresponsible –
responsible; cheerful – gloomy
4
Learners’ own sentences describing Ant's and
Grasshopper's personalities. Look for evidence from
the text in their answers.
frown
laugh
LEARNING PLAN
A
1.4 What about my point of view?
Learning objectives
Learning intentions
Success criteria
5Rg.04, 5Rg.06, 5Rs.02, 5Ri.17,
5Ra.02, 5Ra.04, 5Wg.06,
5Wc.03, 5Wc.04, 5SLm.04,
5SLp.02
• Explore narrative voice
• Learners can talk about point
of view and who is telling a
story.
• Learners can use personal
and possessive pronouns
accurately.
• Learners can retell a story
from another point of view.
D
R
• Work with pronouns
• Tell a story from another point
of view
LANGUAGE SUPPORT
Possessive pronouns and possessive adjectives are
commonly confused, with possessive adjectives
often being regarded as pronouns. However,
pronouns stand in for nouns and therefore, if a word
like my, our, his, her, its or their appears in front of
the noun it modifies, it is acting as an adjective.
Point out to learners that personal pronouns
change depending on whether they are the subject
or object in the sentence – doing the action or
having the action done to them.
Asking learners to recount, for example, what they
did at the weekend. This will help them see they
naturally use I or we as the subject pronouns, and
him, her, it, you and them as object pronouns.
30
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1 THERE‘S A LESSON IN THAT
Common misconception
Misconception
How to identify
How to overcome
Possessive adjectives and
pronouns are the same thing.
Ask learners whether the noun
appears with the word they think
is a possessive pronoun. If it does,
ask if it is giving more information
about a noun. If so, it must be an
adjective.
Practice and familiarity will help
learners overcome confusion.
Activity 2 provides practice.
Activate learners' awareness by
regularly doing spot quizzes on
possessive pronouns/adjectives.
Starter idea
Resources: Learner’s Book Session 1.4
FT
Pronouns help create flow (5 minutes)
Narrative indicates who is telling the story because
it identifies who says what. The actual words spoken
do not change according to who is telling the story,
but he/she said and I said change.
Description: Invite a learner to read out the sentences
with Ant repeated a number of times.
Invite another learner to say the sentence again making
it flow better. Notice how many Ants (apart from the
first one) they replace with pronouns. Keep going until
they are all replaced.
Answers:
a outside narrator – third person
b
narrative (no I/we said, etc.)
cthird/he; first/I; third/She; first/We; third/they
A
Discuss whether it is necessary to keep Ant at the
beginning of the second sentence. Explain that
sometimes a noun needs to be repeated to avoid
ambiguity. For example, if the sentences contained
another female character, it could be confusing as to
whom she refers to.
Although first-person narrative also contains
pronouns common in third-person narrative, the
reverse is not true (apart from dialogue).
Main teaching ideas
R
1 First- or third-person narrator
(10 minutes)
Learning intention: To identify point of view and
narrative person in a story
Differentiation idea: Spend time with learners
who are not differentiating between first and third
person. If necessary, make time outside class.
2 Use possessive pronouns and adjectives
(10 minutes)
Learning intention: To explore pronouns and
possessive pronouns
Resources: Learner’s Book 1.4 Activity 2
Description: This activity differentiates between
possessive adjectives and pronouns. Both are
relevant to first and third person.
Description: Some learners find first- and thirdperson narrative difficult to grasp, so it needs to
be constantly reinforced. Redo the activity with
one learner telling another what they did to answer
the questions and then that one reporting it to a
third person. It helps illustrate how first and third
person work.
A possessive adjective is followed by the noun it
modifies whereas a possessive pronoun replaces a
noun or noun phrase/clause.
D
Resources: Learner’s Book 1.4 Activity 1, The Ant
and The Grasshopper (Learner's Book Session 1.1
Activity 1)
Use the speech bubbles in the Language focus box
as a stimulus for discussion and encourage a pair to
discuss them in front of the class. Remind learners
to the rules of respectful listening and taking turns.
Possessive adjectives are also indicative of narrative
person, particularly the use of my/our in the narrative.
Notes: 1 Point out that his remains the same
whether a pronoun or possessive adjective (my, your,
his, her, our, their). 2 Point out that its does not have
an apostrophe (although it seems as if it should)
unlike the possessive form of nouns. If it did, it
would be confused with the contraction it’s.
31
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CAMBRIDGE PRIMARY ENGLISH 5 TEACHER’S RESOURCE
Answers:
a her, her; ours; Your; theirs; my
Assessment ideas: Do informal assessment
on whether learners understand the difference
between first- and third-person narrative with the
related pronouns.
b its; our; mine; their; yours
Differentiation idea: Ask learners to write out a short
first-person paragraph about what they did at the
weekend and then rewrite it in third-person narrative.
3 Discuss a change in perspective
(20 minutes)
Learning intention: To explore viewpoint in stories
•
I used first-person narrative to tell the story.
•
I spoke clearly and with expression appropriate
to my character.
Plenary idea
Is that what you think? (5 minutes)
FT
Description: Discuss the two perspectives in the
(to clarify that the images are part of question
3 - not clear in LB): of the characters with speech
bubbles and ask learners to identify the difference.
Technically, the pronouns are different but more
importantly, learners acquire information about
what the characters are thinking and feeling,
especially about each other. Ant tells readers
directly what she sees.
As learners take one or other point of view, they
should notice that they have to change the pronouns
and add in some comment from their character to
reflect their feelings or reaction. The advantage of
first-person narrative is that the reader gets inside
the character’s head. The disadvantage is that they
may get a biased perspective – an interesting topic
for discussion across the curriculum (e.g. sources
in history).
Learners should be familiar with the fable by now
and can enjoy elaborating to include their own
reflections. Model an example: I was so irritated by
him just lazing there …
Ask volunteers to tell the story from each
perspective. Make it a light-hearted session and
encourage exaggerated expression of Ant’s and
Grasshopper’s feelings about each other.
ICT opportunity: Consider recording or filming
learners telling the story from one of the characters’
perspectives.
Formally assess their stories. Negotiate success
criteria, for example:
Resources: Scenario: As grasshopper is shivering and
starving, he falls into a pile of leaves and discovers a
hidden stash of food. He gobbles some up and starts
singing and dancing around. Ant comes out of the anthill
asking what is happening. When grasshopper tells what
happened, she is outraged by his luck, believing he didn’t
deserve it because he’d done nothing all summer.
Description: Explain the scenario or write it on
the board.
D
R
A
Ask partners to tell each other the scenario from one
or the other character’s point of view. Encourage them
to express their character’s feelings and what they think
they would say when telling somebody else about what
had happened.
Answers:
Learners’ own answers.
Differentiation ideas: Learners can write out the
story from one of the characters’ points of view in
their notebooks.
Use Language worksheet 1A Skills development
for more practice at writing a story from a different
perspective.
Invite pairs to share their points of view with the class.
Assessment ideas: Ask partners to give each other
feedback on their point of view, and say whether it was
in character as well as from a first-person point of view.
CROSS-CURRICULAR LINKS
History: Use different sources to look at events
from different perspectives or whether they are
biased or unbiased.
Homework ideas
Learners can do the Workbook activities in Session 1.4.
Go through the answers to Activity 2 in class and invite
volunteers to share what they wrote for Activities 1 and 3.
Encourage learners to ask more than one person in
their family or at home to describe the same event as
each other and compare the different perspectives.
32
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1 THERE‘S A LESSON IN THAT
Answers for Workbook
1
2
Learners’ own answers to interpret the scenario.
a W
hen 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!
a M
rs 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
4
Learners’ own answers.
Note his appears in more than one column.
Personal pronouns
Possessive
pronouns
Possessive
adjectives
he her
its
I
it
hers
ours
she
mine
my
their they
we
theirs
your
our
you
his
his
yours
LEARNING PLAN
FT
1.5 Proverbs tell a tale
Learning objectives
Learning intentions
Success criteria
5Rv.06, 5Rv.07, 5Ri.06, 5Ri.09,
5Ri.11, 5Ra.02, 5Wg.02,
5Wc.04, 5Wc.06, 5Wp.03,
5SLm.03, 5SLs.01, 5SLg.02,
5SLg.03, 5SLg.04
• Explore proverbs
• Learners can interpret
proverbs in different contexts.
• Discuss literal and figurative
language
A
• Practise using apostrophes
R
• Design a cartoon strip
• Learners can infer a wider
meaning from proverbs
beyond the literal.
• Learners can use apostrophes
accurately.
• Learners can design a
cartoon strip.
LANGUAGE SUPPORT
D
Proverbs and idioms are often confused. Proverbs
can be easily understood using the dictionary
meaning of words.
Proverbs are considered figurative only in that they
are a figurative way of teaching the lesson they
contain. We infer the application of the lesson to
our lives.
Idiomatic sayings usually cannot be understood from
the dictionary meaning of the words.
Common misconception
Misconception
How to identify
How to overcome
Idioms and proverbs are the same
thing.
Ask learners what different
proverbs and idioms mean.
The proverbs should be easily
understood whereas the idioms
may need to be learnt.
Link proverbs clearly to a message
or lesson. Show how idiomatic
language adds colour and interest
to writing but does not teach a
lesson. Use the listening activity as
practice with proverbs.
33
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CAMBRIDGE PRIMARY ENGLISH 5 TEACHER’S RESOURCE
Starter ideas
Listen about proverbs (5 minutes)
Resources: Learner’s Book Session 1.5, Audio
track 00 for the listening activity, selection of
well-known proverbs
Description: Explain to learners that you will play an
audio track about proverbs (track XX). Briefly explain
what a proverb is, using an example appropriate to
your learners/region.
Ask learners to read the questions before listening so
they know what to listen for.
The first saying is a fairly literal proverb and so
easy to understand. The second requires more
inference. Discuss its literal meaning and why all
that glitters may not actually be gold. Now discuss
what learners can infer as a general lesson in their
own lives, for example not everything that looks
expensive is valuable.
Learners get into groups and discuss the proverbs,
all of which are quite easy to understand literally.
Remind learners to respect the rules of group
discussion - listening to each other, taking turns
and respecting each other's point of view even if it
differs from theirs. Ask volunteers to explain the
proverbs’ meaning in their own words.
FT
Learners can write the answers in note form before
sharing ideas as a class.
Description: Open by asking several learners
to perform a task such as handing out books
demonstrating that many hands make light work.
Similarly, ask five to six learners to perform a
task that should only be performed by one or two
demonstrating that too many cooks spoil the broth.
Discuss how the proverbs’ lessons might apply to their
own lives.
Audioscript: track xx
Follow up by checking the class remembers the
difference between literal and figurative. Volunteers
discuss what making hay while the sun shines means
literally and what could happen if the hay was not
made while the sun was shining. Support learners
to infer the lesson figuratively to identify the
proverb. The aim is to build their inference skills.
A
Speaker 1: Proverbs are short wise sayings that
teach us life lessons. Many of these sayings have
been around for hundreds of years. They are just as
relevant today as when they were first said because
the lesson is universal in meaning; we can all learn
something from it. Many fables can be summarised
in a proverb - the lesson the fable teaches is the
lesson in the proverb.
Proverbs may be easier for learners at this stage
than idiomatic expressions because the literal
meaning of a proverb is usually accessible.
The challenge is inferring the meaning in other
contexts. Idiomatic expressions may not be so
discernible literally and the context for using them
may need to be explained and learnt, especially for
some learners.
Many hands make light work.
Two wrongs don't make a right.
All that glitters is not gold.
A leopard cannot change its spots.
Answers:
aDo things when you have the opportunity, in
case there isn’t another chance. Not everything
that looks expensive is valuable. Beauty does
not exist in itself; we create it by appreciating
something.
D
R
Speaker 2: The lesson in some proverbs is easy
to understand and apply to our own lives, but
in others it is harder. For example, one good
turn deserves another is easy to understand as
a life lesson. Out of the frying pan into the fire,
is more difficult and we have to infer the lesson.
Can you tell what it is? It means going from
one bad situation into another even worse one.
Try decoding these proverbs for yourselves:
Main teaching ideas
1 Discuss proverbs (15 minutes)
Learning intention: To discuss proverbs as a
figurative method of teaching a lesson
Resources: Learner’s Book Session 1.5 Activity 1, a
selection of proverbs common in your region
b
Learners’ own interpretations.
cNever put off until tomorrow what you can
do today.
Differentiation idea: Ensure learners are in
mixed-ability groups for discussion so that they
can support each other, unencumbered by a
writing task.
34
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1 THERE‘S A LESSON IN THAT
2 Explain the apostrophe (5 minutes)
Learning intention: To use apostrophes accurately
Resources: Learner’s Book Session 1.5 Activity 2,
The Ant and the Grasshopper extract (Session 1.1
Activity 1)
Description: Revise the purposes of apostrophes by
inviting volunteers to explain the ways they are used
giving examples on the board.
Ask learners to jot down answers for questions b
and c before going through them as a class.
b
FT
Answers:
aFor contractions and to show possession;
learners’ own examples
If you have any suitable newspaper cartoon strips,
share them and discuss their purposes: humour, life
lesson, thought-provoking incidents, etc.
Point out the cartoon strip features: the story cut
down to its essentials and told partly through
pictures and partly through the dialogue, often
making a point with humour.
Give each group two or three pieces of A4 paper.
(Learners can fold them in half lengthways and
then into three widthways giving two rows of three
frames.) They can use the top row to plan their idea
and then develop the ideas in the row below.
The drawings should be simple line drawings.
Provide groups with Worksheet 5.9 Design a cartoon
strip to help with their planning and execution.
Let learners cut up the paper into individual frames
to share the workload (many hands make light work)
and agree roles. Display the cartoon strips on the
classroom wall.
Contraction, possession, contraction
cpossession; contraction; contraction;
possession
dLearners’ own sentences - one for each purpose.
Answers:
a–d Learners’ own cartoon strips.
Differentiation ideas: Learners should stay in their
mixed-ability groups.
If any learners struggle with three frames, consider
allowing four to six frames.
If any group wishes, allow them to take the cartoon
home to finish off the detail.
Assessment ideas: Use the Workbook Activities 1
and 2 to assess the learners’ knowledge of proverbs
and their ability to infer meaning.
Informally assess the learners on how to use
an apostrophe accurately, in case further work
is required.
For the cartoon, negotiate appropriate success
criteria at the outset. Here are some suggestions:
• We chose a proverb that we understood.
A
Differentiation ideas: Prepare cards with examples
of apostrophes used in the two different ways. Give
learners more practice by getting them to sort the
cards into two piles according to purpose.
3 Design a cartoon strip to illustrate a
proverb (20 minutes)
R
Learning intention: To illustrate a proverb in
a cartoon strip, inferring meaning in different
contexts
Resources: Learner’s Book Session 1.5 Activity 3,
cartoon strips from newspapers and magazines, A4
plain paper, Worksheet 5.9 Design a cartoon strip
D
Description: Allow 5–10 minutes to discuss possible
scenarios to illustrate a proverb. Remind learners
to respect each other's ideas and to take turns. For
example, learners have a test to prepare for but
watch TV instead of learning all week; then they
run out of time because they get a lot of homework
on the last day.
Sketch an example on the board. For example, in
frame 1, a child saying Oh no! I’ve forgotten my
colouring pencils!; in frame 2, another child offers to
lend some; in frame 3, the child who borrowed the
coloured pencils helping the other with homework,
with the caption: Thanks – I’ve been stuck on that
problem for ages.
•
We discussed ways the lesson could be learnt in
real life.
•
We planned the scene and dialogue frame by frame.
Plenary idea
A friend in need (5 minutes)
Description: Organise learners into pairs and ask them
to think of a scenario to demonstrate the proverb
A friend in need is a friend indeed.
35
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CAMBRIDGE PRIMARY ENGLISH 5 TEACHER’S RESOURCE
Now ask them to role play their scenarios, using any
props that are to hand.
Invite pairs to do their role plays in front of the class.
Answers for Workbook
1
Assessment ideas: Encourage the class to give feedback
and comment on the role plays, both on how well they
were done and on whether they demonstrated the
proverb.
Homework ideas
Doing something
over and over again
is how to learn to do
something well.
Look before you
leap.
Think carefully before you
do or say something.
A stitch in time
saves nine.
Making a little effort now
will save a lot of effort
later.
FT
Learners can do the Workbook activities in Session
1.5 on proverbs. Go through the answers to Activities
1 and 2 together in class. Invite learners who have
brought back proverbs and traditional sayings to share
them and challenge the rest of the class to explain the
lessons to be learnt.
Practice makes
perfect.
All great things start
small.
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
Great oaks from
little acorns grow.
2
3
a eggs, b worm, c eating, d feather, e cake
Learners’ own research.
R
1.6 A twist in the traditional tale
LEARNING PLAN
Learning intentions
Success criteria
5Rv.01, 4Rv.03, 5Ri.02, 5Ri.03,
5Ri.06, 5Ri.07, 5Ri.09, 5Ri.10,
5Ri.11, 5Ri.13, 5Ri.14, 5Ri.15,
5Ri.17, 5Ra.02, 5Wc.01,
5Wc.02, 5Wc.06, 5Wp.02,
5SLm.01, 5SLm.02, 5SLm.03,
5SLg.01, 5SLp.03, 5SLr.01
• Explore a modern version of
a fable
• Learners can read and discuss
a modern version of a fable.
• Make notes of the story’s
main points
• Learners can make notes of
the story’s main points.
• Present a summary of the
story
• Learners can do a group
presentation summarising
the fable.
D
Learning objectives
36
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1 THERE‘S A LESSON IN THAT
LANGUAGE SUPPORT
Some learners may need support with the
vocabulary beyond the glossed or key words.
Encourage learners to add words to their wordbooks,
especially ones they would like to use again. The
rich learning text uses powerful verbs and figurative
language, including idioms and alliteration.
Starter ideas
Is there more than one version? (5 minutes)
Geoffrey who appears milder and gentler than in
the first version. Auntie Anthea may initially seem
reassuring and comfortable even if she is not!
The pictures in the Learner’s Book will help the
characterisation with Geoffrey looking trusting and
dreamy. The pictures of Anthea look comforting at
first glance but perhaps there is a hint of menace in
her catching the escaping insects. Remind learners
of the fact file in Session 1.3 and suggest that what
ants like to eat could be a concern for Geoffrey.
FT
Resources: Learner’s Book Session 1.6, different
versions of fables – especially ones that differ slightly
around the world, for example The Fox and the Raven
(China) and The Fox and the Crow (Aesop)
Encourage use of dictionaries. Encourage learners
to use a range of strategies to decode unfamiliar
words before looking them up.
Focus on word choice and how the writer is using
words to express character and detail.
Description: Read the different versions of the fable
you have chosen. Invite learners to note the differences.
Explore how there is often no ‘right’ version because
it is not always clear who wrote the story as it was told
for generations in the oral tradition.
Encourage groups to explore different methods of
notetaking, such as tables, mind maps or other tools.
If necessary model some examples of note taking on
the board, for example show how a mid map could
be used or bulleted points. Show how a table might
be suitable for listing similarities and differences.
A
Invite learners to come up with other examples of
different versions of stories – for example book and
film versions. How do the films change the original
story? Is it still the same story?
Remind groups to use the visual and word clues to
predict how the story might be different.
Main teaching ideas
R
1 Explore a modern version of the fable
(20 minutes)
Learning intentions:
Answers:
aAuntie Anthea – Ant; Gentle Geoffrey –
Grasshopper; by the alphabetical link
To take notes to compare stories in an
organised way
b
Learners’ own answers.
•
To make predictions about the modern retelling
c
Third-person narrator
d
Learners’ own reading and answers.
D
•
Resources: Learner’s Book Session 1.6 Activity 1,
other versions of this fable possibly with different
characters, regional versions of the same story
and other fables that teach a similar lesson. An
enjoyable version called ‘Greasy Griff and Lady
Antonia’ is in Yucky Ducky – Ten Funny, Fiendish,
Sad and Silly, Nice and Nasty Tales by David Henry
Wilson (Macmillan, 1990; ISBN: 978-0330310444);
Description: The characters in this version of
the Ant and Grasshopper fable have names that
make them more human. Learners should easily
see this by the alphabetical link and alliteration.
The characterisation gives a different spin to
Differentiation idea: Provide some learners
with a comparison table containing some writtenin clues to help them identify similarities and
differences.
2 Prepare a group presentation
(20 minutes)
Learning intention: To use notes and questions to
prepare a group presentation
Resources: Learner’s Book Session 1.6 Activity 2,
notes made in Activity 1
37
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CAMBRIDGE PRIMARY ENGLISH 5 TEACHER’S RESOURCE
Description: This session prepares for the more
formal forum presentation later in the unit and is
looking for learners’ personal response to the story.
Groups of three or four would be most suitable –
enough to divide the questions and presentation
elements, promoting groupwork.
Encourage groups to appoint an organiser or
coordinator, while reminding them that this does
not mean bossing others about. Groupwork can be
frustrating for learners when some just mess around
but they will get the benefit of others’ hard work.
Assessment ideas: Assess learners shaping and
organising ideas clearly for listeners, talking
confidently in extended turns and describing events
and conveying opinions with increasing clarity
and detail.
Assess how confident they are at presenting in groups,
especially as they will engage in a forum discussion
later. They can be assessed individually and as a
group – note learners who take over, those who do
not contribute, those who are obstructive, etc. and
introduce strategies to develop positive aspects.
FT
Encourage groups to discuss how they will work
together, making commitments to the group.
Consider a chart of groupwork rules you negotiate
with the class.
organise to hear one or two groups yourself. You
could select particular learners for some of the
presentation groups and focus more attention on
them while preparing.
You may need to discuss with the class (as a
whole) the different lesson this fable teaches. You
can either wait to find out what learners think in
their presentations and then discuss the lesson
or pre-empt it by asking before they give their
presentations.
How else could it end? (5 minutes)
Resources: Learner’s Book Session Activity 1, Auntie
Anthea and Gentle Geoffrey
Description: Invite learners to suggest alternative
endings for the fable. This fable had a happy ending –
can they think of other happy endings or possibly an
unhappy ending?
R
A
The lesson can be viewed in different ways – for
example one good turn deserves another. Anthea
does Geoffrey a good turn although she intended a
bad one to begin with. Another angle would be that
people have different talents and the world would
be a dull place if we were all the same. Geoffrey
is creative if not practical, and creative people are
important even if it is harder to quantify their value
when faced with hunger and cold. Anthea realises
she can get more than personal enjoyment from
Geoffrey – she can show him off and share his
talent with friends.
Plenary idea
D
Give time updates to keep groups on track. They
can use notes, and everyone should say something.
Suggest each group prepares two or three questions
to ask other groups. If there is time, each group can
present to the class; otherwise divide the class into
two or three groups to present to each other.
Encourage self- and peer reflection on their
presentations.
Encourage learners to note how this version of the
fable differs from the first version and which one
they preferred in their reading logs (Worksheet 5.2).
Answers:
a–d Learners’ own answers.
Differentiation ideas: If some learners are
reticent about speaking in front of the whole class,
This should be a fun activity so do not reject any ideas.
Build on some of the learners’ suggestions yourself to
show how to do this.
Encourage them to think of a proverb that fits their tale
with the new ending.
Assessment ideas: Informally assess learners’ ability
to use clues and character development in predicting a
new ending.
CROSS-CURRICULAR LINKS
Science: Provide information on ants and
grasshoppers.
Homework ideas
Learners can do the Workbook activities for Session 1.6
based on an Aesop’s fable. Share the answers as a
class the next day and enjoy the different versions the
learners invent.
Answers for Workbook
Learners’ own answers.
38
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1 THERE‘S A LESSON IN THAT
1.7 It’s all about dialogue
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
5Rg.01, 5Ri.10, 5Ri.11,
5Ww.09, 5Wv.02, 5Wg.03,
5Wc.03, 5SLm.04, 5SLp.01,
5SLp.02
• Punctuate direct speech
• Learners can punctuate direct
speech accurately.
• Extend a conversation
• Do a dramatic reading
• Learners can write dialogue to
extend a conversation.
LANGUAGE SUPPORT
FT
• Learners can do a dramatic
reading of their dialogue with
a partner.
Remind learners that dialogue does not have to
be entirely correct standard English. It can contain
invented words and expressions, informal language
and idiomatic language.
Explain that authentic characters sound real – as if
that really is how they would speak and act, so they
must imagine the characters talking before writing.
A
The underlying vocabulary for the unit is
familiar from previous sessions.
This session focuses on interesting verbs –
synonyms to replace said, and creating authentic
characters through word choice, accent and
expression in the dialogue.
R
Common misconception
How to identify
How to overcome
Direct and reported speech are
the same.
Keep the focus on the words
actually spoken. Keep asking if the
character actually said those words
or whether someone is reporting
what they said.
Use the direct speech activities
beginning with the speech bubbles
in Activity 1 to show exactly what
words are said. Use the Workbook
for additional practice.
D
Misconception
Starter ideas
More interesting than said (5 minutes)
and what the speaker is doing, for example laughed and
grinned.
Resources: Learner’s Book Session 1.7, thesauruses
Share the verbs and discuss adverbs that could
accompany said to achieve a similar effect.
Description: Write said in the middle of the board.
Now invent some dialogue using said over and over to
demonstrate how dull it can be.
Main teaching ideas
Invite learners in pairs to brainstorm alternatives.
Remind them that verbs reflect how the words are said
1 Punctuating direct speech (20 minutes)
Learning intention: To formalise how to punctuate
direct speech accurately
39
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CAMBRIDGE PRIMARY ENGLISH 5 TEACHER’S RESOURCE
Resources: Learner’s Book Session 1.7, Activity 1,
Auntie Anthea and Gentle Geoffrey (Session 1.6
Activity 1)
Description: Learners have learnt about speech
marks in dialogue in previous stages, but they need
to formalise dialogue punctuation and how it works
beyond the speech marks. Go through the Language
focus box which visually indicates the key elements
of punctuating dialogue.
2 Extend the story (15 minutes)
Learning intentions:
•
To add a new scene using dialogue
•
To punctuate dialogue accurately
Resources: Learner’s Book Session 1.7 Activity 2,
Auntie Anthea and Gentle Geoffrey (Session 1.6
Activity 1)
Description: Spend 5–10 minutes encouraging the
class to have fun, role playing ideas for additional
conversation. Learners then decide on the dialogue
and write it out, properly punctuated.
FT
Share examples of other dialogue formats and
discuss how they show who is speaking and where
the speaking starts and stops. Cartoon strips or
comic books are useful for illustrating how speech
marks identify the words actually spoken.
Use Differentiation worksheets 1A–C to provide
more practice at punctuating direct speech.
Learners use the text to confirm the rules they find
in the Language focus box. Allow 5–10 minutes for
learners to identify the dialogue in the text and some
of the more complex elements that will come up
below. Ask questions to guide their exploration, for
example: What happens if a person carries on speaking
after the he/she said? Do you start a new line?
Learners can swap with a partner to check the
punctuation is correct. Encourage them to underline
the words that indicate who is speaking and how
– said, replied. Encourage them to find descriptive
verbs, using a thesaurus, or change the verbs to said
with a descriptive adverb.
Encourage learners to identify spellings they want
to check and to use a variety of strategies and
spelling rules before checking correctness in a
dictionary.
Answers:
aLearners’ own choice of examples of dialogue
from the text; yes, it follows the rules.
Answers:
a Learners’ own dialogue.
bLearners’ own answers. Discussion point
focusing on the sentence continuing after the
speaker is identified.
Differentiation idea: Those who easily grasp the
punctuation of dialogue can add as much as they
like, focusing on detail and dialogue in character.
c
R
A
Learners should write the dialogue sentences on
their own. Then suggest they swap with a partner
for feedback. Challenge learners to think of
alternative verbs to said, answered, replied, etc.
Possible answers:
3 Do a dramatic reading (10 minutes)
Learning intention: To convey ideas about character
through dialogue, expression and body language
“Why wouldn’t I want to invite you into my
house?” (retorted) Anthea.
Resources: Learner’s Book Session Session 1.7
Activity 3, Auntie Anthea and Gentle Geoffrey
(Session 1.6, Activity 1) learners’ dialogue from
Activity 2
D
Geoffrey (enquired), “Why would you
help me?”
“Do you really want to help me, or
do you want me for another reason?”
(challenged) Geoffrey.
Anthea (smirked), “Now, what on earth
could that be?”
Description: Pairs read the dialogue between Anthea
and Geoffrey, ignoring any narrative parts, adding
their own dialogue onto the end.
Differentiation ideas: Work with small groups to
talk through the punctuation and alternatives to
said before learners write out the speech bubbles as
dialogue.
Remind learners to interpret the characters
through how they speak and by using gesture and
expression. Model how to perform the stuttering
from the cold (Geoffrey stutters over his words
because he is so cold – “A … A … Auntie Anthea”).
40
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1 THERE‘S A LESSON IN THAT
Invite volunteers to try. Encourage exaggeration in
the role play.
Answers:
a–b Learners’ own role plays.
Assessment ideas: Informally assess what they have
inferred about character from the dialogue. Ask targeted
questions to elicit reasons for their ideas.
Homework ideas
Differentiation idea: Encourage learners to learn
the dialogue to focus more on the dramatic reading
and role play.
Assessment ideas: Use Activity 3 in the Workbook
to assess learners’ ability to write and punctuate
dialogue.
Learners can do the dialogue punctuation practice in
the Workbook in Session 1.7. Go through the answers
to Activities 1 and 2 in class and use 3 as a more formal
assessment of how well they have grasped direct speech
punctuation.
Answers for Workbook
1
What does the dialogue tell you?
(5 minutes)
a
“ 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?”
e “Oh dear!” cried Mother Crab. “How will I
manage to teach you?”
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.
FT
Plenary idea
Resources: Learner’s Book Session 1.7 Activity 1, Auntie
Anthea and Gentle Geoffrey (Session 1.6, Activity 1)
Description: Now that learners have focused on the
dialogue, both in the extract and in writing their own,
ask what the dialogue reveals about the two characters.
A
Write Anthea and Geoffrey in two columns on the
board and give learners a few moments to skim over
the extract to think of adjectives to describe the
characters based on what and how they say things.
R
Point out that writers use dialogue to reveal character
in writing as well as the narrative.
1.8 Figurative language is all around
LEARNING PLAN
Learning intentions
Success criteria
5Rv.02, 5Rv.05, 5Rv.06, 5Rv.07,
5Ri.13, 5Wv.04, 5SLm.03,
5SLs.01, 5SLg.02, 5SLg.03,
5SLg.04, 5SLr.02
• Differentiate between literal
and figurative language
• Learners can tell the
difference between literal and
figurative language.
D
Learning objectives
• Interpret figurative
expressions
• Explore alliteration
• Learners can interpret
figurative expressions.
• Learners can identify and
appreciate the effect of
alliteration.
41
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CAMBRIDGE PRIMARY ENGLISH 5 TEACHER’S RESOURCE
LANGUAGE SUPPORT
Figurative language can be challenging for some
learners – especially idiomatic language because
they have to learn meaning.
Spend extra time on the idiomatic language,
explaining the meaning carefully. Show that some
idioms need to be learnt – both their meaning and
when to use the expressions.
Starter ideas
but that we use the expressions differently in
everyday language.
Some learners may need some help choosing
a figurative expression to illustrate. Provide
suggestions on the board or for individuals, for
example: be on a roll, get your hands dirty, extend a
hand of friendship, lock horns with someone, butter
someone up, cry your eyes out, laugh your head off
and keep an eye on someone.
FT
Literal or figurative? (5 minutes)
Figurative language such as idioms should not
appear in standard English but may appear in
dialogue.
Look for figurative expressions commonly used
in your region. Encourage learners to suggest
contexts to use them.
Resources: Learner’s Book Session 1.8, photographs and
drawings of grasshoppers
Description: This activity revises the difference between
literal and figurative language. Learners will have
worked with figurative language in earlier stages, but it
is important to refresh their knowledge.
Allow time for discussion, encouraging examples.
Share ideas, building definitions on the board.
A
Use photographs and drawings to stimulate learners,
giving literal and figurative descriptions.
Answers:
a • Figurative meanings: tell a secret; get
something exactly right; keep quiet about
something; tease someone; in the same
situation; don’t rush into something, think
first; happening very rarely; work out a
meaning that hasn’t been said explicitly
Main teaching ideas
1 Everyday figures of speech (30 minutes)
• Literal meanings: let a cat escape out of a
bag; hit a nail on the top with a hammer;
take hold of your tongue; have someone
pull on your leg; several people all in a boat
together; keep hold of several horses; it only
happens when there is a blue moon (second
full moon in a month); read what is in the
gaps between lines of text.
R
Learning intention: To explore figurative language
and its effect
Resources: Learner’s Book Session 1.8 Activity 1,
figurative expressions from your region
D
Description: Learners will have built up their
knowledge of figurative language through poetry
and discussion of figurative language in previous
stages. This session extends their understanding of
figurative speech and its importance in everyday
language.
Remind learners again of good manners in discussion
as they do a lot of group discussion in this session.
Talk about unfamiliar expressions with the class.
The expression read between the lines can lead to a
fruitful discussion on inferring meaning. Meaning can
be inferred from word choice (literal or figurative),
layout, context or tone/expression and body language.
Show that the expressions have a literal meaning
(often associated with the origins of the expression)
• Uses in everyday speech: Learners’ own
answers.
b–c Learners’ own answers.
d
• Literal meanings: Summer had been an
explosive time; his head was actually in the
clouds; that does not sound cold or chilly;
ants will take a big step forward.
• Figurative meanings: Summer had been a
lot of fun; dreaming and not noticing the
world around; that does not sound very
enjoyable; ants are doing something new
and good.
42
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1 THERE‘S A LESSON IN THAT
eLiterally it would mean the Grasshopper had
an actual song stuck in his throat; figuratively, it
means he was unable to sing any more because
he was so cold and miserable and he just
couldn’t get the words of the song to come out.
fBoth literally and figuratively. He is literally
planning to sing in exchange for being fed;
figuratively, it means entertaining someone or
doing what they want in return for some sort of
payment – in this case, food and shelter.
Use Language worksheet 1B Vocabulary
development for more practice on figurative
expressions.
2 Alliteration (10 minutes)
Learners’ own answers for other names.
b
Learners’ own answers.
c
• Any three from: tasty treat, delicious
difference, grazed on a grasshopper, bit of
a bite.
• Learners’ own answers.
dPossible answers: cleaning collecting; chirruping/
cheerful; scrubbing/storing; sing/supper softly/
strength; whistling/wind warm/well-fed/winter;
little/liven; diet/daily; frosty/fields; hauled/home;
licking/lips; cook clean/company.
Differentiation idea: Challenge learners to find
words to alliterate with Gentle Geoffrey that do not
begin with a G.
FT
Differentiation ideas: Suggest easy expressions for
certain learners to illustrate such as crying your eyes
out or lending a hand. Talk groups through what the
expression would look like literally before discussing
what it means in everyday language, so learners have
an idea of pictures to draw.
• Plenary idea
What about our school? (5 minutes)
Description: Write the name of the school on the board
and challenge the learners to come up with words to
alliterate with the school name – if the name is more
than one word, choose the main word.
A
Learning intention: To explore figurative language
and its effect
Assessment ideas: Use questions d–f in Activity 1 to
check learners’ understanding of figurative language.
They could write answers in their notebooks after
discussion as a record of their responses.
Resources: Learner’s Book Session 1.8 Activity 2,
Auntie Anthea and Gentle Geoffrey (Session 1.6
Activity 1)
R
Description: Although alliteration is not figurative
in the sense of images, it is a figure of speech
because it creates an effect that goes beyond the
meaning of the words. Alliteration adds emphasis
and makes words more memorable, having a greater
impact. Discuss familiar advertising slogans that
use alliteration.
D
In this story, alliteration is used to make the
dialogue more colourful. The names are alliterative
(point out that the sound is important and not the
letter, so Gentle Godfrey wouldn’t work).
Point out that some words contain the letter pattern
ant in them and challenge learners to find as many
ant words as they can (e.g. pantry). Ask who uses the
ant words in the story.
Answers:
a • Learners’ own answers. Possible answers:
Auntie Anthea sounds cosy, but she
is threatening; Gentle Geoffrey is
indeed gentle.
Out of their ideas, try to find a word or words that give
the school a character of sorts, for example Illustrious
International School.
Assessment ideas: Encourage learners to review each
other’s suggestions and suggest further alliterating
words or synonyms to extend the alliteration.
Homework ideas
Learners can do the Workbook activities for Session 1.8.
Go through Activities 1 and 4 together and invite
learners to share answers from Activities 2 and 3.
Answers for Workbook
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
43
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CAMBRIDGE PRIMARY ENGLISH 5 TEACHER’S RESOURCE
4
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m
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night
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neat
rhyme
psalm
knave
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circle
knight
rail
see
knee
wrought
simper
knock
wriggle
sizzle
none
rummage
cycle
nail
rugged
somersault
LEARNING PLAN
FT
1.9 Hold a discussion forum
Learning objectives
Learning intentions
Success criteria
5Ri.07, 5Ri.10, 5Ri.11, 5Ri.13,
5Ri.14, 5Ra.02, 5Wc.02,
5Wc.03, 5Wc.06, 5Wp.02,
5SLm.02, 5SLm.03, 5SLm.04,
5SLm.05, 5SLs.01, 5SLg.02,
5SLg.03, 5SLg.04, 5SLp.03,
5SLr.01
• Compare fact and opinion
• Learners can differentiate
between fact and opinion.
A
• Prepare and deliver a group
presentation
R
• Discuss each other’s
presentations
• Learners can work in a group
to prepare and deliver a
presentation.
• Learners can listen to and
respond to other groups’
presentations.
LANGUAGE SUPPORT
D
Learners will be familiar with the vocabulary
associated with the two texts when they prepare
their presentations.
Talk about how a discussion forum works. It is not
like a debate because no one wins or loses, and no
motion is debated.
The forum is an opportunity for learners to give their
opinions and ideas, and for others to respond to
them and build a discussion around them.
Point out that the word forum has Latin origins,
originally meaning ‘what is out of doors’. In those
days, a discussion forum was likely to have been
held in a public place with the opportunity for
people to gather around and listen.
44
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1 THERE‘S A LESSON IN THAT
Common misconception
Misconception
How to identify
How to overcome
A discussion forum is the same as
a debate.
Ask learners what they think a
discussion forum and a debate are.
Find out if they have seen any TV
debates, for example, with politicians.
They may also have watched
discussion forums discussing, for
example a sports event, with the
panel giving their ideas and opinions.
Emphasise that a discussion forum,
while incorporating discussion on
a topic, does not have teams of
people for and against a particular
statement. Choose a recent event in
your region. Ask learners’ opinions
on what they think about it and show
how a discussion forum is built up.
Difference between fact and opinion
(5 minutes)
Resources: Learner’s Book Session 1.9
Provide Worksheet 5.10 Hold a discussion forum to
help groups with their planning.
FT
Starter idea
Description: This quick activity reminds learners about
the difference between a fact and an opinion. A fact is
a verifiable statement and an opinion is based on an
idea that cannot be proved, although it can be backed
up by evidence.
Answers:
Learners’ own answers.
Differentiation ideas: Work with selected
groups and take them through the criteria for the
presentation, asking questions to guide them. For
example: How else could the fable have ended? Could
Grasshopper have asked for help?
A
Spend time listening to learners’ suggestions for facts
and opinions on Auntie Anthea and Gentle Geoffrey.
On the board draw two columns for Facts and Opinions
to note down their ideas.
Leave the groups alone as far as possible, only
supporting those needing particular attention.
Main teaching ideas
R
1 Discuss different endings (30 minutes)
Learning intention: To prepare a group presentation
D
Resources: Learner’s Book Session 1.9 Activity 1,
The Ant and the Grasshopper (Session 1.1 Activity 1),
Auntie Anthea and Gentle Geoffrey (Session 1.6
Activity 1), Worksheet 5.10 Hold a discussion forum
Description: The aim is to discuss alternative fable
endings. Learners have experienced two versions
of the fable, but there’s no ‘right’ version. They can
have fun creating their own for an oral story telling.
If possible, prepare the class for the discussion forum
by telling them about it in advance so they have time
to think about it overnight or for a few days.
Suggest groups elect a chair and a scribe to note
what the group thinks and a decision-maker to
decide if there is disagreement. They will have to
assign roles in the presentation.
Allow about half the lesson for discussion and notemaking, and half for presentations. Encourage note
cards rather than written speeches.
Some groups could include both fable versions in
their presentations.
2 Give your presentation (20 minutes)
Learning intentions:
•
To deliver a group presentation
•
To discuss each other’s presentations
Resources: Learner’s Book Session 1.9 Activity 2,
notes learners have made for their presentations in
Activity 1
Description: For the presentations, if possible, use
more than one venue or a hall for simultaneous
presentations so that groups can present to other
groups rather than the whole class. The length of
the presentations is not specified as it depends on
your class and the groups. Each person should
speak at least once, so the presentations may be at
least 3–4 minutes long.
Model asking questions at the end to start the
discussion and show how to build on each other's
ideas, stimulated by the questions: Why did you choose
this version? What made you think of that ending? Do
you think Ant or Grasshopper is the better ‘person’?
45
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CAMBRIDGE PRIMARY ENGLISH 5 TEACHER’S RESOURCE
Draw out moral issues, for example: Anthea may
have done Geoffrey a good turn by giving him food
and shelter, but does it count if that’s not what she
intended in the first place? In the original version, Ant
did nothing to help Grasshopper. Is it acceptable for
people to stand by and see others suffering even if it’s
their own fault? Why didn’t Grasshopper ask for help?
Was he too proud or ashamed? Should we only help if
people ask? Should Ant have offered?
Answers:
Learners’ own answers.
Each person took part in the presentation.
Plenary idea
Tell me the story (5 minutes)
Description: Now the learners have discussed alternative
endings for the two fables, invite a learner from each
group to retell the fable including their new ending.
Choose learners who have given presentations on
different fables to retell the story, if possible.
Assessment ideas: Assess learners’ ability to retell a
story with new scenes or endings, in keeping with the
basic features of the text type.
Ask what lesson is learnt at the end and if learners know
any suitable proverbs.
FT
Differentiation ideas: Do not pressurise shy
speakers. Try to integrate them into confident groups
and negotiate a small role for them. They should still
present as this is part of acquiring literacy skills.
If one group does a more extended presentation,
consider allowing another class to hear it or to have
it at an assembly or other appropriate forum.
Assessment ideas: The discussion forum allows
a wide range of speaking and listening topics
to be assessed early in the year – as well as any
understanding of content and inference.
Negotiate success criteria with learners at the outset
or use Worksheet 5.10 Hold a discussion forum.
Here are some suggestions:
We elected a group chair to manage the discussion.
We discussed all the topics.
We listened to each person’s ideas before making
decisions.
We came up with an alternative ending and lesson for
the fable.
Homework ideas
R
A
Learners can work through the Workbook activities for
Session 1.9, preparing notes and ideas for a different
discussion forum. In class, invite learners to share the
questions they asked themselves and the notes they
made on the topics. At the end, invite learners to read
out their paragraphs of their opening comment for the
discussion forum.
Suggest learners share the topics at home and even hold
their own home discussion forum.
Answers for Workbook
Learners’ own answers.
D
1.10 Test your knowledge
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
5Rs.02, 5Ri.03, 5Ri.07, 5Ri.13,
5Ri.14, 5Ri.15, 5Ri.16, 5Ww.09,
5Wv.05, 5Ws.02, 5Wc.02,
5Wc.06, 5Wp.02, 5Wp.04,
5Wp.05, 5SLm.03
• Skim read a story to get the
main idea
• Learners can skim read a story
to establish the main idea.
• Analyse the features of the
story
• Learners can discuss the
different story stages and
features of the fable.
• Write a paragraph analysing
the story
• Learners can write a
paragraph giving their opinion
backed by reasons.
46
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1 THERE‘S A LESSON IN THAT
LANGUAGE SUPPORT
The language in the fable is simple and should not pose problems for any learners.
Starter ideas
2 Analyse the story using headings
(25 minutes)
Story structure (10 minutes)
Resources: Learner’s Book Session 1.10, independent
readers
Encourage pairs to discuss the different story stages
and use a story they know to illustrate them. They
could use their independent readers as well.
Share the ideas as a class and build a story structure
diagram on the board – like a story mountain –
incorporating the main story stages so learners are
comfortable and familiar with the terminology.
Main teaching ideas
•
To analyse a story
•
To write an opinion paragraph
Resources: Learner’s Book Session 1.10 Activity 2,
The Man with the Coconuts from Activity 1
FT
Description: This activity revises standard story
structure which learners have encountered in
previous stages.
Learning intentions:
One day a man who had been to gather
his coconuts loaded his horse heavily with
the fruit. On the way home, he met a boy
whom he asked how long it would take to
reach the house.
A
1 Read a story from the Philippines
(15 minutes)
Description: Learners are likely to be familiar with
making notes under headings for non-fiction texts,
but this is also appropriate for any note-taking
activity. They can use a mind map with the headings
as arms if they prefer. Remind learners to use key
words rather than whole sentences. Use the first few
sentences and show how to identify the key words:
Learning intention: To summarise the main point of
a story
R
Resources: Learner’s Book Session 1.10 Activity 1,
The Man with the Coconuts
Description: Learners should work alone so you can
assess individual learning about fables, and thus
what may need revising before writing their own
fables.
D
Remind learners how to skim read for the main
point rather than reading closely. In the next
activity, they scan for detail to make notes.
Encourage multi-clause sentences to summarise the
main point of the story, using connectives to show
consequence, for example because.
Share ideas as a class at the end.
Answers:
a–b Learners’ own answers and summary sentences.
Differentiation idea: Allow learners to read the
story together, discuss the main point and come up
with a joint summary sentence.
Encourage a strong topic sentence giving an opinion
on whether or not it is a fable and using evidence to
back up that opinion, for example The story can be
considered a fable because …
Point out how connectives are useful for joining
or linking sentences, especially when expressing
an opinion, for example therefore, because, since,
although and so that. Learners will do more on
connectives in later units.
Remind learners to use their wordbook as a
resource to expand their vocabulary and choose
interesting or aspirational words. When they
check their and their partner's work for spelling
errors, encourage learners to focus on strategies for
checking and correction such as breaking the words
down into smaller parts, looking for word roots and
remembering spelling rules.
Use the Workbook activities for additional practice
on identifying and analysing fable features.
Encourage self-assessment and focus on learners
who did not recognise the fable features.
47
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CAMBRIDGE PRIMARY ENGLISH 5 TEACHER’S RESOURCE
You could also provide Worksheet 5.11 Find a fable
and allow learners to choose a fable to read out and
then analyse in terms of story structure.
Answers:
Learners’ own answers notes and summary
paragraphs.
Differentiation ideas: As this work is done alone,
discreetly check how learners are doing by asking
individual questions. Support learners where
necessary by reading the story in a support group
and helping them find key words and make notes.
Some learners may think that if the main character is
not an animal, it is not a fable. Remind them that fables
can have different characters – even non-living objects or
things – and therefore, while common, animal characters
are not a conclusive fable feature.
Assessment ideas: Assess whether learners have
expressed an opinion backed up by reasons using
evidence from the text.
CROSS-CURRICULAR LINKS
Geography: Use books on the Philippines, maps
to locate the Philippines, books containing
information on coconuts as a crop.
FT
Encourage faster workers to share their notes or
mind maps with others in a group and explain their
ideas. The same can be done once they have written
their paragraphs, sharing them with a group to
provide a model.
Go through individual fable characteristics,
volunteered by the class, and see if they fit.
Plenary idea
Homework ideas
Learners can do the Workbook activities for
Session 1.10. The activities provide practice on fable
features and writing an opinion paragraph. Go through
the answers to Activities 1 and 2 in class and invite
volunteers to read out their paragraphs from the
filled-in frame.
A
Assessment ideas: Use Activities 1 and 2 as a
written record of learners’ skills at note taking and
identifying key words and phrases; how well they
understand the key features of a fable; and how
well they write their paragraph. They should write a
topic sentence followed by supporting details from
several points in the text to back up their opinion.
What do you think? (5 minutes)
R
Resources: Learner’s Book Session 1.10 Activity 2,
learners’ paragraphs
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 Learners’ own answers.
D
Description: Invite learners to read out their
paragraphs analysing whether the story was a fable.
Try to invite learners with different opinions.
Answers for Workbook
48
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1 THERE‘S A LESSON IN THAT
1.11 and 1.12 Retell a fable
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
5Ri.03, 5Ri.07, 5Ri.16, 5Ww.09,
5Ww.10, 5Wv.02, 5Wv.04,
5Wv.05, 5Wg.03, 5Ws.01,
5Wc.01, 5Wc.02, 5Wc.03,
5Wp.02, 5Wp.04, 5Wp.05,
5SLm.01, 5SLm.03, 5SLr.01
• Plan a story retelling
• Learners can use planning
tools to help them plan a
fable retelling.
• Write a first draft
• Edit and improve my story
• Learners can write a first draft
based on their notes.
LANGUAGE SUPPORT
FT
• Learners can use feedback
and other tools to help them
edit and improve their fable.
Encourage learners to use their wordbooks where
they have noted down significant words or words
they would like to use again.
Maintain a focus on good spelling, reminding
learners of familiar rules, prefixes and suffixes
as well as ways to make vowel sounds.
R
A
In these joint sessions, learners have the
opportunity to use some of the new vocabulary
they have encountered in the various stories.
Encourage learners to include figurative language
and idiomatic expressions in their writing.
Support some learners by working with
them to suggest ideas for simple figurative
comparisons (similes).
Common misconception
How to identify
How to overcome
Editing and proofreading means
correcting mistakes.
While identifying and correcting
mistakes is important (e.g. for
spellings), editing and improving
drafts is much more than that.
Ask learners what sort of things
they do when editing (link to any
success criteria). Make a list on
the board and add suggestions of
your own if necessary.
Encourage learners to focus on
success criteria or criteria for the
writing task. They can also use the
editing checklists in the Learner’s
Book or Worksheets 5.4 and 5.5
which give different insights into
editing.
D
Misconception
49
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CAMBRIDGE PRIMARY ENGLISH 5 TEACHER’S RESOURCE
Starter ideas
Planning and editing a story (5 minutes)
Resources: Learner’s Book Sessions 1.11 and 1.12, The
Ant and the Grasshopper from Learner’s Book
Session 1.1, The Man with the Coconuts from Learner’s
Book Session 1.10, Review, edit and revise checklist
from the Toolkit in the Learner’s Book, Worksheet 5.4
Editor’s checklist, Worksheet 5.5 My editing success
checklist
The narrative should demonstrate a fable’s key
features and a lesson must be learnt. Finally,
learners must choose a narrative perspective
(encourage first person for strong writers).
Encourage learners to use A4 paper for their ideas
in draft or to use Worksheet 5.12 Rewrite a fable to
take them through the planning process. Swapping
planning with a partner provides early feedback
on their ideas and helps those who struggle. If the
plan is clear, learners can orally summarise the story
their partner has planned.
FT
Description: Before learners start planning and writing/
retelling a fable, brainstorm ways of planning and
note-taking. Learners will be familiar with mind maps,
tables and other planning diagrams from previous
stages, but it is good to refresh ideas. Model how to use
some techniques by making notes on one of the stories
from the unit on the board in preparation for planning
to retell it.
verbs to describe actions that also bring out
characters.
Differentiation ideas: Support selected learners and
help them to work out how to adapt the story, for
example by using a simple setting or animal change.
They can easily incorporate figurative language by
thinking of names for their characters and then
alliterating with an adjective.
2 Write your fable from your plan
(35 minutes)
A
Share their ideas to on how to edit and improve stories,
including using the Review, edit and revise checklist
from the Toolkit in the Learner’s Book, Worksheet 5.4
Editor’s checklist, Worksheet 5.5 My editing success
checklist, online spelling and grammar checkers,
dictionaries, thesauruses and each other.
Answers:
Learners’ own answers planning and notes.
Main teaching ideas
1 Plan your fable (30 minutes)
Learning intentions:
•
To write a final draft
Resources: Learner’s Book1.11 and 1.12 Activity 1,
The Ant and the Grasshopper from Learner’s Book
Session 1.1, The Man with the Coconuts from Learner’s
Book Session 1.10, Worksheet 5.12 Rewrite a fable
•
To edit and improve writing
R
Learning intention: To plan a retelling of a fable
D
Description: Learners need to think the story
through before writing. The ‘starting/rambling on
until finished’ technique is not a successful longterm strategy for well-constructed writing.
Learners can choose to retell either fable or select
another they know, perhaps a tale familiar in your
region, but something must change – the characters,
the setting and scenario, the ending or even the lesson.
An easy retelling would be the Man with the Coconuts
carrying something different or with a different animal
so that there is a different problem about how to do it.
Learners should plan to incorporate techniques they
have learnt over the unit such as animal character
stereotypes; interesting dialogue to suit and bring
out characters; figurative language, including
alliteration (perhaps in the names); and powerful
Resources: Learner’s Book Sessions 1.11 and 1.12
Activity 2, Plans from previous session, Review,
edit and revise checklist from the Toolkit in the
Learner’s Book, Worksheet 5.4 Editor’s checklist,
Worksheet 5.5 My editing success checklist
Description: These sessions take place over more
than one lesson to allow for differentiation in the
pace at which learners work. If possible, however,
planning should be finished by the end of the first
session. Some learners may start writing in the first
session. This will give them more time for editing
and improvement.
Set aside a block of quiet time for learners to write
in silence. This helps develop the habit of getting on
with a task without distractions. It is also a useful
technique for taking tests.
Learners should edit their own work only once they
have finished – never as they go along. If they edit
as they go, they will lose their thought process.
50
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1 THERE‘S A LESSON IN THAT
Encourage a rigorous editing process, based on
a partner’s feedback as well as own use of other
editing tools. While, they must check the mechanics
using the Review, edit and revise checklist from
the Toolkit in the Learner’s Book, Worksheet 5.4
Editor’s checklist or Worksheet 5.5 My editing
success checklist. They must then improve the
quality of their word choice and sentence variety,
and check for accurate direct speech punctuation.
Their illustration should focus on the aspect of the
fable they have changed.
Our anthology (10 minutes)
Resources: Learner’s Book Sessions 1.11 and 1.12
Activity 1, anthology of learners’ stories
Description: Organise time for learners to share and
read their fables to each other.
Volunteers can read their fables to the class or be
organised into smaller groups to read their fables.
Remind them to read accurately and with expression,
particularly the dialogue.
It is important to have an opportunity to enjoy and
celebrate learners’ efforts.
Assessment ideas: Informally assess learners’ reading
aloud as well as their fable retellings. Encourage
feedback from peers either in class or in the group, with
a focus on what they liked as well as possibilities for
improvement.
FT
Try to bind learners’ stories with a proper cover,
perhaps designed by one or more learners, to create
a class anthology to be enjoyed in class or shared
with other classes.
Plenary idea
Answers:
Learners’ own answers fable retellings and
illustrations.
Homework ideas
Learners can do the Workbook activities for Sessions
1.11 and 1.12. The activities focus on editing skills.
Where possible, allow learners to swap Workbooks to
compare answers and check where there is disagreement
using dictionaries.
A
Differentiation ideas: Confident writers could be
encouraged to include a twist in the tale or subvert
some aspect of the traditional story. This is difficult
to do well but worth trying out.
R
Some writers in a group could think about how
they could make one of their fables into a play
(learners cover play scripts in a later unit). Ask
them to act out the fable like a dramatic reading,
then discuss what parts actors would say and what
could be given as background instructions. A
laid-out play script is not necessary as learners can
elaborate on any dialogue as they read it out.
D
Assessment ideas: Use Worksheet 5.3 Writing
assessment to negotiate success criteria with
the learners at the outset of this activity,
for example:
•I maintained a consistent narrative perspective
(first or third person).
•I used familiar fable character stereotypes.
•I wrote entertaining dialogue to bring the
characters to life.
•I included figurative language or alliteration.
•I wrote at least five or six paragraphs (not
including dialogue).
Answers for Workbook
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.
Learners’ own answers. Possible answers: a
2
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
•I reviewed/edited my work carefully including
feedback I was given.
51
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CAMBRIDGE PRIMARY ENGLISH 5 TEACHER’S RESOURCE
CHECK YOUR PROGRESS
Answers
1Three of: short, often animal or non-human characters with human characteristics,
one character learns a lesson, we can also learn a wider lesson from the story.
2
a should; b could; c must
3
Learners’ own answers.
When too many people try to lead, it’s
confusing and gives bad results.
Birds of a feather flock together.
People like to spend time with others
who are similar to them.
Don’t put all your eggs in one basket.
Have a backup plan. Don’t risk all your
time, money or effort on one plan.
FT
5
Too many cooks spoil the broth.
a “Please help me load these coconuts,” begged the old man.
b She said crossly, “Stop doing that!”
(Exclamation mark not essential – can be a full stop.)
c “Give it to me,” she snapped, “because it’s mine!”
(Exclamation is not essential – can be a full stop.)
PROJECTS
A
4
These projects develop learners’ active
learning skills.
R
Individually, learners focus on summarising a
fable they have researched. You can assess their
capacity to identify the key points relating to plot,
character and setting, as well as identifying the
lesson. Discuss with some learners how the lesson
could apply in their own lives if they find this
difficult.
D
In pairs, learners also research but they apply
their research in a role play. You can assess the
appropriateness of the fable they have chosen
as well as their presentation skills. Encourage
them to translate narrative into dialogue to tell
the story. Other learners can give feedback and
suggestions for improvement. They can also try
to identify the lesson.
In groups, learners take a broader research topic
which will require them to assign roles. Focus on
the different sources for their research and ensure
suitable internet sites are available to them.
Discuss what comprises a multimedia presentation
and encourage groups to choose different aspects
of multimedia to incorporate. They do not have
to use everything in their presentations. Evaluate
their presentations not only on their groupwork
skills but also on how well they have chosen a
suitable presentation format.
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