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Cambridge Primary English
With varied activities – including quizzes, drawing and word games – these
workbooks help your learners practise what they have learnt.
Focus, Practice and Challenge exercises provide clear progression through each
topic, helping learners see what they’ve achieved. Ideal for use in the classroom or
for homework.
Links to ‘Language focus’ boxes in the learner’s book provide more grammar
practice.
CAMBRIDGE
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Primary English
• Activities take an active learning approach to help learners apply their
knowledge to new contexts
• Three-tiered exercises in every unit get progressively more challenging to help
students see and track their own learning
• Varied activity types keep learners interested
• Write-in for ease of use
• Answers for all activities can be found in the accompanying teacher’s resource
Workbook 5
resources for the Cambridge Primary English
curriculum framework (0058) from 2020
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CAMBRIDGE
Primary English
A
Workbook 5
D
R
Sally Burt & Debbie Ridgard
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We are working with Cambridge Assessment International Education towards endorsement of this title.
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Contents
Contents
There’s a lesson in that
1.1
Read a story by Aesop
8
1.2
Check your understanding
11
1.3
Story features
12
1.4
What about my point of view?
15
1.5
Proverbs tell a tale
18
1.6
A twist in the traditional tale
19
1.7
It’s all about dialogue
20
1.8
Figurative language is all around
22
1.9
Hold a discussion forum
24
1.11 and 1.12
2.1
2.2
2.3
26
28
Exploring space
What is out there?
30
A simple start
32
Building language
33
Then and now
35
D
2.4
Retell a fable
R
2
A
1.10 Test your knowledge
FT
1
2.5 and 2.6
Blogging
37
2.7
Interviews
39
2.8
Biographies
42
2.9
Add details
45
2.10 Tackle tenses
47
2.11 and 2.12 Write a biography
50
3
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Contents
Reflections
3.1
Like and as
53
3.2
Imagine with metaphors
55
3.3
Haiku
58
3.4
Create a haiku
61
3.5
Personification in poems
63
3.6
Practise and perform
65
4
Telling timeless tales
4.1
Make predictions about a classic tale
67
4.2
Read some classic literature
69
4.3
Develop your language skills
72
4.4
Develop a viewpoint
74
4.5
Build a short screenplay
76
4.6
Explore your knowledge of classic tales
78
4.7
Explore the text
80
4.8
Direct and reported speech
82
4.9
Check your knowledge
85
R
A
FT
3
4.10 Work with words
86
4.11 and 4.12
88
Tell me how
D
5
Write your own classic tale to tell
5.1
Gather facts
90
5.2
Read instructions
92
5.3
Be clear and direct
95
5.4
Nouns count
97
5.5 and 5.6 Write instructions and demonstrate
99
5.7
Find out more
101
5.8
Make notes
103
4
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Contents
5.9
Recall connectives
105
5.10 Explain with multi-clause sentences
107
5.11 Plan first
109
5.12 Write and present
111
A different type of story
6.1
‘The Way Through the Woods’
112
6.2
Develop your poetic language
114
6.3
Bringing the rain
116
6.4
Read with understanding
117
6.5
Not lost but found
118
6.6
Use a frame to write a poem
7
Tell it another way
7.1
Fairy tales forever
122
7.2
A well-known tale around the world
123
7.3
Compare and contrast
125
7.4
Phrases, clauses and tenses
120
R
A
FT
6
127
7.10 Compare the tales
139
7.11 and 7.12
141
130
7.7
Blackberry Blue
132
7.8
Pronouns, homophones and homonyms
134
7.9
More about Blackberry Blue
136
D
7.5 and 7.6 Write a synopsis
Write your own version of the tale
8
Share your views
8.1
Posters with purpose
144
8.2
Layout counts
146
8.3
Find your way around
148
5
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Contents
8.4 and 8.5
Create a poster
150
8.6
Film posters and reviews
152
8.7
Make film review notes
153
8.8
Present a review
155
8.9
Informal letters
156
8.10 Formal letters
158
8.11 and 8.12 Write a formal letter
160
Lights, camera, action ...
9.1
Predict the story
9.2
Film scripts
9.3
Play scripts
9.4
Develop characters and setting
170
9.5
Plan a script
172
9.6
Write a script
163
165
168
176
D
R
A
FT
9
6
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How to use this book
How to use1 this
book
There’s
a lesson
in that
1.1 Read a story by Aesop
Focus
Breaking
words
syllables
can help
and pronounce
correctly.
1 2A syllable
is a
wordinto
or part
of a word
thatyou
hasspell
one beat
(car – car|rythem
– ca|ra|mel).
Choose
a syllable
to complete
these
words.
Sort
these words
according
to how
many
syllables they have.1.1 Read a story by Aesop
2
fathom
grasshfu
ti
por
corn
opl per
ping
fi them
r pronounce
ffled into syllables
Breakingba
words
can
help you spelldeand
correctly.
ri
ous
es mea
thm
fli
up
or
ar
rac
irr
en
ch
vi
t
ing
an a syllable to complete these words.
Choose
ti
porwed
stop
guffa
us
rac industriovi
dow
Focus: These questions
help you to master the basics.
glo
stop
One syllable
cha
erally
un
ng
pilib
thar
pro
ous con
un
Two syllables
ter le
dow
pro
glo
Practice
ous
melody
der
suste
stand
nanc
e
fi dif
ing
sion
teased
ful
mea
gather
nued wist
stand dif
Three syllables
Four syllables
gic
im
sion gather
con
cult
ri
cult
tant
nued wist
3cha
Use your dictionary toter
check
of the words
le the meaning of anygic
im in
Activities 1 and 2 that you did not know. Add them to your wordbook.
ly
ly
tant
A
Practice: These questions help
you to become more confident in
using what you have learnt.
1.1 Read a story by Aesop
FT
Workbook 5 provides questions for
you to practise what you have learnt
in class. There is a unit to match each
unit in Learner’s Book 5. Within each
unit there are six or twelve sessions.
Each session is divided into
three parts:
Practice
Challenge
3
Use your dictionary to check the meaning of any of the words in
4Activities
Write notes
story
that
a fable.
1 andon2 athat
you
didyou
not think
know.isAdd
them to your wordbook.
Use the fable features to guide you.
1.2 Check your understanding
Challenge
Fable features
Remember, some letters,
4 Write notes on a story
that you thinklanguage
is a fable.is all around
like 1.8
the Figurative
suffix –ed, aren’t
Use the fable features to guide you.
• Fables are short
stories.
stressed
at the end of
words.
Fable
features
• The
characters usually have human characteristics.
Language focus
Challenge: These questions will
make you think very hard.
R
1.2 Check your understanding
Practice
3
Write down what you think each expression means. Do some research if you
8
• • Fables
areorshort
The main
point
is ainternet.
moral lesson one of the characters learns.
do not know. You could ask a family
member
use stories.
the
Modal verbs express possibility, ability, permission or obligation by changing other
verbs•in a
sentence.
Common modal
verbs
are
shown here.
characters
have
human
characteristics.
• The
We
can learnusually
from the
story’s
lesson
as well.
a
D
Language focus boxes:
b
Key language and grammar
c
rules explained.
•
•
t
muslearns.
allthe characters
shof
The
main point
is a moral lesson
may one
will
should
might
ought
to
can
could
would
We can learn from the story’s lesson as well.
Modals are followed by the base verb they change.
d
Example: I can dream; you ought to eat; she should smile.
Modals can express degrees of possibility – how likely something is to happen:
e
Challenge
It could be hot tomorrow.
I may do my homework.
It might be hot tomorrow.
I should do my homework.
9
9
It will be
hotrepeat
tomorrow.
I must do my homework.
Alliteration is a figure of speech where
you
the consonant sound
at the start of words for effect.
4
Circle seven words in the word
Focussearch to alliterate with each of the
words in boxes – that’s 211words
to find altogether!
Identify the modal verb and explain the difference in the meaning of these sentences.
Questions and statements
to help you think about night
how you learn
Grasshopper could listen to Ant’s advice.
race
sigh
Words to choose from
Start
byby
underlining
the
Start
underlining
the
Grasshopper
should
listen to
Ant’s advice.
words
in in
thethe
word
words
wordbank
bank
that
alliterate
withthese
these
that
alliterate
with
words.
Thendodoyour
your
Then
words.
word
search.
word
search.
neat
like
Practice
knee
rhyme
carry
2
Rewrite these
sentences to make them negative by changing the modal verb
wrought
knock
using a contraction.
lope
7
psalm
plan This simper
Original material © Cambridge University
Press 2020.
material is
not final and is subject to further changes prior to publication.
valiant
cycle
plate
a Grasshopper must think about the coming winter.
drought
crawl
circle
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1
There’s a lesson
in that
Focus
A syllable is a word or part of a word that has one beat (car – car|ry – ca|ra|mel).
Sort these words according to how many syllables they have.
ant
baffled
guffawed
enormous
liberally
fathom
melody
industrious
Two syllables
flies
sustenance
Three syllables
grasshopp
er
teased
Four syllables
D
R
One syllable
chirrup
corn
A
1
FT
1.1 Read a story by Aesop
Remember, some letters,
like the suffix –ed, aren’t
stressed at the end of
words.
8
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1.1 Read a story by Aesop
Breaking words into syllables can help you spell and pronounce them correctly.
Choose a syllable to complete these words.
por
ti
rac
vi
stop
dow
fi
ing
ful
mea
stand
dif
pro
sion
gather
nued wist
ous
con
cha
ter
le
ri
gic
im
cult
ly
tant
A
Use your dictionary to check the meaning of any of the words in
Activities 1 and 2 that you did not know. Add them to your wordbook.
Challenge
Write notes on a story that you think is a fable.
Use the fable features to guide you.
R
4
thar
der
un
glo
Practice
3
ping
FT
2
Fable features
Fables are short stories.
D
•
•
The characters usually have human characteristics.
•
The main point is a moral lesson one of the characters learns.
•
We can learn from the story’s lesson as well.
9
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1 There’s a lesson in that
Main characters:
Story title:
Setting:
A
Use the notes to summarise your fable in a paragraph with a topic sentence.
D
R
5
FT
Plot summary:
10
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We are working with Cambridge Assessment International Education towards endorsement of this title.
1.2 Check your understanding
1.2 Check your understanding
Language focus
Modal verbs express possibility, ability, permission or obligation by changing other
verbs in a sentence. Common modal verbs are shown here.
may
should
would
could
shall
can
must
ought to
might
FT
will
Modals are followed by the base verb they change.
Example: I can dream; you ought to eat; she should smile.
Modals can express degrees of possibility – how likely something is to happen:
It could be hot tomorrow.
1
I must do my homework.
R
It will be hot tomorrow.
Focus
I should do my homework.
A
It might be hot tomorrow.
I may do my homework.
Identify the modal verb and explain the difference in the meaning of these sentences.
Grasshopper could listen to Ant’s advice.
D
Grasshopper should listen to Ant’s advice.
Practice
2
Rewrite these sentences to make them negative by changing the modal verb
using a contraction.
a Grasshopper must think about the coming winter.
11
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1 There’s a lesson in that
b Ant will have enough food to last her.
c
Ant would lend Grasshopper food if she had enough.
FT
d Grasshopper could collect food if he wanted to.
e Ant shall tell Grasshopper a good place to look for food.
Challenge
Choose a suitable modal verb to complete these sentences.
A
3
a It’s so hot today, I just
b I
I know I
help you if you try your hardest.
collect food but I prefer relaxing.
R
c
be bothered to do any work.
d Ant
be persuaded to help Grasshopper if she thinks he has changed.
e If I
sing as well as Grasshopper, I
D
also sing.
1.3 Story features
Focus
1
Choose synonyms from the boxes and write them in the correct place
in the thesaurus on the next page.
2
Think of an antonym (a word opposite in meaning) and add it at the end of each entry.
12
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1.3 Story features
blub
beam
flee
hibernate
guffaw
scuttle
stampede
slumber
simper
howl
hoot
sneer
smirk
dar t
wail
kip
jog
snicker
snivel
doze
drowse
rest
nap
race
sprint
snigger
titter
snooze
sprint
sob
whimper
weep
D
R
A
Thesaurus
dash
chuckle
catnap
bound
grin
giggle
chor tle
cackle
FT
bawl
13
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We are working with Cambridge Assessment International Education towards endorsement of this title.
1 There’s a lesson in that
Practice
3
Give Ant and Grasshopper a new personality by finding an antonym
for each adjective in their character profiles.
irresponsible
practical
Antonym:
Antonym: impractical
sensible
Antonym:
Antonym:
FT
bossy
carefree
A
Antonym:
R
optimistic
busy
Antonym:
Antonym:
cheerful
Antonym: gloomy
D
serious
Antonym:
thoughtless
Antonym:
Challenge
4
Write a sentence to describe each character’s new personality.
Ant:
Grasshopper:
14
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1.4 What about my point of view?
1.4 What about my point of view?
Language focus
Third-person narrative: an outsider tells
the story but is not part of it.
First-person narrative: a character tells
the story as well as being in it.
Imran went to
school early so that
he could hand in
his newspapers for
recycling.
FT
I go to school
early so that I can
hand in my newspapers
for recycling.
Focus
Complete these sentences, describing the action in the picture.
R
1
Common pronouns: I, we, me, us,
mine, ours
A
Common pronouns: he, she, it, they, him,
her, them, his, hers, theirs
Third person
I...
Ant . . .
D
First person
15
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1 There’s a lesson in that
2
Complete these sentences using personal pronouns.
Use each pronoun once.
her I me my she she them them they us we
FT
Use the verbs to help you
choose the right pronoun.
Cross out each one when
you have used it.
a When
get up
mum makes
says
A
eat breakfast.
should all eat healthily before school because good food
gives
brain power!
b Mrs Sisulu wakes
R
family every morning and prepares a healthy
breakfast for
because it will give
.
thinks
need breakfast
brain food.
D
Practice
3
Write a paragraph about something you did at the weekend.
Write in first-person narrative.
16
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1.4 What about my point of view?
Challenge
Language focus
Possessive pronouns and possessive adjectives do different jobs.
Possessive adjectives appear with the noun they modify.
Possessive pronouns take the place of a noun.
Example:
possessive adjective
4
That book is mine, not yours.
FT
That’s my book, not your book.
possessive pronoun
Put these pronouns in the correct columns in the table, crossing each one out as you go.
he her hers his his I it its mine my our
A
ours she their theirs they we you your yours
D
R
Some pronouns will be in
more than one column because
although they are written the
same, they do different jobs.
Personal pronouns
Possessive pronouns
Possessive adjectives
17
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We are working with Cambridge Assessment International Education towards endorsement of this title.
1 There’s a lesson in that
1.5 Proverbs tell a tale
Focus
Draw a line to match each proverb to its meaning.
Think carefully before you do or say
something.
Look before you leap.
Making a little effort now will save a
lot of effort later.
FT
Practice makes perfect.
A stitch in time saves nine.
It’s no good worrying about something
that has already happened.
Great oaks from little acorns grow.
It is easy to forget something if you
can’t see it.
It’s no use crying over spilt milk.
All great things start small.
A
1
Doing something over and over again
is how to learn to do something well.
Out of sight, out of mind.
2
R
Practice
Fill in the missing word to complete these proverbs.
in one basket.
a Don’t put all your
D
b The early bird catches the
c
.
The proof of the pudding is in the
d Birds of a
e You cannot have your
.
flock together.
and eat it too.
Challenge
3
At home, ask members of your family about any proverbs they know or that are
traditional in your country or region. Make a note of them and what they mean.
Then write each one on a card with the meaning on the back. Play a game in
class by challenging each other to explain what your proverbs mean.
18
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1.6 A twist in the traditional tale
1.6 A twist in the traditional tale
Here is the middle of a story based on one of Aesop’s fables.
Focus
Read the story middle and decide on a lesson that the story will teach.
2
Write a title for the story that explains the lesson.
Practice
3
FT
1
Write the opening in one or two sentences to set the scene.
Challenge
4
Decide how the story ends and write the ending.
5
Illustrate your story.
D
R
One day . . .
A
Title explaining the lesson in the story:
A mother crab told her baby crab that he must learn to walk straight because when
he walked sideways, he couldn’t see where he was going. But the baby crab told his
mother that he copied everything she did. So . . .
19
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1 There’s a lesson in that
FT
1.7 It’s all about dialogue
Language focus
Punctuating dialogue
Put speech marks before and after the spoken words.
•
Capitalise the first word inside the speech marks.
•
Use a comma after any words introducing the speech.
•
Start a new line when a new person speaks.
•
If the narrative indicating who spoke (e.g. she said) comes after the speech,
put the comma, exclamation or question mark (never a full stop) before
closing the speech marks with no capital letter for the word that follows.
R
A
•
D
capital letter
punctuation inside
the speech marks
no capital letter
'Walk straight not sideways,' said Mother Crab.
Baby Crab replied, 'I do what you do!'
new line for each
speaker
punctuation inside
the speech marks
comma after words that
introduce the speech
20
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1.7 It’s all about dialogue
Focus
1
Add the missing speech marks to these sentences.
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?
2
FT
Practice
Rewrite this paragraph and set out the dialogue correctly.
D
R
A
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.
Challenge
3
Rewrite the middle of the crab fable in 1.6, using dialogue rather than narrative.
Use the actual words that each character might have said in the dialogue.
A mother crab told her baby crab that he must learn to walk straight
because when he walked sideways, he couldn’t see where he was going.
But the baby crab told his mother that he copied everything she did.
“You must . . .
21
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1 There’s a lesson in that
1.8 Figurative language is all around
Focus
What do these expressions mean? Read the expressions and fill in the missing words.
chip
leaf
a to turn over a new
b a fish
of water
a
off the old block
c
d a taste of your own
e as
medicine
out
as a hatter
Draw a picture for each expression to show what it means literally.
b
c
D
R
a
A
2
mad
FT
1
d
e
22
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1.8 Figurative language is all around
Practice
3
Write down what you think each expression means. Do some research if you
do not know. You could ask a family member or use the internet.
a
b
c
FT
d
e
Challenge
Circle seven words in the word search to alliterate with each of the
words in boxes – that’s 21 words to find altogether!
Start by underlining the
words in the word bank
that alliterate with these
words. Then do your
word search.
R
4
A
Alliteration is a figure of speech where you repeat the consonant sound
at the start of words for effect.
night
race
sigh
D
Words to choose from
neat
like
knee
lope
rhyme
carry
wrought
knock
psalm
plan
simper
valiant
cycle
plate
drought
crawl
circle
writhe
wriggle
sizzle
chime
marry
humour
grain
none
juggle
nail
knight
flit
haddock
knave
shadow
see
murmur
rummage
waited
rugged
rail
crease
whistle
brain
somersault
23
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1 There’s a lesson in that
z
s
w
t
t
n
o
n
e
a
a
e
l
c
y
c
k
z
e
t
p
e
h
e
r
i
i
r
n
h
s
k
n
t
l
u
h
e
k
g
a
n
t
w
i
c
m
p
y
i
l
o
v
c
r
r
r
m
k
n
m
c
l
e
e
o
w
i
a
k
x
k
e
i
o
a
u
s
c
g
g
d
d
e
h
s
i
z
t
l
u
a
FT
t
y
l
r
a
i
l
g
g
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r
n
z
e
z
l
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e
s
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w
A
v
1.9 Hold a discussion forum
1
R
Focus
When you take part in a discussion, it is useful to make notes beforehand
to help you decide what you think and what you want to say.
D
Recycling rubbish
Questions he thinks of
Notes he makes
•
•
•
•
Good idea / bad idea:
• Takes too much effort
• Lots can be made from
recycled waste
• Recycling station at
shopping mall
• Compost heap for
garden/window box
• Takes energy to
recycle waste
What about food waste?
Is it a good or bad idea?
Where will it go?
Why?
24
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1.9 Hold a discussion forum
Do you agree with Marcus? Give at least two reasons.
I agree/disagree with Malusi because:
a
Practice
2
FT
b
Make your own notes in the table on one of these topics for a discussion forum.
•
No mobile phones at school.
•
Sport should be compulsory for everyone.
Topic title:
My notes
A
Questions to ask myself
D
R
Good idea / bad idea:
25
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1 There’s a lesson in that
Challenge
Write a paragraph based on your notes to read out as your opening comments
in a discussion forum. Include your thoughts on a good idea and a bad idea.
FT
3
1.10 Test your knowledge
A
Language focus
•
Introduction: a topic sentence that introduces the topic of the paragraph.
•
Middle: two-to-three sentences explaining the detail.
•
R
Paragraphs are like mini stories. They have an introduction, a middle and an end.
Conclusion: a final sentence giving an opinion or a reflection on the topic.
Focus
Read the story and decide if it is a fable, using evidence from the text.
D
1
Tick ü the correct box.
YES
NO
One day a dog found a fat, juicy bone. It was the biggest he’d ever seen. On
his way to bury it, he was trotting over a bridge when he saw his reflection
in the stream. Seeing another dog with a bigger bone in its mouth, he
snarled and growled at it. The reflection snarled and growled back. Then
the greedy dog snapped his jaws to steal the other bone but alas, as he
opened his mouth, his own bone fell with a splash and sank.
26
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1.10 Test your knowledge
Practice
2
Look at the text in Activity 1 and follow these instructions.
a Underline the topic sentence in blue.
b Underline the supporting sentences in red.
c
Underline the concluding sentence in black.
d Circle any evidence you have used from the text to support your answer.
3
FT
Challenge
Complete the paragraph frame to explain your view using evidence
from the story.
stories that
The dog and his bone is / is not a fable. Fables are
R
characteristics. In this story, the main character is
He
characters with
A
and they often have
D
The lesson the
.
.
learns is
.
We can also learn because the story teaches us
.
27
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1 There’s a lesson in that
1.11 and 1.12 Retell a fable
FT
When you edit your writing,
always check your spelling
carefully with a dictionary or an
on-screen spell-check tool.
Focus
1
First try to correct the spellings yourself in this paragraph.
Then check your new spellings using a dictionary.
A
One day, threa sheeps were grayzing in the feeld. Won was corled Cosy, won wos
named Sheer and the last was Yummy. “Wot do you wont to be when you gro up?”
Cosy aksed Sheer.
“A wooly jumper!” larfed Sheer, bounceing up and down.
“Me two!” shoutted Cosy.
R
And then they both starred at Yummy.
Practice
Write a more powerful verb to replace the underlined words.
D
2
Example: Yummy said in a panic, “But I don’t want to be yummy to eat!” shrieked
a ‘I’m sure we’ll come up with a plan,’ said Cosy quietly.
b Sheer lazily said, ‘I just can’t think about it now.’
c
‘But what will happen to me?’ said Yummy sadly.
28
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1.11 and 1.12 Retell a fable
Challenge
3
Find the narrative verbs in the passage and rewrite
each one in the past tense.
FT
Don’t forget! Dialogue verbs don’t
always need to be in the past
tense because they are the actual
words said at the time.
searched
One day, a fox (search)
very hungry. While he (sit)
everywhere for some food. He (be)
beneath a tree to rest, he (notice)
a crow on one of the branches. The crow (hold)
He (stand)
A
The fox (think)
a piece of cheese in its beak.
for a moment and (hit)
up and (say)
on a plan.
politely to the crow, ‘Good morning,
R
madam. You look very fetching this morning sitting on that branch. I was wondering whether
you could sing as beautifully as you look, but surely that is impossible!’
tricked by the fox’s cunning words and immediately
D
The foolish crow (be)
(open)
the cheese (fall)
her beak to sing and as she (give)
and (plop)
mouth. Alas, now the crow (regret)
out a rasping caw,
straight into the fox’s open
believing the fox’s flattery.
29
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