CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
Learner’s Book answers
1 There’s a lesson in that
eAccept any thoughtful answer. The
question encourages learners to question
the story and whether Ant behaves
acceptably.
1.1 Read a story by Aesop
1
Learners’ own answers.
2
Possible answers:
aAnt prepares for winter; Grasshopper
does not. Ant is warm and well fed when
winter comes; Grasshopper is cold and
hungry.
2
a
c
bustled, lugging, scurry, gathering, never
stopping, busied by, continued on her
industrious way, toiling – all indicate that
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
cGrasshopper learnt that he should have
prepared for winter rather than just
having fun.
dverb: to understand something by
thinking hard about it
dLearners’ own answers; Ant seems a better
person yet does little to help Grasshopper
when he is in need.
epast tense – many examples could be
given, e.g. was bouncing, bustled, was
lugging, watched, found
eLearners’ own answers.
fpresent tense – many examples could be
given, e.g. Take it easy, are working, is,
listen, I am storing
3
g–hLearners’ own answers.
1.2 Check your understanding
1
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.
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
Learners’ own answers.
bpossible verbs: snapped, toiling (continued
on her industrious way)
bAnt and Grasshopper. Ant is hardworking and responsible by preparing for
winter. Grasshopper is relaxed and keen
to have fun in the good weather, with little
thought for the future.
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.
Possible answers:
a
might (possible), will (definite)
b
shouldn’t, oughtn’t, can’t, mustn’t
c
must, couldn’t, can, may, might or will,
can’t
1.3
1
Story features
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.
dbeing cold and hungry in the winter and
seeing that the ants have provisions while
he has none
1
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
bshe talks; she has feelings; she reacts to
Grasshopper’s teasing; she’s busy; she
shows off by working harder and longer
than before
1.4 What about my point
of view?
1
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
dA is grasshoppers; B is ants. 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).
eLearners’ own answers but must include
examples from the text.
2
2
3
narrative (no I/we said, etc.)
a
her, her; ours; Your; theirs; my
b
its; our; mine; their; yours
Learners’ own answers.
1
Proverbs tell a tale
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.
b
Learners’ own interpretations.
Make hay while the sun shines.
Make the most of things while you can.
cNever put off until tomorrow what you
can do today.
2
afor contractions and to show possession;
learners’ own examples
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.
b
bLearners’ own answers.
dLearners’ own sentences – one for each
purpose.
cAnt: practical, hard-working, dull,
sensible, prudent, bossy, serious, worthy,
unkind, down-to-earth. Grasshopper:
optimistic, happy-go-lucky, 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.
d
class role play
eLearners’ own paragraphs expressing a
personal response.
2
b
1.5
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.
3
outside narrator – third person
cthird/he; first/I; third/she; first/we;
third/they
a(Discussion) Grasshopper did not prepare
for winter, not considering that he might
starve or die of cold.
cDoing no work can be a problem. The
fable teaches us to look ahead and do
things at the right time.
a
contractions
cpossession; contraction; contraction;
possession
3
a–d Learners’ own cartoon strips.
1.6 A twist in the traditional tale
1
aAuntie Anthea – Ant; Gentle Geoffrey –
Grasshopper; by the alphabetical link
bSimilarities: a hardworking Auntie Anthea
and happy-go-lucky Gentle Geoffrey; the
differences being Auntie Anthea luring
Gentle Geoffrey to her home to eat him,
then changing her mind and enjoying
his music instead unlike the earlier story
where Ant was very irritated with the
Grasshopper and pointed out his faults.
c
third-person narrator
d
Learners’ own reading and answers.
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
2
•
a–d Learners’ own answers.
1.7 It’s all about dialogue
1
aLearners’ own choice of examples of
dialogue from the text; yes, it follows the
rules.
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.
bLearners’ own answers. Discussion point
focusing on the sentence continuing after
the speaker is identified.
c
Possible answers:
fBoth literally and figuratively. He is
literally planning to sing in exchange
for being fed rather than being eaten;
figuratively, it means entertaining
someone or doing what they want in
return for some sort of payment – in this
case, food and shelter rather than being
eaten.
Gentle Geoffrey (enquired), “Why would
you help me?”
“Why wouldn’t I want to invite you into my
house?” (retorted) Auntie Anthea.
“Do you really want to help me, or
do you want me for another reason?”
(challenged) Gentle Geoffrey.
Auntie Anthea (smirked), “Now, what on
earth could that be?”
2
a
3
a–b Learners’ own dramatic readings.
Learners’ own dialogue.
2
a Learners’ own answers. Possible
answers: Auntie Anthea sounds cosy,
but she is threatening; Gentle Geoffrey
is indeed gentle.
• Learners’ own answers for other
names.
1.8 Figurative language is all
around
1
• F
igurative 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.
• 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.
• Uses in everyday speech: Learners’
own answers.
d
3
b
Learners’ own answers.
c
•
a
b–c Learners’ own answers.
• L
iteral 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.
igurative meanings: Summer had
F
been a lot of fun; dreaming and not
noticing the world around him; that
does not sound very enjoyable; ants are
doing something new and good.
•
ny three from: tasty treat, delicious
A
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.
1.9
Hold a discussion forum
1
Learners’ discussions and preparations for
their group presentation.
2
Learners’ own presentations.
1.10
Test your knowledge
1
a–b Learners’ own answers and summary
sentences.
2
Learners’ own answer notes and summary
paragraphs.
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
1.11 and 1.12
Retell a fable
1
Learners’ own answers, planning diagram
and notes.
2
Learners’ own answers, fable retellings and
illustrations.
Check your progress
1
hree of: short, often animal or non-human
T
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.
4
Too many cooks
spoil the broth.
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.
5
a“Please help me load these coconuts,”
begged the old man.
bShe 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.)
4
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
2 E
xploring space
2.1 What is out there?
1
aa non-fiction, information/factual text in
chronological order
bAlphabetical order with any reasonable
synonyms:
artificial: synthetic, manufactured
astronaut: cosmonaut, space engineer
magnify: enlarge, increase
observe: watch, survey
orbit: circle, rotate
2
c
Learners’ own answers.
d
Learners add words to their spelling logs.
aGalileo
b12 April 1961, Yuri Gagarin orbited Earth
in 108 minutes
c50+ years ago
d•
•
h ad good eyesight is opinion – cannot
be proved,
without a telescope is fact – can be
proved
eGreece, Poland, Denmark, Italy, England,
America, Russia, India, China. Learners
name any three countries from the text.
•compound – In 1609, the Italian
scientist Galileo built the first
telescope and used his observations
to prove Copernicus’s theory
correct.
b • He invented the telescope, but it was
not powerful enough.
• Early astronomers studied the skies for
they were fascinated by the stars.
• Scientists invent new rockets so
astronauts can go further into space.
• You can become an astronaut or you
can become a scientist.
• The satellite is old yet it is operating
well.
• I have never met an astronaut nor have
I spoken to one.
cAccept any FANBOYS connectives that
make sense in these sentences:
•
•
•
•
•
fLearners add the text to the Reading logs
(Worksheet 5.2).
2.2 A simple start
1
2
Learners’ own answers. Presentation of
timelines will vary but key dates must be in
order with key words only, e.g. 129 BCE,
Hipparchus – star catalogue.
a
•
s imple sentences because the text is
factual and informative, not descriptive
or instructional
• Example answers:
•simple – In 1926, American Robert
Goddard launched the first liquidfuelled rocket.
satellite is a natural object and/but it
A
is also an artificial object.
Galileo built a telescope so he could
prove Copernicus’s theory correct.
We can fly to the moon but/yet we can’t
live there.
Astronauts enjoy life on the ISS yet/but
they do not stay there for long periods.
We can visit the museum or/and we can
visit the space centre.
d
Learners’ own sentences.
2.3
Building language
1
aany examples (in 129 BCE; In 1543;
after launch)
bLearners’ own sentences.
c•
•
•
•
•
he first star catalogue was completed
T
in 129 BCE. (time)
Isaac Newton invented a telescope
more powerful than the rest. (quality)
At last, the ISS was ready. (time)
The first astronauts landed on the
moon. (place)
With great effort, they succeeded.
(manner)
dLearners’ own sentences.
5
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
2
aPrefix meanings: bio = life; auto = by oneself;
astro = from space; cosmic = of the universe;
tele = far off/from afar; tri = three.
b •
•
•
a utobiography = the study of someone’s life
triennial = occurring every three years
astrodome = a window in space
• teletext = a text from far away
• cosmology = the study of the universe
c
Learners’ own words with prefixes.
d
Learners’ own sentences.
2.4 Then and now
1
a
a week
bpublic – it gives details about how things work on
the ISS, not personal or private details
cinformal, e.g. goodies, The long wait, FFF
dthe arrival of the Progress resupply craft with fresh
food, cards and gifts; other activities on the ISS
eyes: . . . just love that smell; my ‘favourite’ job of all
fmainly past tense with some present tense
2
a
Any reasonable comparisons:
journal
letter
blog
phone text
Private and
sometimes public
Private and/or public
Modern
Modern
Formal or informal
Public
Usually private
Formal (if public) or
informal (if personal)
To communicate with Informal
Informal
one or more person/s
To communicate with To communicate with
To record information
Facts
and
opinions
a wide audience
one person quickly
and personal
thoughts
Persuasive
Includes facts and
opinions
Includes facts
Personal opinion
bLearners update their Reading logs (Worksheet 5.2).
2.5 and 2.6 Blogging
6
1
a–bLearners discuss and plan their own work.
2
a–d Learners’ own written work.
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
2.7
1
Interviews
The crew knew the spacecraft was theirs
because they trained in it.
aThe interviewee is an astronaut (Chris
Cassidy) in space on the ISS. The
interviewers are learners at school (Rui,
Carlos, Cindy, Sam).
My friends are going to watch a film
about space. I’d love to go with them to
watch it.
bThe questions are open. Accept any
examples from the audio.
The rocket powered up, then it blasted
into space and it disappeared.
cThe language is a mixture of formal and
informal/friendly styles.
3
aSamantha Cristoforetti, an ESA
astronaut. Yes, she is still alive (at the time
this was written).
dThe context is different to a normal
interview where two people face each
other (sometimes in front of an audience).
It is similar to a telephone interview
because the interviewers are on Earth and
the interviewee is a long way away – in
space. The interview may be interrupted
due to poor signal. It is still important to
speak clearly and to be polite.
bShe was born in Milan, Italy, on 26 April
1977.
cAny three facts. Opinions include the
things she enjoys and her words The sky is
not the limit.
dThe writer chose mainly facts because
the text type is non-fiction, factual and
informative.
eLearners’ own questions. Examples:
eLearners’ own definitions, e.g. assign – to
get a task, conduct – to do/lead a task,
launch – to take off.
What do you enjoy about being an
astronaut?
What type of training did you have to go
through?
fA fan wrote the biography – the writer’s
point of view is positive; the biography
highlights only the positive aspects of
Samantha’s life.
What plans do you have for the future?
How did you become an astronaut?
2
gThe purpose of the text is to give facts
and details; the language is factual
and more detailed than a timeline; the
information is written chronologically in
paragraphs – not listed in order on a line.
Unlike a blog, the text is formal, is written
by someone else, in the third person and
aims to inform. A blog is written in the
first person and is mostly informal (for a
social media platform).
a–d Learners’ own preparation and
presentations.
2.8
Biographies
1
true
a
true
false
hLearners add the biography to their
Reading logs (Worksheet 5.2) and list
other people they might be interested in.
true
false
false
2
2.9
aA group of Year 5 learners wrote this
biography.
b
she, their
1
7
aHe landed the spacecraft the following
day. (phrase)
As they blasted into space, the astronauts
gave a big cheer. (clause)
Without any warning, the rocket
exploded. (phrase)
c
She enjoys her work. Those good results
are hers.
He loved the experience. The memories
are his forever.
Add details
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
bThe astronomer has noticed a new star.
They orbited the Earth before they
re-entered the Earth’s atmosphere. (clause)
I have read a book about space.
After three months, the astronauts
returned safely to Earth. (phrase)
He has been in space for six months.
The satellite has launched into space.
The crowd cheered when the capsule
landed. (clause)
bAfter it entered the Earth’s atmosphere,
the spacecraft landed safely.
cI have written a biography about an
astronaut.
We have studied all the planets in our
solar system.
Tim Peake has visited the International
Space Station.
As the capsule opened, the crowd cheered.
The day they landed on the moon,
everyone watched.
It has taken three days to reach the moon.
Although he felt sick, the astronaut
completed the mission.
When the fresh supplies arrived, the space
crew were overjoyed.
cAny of the following examples: where
she celebrated her 38th birthday; after
she graduated; as she launched into space;
while on board the ISS; where she has
almost a million followers.
2
a–c Learners’ own responses.
a
Accept any examples from the text.
•
•
•
ersonal background and education –
P
past tense.
Current work and interests – present
tense.
Future plans – present and future
tense.
bpast tense because it is about her life and
past achievements up to the present day
cBiographies are mainly in the past tense
because the purpose is to record what
happened in the past.
2
aHe discovered that the Earth moves
around the sun.
Learners’ own sentences.
2.11 and 2.12
Write a biography
1
Learners’ own research and written work.
2
Learners’ own work.
3
Learners’ own work.
Check your progress
1
2.10 Tackle tenses
1
d
a
opinion
b
fact
2
The astronauts trained. The astronauts/They
were ready for the mission.
3
She was the best astronaut but/yet/she did not
go on the first mission.
4
a
Before noon
b
in the sea
a
when they landed
b
As they took off
a
The rocket flew to the moon.
b
We learnt all about space.
5
6
He began a career as an astronomer.
She became famous for her brave work.
They built an enormous observatory.
My friend dreamt of going into space.
The astronauts sped towards the moon.
8
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
3 Reflections
2
d
emerald, ruby, sapphire
aWildy spinning top – A tornado; Lonely
night traveller – The moon; Long,
cold fingers – Icicles; Good friend – A
mountain (or a large shady tree); Ancient
watchtower – A large shady tree (or a
mountain). Learners’ own answers, e.g.
The moon is a good friend because it is
always there / The moon is a lonely night
traveller because it is always on its own
moving across the sky, visible at night.
e
Learners’ own answers.
b
Learners’ own sentences.
c
Learners’ own written work.
3.1 Like and as
1
a
Learners read aloud with expression.
b
It does not make a difference – it is
timeless.
cThey are beautiful, precious, colourful,
desirable gems.
fThe brilliance of the diamond cannot be
compared to anything because it is the
most brilliant of all. Learners’ own ideas.
2
a
dLearners add to their Reading logs
(Worksheet 5.2).
It is a stone that comes from the ground.
b •
•
3.3
I t is dull and ordinary.
It can be used to make fire.
1
cIt has the quality needed to make sparks
and start a fire.
d
all of them
eLearners’ own answers. Example:
Although flint is the least attractive stone
it is the most useful, effective stone. The
message is that it is not appearance that
counts, but what you are made of and what
you are capable of.
cLearners add to their Reading logs
(Worksheet 5.2).
3.2 Imagine with metaphors
a
2
Learners’ own responses.
b
shaggy/ragged gnaw/chew bound/
run howl/bark/cry hollo/shout
dAny reasonable response with an
explanation, e.g. The poet likes the sea
because it reminds him of a dog / does not
like the sea because it is wild like a hungry
dog ...
eLearners read aloud with appropriate
expression.
aExample: The word ‘surviving’ implies the
penguins are struggling to stay alive, while
the word ‘stately’ implies the penguins
are in charge/ in their element/as good
as royalty
b
yes
c
any reasonable synonyms
d
Learners’ own ideas.
3.4
Create a haiku
cThe sea is compared to a hungry dog
because they both look giant and grey,
roll, gnaw bones, howl/make a constant
noise, shake water, lie on sandy shores ...
9
aLearners’ own responses. They are similar
because they all have three lines of 5-75 syllables and they are all about nature.
They are different because they have
different topics. Some are serious and
some are light-hearted.
bHaiku poems are traditionally about
nature. They have three lines of 5-7-5
syllables. They can be serious or lighthearted.
f–g Learners’ own answers.
1
Haiku
1
a–b Learners’ own notes.
2
a–c Learners’ own work and first draft.
3
Learners’ own written work.
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
3.5 Personification in poems
1
aLearners read the poem with mild, gentle
expression.
b
the wind
c
playful, teasing, a bit silly, cheeky,
naughty. . .
d
personification
e •
•
•
•
•
no stanzas
I is repeated
no rhyming pattern
There are commas at the end of every
phrase/sentence.
It reflects a peaceful mood and gentle,
playful, mischievous, flowing action of
the wind.
fLearners update their Reading logs
(Worksheet 5.2).
2
2
a
•
•
•
•
•
he sun scowled harshly on the dry
T
land.
Dark clouds grumbled as they gathered
together.
Autumn leaves surrendered to winter.
Two trees danced happily in the wind.
The furious wind rushed around in a
rage.
a
o man is an island: Metaphor. No one is
N
ever alone because we are all a part of a
family, a group of friends or a community
and we all have a role to play.
b
Time waits for no one: Personification.
Everyone must keep to the same time
because it is the same for everyone and it
will never slow down for any reason.
c
The time slipped through my fingers like
sand through an hourglass: Simile.
There was not enough time to do
something.
3
hree lines of 5-7-5 syllables. The first part is
T
literal and the second part is figurative.
Usually describes a moment in nature. The
last line is usually a contrast or interesting
idea or thought.
4
Number of syllables:
poem (1)
reason (2)
poetic (3)
react (2)
simile (3)
personification (6)
poetry (3)
5
rhyme (1)
metaphor (3)
haiku (2)
monosyllabic word has one syllable,
A
e.g. bright. A polysyllabic word has more
than one syllable, e.g. brightening. Accept any
correct examples.
bAny reasonable suggestions of a mood
like: desperate, threatening, helpless,
joyful, angry
c–d Learners’ own written work.
3.6 Practise and perform
1
Learners’ own group work.
2
Group performance using criteria listed on
the board.
Check your progress
1
aSimile: a comparison that uses like or as.
bMetaphor: a direct comparison that does
not use like or as but is or are.
cPersonification: to compare an object or
animal to a person by giving it human
characteristics.
10
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
4 T
elling timeless tales
4.1 Make predictions about a
classic tale
1
2
a
anyone who might be interested in finding
out about or reading the book; anyone
who is interested in animals and what
‘Law of the Jungle’ is
b
mostly fact: it is setting out what the book
contains, much loved could be considered
an opinion but it is factual that it is been
adapted into plays and films
c
fiction/adventure because it contains
animal characters and unrealistic events
d
figurative language because it is describing
fire as a red flower creating a mind picture
of what fire looks like
e
Learners’ own answers.
•
•
Learners’ own answers, but these should
include that one is a novel and the other is
set out as a playscript
c
Learners’ own preferences and ideas.
Encourage reasons.
4.3 Develop your language
skills
asingular, plural, singular, plural, singular
bam, was, were, is, were
2
Good writing stands the test of time,
appeals to all sorts of people, can be read
by different generations. Classic books
inspire our own writing by increasing
our vocab and knowledge. The setting
and characters usually tell us something
about the time it was written. It gives us
historical knowledge. It contains these
everyone can respond to (friendship/
loyalty/growing up
The books tell us something about the
time when the book was written, through
the actions of people, the way they speak
and the context.
•
Because they contain themes everyone can
understand (friendship/loyalty/growing
up).
•
Learners’ own answers.
•Because of the high quality of the
characters, plot, writing and the themes.
They can find extra meaning as adults
that they may have missed when reading
previously.
11
a
bLearners’ own answers. Possible answers:
Extract 1 – the book: paragraphs, oldfashioned language, formal, narrative in
the past tense, dialogue. Extract 2 – the
play: stage directions in brackets and
italics, speakers set away from dialogue
followed by a colon, no narrative, only
dialogue, more modern language and
grammar.
1
a–c Learners’ own answers.
4.2 Read some classic literature
1
2
aThe extract contains statements, questions
and commands/exclamations. Learners’
own answers for the examples.
b
Learners’ own answers.
cTwo of: had taken Mowgli’s part; a man’s
cub no longer; lay out Shere Khan’s hide.
d
Mowgli, Akela, Bagheera, Father Wolf,
Mother Wolf, Shere Khan, Council Rock
e
cries; howl
f
Learners’ own answers.
g
in written dialogue; in spoken language
4.4
1
Develop a viewpoint
aHe did not know what was happening to
him (tears) and wondered if he might be
dying (from the tears and the feeling he
had inside).
bLearners’ own answers. Answers should
include ideas that he had been brought
up with the wolves and it felt like he was
turning against his family or they were
turning against him. It also emphasised
that he was different to the animals.
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
cLearners’ own answers should include
ideas that Mowgli uses fire for the first
time against the wolves which would make
them his enemies. They may also suggest
that Shere Khan would be looking for
him.
4.6 Explore your knowledge of
classic tales
dHe wanted to say goodbye, he cried on his
mother and promised to return.
•
1
a–d Learners’ own answers.
2
a
•
eHe calls them mysterious men.
fLearners’ choose their own spokesperson.
2
a
Learners read in groups.
b
Formal, old-fashioned, polite, respectful
– no contractions and words like thou, ye
and art. Seem less relaxed than friends
and how they would speak today. The
playscript is likely to be more accessible as
the words are more modern.
cLearners’ own role play with a partner.
d
Learners’ role plays written as a
playscript.
4.5 Build a short screenplay
1
2
3
b
The reader of the book.
a
A – legend and B – myth
bMyths: How Rabbit Brought Fire to the
People; Thor – God of Thunder; The
Beginning of Smoke; Why the Tortoise
has a Cracked Shell; Pangu and the
Creation of the World; The Story of the
White Snake.
Legends: Hua Mulan – the Chinese
Girl Warrior; The Magic Paintbrush;
El Dorado; King Arthur and the Knights
of the Round Table; The Lost City of
Atlantis; A Mountain on a Finger; The
Loch Ness Monster; The Pied Piper of
Hamlyn; Baba Yaga.
a–c Learners’ own answers.
d
Both have audiences, actors, sets, lighting,
costumes and props. Plays are live
performances, films are not. Camera work
needs to be considered in films.
e
Learners’ own answers (very similar to d).
a
Speech: smooth bubbles with pointers;
thoughts: cloud bubbles with cloud
pointers.
b
Learners’ own answers, e.g. punctuation,
layout, colour, size, words, sound effects
and facial expressions
cPossible answers: anxious, embarrassed,
ashamed, confused and overwhelmed,
facial expression and body language.
3
•
a
reading activity
b
Learners’ own answers, e.g. actual spoken
words are the same as in the speech
bubbles, and order of speeches.
c–e Learners’ own responses.
e is neither a ghost nor a giant.
H
He is a god.
He is called Zeus, the bringer of light
and ruler of gods and goddesses. He
has children (Apollo and Artemis) who
are also a god and goddess. He points
out Pegasus (a fantastical creature), a
winged horse and his chariot, and he is
on Mount Olympus.
Learners’ own answers – but unlikely
to believe.
c
Myths
Legends
Gods and goddesses Heroes and
villains
Explains a natural
phenomenon
May be based on
a historical event
Fantastical
creatures
Fantastical
creatures
Superhuman or
unlikely powers
Set long ago
Timeless
A classic opening,
e.g. Long, long ago
…
Superhuman or
unlikely powers
A dangerous
quest or challenge
Unlikely or
exaggerated
events
A classic opening,
e.g. Long, long ago
12
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
4.7 Explore the text
4.8
1
1
a
•
•
•
b
Learners’ own answers: likely to be myths
and legends about his family of gods and
goddesses.
c
Answers will vary but should include that
an outside narrator is able to see everything
happening, whereas the first person is
limited by their physical location or what
they find out second-hand. The outside
narrator can also indicate what all the
characters are thinking rather than only
having a storyteller’s perspective.
d •
•
2
ou can tell by the use of I, my, we,
Y
etc.; he tells us his own name, Zeus.
first-person narrative
Accept any sensible answers that reflect
Zeus’s personal tone, e.g. I am tired of
shouting. I’m in no hurry. Sit down! (an
exclamation mark shows his authority
and power), answering questions he
has not been directly asked.
oral activity
Personal pronouns I would change
to he, my to his, me to him, we to they,
etc. The narrative may have to include
direct speech (said Zeus, etc.) if it is
to retain the direct relationship with
the reader (use of you), otherwise the
reader would have to be identified and
the narrator would have to explain what
Zeus is saying in reported speech. Accept
sensible ideas.
e
Learners’ own answers.
a
Learners’ own answers.
b
They are all proper nouns.
c
•
Zeus said, “I have many children.”
Zeus explained, “Pegasus is my winged
horse.” (“Pegasus is my winged horse,”
explained Zeus.)
• “I am tired of shouting,” complained
Zeus. (Zeus complained, “I am tired of
shouting.”)
2 a • Zeus said that he was a god.
• Zeus confirmed that he was not
a ghost.
• Zeus explained that Pegasus pulled
his chariot.
b
13
Learners’ own dialogue.
4.9
Check your knowledge
1
•
a
•
Learners’ own answers and suggestions.
eLearners’ own entries in their Reading
logs; (Worksheet 5.2) look for clear
explanations of their views.
a–b Learners’ own answers.
c •
•
se of personal pronouns: I and we,
U
possessive adjective: my. Addressing
audience/readers directly as if he is
speaking to them, i.e. direct speech,
chatty tone, questions to readers,
exclamations, contractions, part
sentences
• Learners’ own answers.
d
Direct and reported speech
2
earners’ own answers.
L
Anthropomorphised / personified
characters, a natural phenomenon
being explained, set out of time,
unlikely events, traditional opening
but should include no heroes or
dangerous quests.
The story is a myth – it explains a
natural phenomenon and has other
myth characteristics. Make sure
learners include reasons.
b
Learners’ own answers, but likely to be
fearful, scary, urgent or similar. The writer
created this effect through the dialogue
and the characters.
c
The events are partly unlikely although
some of the actions are stereotypical of
the animal type. However, events are also
likely in that fire does burn and bush fires
are common.
d
It is similar in that it has animal and other
personified characters and it is short; it
is different in that there is no lesson to be
learnt although there is a case to be made
for a lesson if they think of the expression
‘Never play with fire’.
e
Learners’ own answers.
a
Learners’ own answers. Examples should
be both common and proper nouns.
b
They are all proper nouns – i.e. names as
opposed to common nouns.
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
c
Learners’ own answers. Encourage
alliteration.
d
hate, peace, beauty, honesty,
disappointment, patience, democracy
Check your progress
1
Learners’ own answers.
2
aZeus announced that he was the father of
Artemis and Apollo.
e • Learners’ own answers.
• sensitive, fearful, sorrowful, trusting/
trustworthy, anxious, friendly, chaotic
f
Learners’ own answers.
g
Learners add to Reading logs
(Worksheet 5.2).
bZeus proudly said to the crowd, “My
daughter is the goddess of the moon.”
(Dialogue could come first.)
3
4.10 Work with words
1
a
Learners’ own answers using the plurals
foxes, glasses, boxes, wishes and matches
b •
•
c •
•
•
2
heroes, echoes, tornadoes, volcanoes
curios, kangaroos, zoos, cockatoos
leaves, lives, knives, wives, halves,
shelves, loaves, calves, wolves, selves
Learners add the exceptions to their
spelling log.
Learners’ own answers.
a
any; a few; many; a large amount of; less
b
Learners’ own answers.
3 a •
•
Common
nouns
Proper nouns
Abstract
nouns
chariot
Pegasus
love
mountain
Olympus
respect
moon
Greece
power
4
Countable nouns: horse, jungle, pen, pepper
(the vegetable); uncountable nouns: pepper
(the powder), dancing, happiness, work,
football.
5
bunch – bunches, box – boxes,
wife – wives, flash – flashes, wolf – wolves,
tomato – tomatoes, batch – batches,
kangaroo – kangaroos.
exclamation marks
Learners’ own answers – likely to say
added tension and urgency to the story.
b
For effect; it brings the characters to life
and helps the reader associate with them.
c
Learners’ group reading.
4.11 and 4.12 Write your own
classic tale to tell
1
a
Learners’ own answers.
b
•
•
14
r umours or tales of a boy who
appeared one day in a village, with no
family, apparently having been brought
up by animals
killing Shere Khan and bringing his
hide to Council Rock
2
Learners’ own answers.
3
Learners’ own answers.
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
5 Tell me how
2
5.1 Gather facts
1
a
Accept any facts.
bNon-fiction. It provides facts about a real
subject – salt.
cNon-fiction sections: geography (where is
salt found), science (what salt is made of)
and (how salt is used), history (the role of
salt in the past)
b •
•
•
•
dKey words: salt – uses – history – trade –
mining – dry lakes.
a
dLearners add the instruction text to their
Reading logs (Worksheet 5.2).
Learners’ own answers.
btake it with a pinch of salt – don’t take
it too seriously; worth one’s salt – hardworking and valuable; rub salt into a
wound – make someone feel worse; the
salt of the Earth – a very dependable
person; go back to the salt mines – return
to work
cLearners’ own answers.
dYes. Example: Worth one’s salt is based on
the fact that salt was very valuable.
eLearners’ own answers.
Be clear and direct
1
a
Do the task individually. Work in groups
today. Listen carefully to the instructions.
Open the door and windows. Follow my
example and do what I say.
b
Learners’ own commands.
2 a•
•
b •
aA personal diary is used to record
personal events and feelings, a postcard
is a personal communication to a friend,
a recipe is an impersonal instruction,
a text message is an informal, friendly
communication.
•
bA writer must choose a writing style to fit
the purpose and audience of the text. A
writer chooses an impersonal style for an
information text to an unknown audience.
c
cLearners’ own example sentences,
e.g. I feel sad today, You would love this,
She is having a party.
dNewspapers, magazines and some
online sites usually contain texts with
different styles like a news report or an
advertisement.
15
5.3
•
5.2 Read instructions
1
i mpersonal
the style fits the purpose – it is
instructional not personal,
there are 12 numbered steps in order –
the sequence is essential
specialised vocabulary includes words
like non-edible, solution, evaporate
cLearners aim to repeat the instructions to
each other in sequence.
eLearners’ own questions.
2
aAny three features: headings, sequence,
lists, impersonal style, commands, ordered
steps.
•
•
5.4
1
borax
• hot water
crystals
Dissolve the borax in hot water and
leave it to cool.
Pour the solution into a jar then place
it somewhere safe.
Add the salt and sugar then wait for
them to dissolve.
Add water to each glass then move it/
them to a safe spot.
Once the crystals start to form, leave
them to grow.
Learners’ own sentences.
Nouns count
ain the bowl, over the bowl, behind the
bowl, under the bowl. Learners’ own
sentences.
bAny examples: in, to, around, across,
inside, on top of.
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
c •
•
•
•
Place a sponge in the dish.
Pour hot water into the jug.
Place the dish on a window ledge.
Throw the leftover solution down the
drain.
5.7
Find out more
1
Learners’ own answers.
bNon-fiction. Non-fiction is information
based on facts, but fiction is unreal,
imaginative stories.
dLearners’ own sentences, e.g. Look in the
cupboard. Go to the shop. She walked
into the room.
2
a
box, glass, pot, cloud
b
Learners’ own examples.
cExample answers: packet of rice, box
of equipment, sheet of rain, tray of ice,
cloud of dust, field of oats, bucket of
water.
d
cLearners’ own answers.
dBoth. The information on the caves can be
in any order. The explanation on how the
crystals formed is sequenced.
e
2
d
2
Learners’ own demonstrations.
Learners’ own answers.
eThe names give clues to what each cave
is like (e.g. the Candles Cave has long,
delicate crystals resembling candles; the
Cave of Swords has long, sharp, deadly
crystals).
a–dPlace an empty glass inside a large bowl.
Pour salty water into the bowl. Cover
the bowl with cling wrap (plastic wrap).
Place a pebble in the middle of the cling
wrap to create a slope. Place the bowl in
a sunny spot. Wait for the salty water to
evaporate, condense and drip clear water
into the glass. Observe salt crystals left in
the bowl.
f–h Learners’ own written work.
a2000, by miners who were draining the
water from the cave
cIt is dangerous – too hot and slippery, and
to preserve the crystals
Example answers:
ePaint with salt (example): 1 Squeeze a
glue design onto the paper or card. 2
Sprinkle the glue with salt. 3 Remove
excess salt. 4 Dip the paintbrush into the
liquid paint then dab the glue with the
paint using different colours. 5 Watch as
the paint travels in different directions. 6
Let it dry for a few hours.
Learners read aloud.
bIt has the largest selenite crystals ever
found.
Learners’ own sentences.
5.5 and 5.6 Write instructions
and demonstrate
1
a
fLearners’ own answers.
gLearners enter the text in their Reading
logs (Worksheet 5.2).
5.8
Make notes
1
Topic sentences:
a
The Giant Crystal Cave is an underground
cave containing the largest selenite crystals
ever found.
The cave was discovered in the year 2000
by miners.
The Giant Crystal Cave is one of a cluster
of natural cavities of limestone rock . . .
It is deadly hot in the cave . . .
16
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
bLearners copy the table and compare the
caves using key words of their choice.
Name
c
2
Discovered
Location
Description
What’s inside?
Giant
2000 by
Crystal Cave miners
Naica mine,
Mexico 300 m
deep
Size of a football
field; extreme
conditions
(58 °C /136 °F)
Huge
selenite crystals –
over 11 m in length
and 4 m in diameter,
weighing 50 000 kg
Cave of
Swords
1910
Naica, Mexico
120 m above
The Crystal
Cave
70 m in diameter,
with crystals up to 2
m in length
Crystals up to 2 m in
length
Queen’s Eye 2000
Cave
Naica, Mexico
300 m deep
The narrow opening Crystals
of the cave is shaped
like an eye
Candles
Cave
2000
Naica, Mexico
300 m deep
The crystals have
long, delicate
structures
resembling candles
Crystals
Ice Palace
No date
given
Naica, Mexico
150 m deep
The cave is not
flooded with water
Smaller crystals
Learners’ own summary talk.
b
aComparing, listing, sequencing, showing a
cycle, showing a flow of events, grouping,
classifying
b
•
the straight arrows
cLearners’ own answers must show the
process in order from start to finish.
Example answer:
•
•
ground water heated up saturated with
minerals filled the cave constant
temperature crystals formed in the
water.
dLearners use their own words to write a
paragraph from their key words.
c
•
•
•
1
•
a
•
t ime or sequence: Until recently;
When; Firstly; Over time; For
thousands of years; While
cause and effect: since; so; as a result
extra information or comparison: and;
furthermore; equally
2
ue to the perfect conditions in the
D
cave, the crystals grew. (cause and
effect)
This cave is unique, unlike any other
cave known to us. (extra information
or comparison)
Not only is the cave enormous, it
is beautiful. (extra information or
comparison)
You must exit the cave after half an
hour. (time and sequence)
Learners’ own answers. Example:
5.9 Recall connectives
•
•
17
•
he crystals formed because the
T
conditions were perfect.
The cave is dangerous, therefore be
careful.
As a result, the crystals became
exposed.
Wear protective gear since the cave is
dangerous.
Learners’ own work.
a–h Example answer: How to put on the
protective gear.
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
In order to survive the extreme conditions
inside the cave, visitors must dress
correctly.
5.12
1
Learners’ own answers.
First of all, put on the insulated vest to
protect your skin from frostbite. Over
that, put on the ice vest filled with tubes
of iced gel to keep your body cool. To
cover the ice and your body, put on the
overall. It keeps the heat off the ice and
offers protection from the sharp crystals.
Finally, add the respirator backpack
and attach the facemask, which provides
chilled air for breathing.
2
Learners’ own work.
5.10 Explain with multi-clause
sentences
1
aAccept any two examples from the text:
Since the extreme heat and humidity are
lethal, it is closed to the public.
They were pumping water out of a mine
when they stumbled upon this natural cave
300 m underground.
b •
•
•
•
•
c
Giant crystals formed in the cave.
The cave was discovered in 2000.
The crystals are dangerous.
You won’t survive for long inside the
cave.
The crystals will deteriorate.
Write and present
Check your progress
1
Any of the following:
An information text
An explanation
Describes what?
Explains how?
Gives general
information.
Gives specific
information.
Sequence of sections
is not that important.
Sequence is
important.
2
An explanation
3
a
Collect
4
a
they = the caves
5
aWe visited the cave as soon as it was safe
to explore.
(As soon as it was safe to explore, we
visited the cave.)
b
Present
b
it = the instruction
bBecause it was hot in the cave, we could
not stay long.
We could not stay long because it was hot
in the cave.
6
s soon as it was safe to explore. Because it
A
was hot in the cave.
Accept any reasonable combinations, e.g.:
•
ou won’t survive for long inside the
Y
cave so you should wear protective
gear.
• Giant crystals formed in the cave
because the conditions were just right.
• The cave was discovered in 2000 as
water was pumped out of the mine.
• The crystals are dangerous although
they are very beautiful.
d–f Learners’ own answers.
5.11 Plan first
18
1
Learners’ own answers and notes.
2
Learners’ own answers and planning.
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
6 A different type of story
6.1 The Way Through the
Woods
1
•
a
Learners’ own answers.
c
Learners’ own answers.
b
•
d
•
•
earners’ own answers. However, it
L
should give them goose bumps.
The mysterious mood is created partly
by the mysterious idea of a horse
cantering along a road that is not there
and being set late in the evening – a
misty light adds mystery. The sounds
– the rhythm, rhyme and repetition all
add to the air of mystery – especially
the long soft vowel sounds. Finally, the
ellipsis on the last but one line leaves
the reader wondering.
•
2
a
the keeper
dcool air; trout come up to the surface of
the pools; otters calling
1
aPossible answers: two stanzas with 12 and
13 lines. Stanzas of unequal length add
mystery with the extra final line creating
an uneasy lack of balance; perhaps
superstitious associations of ‘unlucky 13’
to add to the mystery.
b
19
•
a
a small type of plant
Learners’ own answers.
e
Possible answer: The old road through the
woods, eroded by the weather, has vanished
beneath the trees and undergrowth. Only the
old keeper can spot the traces of where it used
to be. If you enter the woods on a summer late
evening, you will hear, but not see, the sounds
of a cantering horse and the swish of a skirt
(which can be a woman’s skirt or part of the
saddle).
f
Learners’ own answers.
fThey can be heard but not seen, and there
is no road for a horse to canter along.
6.2 Develop your poetic
language
Learners’ own rhyming words.
d
ean otter whistling to his mate; the beat of
a horse’s feet cantering along; the sound
of a skirt swishing
g–h Learners’ own answers.
e
cPossible answers: The keeper would know
where to look for clues of the old road;
others would not easily spot the odd trace
here and there.
They shut the road through the woods.
bIt has vanished through weather erosion
and becoming overgrown.
c
ike an echo, especially with the long,
L
soft oo sound to add to the sense of
mystery.
Stanza 1: broods, stanza 2: solitudes
Stanza 1 rain / again, keeper / sees,
Stanza 2 cools / pools, beat / feet
bSomeone in charge of other people,
buildings, grounds or animals (fits the
poem); the football or hockey player who
protects the goal; (cricket) the person who
stands behind the wicket to catch balls;
a part of a mechanism that catches or
secures another part.
cThe mystery is that you can sometimes
hear late in the evening the sound of a
horse cantering along as if on a road,
although there is no road any more. Is the
horse real or not?
2
he second stanza: What you hear
T
when you go into the woods late on a
summer’s evening.
6.3
Bringing the rain
1
Learners listen.
a
b •
•
in Africa, on Kapiti Plain
The rains had failed and so all the wild
creatures had migrated. Ki-pat’s cows
were hungry and dry, with no food or
water. The land needed rain.
he first stanza: Where the road
T
through the woods once was, before it
was closed and overgrown.
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
•
c
2
i-pat and his cows were there. He
K
made a bow with a stick and leather
thong. He then picked up a feather
dropped by an eagle and shot it at the
dark cloud, which made the rain and
thunder come.
e
Learners check their answers.
atwo stanzas; short lines; long sentences
split over lines; some lines starting with a
capital letter although not a new sentence,
but not all
bEnd rhymes every other line; strong
rhythm; repetition of This is ... sentence;
some repetition of words from one line to
the next; some alliteration/half rhymes/
internal rhymes (e.g. so long and strong,
And strung with a string, a leather thong,
a bow for the arrow); interesting word
choice (migrated, belated, shadowed );
capital letters for LOUD emphasising
the sound of thunder; some figurative
language (sea of grass, like the big stork
bird ); third-person narrative
c •
•
•
d •
•
a sea of grass
a figurative description because the
grass is not a sea
metaphor
Like the big stork bird
Learners’ own answers. Ki-pat is
standing on one leg, like a stork.
eLearners’ own answers – although they
should predict that it continues to describe
what happened when the rains fell.
3
a
Learners’ own reading.
b
the wind and the sea
c
Learners’ own answers.
d
personification
f
6.4
1
Bringing the Rain
to Kapiti Plain
Once the Wind
Two stanzas
Three stanzas
Uneven length
stanzas
Very uneven length
stanzas
Similar short line
length
Very uneven line
length and layout
Sentences
Notional sentences
but without
punctuation
Punctuation
No punctuation
Some capital
letters at the
beginning of lines
Some capital
letters at the
beginning of lines
Bringing the Rain
to Kapiti Plain
Once the Wind
Consistent end
rhyming pattern
Occasional rhymes:
you, blue, too etc.
Some internal and
half rhymes
No internal or
half rhymes
Strong rhythm
No clear rhythm
Third-person
narrative
Third-person
narrative
No dialogue
Dialogue (without
punctuation)
Repetition of
section and words
Repetition of
what started the
conversation
Learners’ own answers.
Read with understanding
aHe shot an arrow into the big dark cloud,
piercing it to let out the rain.
bNo. Nothing coming from Earth affects
rainfall from a cloud. It is all part of the
rain cycle.
cTimeline: the rains don’t come, a heavy
cloud looms over the plain, Ki-pat makes
a bow from a stick and leather thong,
he then makes an arrow from a dropped
eagle feather, he shoots an arrow at the
cloud to make the rain come.
dThe mood is upbeat and lively.
eThe short lines, the short vowel sound
rhymes every other line, the strong rhythm
20
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
fLearners’ own answers. Should include
being able to tell it is a conversation in
which words are spoken aloud.
g
d
•
•
Once the wind said to the sea, “I am sad.”
3
And the sea said, “Why?”
And the wind said, “Because I am not blue
like the sky or like you.”
hThe mood is a little sad and wistful. It
makes one feel sorry for the sea and the
wind.
aThird person – no personal pronoun I or
we. The narrator is describing the scene
from the outside.
bIf it was the first person, the reader
would then know how the person felt,
for example, the girl picking up the
hedgehog. It would be unlikely to have the
personification descriptions and it would
have been more about the narrator than
the moment.
So the sea said, ‘What’s so sad about that?
Lots of things are blue or red or other
colours too, but nothing, neither sea nor
sky, can blow as strong or sing so long as
you.”
And the sea looked sad. So the wind said,
“Why?”
irl, children, sky and sun hold their
G
breath.
Learners’ own answers (creates an
anticipatory tension).
c •
•
resent tense
p
It makes the action immediate – more
in the moment. It brings the reader
into the action as it is happening.
dto draw attention to the reactions of sun
and sky and add to the drama
iPartly by the conversation format and
partly by the choice of words and
sentiment. The repetition of being/
looking sad and why also adds to this
effect.
enot a full sentence – creates a pause
to draw attention to the feeling of the
moment
a–c Learners’ own answers.
f
three finite (complete) verbs in each
sentence
6.5 Not lost but found
g
•
2
1
a–cLearners’ own answers.
d •
•
•
•
•
ecause they notice the hedgehog
b
so it won’t get hurt
gingerly
slowly and carefully, perhaps
cautiously or anxiously
Learners’ own answers.
ePossible answers: it seemed like a special
moment – saving the hedgehog felt
good, so everyone wanted to savour the
moment; or so as not to upset the girl and
hedgehog.
fLearners’ own answers, probably the
happy feeling that the hedgehog has
been saved
2
a
An old, frayed cricket ball (simile)
b
Learners’ own answers.
he clauses (i.e. with a verb in each) are
T
being listed – accept verbs being listed
as well.
• Listing of adjectives, e.g. bag-swinging,
shouting children or old, frayed cricket
ball
h • one finite verb – is
• to separate silence and a moment to
remember – the moment to remember
is an additional description of the
silence (an adjectival phrase)
iLearners update Reading logs
(Worksheet 5.2).
6.6 Use a frame to write a poem
1
Learners’ own answers.
2
Learners’ own poems.
3
Learners’ own answers.
cThe sky (deafened, winces) and the sun
(gapes in surprise).
21
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
Check your progress
22
1
ccept all sensible answers: Use of vowel
A
sounds (assonance), rhyme scheme,
word choice, figurative speech, content,
repetition and punctuation.
2
Full rhyme
Half rhyme
soar – more
through – chew
wheel – steal
bottle – skittle
scale – meal
spite – spurt
3
ABCBDEFE
4
Learners’ own answers.
5
Learners’ own answers.
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
7 Tell it another way
Similarities with
Cinderella
Settareh is goodnatured and cares
for others
Has to flee the
party
7.1 Fairy tales forever
1
2
a
Learners’ own answers.
b
furious, because his son compared his
love to salt, a common, cheap substance,
instead of gold or diamonds
c
Learners’ own answers.
d
loss of appetite and so nutrition, as well
as poor health because of the lack of salt
e
from eating the tasty salty (and
nourishing) broth
f
Salt is more valuable than gold and
diamonds because it gives life, so his son
had loved him highly after all.
g
not real: events are impossible, e.g. the son
taking all the salt of the land with him
h
Table salt is of low value; it is essential for
health; it enhances flavour and stimulates
appetite.
a–e Learners’ own answers.
fA timeless setting; kings and princes;
a test; foolish–wise theme and
transformation; unlikely events.
7.2 A well-known tale around
the world
1
a
b
Cinderella – be aware that not all learners
will be familiar with the story and so may
not recognise it.
Learners should notice a selection of the
following:
Similarities with
Cinderella
A mean
stepmother
Jealous
stepsisters
A celebration
held by the king
Meets a
handsome prince
23
Differences from
Cinderella
Settareh not
Cinderella
No Ruz
celebration not a
fancy ball
No fairy
godmother – a
blue jug instead
Loses an anklet
not a slipper
Gets married and
lives happily ever
after
Cinderella’s dress
turning back into
rags at midnight.
Differences from
Cinderella
Stepsisters
turn her into a
songbird
Prince transforms
her back into a
person
Set in Persia,
not an imaginary
place
The jewelled
hairpins Mention
the trying on of
the shoe in the
Cinderella story.
cPrinces and kings, set out of time
(although in Persia), rags to riches
theme, enchanted object, transformation,
goodness rewarded, living happily ever
after, a test, unpleasant step relations.
2
a
Learners’ own answers.
b
• f or the prince to choose a bride
at the ball
• her gown would disappear
• he has fallen in love with the owner of
the slipper
• a happy ending
c
Similar to Activity 1 question b but a
formal table giving more detail.
Similarities with
Cinderella
Differences from
Cinderella
A mean
stepmother
Settareh not
Cinderella
Jealous
stepsisters
No Ruz
celebration not a
fancy ball
A celebration
held by the king
No fairy
godmother – a
blue jug instead
Meets a
handsome prince
Loses an anklet
not a slipper
Settareh is good- Stepsisters
natured and cares turn her into a
for others
songbird
Cambridge Primary English 5 – Burt & Ridgard © Cambridge University Press 2021
CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
Similarities with
Cinderella
Differences from
Cinderella
Has to flee the
party
Prince transforms
her back into a
person
Gets married and
lives happily ever
after
Set in Persia,
not an imaginary
place
7.3 Compare and contrast
1
a
Learners’ own answers.
b
Possible answers: names, magical object/
person, a party of some kind, outfits, good
nature versus greedy or mean, wicked
stepmothers and sisters, final reward or
transformation, clothing that identifies the
Cinderella characters, rags to riches
c
•
•
b •
•
•
•
•
•
24
•
3
hey mock her ragged clothes.
T
She helps the needy and buys a blue jug.
She has a kind heart and cares about
others.
They wish on the blue jug to be rid of
Settareh and use hairpins to turn her
into a bird.
Settareh does not give up on her
prince; she sings to him every evening
even though he doesn’t know it’s her.
She is rewarded when he finally notices
the pins and sets her free by taking
them out; they marry and live happily
ever after.
a magical fish
Learners’ own answers.
to go to the spring festival; her clothes
are transformed
because the magical fish rewards her
friendship and good nature
She sends Chinye out to fetch water at
night when it is dangerous because of
wild animals.
because they recognise her good nature
and probably she has been kind to one
of them in the past
he is transformed into a wealthy
S
woman.
She shares her wealth in the community.
a–d Learners’ own answers.
7.4
Phrases, clauses and tenses
1
a
phrase; clause; phrase; phrase; clause;
clause, phrase
b
•
c
The main clauses are underlined. The
adverbial clauses are not underlined.
as, sent – when; went, were
w
(transformed) – Before; sings, searches
– while; swept, gave – After;
found out, caught, ate – When.
•
•
Learners’ own responses. Learners add to
their Reading logs (Worksheet 5.2).
2 a •
•
•
c
•
•
•
•
2
hinye was anxious when her mother
C
sent her into the woods.
Before she went to the Spring Festival,
Yeh-Shen’s clothes were transformed
into an exotic outfit.
Settareh sings to the prince every night
while he searches for her.
After she swept her floor, the old
woman gave Chinye a gourd.
When she found out about the magic
fish, Yeh-Shen’s stepmother caught and
ate the fish.
d
when; when; when; when; when.
a
mainly the past tense
b
•
•
•
resent tense; it suggests the characters
P
do the same thing each time the story
is told.
Learners’ own answers for tense
changes.
It takes away the timelessness and fixes
the story in the past or future.
c
are, is, are, are
d
tease, sing, protect, cry
e
Possible answers: waiting/going;
fleeing; wearing; hoping
7.5 and 7.6
Write a synopsis
1
a–b Learners’ own answers.
2
Learners’ own answers.
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
7.7 Blackberry Blue
1
a
Possible answers:
•
•
b
a king, queen and prince, a child
raised in a poor family and an unlikely
event – a baby found in the middle of
brambles
When she grows up, Blackberry Blue
could meet and fall in love with Prince
Just.
The table should contain the features
mentioned in 1 a, with examples from
the text.
cPossible answer: Blackberry Blue will
meet the prince and fall in love, but will
have difficulties that need to be resolved
before they can be together. There may
be some enchanted intervention to help
Blackberry Blue.
2
a
•
•
•
b
•
•
c
25
fPossible answers: describing different
stages of action and descriptions –
introduction, scene setting, introducing
the baby’s cry, the woodcutter’s
wife’s actions and what she saw, the
woodcutter’s wife trying to get at the
blackberries, linking the woodcutter’s
wife in the brambles to the cry, dialogue,
text effects, figurative description of the
baby, dialogue and action, focus on how
they loved the much longed-for child, how
Blackberry Blue grows up.
a bandoned, baby’s, faint, hungry,
plaintive, sad, thin
Learners’ own answers.
The replacement adjectives may either
enhance or detract from the effect
created by the writer of a melancholy,
wistful cry from among the brambles.
She scooped up her basket, ready to go
home, when she saw a huge rambling,
shambling, prickly, thorny wall of
brambles, positively glistening with the
fattest, juiciest blackberries she had
ever seen.
Learners’ illustrations based on the
description above
Her skin was as black as midnight, her
lips like crushed damsons, her tightly
curled hair shone like threads of black
gold, her eyes glistened like blackberries
and learners’ own additional two similes.
The figurative language helps the reader
develop a more vivid image of the baby.
d
Learners’ own answers.
e
Learners’ own answers; should include
something along the lines of the
curved text in the illustration giving the
impression of a cradle, with the increased
size of the text reflecting the shape around
the baby. The main body of the text is
plain apart from the baby image and text.
7.8 Pronouns, homophones
and homonyms
1
a
It is unclear whether the slippers belong
to Suri or to her sister.
b
•
•
•
I t is unclear whether he refers to
Jerome or his brother.
It is unclear whether Lily dropped her
bag or her book.
It is unclear whether the bus or the gate
was undamaged.
cIn each case the relevant noun could
be repeated rather than replaced with a
pronoun, for example: Jerome won’t play
chess with his brother because his brother
always wins or Jerome won’t play chess
with his brother because he, Jerome,
always wins.
2 a •
•
•
b
As in Activity 1, it is usually necessary
to repeat the relevant referent noun, for
example, The teacher gave the student her,
the teacher’s / the student’s, pen.
c •
•
3
It is unclear whose birthday it is.
It is unclear if it is the teacher’s pen or
the student’s pen.
It is unclear whether Indira’s mother or
her friend’s mother came to tea.
pronoun; adjective; adjective;
pronoun; adjective, pronoun
a
their; there; they’re; their; they’re; there
b
Learners’ own answers.
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
7.9 More about Blackberry Blue
Similarities
1
Both girls have to flee Blackberry Blue looks
the ball or their dress after the Prince both
will disappear.
in the forest and in
the castle.
a
Learners’ reading.
b
the Cinderella story
c–d Learners’ own answers.
2
A prince falls in love
with a mysterious girl.
Learners practise and present their
presentations.
7.10 Compare the tales
1
a
Differences
Blackberry Blue
is happy in her
upbringing until
the woodcutter and
his wife die when
everything changes.
Blackberry Blue is
found in a blackberry
bush and so is cared
for by foster parents.
Both stories get a
Cinderella has a fairy
magical helping hand. godmother whereas
Blackberry Blue has a
mysterious bramble
bush mother.
Both girls have
dresses provided for
them to go to the
ball.
Blackberry Blue goes
to three balls rather
than one.
Both stories have an
evil stepmother.
The stepmother and
stepbrother are Prince
Just’s rather than the
Cinderella figure’s
relatives.
The step relations are
mean to their step
siblings.
Prince Just has
Prince Wolf being
mean rather than
the Cinderella figure
having stepsisters
taunting her.
Both girls have a
beautiful dress that
makes everyone stare
at them.
Both girls have good,
kind and generous
natures.
26
Prince Just meets
Blackberry Blue
before the ball and
has already fallen in
love with her by the
first ball.
Blackberry Blue
leaves a trail of petals
rather than dropping
a slipper.
Prince Just does not
have to search for his
mysterious love as
he is able to declare
himself while at the
ball.
Learners’ answers should contain most of
these and any others they think of.
Similarities
Differences
Both girls marry
the prince and live
happily ever after.
Both tales have
unlikely events.
b–c Learners’ own answers, but make sure
learners back up their ideas with reasons
in c.
2 a •
•
•
•
•
he original story’s key elements
T
Small changes to the characters’
circumstances or a different setting or
time
The prince had a wicked stepmother
and stepbrother; Blackberry Blue was
loved by her foster parents and was
happy; Blackberry Blue is helped by
the spirit of her mother in the bramble
bush rather than a fairy godmother.
Learners’ own answers for other
changes.
The same story is told in many different
ways.
b–c Learners’ own answers.
7.11 and 7.12 Write your own
version of a tale
1
Learners’ own answers.
2
Learners’ own readings.
Prince Wolf may have
transformed into
an actual wolf and
attacked Prince Just.
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
Check your progress
27
1
ny three of the following or other sensible
A
suggestions: traditional beginnings and
endings; set out of time; kings, queens, princes
and princesses; themes and transformations
such as rags to riches or proud to humble; an
unexpected often enchanted helping hand;
a dilemma or test; the number three: three
wishes, three gifts, etc.; wicked stepmother and
step siblings; goodness or wisdom rewarded
2
a phrase; b clause; c phrase
3
a is; b are; c is
4
a adjective; b pronoun; c pronoun; adjective;
d adjective, pronoun
5
Any three of the following: to introduce a
new scene, a new action, a new character,
a new time, the dialogue when a new person
speaks, for effect
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
8 Share your views
cThe first one has only information,
the other uses a heading, bullets, a list,
underlined contact details, and bold print.
8.1 Posters with purpose
1
aAny reasonable answers: They all invite
the reader to do something / respond /
take part / be involved.
d•
•
bAny reasonable answers, e.g.
advertisement (sell, advertise), invitation
(invite, encourage), announcement
(inform), review (analyse), poster
(publicise, inform), formal letter
(complain, object), billboard (sell).
cAny reasonable answers: Persuasive
texts aim to get the reader’s attention
using headlines/headings/titles/slogans.
They want the reader to feel or think a
certain way in order to make them act
in a particular way by joining in, buying
something, getting involved or helping.
eExample answer: If you want to get the
reader’s attention, emphasise a point or
advertise something, the layout needs to
be bold and eye-catching. A paragraph is
a useful way to give a lot of information,
but to advertise something, the layout
needs to be bold and clear and easy
to read.
2
2
aAll the features in the list can be identified
on the poster. Accept any reasonable
examples from the text.
•
•
a beach clean-up
at Camps Bay Beach every second
Sunday at 10 a.m. for an hour
everyone is invited
Learners’ own questions.
cLearners’ own answers should display
their understanding of the link between
the purpose of the poster – to inform
and persuade, the target audience – the
general public, how the layout aims to get
the public’s attention and the clear, direct
language used to be seen and inform.
dLearners add the poster to their Reading
logs (Worksheet 5.2).
8.2 Layout counts
1
aThe second text shows more creativity and
should be read with more expression.
bThe purpose is similar: to inform the reader
about holiday accommodation and to
promote the place.
28
The facts are exactly the same.
cThe opinions are expressed in the words:
spectacular rooms, perfectly suited, a
stone’s throw away, totally comfortable.
Learners rewrite the sentences using more
objective language and facts only.
group summary
b •
•
a
bLearners discuss in groups in order to
understand that facts can be used to
persuade.
dtrue
e
The information is the same.
The layout changes in order to get the
reader’s attention.
Example answers: the rooms have an
ocean view, are close to the beach, are
comfortable, with everything you need.
dThe clues are in the language and layout
like the strong adjectives and verbs or the
text size.
eLearners role play being persuasive using
facts and expression.
8.3
1
Find your way around
aheadings, labels, numbers, lists, times,
bullets, colour, symbols
bIt is presented in a fun, eye-catching and
clear way.
c •
•
•
•
•
•
•
V&A Waterfront
every 20 minutes
stop 1 or 2
take a cable car up Table Mountain
1, 5, 8
9.03 a.m. and 9.23 a.m.
Beach Road (at the end of Camps Bay
Drive)
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
•
d
ny five: go on a cruise, play in the
A
play area, visit the waterfront and
aquarium, go to the beach.
aYou end up at Camp’s Bay beach where
you can relax, walk around, swim …
b
outside, at, onto, on, over, off
c
Learners’ own answers.
1
Learners’ own written work.
2
Learners’ own written work
•
•
2
8.4 and 8.5 Create a poster
8.6 Film posters and reviews
1
•
Learners’ own questions and answers.
eLearners add to their Reading logs
(Worksheet 5.2).
2
•
aFilm genre: Hugo – adventure/fantasy/
drama,
Metegol – animation/sport/comedy,
Mulan – musical/action/fantasy,
Okja – adventure/drama/science fiction,
Pokémon – animation, fantasy, comedy,
action
c
longer; worse; more often
d
Learners’ own answers.
Learners’ own answers.
8.8
Learners’ own work.
2
Learners’ own presentations.
8.9
1
aText type: An informal letter / an email to
a friend / a persuasive text
Audience: It is to a friend from a friend.
Layout: It looks like an email.
Language: Informal language that
includes contractions, abbreviations,
exclamations, informal/colloquial terms;
persuasive, friendly style.
dThe layout includes a large picture and
title with small details. The purpose is to
get the public’s attention and make them
interested in finding out more.
c
It’ll be amazing! This is a persuasive
statement because it sounds like a fact, it
is inviting and positive.
eLearners add to their Reading logs
(Worksheet 5.2).
Accept any facts.
b
Learners discuss and identify the features.
c
Learners’ own notes.
dLearners enter these reviews in their
Reading logs (Worksheet 5.2).
29
dExample answer: The register/style/
language of communication changes
according to the purpose and audience.
When writing to your teacher or another
adult you will use more formal language
than when writing to a friend. Also, the
topic or subject will often be different.
2
Learners’ own responses.
8.7 Make film review notes
8.10
1
1
a
most perfect, most beautiful
b
•
he first film was good but the second
T
film was better.
Informal letters
bPurpose: To communicate with a friend,
inform them of an idea, persuade them
to help.
cInformation includes: a sub-title or short
blurb; awards; if it is based on a novel, the
actors, the director.
a
Present a review
1
bLearners’ own answers with reasons.
2
hat was the scariest film I’ve ever
T
seen.
I was more surprised than you when I
saw what film it was.
This film was funnier than the other
one.
Don’t you think that is the worst film
ever?
Formal letters
aAny five features: three paragraphs
(introduction, body, conclusion), an
address and a date, Dear and Yours
sincerely
Cambridge Primary English 5 – Burt & Ridgard © Cambridge University Press 2021
CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
b
Learners discuss and compare.
cAny three reasons: They are different
because one is to the principal and the
other is to a friend, one is to share an
idea and the other is to ask permission,
one is an informal email and the other is
a formal letter, one shows respect and the
other shows friendship.
2
a
Example answers:
•
•
•
•
•
•
b
he writer is Leena Adams, she has a
T
‘Start Something’ project, the principal
(head teacher) is Mr Mitchell.
I think it would be a great idea, We
believe it will be the most popular
school club . . . everyone agrees that
there is a need for this kind of club .
. . We think it is an excellent learning
opportunity.
enthusiastic
very, most
would/will
most popular, most keen
1
The purpose of a persuasive text is to
convince, invite, implore or enthuse
the reader/audience.
2
a greatest;
3
position, poster, posting, post-it, post office
4
a should’ve;
5
Choose the correct words to complete these
sentences:
b most excellent; c best
b won’t;
c might’ve
a
A preposition comes before a noun.
b
Comparative adverbs compare verbs.
cModal verbs describe the degree of
certainty of the verb.
d
A persuasive text contains facts and
opinion.
Yes. The writer is asking permission
to start a new club. She maintains her
positive, persuasive tone and point of
view throughout the letter.
8.11 and 8.12
letter
30
Check your progress
Write a formal
1
a–b Learners’ own notes.
2
a–b Learners’ own written work.
3
a–b Learners’ own written work
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CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
9 Lights, camera, action . . .
9.1 Predict the story
1
a
I t means you enjoy different types of
stories set in different places and times
and with real or imaginary characters and
creatures.
b
ccept any reasonable answers like: Fairy
A
stories begin Once upon a time, fables
usually involve animals that behave like
humans, science fiction stories are set in
the future, in space or an imaginary place
and folk tales are passed down orally and
are about ordinary people who have an
extraordinary experience.
c
laddin is a classic folk tale. Folk tales
A
are passed down orally, usually about
everyday people in everyday settings
that have supernatural experiences. They
involve good and evil characters with
good triumphing over evil and have a
clear beginning and end.
d
2
ccept any other examples of folk tales.
A
Others in this series include Alibaba and
the Forty Thieves, The Fisherman and the
Genie and Sinbad the Sailor.
1
amera angle shots, camera zoom shots,
C
close up shots, direction for actors etc.
bCharacters: Aladdin, merchant, guard 1
and 2, children, woman 1 and any film
script features.
d
ncourage a personal interpretation that
E
shows an understanding of how viewpoint
is expressed, e.g. The camera is used to
make the audience see and understand
things from the director’s point of view or
the viewpoint of the storyteller. A director
can make the audience feel sad, scared or
excited by changing the view of the camera.
In this scene from Aladdin, the narrator
wants the audience to know that Aladdin is
a likeable urchin who is always in trouble
with the guards but is liked by the children
and their parents, and the narrator has
something important to tell the audience.
Playscripts
Sample answers:
a
The characters are Scheherezade (the
narrator), Aladdin and his mother.
b
Difference: these are stage directions
rather than camera shot angles;
similarities: the characters’ dialogue.
Learners’ own responses.
a
ccept any reasonable interpretation,
A
e.g., A close-up shot of Aladdin aims to
highlight the details of how he looks and
his facial expressions, and it aims to get the
viewer’s attention and empathy.
9.3
9.2 Film scripts
1
c
c
Learners read the playscripts after
choosing who will read each part.
2
a
earners discuss and make notes on a
L
table in the following way:
Features
A playscript
c
earners’ own ideas, e.g. unfamiliar scene,
L
different events, different characters.
Layout
d
Learners read aloud.
Names down Names down
the left side of the left side of
the page
the page
Dialogue
Direct speech, Direct speech,
no speech
no speech
marks
marks
Stage
­directions
In brackets –
In brackets –
for the actors
for the actors
and stage crew and camera
e
Learners add to their Reading logs
(Worksheet 5.2).
2
31
A film script
a
earners add new film jargon to their
L
wordbooks.
b
earners identify any shots or angles:
L
wide-angle shot, bird’s-eye view,
high-angle, low-angle, close-up shots, etc.
Camera
None
­instructions
Explains the
angles and
shots needed
Cambridge Primary English 5 – Burt & Ridgard © Cambridge University Press 2021
CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS
b
Learners report back and share ideas.
Check your progress
c
earners discuss how the setting and
L
character development is different or
similar using the key words provided.
1
d
Learners’ own paragraphs.
e
earners add the playscript to their
L
Reading logs (Worksheet 5.2).
A camera shot is the camera distance to the
subject, e.g., a close-up shot or long shot. A
camera angle is the angle or position at which
the camera is pointed at the subject, e.g. a
high angle or eye-level angle.
2
ccept any reasonable answers that show
A
their understanding, e.g. Acting on a stage is
in front of a live audience and your location is
the same every day for the period of the show.
Acting in a film is in front of a camera crew
and you often have to be in different locations
for different scenes.
3
ccept any reasonable answers. In a film
A
script, there are usually more stage directions
and they include instructions for the camera.
In a playscript, there are usually fewer stage
directions and more dialogue.
4
tage directions are notes to the actors,
S
included in the dialogue in round brackets,
to tell the actors where to stand and how
to express themselves. Production notes are
notes to the producer and production crew,
added at the end of a scene or script, to
tell the production crew what to do, how to
prepare, what the scene should look like, etc.
5
True, true, false, true
9.4 Develop characters
and setting
1
a
Example answers:
•
•
•
•
•
•
•
•
2
Aladdin’s mother is worried,
impatient, concerned, frustrated and/
or suspicious. She seems like a
hard-working, concerned parent.
Aladdin cares about his mother. He
thinks she will be disappointed that he
has forgotten to go to the market as
she asked him to do.
Aladdin’s mother thinks he is a good
boy but that he is lazy.
They are sad about their situation
and they wish they were not so poor.
Aladdin believes they will not always
be poor.
It takes place in a market street near
the house of Aladdin. The last part of
the scene shows the Sultan’s palace.
Scheherezade is the narrator.
The princess is Badroulboudour. She
is beautiful, rich, lives in a palace and
is protected by the Sultan until she
marries a prince.
He is very fond of her and wants her to
marry a rich prince.
b–c Learners’ own written work.
9.5 Plan a script
1
a
arrative text does not follow script
N
layout. Accept any reasonable differences.
b–d Learners’ own ideas and answers.
2
Learners’ own answers.
9.6 Write a script
32
1
a-d Learners’ own work.
2
a–c Learners’ own performances.
Cambridge Primary English 5 – Burt & Ridgard © Cambridge University Press 2021