CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
Learner’s Book answers
1 Story time
1.1
What makes a story a story?
1
The writer of a story, play or poem – author
A person, animal or fictional being in a story –
character
The ending of the story – conclusion
Text taken from a story – extract
A synonym for ‘story’ – tale
Stories about events that have not really
happened – fiction
The beginning of the story – introduction
The storyline or sequence of events that make up
a story, play or novel – plot
The solving of a problem – resolution
The place or places where a story takes
place – setting
A real or imaginary description of events, for
others to see, hear, read or feel – story
The type of story – genre
1
a
Examples: tale, yarn, legend, myth, fable,
anecdote, account, recount, narrative,
chronicle
b
The setting can be established from the
illustration – sitting around the breakfast
table.
c
Spud Murphy will be a main character
(as will Marty and Will) and
extraordinary in some way. The name’s
silliness should indicate a humorous
book. It is likely to be about the ‘legend’
associated with the character.
d
Will narrates the story – he refers to
himself as ‘I’.
e
Four people speak: Mum, Dad, Marty
and Will (also the narrator).
1.4
a–d L
earners’ own answers. Make sure
learners include the genre, setting,
characters and plot. Encourage use of
specific terminology.
1.2
Extend your reading range
1
a–d Learners’ own answers
2
a–e Learners’ own answers
1.3
Read and present an extract
•It means they are famous for something they
have done and the sort of person they are.
•Learners’ own answers. Steer them away from
celebrities.
1
Check your understanding
1
pud Murphy is the main character (the
S
antagonist) – the legend is about her and she
is described, but Marty and Will are also main
characters (the protagonists).
2
Learners’ own answers
1
aMum wants the boys to join the library as
an educational hobby during the holidays.
b–c Learners’ own answers
2
aThe family are discussing a holiday
activity. Dad suggests the library; Mum
supports the idea. Both Marty and Will
are horrified. They aren’t keen on the
librarian who allegedly shoots children
with her spud gun.
b
The boys went to art classes that ended
when Marty became ill from drinking
paintbrush water.
c
The library is Dad’s idea.
d
Will’s stomach is churning because he’s
terrified of going to the library.
e
It’s educational and Dad thinks Marty
and Will cannot get into trouble reading
a book.
f
She means he dreams about riding horses
rather than actually doing so.
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
g
Grown-ups only think about what they
see – they don’t look deeper to what is
really going on.
h
Spud Murphy is the librarian
(Mrs Murphy).
i
She is completely mad. A ‘total nut’ is
a figurative expression.
j
Mum thinks Mrs Murphy is ‘a lovely old
lady’. Will believes she does not show
her true self to grown-ups and that she
hates children. She used to be an army
tracker of children from enemy countries.
He believes she shoots children with her
spud gun if they are noisy in the library.
Learners’ own answers on which view is
more likely – encourage reasons.
kLearners’ own answers; must indicate a
personal response.
1.5
cIn 1, when the root verb ends in e, only
d is added. In tried, worried, spied the y
changed to i before adding ed. In clapped,
sagged, planned the final consonant is
doubled.
dhoped, cried, died, fried, carried, hated,
studied, stored
eWill’s stomach churned as he visualised
Mrs Murphy in his mind. Her image
glared at him, spud gun at the ready.
He closed his eyes and sighed deeply.
Mum never changed her mind however
much he tried to make her.
fsay–said, think–thought, find–found,
is–was, have–had
g
3
Work with verbs and tenses
1–2 Laughed – past tense; laugh – present tense;
will laugh – future tense. Do the same with
all the verbs: smiled, smile, will smile, etc.
3 In the present tense, when he, she or
it is used, the suffix –s is added to the root
verb.
1
a
breminds/informs/advises
reminded/informed/advised
ajoined, marched, played, asked, cooked,
whispered
b
1. loved, arrived, hoped, decided
2. tried, worried, spied
3. clapped, sagged, planned
2
a
Learners’ own answers. They should
notice the verb encourages them to speak
in a particular way to reflect the mood
it implies.
b
cPossible synonyms: express, speak, say,
state, inform, disclose, communicate,
voice, articulate.
2
Past tense (e.g. tried, said, was, added ).
cAnswers may vary but are likely to
recognise that narrative is mostly in the
past tense; dialogue is mostly (but not
always) in the present tense.
4
d
tells implies Mum might not have known
what happened; reminds implies she may
have forgotten; informs implies something
formal; suggests helpful knowledge to
share. Learners can discuss the effect of
the synonyms they chose in the same way.
aMostly present tense, but spoken
descriptions of past events are in the
past. It depends on the suffix added
or a different past tense form. It is also
in the context.
b
tries/tells
tried/told
Learners’ own sentences
Learners’ own discussion
cAny of the verbs except laughed and
chuckled; said is ineffective because it is
neutral, but it is not inappropriate.
1.6
Explore beginnings
1
Learners may note some or all of the
following: tried to save us hints at disaster,
but the next sentence shows that it is
not serious, only being forced to do
an educational hobby. This suggests
unexpected adventures and laughs ahead.
a
bMarty, Will and Mrs Murphy. The setting
is the library since the book is the legend
of the librarian, Mrs Murphy.
c–eLearners’ own answers. Make sure learners
give reasons to back up their opinion.
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
2
Learners’ own answers
3
Learners’ own writing
1.7
Character and setting
1
Pinmei, a young girl
a
2
b
A mountainous village with a hut up the
mountainside
c
2
f
She believes that although Pinmei seems
shy and timid to others, when the time is
right she will do something. She will find
the courage to do what is needed even if
she is unsure of herself.
In an unclear time
a
The scene is set as winter.
The village and villagers are described.
1.9Find out more about
the story
1
Learners’ own answers
2
a
Amah is introduced and why people
visit her.
Pinmei teases her grandmother.
Clues about Pinmei’s character are given.
c
Learners’ own answers but probably
yes, she will find it, but it may not be the
answer – the plot needs a complication
or problem.
bLink the main ideas to reasons why the
new paragraphs were started: change of
topic/event.
d
Learners’ own answers but they should
identify Defeating the Tiger Emperor to
save Amah and the world as the main idea.
a
chilled, freeze, grabbed, grinned, pierced,
scurry, shattered, taunt
b
Learners’ own answers. They should use
context clues to make sensible deductions.
cchilled – froze; pierced – cut through
sharply; shattered – destroyed; scurry –
moved in a rushed way; grabbed – took
hold roughly; taunt – mock gently; grinned
– smiled widely; freeze – get stuck in.
d–gLearners’ own answers. Context is very
important in all these answers.
1.8
Create mind pictures
1
Learners’ own reading
a
b
Learners’ own answers. Check learners are
using nouns and verbs especially as key
words followed by adjectives and adverbs.
c
‘like sharp needles’ – a simile, although
learners have not yet learned the term
d
Pinmei’s braid – ‘like the tail of a
disappearing mouse’
e
3
Mostly present tense (two future tense
verbs)
b
Title: the sea does not turn to silver. Text:
Luminous Stone that Lights the Night,
Sea King’s palace at Sea Bottom,
mysterious Lady Meng, sea dragon horse,
Black Tortoise of Winter, Tiger Emperor.
Pinmei realises winter has been long this
year
3
Learners’ own discussions, paragraphs and
drawing.
e
Learners’ own answers which should
include things like, the setting is not real,
it is set out of time, unlikely or impossible
events and so on.
1.10Practise using punctuation
to read for meaning
1
a
he first pair has opposite meanings:
T
Do not stop and Do stop.
In I like cooking my friends... the friends
are being cooked.
In I like cooking, my friends... the cooking
is being liked.
In I need silver, paper and glue... all three
items are needed for the project: silver,
paper and glue.
In I need silver paper and glue... only two
items are required for the project – silver
paper and glue.
Learners’ own suggestions
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
b
Commas are used to create a pause to
help understanding and to separate items
in a list.
cPinmei knows every one of her
grandmother’s tales. In fact, she finds out
that she’s a storyteller herself. Everyone
is keen to hear her stories. Slowly, she
understands that stories are the way to
achieve immortality, whether it’s the
stories of Nuwa, the Red Stone, the
Green Tiger or the Ginseng Boy; her
stories bring joy, peace and knowledge
to all who hear them.
1.11Write a story starter
competition entry
1
2
3
4
5
1
She starts with the characters.
So the readers can relate to the animal
characters.
It is important that a fantasy setting is not like
real life.
Impossible situations, twists and turns, action,
hero on quest pattern, good versus evil,
setbacks to be overcome.
You can share the narrator character’s
thoughts.
Check your progress
1
ost writers use the [introduction] to
M
introduce the story’s main [characters] and the
[setting]. Usually the beginning of a story will
give you an idea of what [genre] the [author]
has chosen for the story, like [fantasy],
adventure or true-to-life. The [plot] is what
happens in a [fiction] story – the main events
leading up to what is hopefully an exciting or
satisfying [conclusion].
2
anaged, tried, crumbled, entered, carried,
m
munched, smiled
3
saw, had, was, thought, came, blew, flew, felt,
gave
4
Learners’ own answers. Make sure the verb fits
the context.
5
I like mango, ice-cream, jelly and sherbet.
I like mango ice-cream, jelly and sherbet.
a–c Learners’ own answers and story starters.
dSuggested order as follows, but accept
others if the grading is roughly right.
Nuance is difficult and readers attach
their own interpretations to words.
deadly boring
2
4
dull
ordinary
interesting
intriguing
absorbing
gripping
enthralling
Learners’ own answers
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
2 Exploring Earth
•
Reptiles are cold-blooded animals.
(2 key words)
2.1
Words in context
1
•
plumsed – urged, asked, reminded
•
boogled – brought, borrowed, read
a
•The Pacific Ocean is the biggest
ocean. (1 key word, 1 phrase)
•splonchest – favourite, best,
information
•
Succulent plants thrive in dry areas.
(2 phrases)
•
2
cabooshing – dangerous, sea, desert
•gluppered – shared, brought,
displayed
2
3
Learners’ own answers
a
Learners’ own answers
b
Read aloud
c
Any acceptable answers: handy – helpful,
unique – special, classified – grouped,
adapt – change, extinct – gone/lost/dead
•
•
b
A Handy Handbook of Habitats. It has
12 chapters.
2.3
b
To explain what the book is about and get
the reader’s attention / promote the book
to children.
1
Organised in paragraphs. Non-fiction,
organised, factual, friendly, helpful.
d
Learners’ own answers
e
Accept any reasonable ideas.
f
Learners add to their reading log.
2.2Key words, phrases and
sentences
Animals adapt to their environments.
2
Learners write their own sentences.
Make notes and summarise
•The title is ‘Our wonderful world’.
The main idea is ‘our world’.
•
The introduction and conclusion are the
first and last paragraphs.
•
There are three other paragraphs –
the sea, the land, the sky.
•
The first sentence of each paragraph
introduces the paragraph and links all
the paragraphs to the title.
•
Learners’ own answers
a-c Learners’ own notes and summary.
life in the desert = phrase
2.4Past, present and future
tense
extinct, endangered = key words
1
environments = key word
a
Examples: is made up, inhabit, live/lives,
covers, allow, is hunting, appears; can
include the verbs to be (is, are) in the text
b
Present tense
c
•Accept any examples: is (shaped), is
(a natural wonder), are (found), are
(adapted), is (a salt-water home)...
diversity of life = phrase
characteristics = key word
b
Learners’ own answers as part of
a discussion
c
•All birds have feathers, wings and
a beak. (4 key words)
•A tortoise has a shell on its back for
protection. (3 key words)
5
Life on Earth is diverse.
•
Endangered animals can become
extinct.
a
a
•The Earth’s crust is shaped by
volcanoes and earthquakes.
•Wild animals live in their natural
environments.
b
c
1
a
•Examples: It was/will be shaped...
They are /will be found...
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
are, present
2.6
Alphabetical order
•
(will) be, future
1
a
•
are, present
•
(will) be, future
A glossary and a dictionary have words
with definitions in alphabetical order.
A glossary relates to a specific text.
•
is, present
b
•
2
a
b
Learners’ own answers.
c
Learners’ own answers.
2.5
1
•
•
bee, beech, beehive, beetle
•
deer, desert, design, dessert
•
water, watering, waterlily, watery
Organising information
2
aLearners’ own answers based on their
discussion.
2.7
Root words
bBoth texts are from the same book.
The key words in the index relate to the
chapter headings in the contents.
1
example answers: inhabit, nourishment...
atmosphere, earthquakes, endless,
everything...
Similarities: Both share a common
purpose – to help the reader find
information. Both are neat and organised.
Differences: The contents is divided into
chapters while the words in the index are
ordered alphabetically. The contents uses
key words and phrases as headings and
chapter titles while the index lists key
words individually.
c
a
a
There are 21 chapters
•
You can find sea mammals on page 20
•
Page 22
•
Learners start their own spelling log.
b–cexample answers: adapt – to change
(adaptable); habit – something you do
regularly (habitat); nature – not artificial
(unnatural); pure – clean/not mixed
(purify)
2
a
Learners’ own answers. Example answer:
danger – dangerous – dangerously
b
production – product
recycling – cycle
•The book is sea life. A possible title is
Oceans and Sea
•
classification – class
excellent – excel
c
Learners’ own sentences
Yes – page 40
2.8
Recording facts
•
Projects
1
•
Page 48
A camel can survive for one week in the
desert without water. (fact) It can be
proved.
•
Pages 18, 24, 38
•
Not particular/probably not
•
They use key words and phrases
d
2
a
I think camels are such clever animals.
(opinion) It’s what someone thinks.
b
• opinion • fact • fact • opinion
• opinion • fact • opinion • fact
• fact • opinion
c
Discussion
a
Learners read the facts on the collector’s
cards.
b
Their purpose is to inform in a fun way.
Features include a picture, heading,
question and answer.
Add to reading log (Worksheet 4.1)
Learners’ own answers
2
6
sardine, seal, shark, swordfish
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
c
Learners make their own collector’s card.
d
Learners’ own answers.
e
Learners add to their reading log
(Worksheet 4.1)
2.10 Different types of sentences
2.9
Joining sentences
1
1
Learners’ own answers. For example:
a
The land is the Earth’s crust that
appears above the water.
b
•
•
With a capital letter.
•
Three ways (.) (?) (!).
•Three – statement, command,
question.
Any example:
•With a full stop or an exclamation
mark.
The land is the Earth’s crust. The land
appears above the water.
•To end a command or to show
expression.
It is constantly changing. It is shaped
by natural activities like earthquakes,
volcanoes, hurricanes, floods and droughts.
The hottest places on Earth are found along
the Equator. The coldest places are at the
Poles.
Camels can survive in the hot, dry desert.
There is very little water.
Their humps store fat. The fat provides
nourishment when food is hard to find.
2
a
•Frogs are amphibians so they can live
in water and on land.
•All birds have wings but not all birds
can fly.
•The Earth is unique because it is
the only planet that has life as we
know it.
7
a
An earthquake occurs when two plates
scrape together and the ground shakes.
(drop an earthquake occurs when)
b
•Are you interested in reading a book
about the cat family?
•Find that missing snake as quickly as
possible. (!)
•This book is full of very interesting
information about spiders.
•Do you like watching animals in their
natural habitats?
•
Look out for owls. (!)
c
Learners’ own answers
2
a
•
Would you like to go on a safari?
•Why are some butterflies
camouflaged?
•Where is a good place to see sea
creatures? / Where can you see sea
creatures?
•I love sea creatures so I am going to
visit the aquarium.
•
•The Earth is shaped by volcanoes and
it is also shaped by earthquakes.
•How can elephants adapt to live in
the desert?
b
b
Discuss
c
•All insects have six legs but they don’t all
have wings. (replace insects with they)
•
Plants need light as well as oxygen. (drop
plants need)
•
The Earth rotates on its axis as it revolves
around the sun. (replace the Earth with it)
•
Camels are adapted to live in deserts
where it is very dry. (replace a desert
with it)
What is your favourite bird?
Learners’ own questions.
2.11 and 2.12
Create an
information page
1
a–c Learners make their own notes.
2
a–f Learners create their own information
pages.
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
Check your progress
1
2
3
8
A contents page is found in the front of a
book and lists the chapters or sections in the
book. An index page is found at the back
and lists words or topics you can find in the
book and gives a few page numbers where it
appears.
a
Rats are rodents. = fact
b
Rats make great pets. = opinion
c
Rats live all over the world. = fact
a
I was trying to finish my work.
b
We were doing research.
c
They were late for the show.
4
anteater, ants, camel, eagle, eel, elephant,
gorilla, tiger
5
aI watch nature shows on TV because
I find them interesting.
b
My teacher let me research my topic and
type it out on the computer.
cMy sister loves insects but she won’t
touch them.
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
3 Mind pictures
3.1
1
2
2
Let loose your imagination
awhale road – sea, earth-walker – traveller,
iron shower – spears or arrows falling
in battle, world candle – sun, storm of
swords – battle, sea stallion – ship.
b
A ship on the sea.
c
Learners’ own answers
a
ice/iceberg; icicles
b
Alliteration of w in the first poem (wonder,
wave, water); alliteration of s in the second
kenning (sparkling, spears); also st/ts.
bThe layout emphasises the number of
syllables in the last word of each line
by separating the poem into stanzas
with the final stanza having the single
syllable words.
3
4
Learners’ own answers
3.2Meet a modern poet who
uses kennings
1
aLearners’ own answers. For example:
because they relate to his life.
bModern details. e.g. football, fashion;
modern language, e.g. not half bad.
cThe kennings are introduced by a colon
before being listed one per line – like a
shopping list.
dDad tells unbelievable tales; Dad is very
tall. (Some learners may need support
here. Refer to Unit 1 and the types of
stories – tall tale is a fanciful story that is
difficult to believe.)
2
1
Short a sound and short u sound.
a
wrongness writer is alliteration
because wr and r make the same
initial sound because w is a silent
letter.
bfull of fib fever, hurt heart vanisher,
noisy nosher, smile sower, sadness
stealer, wrongness righter. The
alliteration adds to the sound effects
of the words in the poem and
increases enjoyment.
5
Learners’ own reading and feedback.
3.3Plan and write a kenning
poem
1
a–c Learners’ own poem
3.4
What is colour?
1
a
Between black and white in a land that we
know best by sight.
b
Colours dance, sing, laugh, cry.
c
Learners’ own answers
d
This is a word that is related to living
things, which colours are not. However,
when there is no light, we cannot see
colours.
aCheck sounds orally: /ee/, /e/, /air/,
/a/, /oh/, /u/, /o/, /ee/, /igh/
bLong: weaver – fever, wearer – bearer,
mower – sower, stealer – healer,
tighter – righter
Short: teller – yeller, banisher –
vanisher, hugger – mugger, squasher –
nosher
cweaver – fever have the same sound as
stealer – healer.
a
bHe chose these sounds because they
match the vowel sound in the titles of
the poems, i.e. Dad and Mum.
c–e Learners’ own answers
3
aIn first and second stanzas – two
syllables; in the last stanza – one
syllable.
e–h Learners’ own answers. Look for creativity.
2
1–3 Learners’ own answers
dwearer – bearer have the same
underlined letter pattern as weaver –
stealer, but a different sound.
e
9
Learners’ own answers
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
3.5
Focus on poetic technique
1
Sky, sea, eyes of some people, spring’s
scarf, twilight, shadows on snow, feeling
low, a heron, a sapphire ring, gentian,
larkspur, forget-me-nots, wind over water,
flax blooming, evening in lonely rooms,
cold, welding torch flame, dawns on
winter mornings.
a
(until the end) and a clearer rhythm.
Both poems have colour as a theme.
The main differences are length, theme
(one colour/many colours), regular/
irregular rhyming pattern and contentwise one colour versus personifying
colours in general.
c
Learners’ own preferences.
d
The paragraph must contain both
similarities and differences as well as their
preference.
b
Blue is both cold and hot blistering flame
from a welding torch.
c
Learners’ own choice
d
Six sentences.
3.6
e
Possible answer: The unfinished sentence
leaves a feeling of mystery and of other
things not yet spoken of.
1
There are very few rules.
2
The layout shows the writing is not in
paragraphs and lines can be short, long
or in shapes.
•The poem rhymes in an end rhyme
pattern of: ABCB DEDF GF H IJI
KLMLNO PO QRSRTUTVWV. It
has rhyming pairs of lines unevenly
spaced throughout the poem.
3
Syllables create rhythm through the beat,
which is related to where the emphasis is
placed on the different syllables in a word.
4
No.
•The rhythm is not obvious all the way
through; it changes but it is there.
5
Similes, alliteration and repetition.
1
a–g Learners’ own poems
2
a
•
32 lines, no stanza breaks (i.e. 1 stanza)
•Alliteration is not a prominent feature
– only blue, beautiful, blooms and
blistering blue.
•It has no similes but contains
figurative language about what blue
is – more metaphor than simile.
•Mood is thoughtful overall, but
different moods are created by the
different sounds and images.
1a
a
Both poems are one stanza but with
different numbers of lines. Both poems
are only a few sentences – three and six.
Both poems start each line with a capital
letter and both end with an unfinished
sentence. Both contain a long dash but
only ‘What Is Blue?’ has colons and a
question mark in the title. Both poems
contain rhythm and rhyme. The colours
poem has a more regular rhyming pattern
The moon is a ghostly galleon.
Figurative
b
The clouds are made of ice or water
droplets. Literal
c
The tree is like a gnarled and twisted
old man. Figurative
d
A volcano is a mountain or hill from
which lava erupts. Literal
2
September – 3, decision – 3, applause – 2,
competition – 4, delicious – 3, mountain –
2, volcano – 3
3
wheel steal she’ll; store floor boar;
said bed bread
4
Learners’ own answers
5
Learners’ own answers
b–c Learners’ own discussions and choices.
3
Write a colour poem
Check your progress
•Repetition is used a lot – blue is
repeated, especially at the beginning
of lines.
10
b
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
4 Unlock your imagination
4.1
1
Read a blurb
4.3
a–e Learners’ own opinions and personal
responses.
2
a–b Learners’ own answers
3
Learners’ own answers
1
a–b Harry inherits a parrot
called Mad from Great
Uncle George and
discovers it can talk
like a person.
aPossible answer: amusing, entertaining,
humorous, comical, funny, wacky, ribtickling, hilarious, side-splitting, riotous,
hysterical.
Mad is stolen by a
thief.
Mad escapes from the
thief’s house but is lost
in London.
b–e Learners’ own answers, which must be
backed up by evidence from the text.
2
aMr and Mrs Holdsworth, Harry’s mother
and father, Mad the parrot and Harry.
(Great Uncle George is also mentioned
and can be accepted.)
Complication/
climax
At last Harry finds Mad Resolution/
in Trafalgar Square – his ending
favourite destination on
the board game.
bHarry and Mad – accept any choice but
only if a good case is made based on the
blurb.
2
cMad: is an African grey parrot, from
America, talks, does crosswords and plays
games, has good general knowledge, is a
mimic, helps with homework.
4.4Read more about Harry
and Mad
d–e Learners’ own personal choices, which
they must explain.
1
2
11
Introduction
Harry’s parents find out Build-up
Mad’s secret.
The family enjoy
discovering the
amazing things Mad is
able to do.
4.2 Harry’s Mad
1
Understand the plot
a–f Learners’ own process writing an ending
that is well edited and proofread.
a
Skim read
b
Harry finds out that Mad (Madison) does
not just mimic human voices but can talk
‘properly’.
c
Buddy; Gee; like I sure can talk; I guess
d
Mebbe – maybe – link it to the sound of
the word said casually.
e
a bit, a little, a tad, slightly
f
uh-huh, mebbe, guy, sure (in this context),
boy am I glad, cat got your tongue, what
a guy! Gee! Contractions may also be
regarded as informal words.
g
Informally – he uses contractions and
informal words and expressions.
Learners’ own answers
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
4.6
Check your understanding
1
a
Madison
b
Amazement, embarrassment, wild
excitement
c
Harry’s mouth fell open and he was only
able to speak in a kind of hoarse whisper.
d
Mad thought he was being sent to
London Zoo.
e
Boy, am I glad to be here!
f
Answers will vary but should include
something along the lines that Harry did
not believe the parrot could understand
the words, so he was over-emphasising the
sounds.
4.7
Work with adverbs
1
a
quickly, slowly, clearly, fairly, badly,
hungrily, cheekily, hastily, ably,
comfortably, capably, skilfully, gratefully
b
solid, soft, loud, crazy, lazy, messy,
humble, sensible, thoughtful, successful,
graceful
c
2
a
b
2
the parrot’s cage; the family’s house; the
parrot’s journey; Great Uncle George’s
parrot
b
ear of the bird / ear belonging to the bird
the mouth of Harry / mouth belonging to
Harry
c
the girls’ pets; the books’ illustrations; the
boys’ game
d
Mad who belongs to Harry (possession) /
Harry is mad (contraction)
4.9
The story of Doctor Dolittle
1
a
talk to animals
b
over 12
c
The Voyages of Doctor Dolittle
d
Hugh Lofting
e
Around 100 years ago
f
He wrote them in the past and he set
them even further in the past, in Victorian
England.
2
Possible answer: Harry opened the cage
door nervously, and the parrot swiftly
leapt out and up onto his shoulder. Mad
gripped Harry’s shoulder tightly making
him wince slightly. Mad then walked
confidently down Harry’s arm before
fully stretching out his wings and flying
gracefully across to the table.
Possible answers: slowly, clearly,
pleasantly, properly, differently. Some
learners may identify scaly as an adverb.
a
The characters are talking about school,
Doctor Dolittle and learning to talk to
animals.
a
b–c Learners’ own comparisons and
summaries. Make sure all key points are
included.
3
a
School was not free. It was also not
obligatory for learners to attend school.
b
He thinks he might be less capable,
because he cannot read and write. He
thinks Polynesia might think he is not
clever because he has not been to school.
You may need to distinguish between
what was possible in the 1840s and what
is possible now with television, computers
and so on.
c
Learners’ personal responses
d
Being a good noticer, patience, practice.
e
The Doctor will let Tommy learn animal
language or there would not be much
point to the story and having Tommy
narrate.
Learners’ own words and reading.
4.8Learn more about
apostrophes
1
12
a
When someone speaks, because
contractions are mainly used in informal
writing such as dialogue.
b
did not must not I have she is/has will
not would not they have should have
c
she’ll
won’t
shouldn’t
hasn’t
shan’t
isn’t
A boy; use of I and the parrot refers to
the narrator as a schoolboy
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
f
Learners must relate the skills Polynesia
says one would need to learn animal
language to their own abilities, skills and
interests.
1
Learners’ own answers
4.10 Focus on language
Check your progress
1
1
oth plots have a boy and a parrot as the
B
main characters; both contain dialogue; the
settings are Harry’s house and the Doctor’s
house; one has old-fashioned language –
it is a historical text – and one has more
informal language, expressions and accents
although both contain contractions; one has
a third-person and the other a first-person
narrator.
2
t houghtfully grumpily amusingly terribly
merrily stupidly uncomfortably weakly
happily
3
reliable tired sensible beautiful angry
punctual cruel hungry
4
Learners’ own answers
5
aTo show letters omitted in a contraction;
to show possession
2
ado not (present tense); I have (present for
the verb to have and past for have been), is
(present).
b
Examples: asked, said, answered, cried.
c
Stories are usually narrated in the past
tense.
d
Past, present and future tenses appear in
the dialogue because it records the words
characters say.
a
speaks; understand; want; thinks; talk
b
am, are, are, are, is
c
I, She, You, I
4.11 Make notes on a story
13
4.12Write and present a
storyboard
1
any hands make light work – if lots of
M
people help, difficult tasks become easy.
2
he grass is always greener on the other side
T
of the fence – what other people have always
seems better than what we have.
3
ever judge a book by its cover – don’t just be
N
influenced by what you see first, take the time
to look deeper and find out what’s really there.
1
Learners’ own notes and choice of proverb
with reasons.
bis not cannot must not she will we
have should not they have will not
could not shall not
cthe Doctor’s parrot; the learners’ bags;
the teachers’ meeting
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
5 Making the news
5.1
Build your vocabulary
1
The pictures represent Ancient Egypt.
a
b
Most of the elements should be ticked for
each headline.
c
Interesting words used: three cheers;
saving; exciting discovery; mystery;
emergency
bLearners match the words to the pictures.
c
Learners report back.
dLearners record words with their own
definitions.
2
a–d Learners’ own answers
Learners rewrite the headlines using their
own words.
In 1903 by J Robertson
c
Learners write their own headlines.
Mummy mystery baffles experts – it
means there is something unknown about
an ancient mummy
d
Feedback
News features
1
a
b
c
Four facts – last week/archaeologists/
Valley of the Kings in Egypt/uncovered
two mummies. No opinions in the first
sentence.
Ordering information
1
a
Yesterday, in the future, today, more than
ever before, throughout history, after this
b
Learners retell the events in sequence.
Formal
c
Learners’ own answers.
e
The past tense. Examples include: was
found / was lying / was placed / was a
servant
d
f
There are four paragraphs – ordered
according to events and also from most
important to least important information.
The text does not make sense because
it is not in order. Reorder: First of all,
subsequently, according to, so, amazingly,
finally
g
The conclusion is the last paragraph.
It ends it off well, leaving the reader
with something to think about.
h
Learners record the news report in their
reading logs (Worksheet 4.1).
How modern science solved the mystery
•
First of all, a small wooden box was
found in a tomb near Queen Hatshepsut’s
temple.
•
Subsequently, they found there was an
inscription on the box in hieroglyphics.
•
According to the inscription, the box
contained one of Queen Hatshepsut’s
teeth.
•
So, the mouths of both mummies were
scanned to reveal that one mummy had
a tooth missing.
•
Amazingly, the ‘royal’ tooth in the box
matched the shape of the gap in the
mouth of one of the mummies.
•
Finally, it was concluded that Queen
Hatshepsut had been found.
a–c Learners’ own answers
Making headlines
aA history professor gets an award.
Three cheers for Prof.!!!
Historians are trying to fix an ancient
artefact. Saving history?
Everyone was happy with the find.
Exciting discovery for all!
Nobody knows what happened there.
Mystery – unsolved…
Pieces of a statue have been damaged.
Statue ‘emergency’
14
5.4
d
5.3
1
aLearners’ own answers. For example:
old – ancient; find – discover; happy –
delighted; interesting – fascinating;
fail – lose/disappoint
b
5.2
2
2
2
a–c Learners’ own answers.
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
5.5
Digging for meaning
5.6
Browsing brochures
1
a
Root words: Egypt; adventure; explore;
discover; success
1
a
A museum
b
b
Mummy – mummify – mummification –
mummies – mummified
People of various ages (schoolchildren
and adults) interested in history
c
c
Learners’ own answers – examples:
The aim is to inform visitors to the
museum about a particular display and
a specific model on display.
d
Five facts about the model can include:
there is a lifelike model of a head and
face; a man; lived 2300 years ago; named
Peten-Amun; in the town of Akhnim in
Egypt; found in a coffin; he was about
60 years old; the model was done in 1990
by Dr Aulsebrook.
e
Any of the following: both aim to inform;
both have facts; newspapers have quotes
and opinions; brochures may have quotes;
brochures have headings; newspapers
have headlines; both have pictures or
photographs; news occurs daily, brochure
information does not change daily; a news
report uses the past tense.
a
•
fossil – fossilisation, fossilised
history – historical, historian
archaeology – archaeologist,
archaeological
science – scientific, scientist
earth – earthen, earthquake
2
a
Learners’ own answers. Examples:
•We went to the museum and saw a
mummy. (noun) We saw a mummified
body. (adjective)
•I made an interesting discovery.
(noun) At the museum you can
discover lots of things. (verb)
•They used to bury important people
in a tomb (verb). We visited the burial
grounds. (adjective)
2
Peten-Amun – a priest
•2,300 years ago in Akhnim in Upper
Egypt
•My dad discovered a fossil. (noun)
The fossilised objects were on display.
(adjective)
•
60 years old; died from old age
•
Doctor Bill Aulsebrook
•My uncle is an archaeologist. (noun)
He does archaeological work in the
desert. (adjective)
•1990, to reconstruct the face of
someone who lived thousands of
years ago
b
Indian curry
b
African bush
5.7
Explanations
Chinese writing
1
a
six steps
b
First Then Next After that Then
Finally
c
Past tense because it is something that
used to be done: organs were removed,
the body was cleansed, it was filled, etc.
d
Notice that the verbs change when the
tense changes:
American hotdog
Egyptian tomb
c
Japanese – Japan; Hungarian – Hungary;
Jordanian – Jordan; Swedish – Sweden;
Indonesian – Indonesia; Cambodian –
Cambodia; Russian – Russia; Nigerian –
Nigeria
Learners’ own answers
It took – It takes – it will take; were
removed – are removed – will be removed;
was cleansed – is cleansed – will be
cleaned; was filled – is filled – will be
15
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
filled; was covered – is covered – will be
covered; helped – helps – will help; was
wrapped – is wrapped – will be wrapped;
had been – has been – will be; was placed –
is placed – will be placed
e
2
g
They’ll check it out – They will look
at this.
He’ll give it a go – He will attempt to
do it.
The past tense suits the purpose because
this process used to happen in the past.
The whole bunch had a blast – Everyone
had a very good time.
a–e Learners’ own written work
You’re the best – You are my best friend
forever.
Example answer:
How to send a text message. Firstly, make
sure your device is switched on. Next,
choose the name of the person you would
like to message. Then, type the message.
Before sending, check it...
Diary doodles
1
a
One is a diary, one is a news report.
b
The boy, his mum and dad (or parents).
Other facts include a young child and
father using a metal detector and the child
finding a gold pendant.
c
It’s so real – It is wonderful. / It is genuine.
h
2
5.8
Museum brochure – third person
Explanation of how to make a mummy –
third person
Diary of a treasure hunter – first person
News report of treasure hunter – third person
1
a
16
Learners’ own answers (e.g. Boy discovers
treasure)
f
Learners’ notes should show the
similarities and differences of the text
types, e.g. a diary is usually private but a
news report is public.
Narrative voice
– I, mine (first person)
– we, ourselves (first person)
– she, herself (third person)
– they, their (third person)
In the diary, speech marks are used to
express a personal thought. In the news
report, speech marks are used to show a
quote.
e
Point of view
1–2 Mummy mystery news article – third person
Opinions are mainly found in the first
account because it is a personal account.
There are fewer opinions and more facts
in the second account because it is a news
report.
d
Learners add to their reading logs
(Worksheet 4.1)
Learners’ own questions and performance
5.9
Examples of opinions in the diary: a
beautiful pendant; they think it’s valuable.
Examples of opinions in the news report:
His father said it was beginner’s luck.
Informal to formal
– he, himself (third person)
– you (second person)
b
2
Learners write their own sentences
showing first, second and third person
narrative.
a–e Learners’ own written work
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
5.10 Direct speech
Check your progress
1
1
closed; open; closed
2
Last week on holiday, I found an old piece of
pottery. Yesterday after school, we gave it a
good clean.
First thing this morning, I took it to school
to show everyone.
3
earners’ own answers – check that each word
L
is used correctly in context.
2
a
Speech marks are used in the diary to
show thoughts, and in the report to show
a quotation.
b
Inverted commas or speech marks (also
called quotation marks)
c
Learners read aloud.
a
•‘I think it’s valuable,’ his father told
reporters.
Example:
•‘I can’t believe my luck!’ Tom
exclaimed.
– She is a good photographer.
•His father replied, ‘I’m glad to know
the new metal detector works!’
•‘Is this a valuable lost item?’ I thought
to myself.
•‘We will find out if the pendant
belongs in a museum,’ the father
promised.
•‘What a lucky find,’ he said to himself.
b
Learners’ own answers
5.11 and 5.12
17
Report the news
1
a–b Learners share and discuss personal
accounts.
2
a–c Learners write and check their first draft.
3
a–cLearners edit, write out and present a
news report.
– You should photograph that animal.
– I attended a photographic workshop.
4
’Look out!’ he yelled as a rock fell down
the cliff.
’I was there when it happened,’ she admitted.
5
I am proud of myself for doing my work
correctly.
We worked on the project ourselves. (Accept
the singular form: I worked on the project
myself.)
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
6 Let’s perform
6.1
What nonsense!
1
a
Learners clap the rhythm on the
underlined words: They went to sea in a
Sieve, they did, In a Sieve they went to sea
b
The rhyming words: say/day; round/
drowned; big/fig; few/blue; live/sieve. Sieve
rhymes with live. (Notice that other ie
words do not always have the same sound,
e.g. friends and cried.)
c
2
A sieve is a piece of kitchen equipment
with a wire or plastic net that separates
large pieces of food from liquids or
powders. It is a ridiculous idea for a
boat because it has holes in it and does
not float.
d
Learners’ own answers based on the text
e
There is no obvious point or message to
the poem. Invite suggestions.
f
To entertain, make the reader laugh, poke
fun, be silly
a–c Learners perform a choral verse.
6.2
From story to play
1
a
Learners read aloud
b
•
Sparrow and Ice
•
Learners’ own answers/predictions
•Sparrow was looking for something
to eat on a frozen pond
•
she found a twig
•
her feet began to sting on the cold ice
•‘The Ice creaked and cracked as
a laugh shivered along his bright
surface’
2
18
3
the Ice laughed because he was cruel
a
Learners read aloud.
b
In the playscript: The dialogue is set out
without linking narrative; the characters’
names appear down the left side of the
Learners fill in reading logs
(Worksheet 4.1).
aThe stage directions tell the actors (and
readers) what must happen on the stage
b
Present tense
c
•A sparrow flutters about as it looks
for food.
•Sparrow sees something on an icy
pond.
•Her feet begin to sting and she jumps
about.
•
She complains to the cruel Ice.
•The Ice creaks and cracks as a laugh
shivers along his bright surface.
1
he first sentence has the words, ‘one
T
cold winter’s day’ to begin the story
by setting the scene.
•
c
6.3
•
c
page; the punctuation changes to show
direct speech – there are no inverted
commas, instead a colon is used to show
the direct speech; present tense is used to
describe the actions of the characters in
the stage directions and the dialogue.
More powerful language
aBox 1: thick – thicker – thickest; close
– closer – closest; flat – flatter – flattest;
busy – busier – busiest
Box 2: long – longer – longest; large –
larger – largest; thin – thinner – thinnest;
dry – drier – driest
Box 3: great – greater – greatest; nice –
nicer – nicest; big – bigger – biggest; easy
– easier – easiest
bLearners’ own answers. Learners make up
rules using the clues in the Writing tip and
Language focus box.
c
Discussion
d
•Sparrow looked for the (fattest),
(juiciest) grub he could find.
•Food was (trickier) and (tougher) to
catch in winter than in summer.
•The Sparrow’s feet were the
(thinnest), (chilliest) and (wettest)
part of her body.
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
•The Ice was (harder) and (colder)
than the grass.
a
Learners’ own answers
b
Example answers:
•Ice knew the Sun was (bigger) and
(stronger) than him.
•A sparrow wanted to know who the
greatest power was.
•The Sun was (hotter) and (brighter)
than the Ice.
•Sparrow wondered if the Sun was the
(greatest) and (cruellest) power of all.
2
a–bAny sentences using the correct adjective
form:
more/most powerful more/most difficult
more/most important more/most hopeful
more/most careful
more/most painful
6.4
Create characters
1
a
Learners read aloud
b
silently, swirls mysteriously, whispering
c
dressed in long, blue and silver flowing
pieces of cloth
d
playful, fun, mischievous
e
spins Sparrow around, tossing dry leaves
playfully into the air
f
Sparrow laughs. She enjoys the wind’s
playfulness / wants to play with the wind.
g
Stage directions give details about what
the characters are wearing.
h
Learners’ own answers
2
19
6.6
Write an ending
a–b Learners’ own answers
2
1
Sunita: (anxiously) I don’t know the
answer.
2
Tim: (calling out from the roof top) Please
help me!
3
Johanna: (with an unkind laugh) You are so
funny.
4
The spectators: (clapping and shouting)
Well done, team!
5
The commander: (ordering the troops)
Run for the hills!
•
I n the end, she realised that none of
them were greater than her.
Learners’ own written work
Perform a play
a–e Group work
2
a–b Learners’ own performance
Check your progress
1
2
4
1
o find the answer she asked the Ice,
T
the Sun, the Clouds, the Wind, the
Mountain and the Grass.
1
3
a–e Learners’ own written work
6.5
c
•
Possible answers:
a
(The Mountain rumbles and shakes and
grumbles to himself.)
b
(Ice gives a cold chuckle and whispers to
Sparrow.)
Possible answers:
a
Sparrow: Are you the most powerful
of all?
b
Mountain (rumbles): I’ll tell you who’s
the most powerful.
a
practise
b
advice
a
greatest
b
more powerful
c
biggest, loudest
d
funniest
e
more difficult
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
7 What would you do?
7.1
1
from the ground, loves the taste of rice,
has a conscience/has to decide on the right
thing to do; Crane-man – friendly with
Tree-ear, has a walking crutch, enjoys
listening to Tree-ear’s stories; the man –
carries a load of rice on his back, his load
is heavy.
Food for thought
a Learners’ own answers. Learners do not
need to explicitly differentiate between
formal and informal words but rather
begin to notice that they may use the
words in different contexts.
b–c Learners’ own suggestions
2
aLearners’ own descriptions, e.g. a pea pod
with two peas in it
b
c
As alike as two peas in a pod – very
similar looking/identical; a fish out of
water – out of place; the apple of my
eye – someone loved more than anything;
a storm in a teacup – a big fuss about
something very small; a fishy tale (or
story) – a tale that sounds suspicious or
unlikely to be true; break the ice – stop
people feeling shy or awkward when they
do not know each other
dTree-ear will decide what to do, which
will have consequences and establish his
character.
7.3Summarise your
understanding
It suggests that the two of them are
usually hungry, unlike most of the
other villagers – possibly also suggests
homelessness.
c
Learners’ own answers but are likely to
suggest Crane-man is older. Man is part
of his name and he seems to be someone
Tree-ear turns to and he refers to Tree-ear
as my young friend. Accept any sensible
suggestions.
d
Because for once Tree-ear has a full bag of
rice and so they will eat well and so can say
for once what all the other villagers say to
greet each other.
e
A pouch full of rice.
aAccept all sensible suggestions but ask
for reasons.
f
He picked up the rice that fell out of the
man’s basket as he walked along the road.
bTree-ear must decide whether to tell the
man his rice is being lost out of his basket
or let the rice flow out and collect it for
him and Crane-man to eat.
g
The very thought of rice to eat made his
mouth water – a reaction to the thought
of food when hungry.
h
He could either not tell the man and
collect all the rice that fell onto the
ground or he could tell him before he lost
too much rice whereupon he might lose
out on rice to eat.
a
1
Learners’ own lists of expressions
aFootball; cars; tennis; environment (or
similar); cellular/smartphones; cookery
7.2
20
The beginning because it is introducing
the characters and setting.
b
c
2
c
They joke about hungering well rather
than eating well.
bMany of the words do, e.g. dribble, whip.
Some words like brake have a homophone
(break) so remind learners that a word
must be spelled the same as well as
sounding the same
1
Possible answers: a village, surrounded
by rice fields, rubbish heaps outside the
houses/village.
a
d
3
As alike as two peas in a pod; a fish out
of water; the apple of my eye; a storm in
a teacup; a fishy tale (or story); break
the ice
b
Learners’ own suggestions
Making difficult decisions
Possible answers: Tree-ear – searches for
food in rubbish heaps, has a friend called
Crane-man with whom he jokes and
shares food, knows about when the rice
is harvested and when it can be gathered
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
2
i
Learners’ own answers but look for
evidence being used from the text to
justify their answers.
j
Learners’ own answers again with
reasons – more relating to their personal
character rather than textual evidence –
a personal response.
Possible answers:
a
Paragraph 1: While Tree-ear searches the
rubbish heaps, he notices rice trickling
out of a basket on a man’s jiggeh as he
walks along. He wonders whether to alert
the man or collect more rice as it falls.
He returns home to his friend Crane-man
excitedly showing him a full bag of rice
that would ensure they would eat well that
night. (60 words)
Paragraph 2: Tree-ear did the honourable
thing because he told the man about
the rice falling out of his basket. On the
other hand, he waited until the man had
rounded the bend before telling him and
so could have acted more honourably by
telling him straight away. (46 words)
b
Learners give each other feedback and
make changes to their work.
7.4
Focus on the language
1
a
Tree-ear greets him as Honourable Sir,
which sounds old-fashioned and formal.
b
The rice falling from the basket was
leaving a trail showing the man’s route.
c
Examples: trotting – walking quickly;
hoisted – lifted jerkily; trickle – fall slowly.
d
At his waist – where; in a salute – how;
ahead of him – where; from the bare
fields – where; only then – when; for a few
short moments – how long.
e
2
a
•The friends’ joke – plural (more than
one friend – one joke). The boy’s
dilemma – singular (one boy – one
dilemma).
•The parent’s complaints – singular
(one parent – many complaints)
The parents’ representative – plural
(many parents – one representative).
b
the teeth’s enamel; the cars’ wheels; the
first three days’ work; the packets’ labels
c
Learners’ own sentences.
d
With irregular plural nouns, ’s is still added
even though the noun is plural because the
irregular plurals don’t end in s.
7.5
Work with sentences
1
Possible answers:
a
•Tree-ear’s friend is Crane-man. (needs
a verb)
•Did you tell the man about the rice?
(needs a question mark and capital
letter)
•There were two choices in his head.
/ He had two choices in his head.
(needs a subject and a verb)
•He/She/Name/The animal was
walking down the dusty track. (needs
a subject, verb and punctuation)
•Everyone went home at the end of the
day./At the end of the day, everyone
went home. (needs a subject and a verb)
b
Possible answers; insist on correct
sentence punctuation.
•Tree-ear searched for food every day.
•polite, formal, respectful (and possibly
nervous)
•The potters sold what they had made
in the market.
•Possible answers: Honourable Sir and how
he explains the falling rice
•Tree-ear longed to learn how to make
beautiful pottery.
•Possible answers: he is polite and
respectful to strangers and elders in a
traditional way
•Min was the potter Tree-ear admired
the most.
•At heart he is a good person who wants
to do the right thing.
21
•Learners’ own answers – but look for
reasons.
•Tree-ear’s eyes lit up when he saw
Min’s work.
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
2
a
Tree-ear was confused so he consulted
his friend, Crane-man.
The choice is very clear but it is not an
easy one.
I know I made a good decision when
I told the man about losing his rice.
2
7.7Adverbs and adverbial
phrases
1
Tree-ear was pleased with his pouch of
rice because he and Crane-man would
eat well.
Tree-ear wanted to be honourable more
than he wanted to have a full belly.
Crane-man told Tree-ear stories so he
could learn to be honourable.
b
Although Tree-ear searched for the food,
Crane-man cooked their meals.
If Tree-ear had not warned the man,
he would have felt dishonourable.
Since Tree-ear did the right thing, good
fortune had come his way.
If you help other people, people will help
you back.
When Tree-ear watched the potters,
all he wanted was to be one too.
2
a
forever, downstairs, noisily, away
b
Learners’ own selection of adverbs ending
in –ly.
c
where; when; where and where; how
d
Learners’ own choice of phrases. There are
numerous adverbial phrases in the text.
a
Learners’ own answers
b
•Far ahead of Bertie, the white lion
stopped and waited.
•With a heavy heart, Bertie told the
lion cub to go and be wild.
•One short day ago, Bertie and the
white lion were happy.
•Far in the distance, Bertie could see
the lion cub.
7.8
1
Working with words
awhich; knew; flower; whether; groan.
Learners’ own sentences containing
connectives.
b
no (know), main (mane), poured (pawed)
scene (seen), plane (plain)
7.6
What would you do?
c
they’re; their; there
1
a
A third-person narrator
d
b
Learners’ own answers – it is historical
but accept reasoned answers.
You aren’t going to wear that are you? It
is too scruffy to wear for lunch with your
aunt, uncle and two cousins.
a
enough; some; many; any
b
both; more; some; several
c
few; many; much; less
d
Learners’ own answers. Check learners are
using quantifiers correctly with countable
and uncountable nouns.
c
c
2
•Because he would not survive long
without a mother to protect him.
•Because he would be shut up behind
bars with people pointing, staring and
laughing at him.
•Learners’ own answers – but along
the lines of him feeling that they let
him keep the cub and now they are
sending it away – to a circus on top
of everything else.
22
a–c Learners’ own answers
d
Learners’ own oral responses.
e
Learners’ own answers – but ensure they
give reasons.
7.9Michael Morpurgo’s novel
Cool!
1
a
2
Exact answers will vary.
•
Learners’ own character profiles with
adjectives and drawings.
A serious injury to the head, hurting the
brain, can cause a coma.
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
7.11Experiment with a
playscript
•
Usually, a coma lasts a few weeks, but it can
last for years.
•
No one can be sure. After recovering, some
patients recall hearing but not being able to
respond.
•
Some patients in a coma can breathe by
themselves; others need machines to help them
breathe.
Tracey: I’m sure it has. Robbie will
be pleased that his friends are
thinking of him.
•
omas can also cause unusual things. In 2010,
C
a 13-year-old girl in Croatia came out of her
coma speaking German fluently, but had
forgotten her own language.
Dad: And he’ll certainly be relieved that
his team beat St Jude’s!
1
a
•
Robbie
•Robbie is in a light coma – he can
think but not react physically.
b
2
Learners’ own answers
Six people (Marty, Lauren, Morris, Barry,
Freya and Imran). Check if anybody
thinks Robbie speaks aloud. His words
are not in speech marks, except in the last
paragraph where he describes what he
would like to say but cannot.
b
Examples: contractions: it’s, I’m;
colloquial expression: we hammered
them, see ya, hiya, a real boffin. Learners
should refer to making the dialogue
more realistic, as people their age would
normally speak.
c
Mainly present tense.
d
To make it sound as if Robbie is speaking,
so we share his thoughts.
e
It suggests that they were not friends
before the accident. Barry’s friendly
message sounds genuine, making Robbie
feel they may be friends in future.
f
Learners’ own dialogue for Juliet, Sam or
Joe talking to Robbie.
Learners’ own discussions
a–b Learners’ own answers
7.12 Perform your playscript
1
a–b Learners’ performance and feedback
Check your progress
1
a the lions’ teeth b the trees’ leaves
c the animals’ noises
2
a
3
esperately, before nightfall, across the rugged
d
landscape, carefully, onto a handy log
4
a
paw b pour c poor
5
a
many b much c a little d a few
Possible answers:
a
23
b
2
•He cannot physically talk, but the
readers share what he is thinking as
the narrative.
Dad: I hope hearing his classmates has
cheered him up.
The wording of the rules is unimportant
as long as Learners’ answers clearly
explain how to set out dialogue. Stage
directions are optional.
7.10Read about Robbie’s
classmates
1
a
because b more than c if
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
8 Food for thought
Add mint, masala or turmeric as desired.
8.1
Recipes to read
1
a
Learners’ own discussion responses
b
Learners’ own discussion responses
c
•The heading gives the name of the
dish: lassi.
•five ingredients with four optional
ingredients
•3–4 people
•They are optional because you can
decide if you want to add them.
They are not essential.
•Put the ice in the glass before
(crushed or not) and add the mixture
afterwards.
2
d
Learners discuss own answers
e
Add to reading log (Worksheet 4.1)
b
Any reasonable answer for the heading.
You need: a wrap, various fillings, a knife,
a bread board…
c
Learners discuss own ideas.
Cut the fruit into small pieces.
•Add the water gradually into the
mixture.
•
Crush the ice in the blender.
•
Butter the bread on a bread board.
c
3
8.3
1
2
Learners’ own answers
Learners give a demonstration.
Food for sale
a
The text is an advertisement. Its purpose
is to promote a dairy drink called
Lassi-licious.
b
Accept any reasonable sentences
describing the features: The tone is
friendly. The pictures are colourful.
The design is creative. The language is
persuasive. The writing/font is bold.
c
Accept any reasonable examples from the
text. Write them on the board and discuss.
a
Learners read aloud with expression.
b
will;
c
Learners’ own answers
Be descriptive
aPictures in the correct order, OR the
descriptions of each picture (from c) so
that the order is clear.
b
•Knead the dough until soft and round.
•
8.2
Demonstrate a dish
1
a
Learners read together and start a list.
b
crush, add, blend, pour, serve
8.4
c
lay out, add, fold, roll up, cut
1
d
•
must;
ought;
would;
could
Beat/Mix/Blend
a
tempting / irresistible / inviting; healthy /
wholesome / nutritious; tasty / mouthwatering /delicious; new / latest / recent
•
Melt/Soften/Simmer
b
•
Mix/Add/Combine
•I’ve made a healthy salad for lunch.
•
Slice/Cut/Chop
•
Pour/Add/Spoon
•You should try these mouth-watering
desserts.
2
a
Any reasonable answers, for example:
Crush the ice cubes in a blender.
•Everyone will enjoy the irresistible
ice-cream.
Add the other ingredients to the crushed
ice.
•Would you like to try my tempting
cupcakes?
Blend the mixture for about 1 minute.
•They will find our inviting milkshakes
hard to resist.
Pour the mixture into tall glasses.
24
Serve it fresh and chilled.
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
2
c
Learners’ own synonyms.
d
Learners’ own sentences to fit the text.
e
Learners discuss.
a
refreshing, dairy drink; irresistible, sweet and savoury flavours; vanilla,
mint, mango, masala or cinnamon; chai tea, dark chocolate, toasted
almonds, salted caramel, chilli chocolate, or spiced kiwi with fresh
mint; fresh fruit, caramelised nuts, coconut shavings or blissful berries;
shortbread crumbs, candyfloss surprise and cake sprinkles; delicious,
traditional drinks
b
•
I bought a bunch of fresh, ripe, fat bananas at the market.
•
I enjoy caramel, lime, chocolate and vanilla milkshakes.
•
Everyone loved the fresh, crispy, chocolate croissants and cheese for
breakfast.
•
My favourite meals are spicy curries, cheesy pastas, fried chicken, roast
beef and scrambled eggs on toast.
•
Please buy some chilli sauce, chips and noodles at the shop.
8.5
Enter and win!
1
Any reasonable observations. Examples:
a
Table of
features
Theme
(what it is
about)
Layout
(how it is
set out)
Language
(style – formal
or informal)
Lassi-licious
A dairy drink
Clear text,
Friendly,
bright colours, inviting, chatty,
bold heading, colourful
picture
Purpose
(the reason
and job)
Audience
(who it is
aimed at)
To promote
Anyone who
a dairy drink
enjoys dairy
and all the new
flavours
Bullet points
Super chef
25
A cookery
competition
Clear text,
Formal but
bright colours, friendly
bold heading,
picture,
heading,
numbers
To invite
children
to enter a
competition
Children
aged 9–12
years
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
b
•
8.8
all keen cooks
•aged between 9 and 12
1
•
omplete the entry form and send it
C
in with a recipe and a personal profile
•
1st May
a–b Learners’ own answers
c
•
Cook with Josh by Josh Thirion
•Any appropriate adjectives:
enthusiastic, inspiring, talented
•They will have to cook and present a
prepared dish and follow a mystery
recipe.
•Any reasonable answers: To share his
passion for cookery and drawing, to
inspire others
•
a panel of expert chefs
•
three
•
a dream birthday party
•Any reasonable answers: the step-bystep recipes and the fun activities and
games
•Super/expert chef; favourite/mystery
recipe; favourite dish; keen cook;
personal profile
2
•Learners’ own answers
2
a
•This is a review of a children’s
cookery book.
cLearners record the competition in their
reading logs (Worksheet 4.1).
•
Title, paragraphs, a picture
•
Friendly, positive, enthusiastic
a
They all contain connectives in capital
letters:
•To encourage children to have fun in
the kitchen
Buy one AND get one free!
•Includes some facts but mainly
positive opinions such as it contains
easy step-by-step recipes that all kids
will love to make
It’s a sale – BUT WAIT – there’s more…
You deserve it BECAUSE you’re special.
You could win a prize IF you enter today.
b
Get a discount WHEN you buy five or
more.
cJosh’s age: nine-year-old; the recipes: stepby-step; cartoons: hand-drawn; comic
strips: step-by-step; food photography:
mouth-watering
It’s our birthday SO we’re spoiling you!
b
•Two sentences are joined to form one
sentence with more than one verb
•The connectives emphasise a point
and when you read it aloud, they
show expression.
c
d
Learners use any example from the text to
support their answer
Learners write their own sentences.
8.6 and 8.7 Create an
advertisement
26
Promote a book
1
a–cLearners create their own food
advertisement.
2
a–b Learners edit their work.
3
a–cLearners present their own advertisement.
d
The reviewer’s point of view is positive.
Learners’ own explanation.
8.9
Word power
1
•
a
•
We saw an extremely funny show.
We had such a good time.
•I am so excited to tell you all about
my holiday.
•
We were nearly late for lunch.
•
They hardly ate anything at all.
b
Learners’ own sentences.
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
2
a
•
•
Healthy too; just knew; really hope
Any reasonable answers:
Persuade an
My name is Josh. I really love to eat
and I particularly love to cook! I’ve
chosen my absolute favourite recipes
of very yummy food and drinks that
you’ll definitely want to make. They’re
so tasty and totally healthy so your
mom will be extremely happy for you
to feed the family.
1
b–cLearners promote a book of their choice.
2
a–e Learners prepare a speech.
3
a–c Learners present their speeches.
8.10 Make a point
1
a
•Eat fruits and vegetables daily
because they will keep you healthy.
•Apples are very good for you
therefore you should eat them often.
•You will stay healthy if you eat
properly.
a
title, introduction, three points and
conclusion
b
Any reasonable answers that include
examples of persuasive techniques, like
strong verbs or adjectives, connectives
that emphasise a point or adverbs of
degree.
Check your progress
1
a
Headings,
b A sequence of steps
2
a
Put
3
a
true b true
4
a
I love to eat cold, peeled, ripe oranges.
b Turn c Empty
d Stir
c false d
false
•Eat fresh fruit regularly since it is
good for you.
bWe bought some healthy, tasty snacks for
lunch.
•Oranges are delicious and also very
nutritious.
cMy favourite meal to cook is three-minute
noodles.
•Your body needs sugar yet too much
is not good.
d
I used a non-stick pan to make pancakes.
e
The competition is for ten-year-olds only.
a
if
2
27
8.11 and 8.12
audience
b
Learners’ own answers
a
• plenty of • more
• enough
• less
b
Any of the following: several, both, some,
any, much, many, few, little, much, either/
or, neither/nor
c
Learners’ own answers
5
• lots of
b and
c if
d therefore
6–7 Learners’ own answers
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
9 Poems to see and hear
9.1
Poetic images
1
a
Learners read the poem
•The poem’s figurative language comes
from similes and descriptive verbs and
other words.
b
Mist swirling about the landscape.
2
c
Early morning because it disappears
with the new day, but accept all sensible
answers backed by evidence from the
poem.
9.3Prepare and perform
a poem
d
Not a leaf shakes nor twig cracks.
e
Creeping, weaves, settles.
f–g Learners’ own choice of synonyms.
2
a
Three – one per stanza
b
The poem has three stanzas of differing
lengths. Line length varies from short to
long.
c
The shape of the stanzas gives the
impression of mist flowing or curling in
and out.
d
A boy creeping up on a sleeping
grasshopper and a cat curled up on a
sleeping lap
1
a–c Learners’ own answers
a
•
Learners’ own answers
•
Learners’ own answers
•Possible answers: fret (worry, fuss);
flurry (bustle, fuss); cease (stop,
finish); unprecedented (exceptional,
extraordinary); demented (mad,
crazy).
•First stanza: hens rush about before
settling on nests. Second stanza: hens
lay eggs and are peaceful; rooster
struts about as if he invented laying
an egg.
•Mood goes from frantic to calm until
the rooster gets all worked up.
b
e–f Learners’ own ideas.
9.2Appreciate poetic
technique
1
a
Learners read the poem in groups.
b
•
he rhymes appear within lines not
T
at the end, but not regularly or in a
pattern.
•The rhythm is uneven and more of a
flow than a regular beat.
Alliteration is used in the first and
second stanzas (weaves its way; like a
lazy cat on a sleeping lap, settles on the
sleeping hill; leave in the later hours),
but unevenly.
•The word arrangement (one sentence
per stanza) is in lines of uneven
length depicting the flow of the mist.
Capital letters begin each sentence,
but not each line.
28
•
Triple repetition of verbs in first
stanza contributes to anxious, panicky
mood. Repetition of They contributes
to building the hens’ mood. In-line
repetition and reversal of fret and fuss
show the hens’ distracted mood.
•
Alliteration of repeated verbs
emphasises the mood of panic and
rush.
•
The short quick vowel sounds are
a reflection (onomatopoeic) of the
staccato, rushed actions of the hens:
peck, cluck, scurry, fret, fuss.
c
•
he mood changes with the change
T
to longer vowel/word sounds in the
last two lines of the first stanza,
contrasting resting with dashing about.
The repeated end rhymes in every
other line in each stanza (urry and
ented) also contribute to the mood
changes – short sounds in the first
stanza leading to longer sounds.
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
•Possible answers: anxious, calm,
confused, energetic, excited, mellow,
mad, peaceful, relaxed, restful,
rushed, stressed, confident, boastful.
d
2
hurry–scurry–flurry–worry; contented–
unprecedented–demented–invented.
The rhyming pattern for each stanza is
ABCBDBEB. Learners’ own answers on
the effect.
9.6
Write a sun poem
1
a–f Learners’ own planning notes for their
poem
2
a–c Learners’ first drafts. Note that they do
not have to be perfect yet as they have
time to improve it.
3
a–d Learners’ own poems and reading
Check your progress
a–bLearners’ own performance.
1
b
The wind was like a roaring monster.
c
The mist crept as silently as the night.
9.4
Moon poem
1
Possible answer: blazing, burning,
dazzling, shining, glinting, glowing,
gleaming, shimmering, glimmering
2
Learners’ own similes.
Learners’ own answers regarding intensity
of light and old fashioned language.
3
Learners’ own interesting synonyms.
4
Learners’ own answers.
5
Possible answers: word choice, figurative
images, rhythm, repetition, word sounds,
theme.
a
b
2
a–d Learners’ own discussions and paragraphs
that should describe a soft, mysterious
mood
9.5
1
Appreciate the poem
a–b Learners’ own summaries.
c
•
in her silver shoon, she peers, and sees,
Her beams
•female – because of the pronouns/
adjectives
•
subject
•
Learners’ own preferences
d
•
•
e
like a log
Learners’ own answers
•useless; airless; blameless; careless;
pitiless, colourless; fearless; priceless;
joyless; merciless
•–less means without – without the
quality of the base noun.
•
moonless
•
Learners’ own answers
•moveless: without movement – still,
motionless, immobile
2
29
a–c Learners’ own discussions
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
Spelling activity
answers
E Silent letters
Term 1
1
A Root words
1
All have scrib or srip in them as a root
word.
2
Sentences must demonstrate
understanding of meaning of words.
B Spelling rules with y
1
a tries / tried b replied c carries / carried
2
‘y’ changes to ‘i’ before ‘ed’ is added; ‘y’
changes to ‘i’ and ‘es’ is added.
3
easily, happily, lazily, luckily, clumsily,
gloomily.
b rain: wrap, write, wriggle, wrestle
2
1
The first three letters are the same, so we
order the words by the fourth letter.
2
a shoal, shock, shore
b chief, child, chin
c walk, wallet, waltz
d reach, react, read
e scream, scripts, scrunch
1
If the word ends in ss, x, ch, or sh, the
plural is formed by adding ‘es’.
2
For words that end with ‘f’ (or fe), change
the ‘f’ to ‘v’ and add ‘es’ to form the plural.
A Adding suffixes
If the words ends in a consonant + ‘y’,
change the ‘y’ to ‘i’ and add ‘es’ to form
the plural.
react – verb, eject – verb, rotate – verb,
tense – adjective
2
If the root word ends in ‘t’ or ‘te’ drop the
‘e’ and add ‘ion’ to form ‘tion’. If the root
word ends in ‘s’ or ‘se’, drop the ‘e’ and
add ‘ion’ to form ‘sion’.
3
action, creation, revision, election
4
Learners’ own sentences
5
Yes: joyous, adventurous, mountainous,
nervous, momentous, famous
5
berries, countries, donkeys, journeys, skies
D Letter patterns and sounds
Long e sound: clean, beach, please, seal,
stream, peach
Short e sound: breakfast, treasure, bread,
weather, instead
2&3 Open lists
30
Term 2
1
If the word ends in a vowel (a,e,i,o,u) + y,
just add ‘s’ to form the plural.
4
f frail, France, frantic
lives, shelves, knives
4
1
Alliteration depends on sounds not
spelling.
F Alphabetical order
C Plurals
3
a naughty: know, knee, knot, knight
cried – because it makes a long ‘i’ (past
participle); ferry – it is a short ‘e’ because
it is followed by a double consonant;
feather – ea makes a short ‘e’.
B Adding prefixes
1
transatlantic, transport, translate
2
Learners’ own answers. Sentences must
demonstrate understanding of meaning
of words.
3
The prefix ‘pre’ means ‘before’ or
‘previous to’.
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CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
Term 3
C -logy word families
1
a music – musicology
A Comparative spelling
b Earth – geology
1
c handwriting – graphology
b
wise – final e is dropped (only r is
added)
d animals – zoology
c
thin – final consonant doubles
(short vowel sound followed by
single consonant)
e myths and legends – mythology
f living things – biology
2
d
short – no change to word (ends with
2 consonants rather than 1).
Learners’ own answers.
D Build word families
1&2 zoology: zoologist (n.), zoological (adj.)
mythology: mythologist (n),
mythological (adj)
2
In c the consonant doubles but in d there
are already two consonants at the end of
the word.
3
cheap: cheaper, cheapest; close: closer,
closest; cloudy: cloudier, cloudiest; dirty:
dirtier, dirtiest; dry: drier, driest; fast:
faster, fastest; fat: fatter, fattest; grand:
grander, grandest; great: greater, greatest;
hot: hotter, hottest; juicy: juicier, juiciest;
kind: kinder, kindest; large: larger,
largest; lazy: lazier, laziest; quick: quicker,
quickest; red: redder, reddest; sad: sadder,
saddest; shiny: shinier, shiniest; sleepy:
sleepier, sleepiest;
smelly: smellier, smelliest; strange:
stranger, strangest; sunny: sunnier,
sunniest; tall: taller, tallest; wet: wetter,
wettest; wide: wider, widest; yellow:
yellower, yellowest.
geology: geologist (n.), geological (adj.)
E Vowel sounds
1
long o sound: soak, cloak, hope, cove,
stove, stoat, moat, coal, roll, toe, stone,
throne, comb, blow, cold, bowl
oo sound: soon, zoo, dew, drew, crew,
suit, blue, queue, approve, tooth, broom,
rescue, argue, bruise
NB: Discuss the effect of the vowel +
consonant + e ending to words – usually
giving the long vowel sound (approve is an
exception here).
2
Open poem.
F Homophones can trip you up!
1
aI am too weak to finish my homework
this week. (also too and to)
bAn icy wind blew in the playground
leaving us blue with cold.
2
a pretty – y changes to ‘i’
B Root words
1&2 n umeral (n.), numerous (adj.); artefact
(n.), artistic (adj.); century (n.),
centipede (n.); octopus (n.), octagonal
(adj.)
3&4 Learners’ own answers.
c I would help you bring in the wood if
I had time.
C Common letter strings
d
I am too tired to do the last two sums
on the page.
b eight – height
a they’re
d to
b their
e too
1&2 a ough – through
c one – one
c there
f two
d ought – drought
e atch – watch
3
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Learners’ own answers
Cambridge Primary English 4 – Burt & Ridgard © Cambridge University Press 2021
CAMBRIDGE PRIMARY ENGLISH 4 LEARNER’S BOOK ANSWERS
D Cardinal and ordinal numbers
E Short and long vowel sounds
1
one, two, three, four, five, six, seven, eight,
nine, ten.
hort a sound: flat, apple, band, smash, strap,
S
stack
2
a –teen and –ty
ong a sound: player, rain, explain, eighty, flake,
L
grain, shape, trade, aim, lemonade, weigh, vein,
away, cake, today, praise
bThey are the same as the numbers six
to nine.
c14 – fourteen but forty; eighteen and
eighty – the final t is dropped.
3
2
a_e, ai, ay, ei
a&bfourth – four not for; fifth – uses fif;
eighth – drops final t.
cy changes to ‘i’ and an e is added –
twentieth, thirtieth, fortieth. NB: Get
learners to sound out the word to pick
up the need for the additional ‘e’.
32
Cambridge Primary English 4 – Burt & Ridgard © Cambridge University Press 2021