CAMBRIDGE PRIMARY ENGLISH 4 WORKBOOK ANSWERS
Workbook answers
1 Story time
1.1
1
a Faiek b Jehan c Pliny d Madame Histoire
3
Should identify Faiek, Jehan and Pliny
because the three of them go on the
adventures.
5
Learners’ own answers. Likely choices:
adventure, mystery, historical, imaginary
world, fantasy.
3
Learners’ own answers. Make sure learners
express an opinion backed with reasons.
1.2
1
2
Date: Learners’ own answers; Title: The Pliny
Adventures; Author: B C Loveit; Publisher:
Scroll Publishing
2
4
b fact
c !ction
d fact
e fact
f !ction
a
‘What have you got for lunch?’ asked Zed.
b
‘I really enjoy sports day every year,’ I told
my grandmother.
c
The principal announced, ‘The school will
be collecting plastic to make eco bricks
this term.’
d
‘Give that to me,’ she said. ‘It is mine.’
e
‘It feels like ages until the holidays,’
moaned Lindiwe. ‘I wish they were
next week.’
‘Do we really have to go, Mum?’ asked Marty
and Will in unison.
‘Yes. It will be good for you,’ said Mum. ‘I am
not going to change my mind.’
‘In that case,’ grumbled Will, ‘I had better
wear protective clothing. I don’t want to be
caught out by that spud gun.’
Extend your reading range
a !ction
‘Nor me!’ laughed Marty. ‘I’m super scared of
Spud Murphy!’
2
Learners’ own answers
3
Learners’ own answers
4
Fiction – because the events are impossible in
real life. Insist on at least two examples from
the cover.
1.4
1.3
Read and present an extract
1
a
b
Check your understanding
1
practise–practice, bored–board, device–devise,
advise–advice, eight–ate, allowed–aloud,
daze–days
2
Nouns
Adjectives
Adverbs
‘Please hang up your satchels neatly,’
reminded the sports teacher.
practice practise
eight
aloud
device
devise
bored
The girls told their mum what had
happened at school. ‘It was hilarious,’
they said.
advice
advise
board
ate
c
‘I’d like to help you,’ the teacher said, ‘but
you must explain it to me.’
daze
allowed
days
daze
d
‘You must be quiet in the library,’
explained the librarian, ‘because people
are trying to read.’
e
1
What makes a story a story?
Verbs
eight
Note that eight and daze are is in two columns.
‘No!’ said Chummi !rmly to the dog. ‘You
are not allowed on the sofa. It’s for people
not dogs.’
Cambridge Primary English 4 – Burt & Ridgard © Cambridge University Press 2021
CAMBRIDGE PRIMARY ENGLISH 4 WORKBOOK ANSWERS
Across
Down
1.7
5 wear–where
1 paced–paste
1
8 stare–stair
2 guest–guessed
9 sure–shore
3 course–coarse
2
10 hole–whole
4 bury–berry
3
All !ve boxes should be ticked.
6 hear–here
7 one–won
8 cereal–serial
1.5
Work with verbs and tenses
1
a
worried, had
b
told, kept
c
went, said
d
saw, shot
e
wore, wrote
a
hit
b
hurt
c
shut
d split
e
let
f
set
g
spread
h burst
2
3
4
Simple past
Present
Future
woke
wake
will wake
broke
break
will break
froze
freeze
will freeze
grew
grow
will grow
sang
sing
will sing
3
2
Character
like sharp needles
like the tail of a
disappearing mouse
up to the
mountain
unable to gasp for
air
screaming and
struggling
as if stung
hearty laughs and
stomping boots
shy as a little mouse
bursting it into
darkness
in her throat
rough stone hut
alone with Amah
Learners’ own answers based on their
independent readers.
1.8
Create mind pictures
1
Past: had, had, had
Name:
Pinmei
Place where she
lives:
Small village stretching
up the mountainside,
no specific place but
the impression of
China
Who is in her
family:
only Amah, her
grandmother
How long she has Unknown
lived there:
Explore beginnings
1
Statements a and c should be ticked. Can
accept e.
2
Largely Learners’ own answers. Main
characters: Marty and Will; setting: art
classroom; what happens: Marty drinks the
paintbrush water and is sick.
3
Setting
trapped in a bowl
of ice
Present: have, have, has
1.6
Character and setting
What she enjoys:
Listening to Amah’s
stories.
2–3 Learners’ own answers. Look for empathy and
links to own experience.
1.9
Learners’ own writing
Find out more about the
story
1
Re-read the extract.
2
a
The sea turned to silver (froze?) and the
cold chilled the light of the sun.
b
Enthusiastic and robust.
c
The Black Tortoise of Winter.
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CAMBRIDGE PRIMARY ENGLISH 4 WORKBOOK ANSWERS
3
The tortoise was being forced to earth,
screaming and struggling, which explained
the !erce and wild weather.
e
The snow was like sharp needles flying at
the mountain hut.
f
All are true except
4
•
Amah didn’t like Pinmei teasing her.
(Amah only pretends she is upset)
and possibly
1.11 Write a story starter
competition entry
•
The blue rice bowl with the rabbit
on it was a royal gift. (accept either
ticked or not ticked because Amah
thinks it’s a royal gift and Pinmei
does not – or at least teases Amah
that it isn’t.)
1
a–e Learners’ own answers. Look for answers
backed by detail from the text.
1.10 Practise using punctuation
to read for meaning
1
In the !rst sentence four things are enjoyed,
in the second sentence, !ve things are enjoyed
because fudge and cake are separated by a
comma.
2
a
She collected feathers, shells, pebbles and
seaweed on the beach.
b
Mohammed decided to tie his shoelaces,
put on his cap, grab his ball and go
outside to play.
c
Shanaaz did her homework, not that she
wanted to.
d
Patience wondered whether she would get
clothes, movie tickets, jewellery or a trip
out for her birthday.
3
“Where are you?” he gasped frantically,
scanning the horizon. Suddenly, he grinned,
clapping his delicate green hands together
in delight and darted off in the direction of
his gaze.
d
Learners’ own reading aloud.
All boxes should be ticked except d and j.
g may or may not be ticked, depending on
how learners view a formulaic start. There is
no intrinsic problem with a formulaic start as
long as it moves rapidly into something more
interesting. Accept answers with good reasons.
2–3 Learners’ own answers and story starter.
Look for fantasy elements.
1.12 Write a story introduction
For nouns ending in –s, –sh, –ch, the rule is to add
–es; for nouns ending in a consonant + –y, the rule
is that –y changes to –ies; for nouns ending in a
vowel + –y, the rule is just add –s. The rest of the
question is open.
Suggested answer:
The sand dunes shimmered in the early
morning sunlight. Slowly and tentatively,
a boy of about ten years, unfurled his body,
rubbing grit and dust from his eyes. He
blinked as if unused to sunlight, shading his
eyes with his arm.
“Where are you?” he gasped, frantically
scanning the horizon. Suddenly, he grinned,
clapping his delicate green hands together in
delight and darted off in the direction of his
gaze.
or
3
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CAMBRIDGE PRIMARY ENGLISH 4 WORKBOOK ANSWERS
2 Exploring Earth
2.1
Words in context
1
a
plumsed – jumped
b
boogled – caught
c
splonched – dived
d
cabooshed – crashed
e
galooped – sank
f
scadoodals – pollutes
Past, present and future
tense
1
a
b
c
d
e
f
g
h
am watching – present
will be going – future
is excited – present
were looking – past
was going – past
will be joining – future
are keeping – present
is checking – present
2
a
was happening
g
was interested
b
will be
happening
h
will be interested
2
Learners make up their own sentences.
3
a
species
e
surrounding
b
gills
f
common
c vertebrates
g
diverse
d
h
appearance.
i
were excited
c
were coming
j
will be excited
Learners use words in their own sentences
e.g. The earthquake caused a lot of damage.
d
will be coming
k
was over
e
was raining
l
will be over
f
will be raining
a
eating – add –ing
b
clapping – double the consonant and
add –ing
c
trying – add –ing
d
arranging – drop the e and add –ing
e
swimming – double the consonant and
add –ing
f
riding – drop the e and add –ing
g
being – add –ing
a
b
I will be going to the library.
There will be many new books on birds
in the library.
Some animals will be in danger of
extinction.
Everyone will be glad to see the dolphins.
There will be a new animal sanctuary close
to us.
4
2.2
1
2
3
1
2
3
internal
Key words, phrases and
sentences
a key words
b phrase
c sentence
d sentence
e phrase
f key words
g phrase
h key words
Example answer: !sh, water, fresh or salt;
insects, diverse, crawling and flying...
Learners write their own sentences using key
words and phrases.
2.3
4
2.4
Make notes and summarise
a The sea
b Fun activities, sea creatures, stories,
natural features, industry
c Stories
d Natural features – waves
e Learners’ own ideas
Learners draw a mind map.
Learners’ own paragraph
3
4
c
d
e
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CAMBRIDGE PRIMARY ENGLISH 4 WORKBOOK ANSWERS
2.5
Organising information
2.7
1
a
3 chapters
1
b
Learners make up a title like Sea Life
a earthly, unearth, earthquake
c
Chapter 2
b waterless, watering, waterway
d
Page 15
c skyline, skyscraper
e
Page 5 Keeping !sh as pets; page 11 How
to start a shell collection; page 16 Making
sea mammal models
2
See the table that follows for the answers.
alligator
deep
water
gazelle
kangaroo
2.8
desert
snake
gecko
king cobra
1
giraffe
koala bear
a (O) b (F) c (O)
d (F) e (O) f (O)
goose
Komodo
dragon
2
A fact is based on evidence; an opinion is what
someone thinks or believes.
krill
3
Learners design their own collector’s cards.
diet
gull
dolphin
dragonfly
5
3
K
Asia
Learners make up their own questions.
Alphabetical order
a seamen b sealed
d seals e seal
c
3
Learners’ own answers. Accept any
appropriate de!nitions.
earthquakes: 2
jelly!sh: 4
insects: 4
sea plants: 8
snakes: 8
sharks: 8 or 7 for predators
South Africa: 8 or 1 for Africa
Maldives: 5 or 4 for island
birds: 1
Recording facts
2.9
Joining sentences
1
a
Fish breathe using gills and they have
scales for swimming.
b
The sea is a salt-water habitat but a river
is a fresh-water habitat.
c
The earth spins on its axis while it rotates
around the sun.
d
Many animals are endangered because
human activity destroys their natural
habitats.
e
Sharks hunt for food when they are hungry.
a economy, eel, egg, estuary
b gale, goggles, gold!sh, gull
c sky, surf, swell, swim
d !n, !sh, !sherman, flipper
e captain, cargo, catamaran, catch
2
4
seahorse, lighthouse, rainbow, hotdog,
cupboard, teapot
G
Arctic fox
1
2
D
ant
2.6
Learners’ own answers. Example:
A
Amazon
3
Root words
seabed
2
3
Accept any reasonable answers:
a Star!sh don’t have eyes like us but they
can sense light and dark.
b
Star!sh are easy to recognise because they
look like stars.
c
Most star!sh have !ve arms although
some have 40 arms.
d
A star!sh can ‘drop’ an arm however/yet/
but/and it can grow a new one.
Learners write their own multi-clause sentences.
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CAMBRIDGE PRIMARY ENGLISH 4 WORKBOOK ANSWERS
2.10 Different types of sentences
1
2
6
3
a
Will you take out your books?
a
Command
b
Can everyone !t into the car?
b
Question
c
c
Question
Why must I research an interesting
animal?
d
Statement
d
Are you sure you left your book there?
e
Command
e
When will they be back to complete
the work?
f
Command
4
a
What time is it?
b
Tidy up your room before you go to
school.
2.11 and 2.12 Create an
information page
c
Stop that at once. (!)
d
He went home on his bicycle.
e
Look over there. (!)
f
Where is the bus going to stop?
g
What a wonderful day we’ve had. (!)
h
Help out and put this box away.
Learners write their own sentences.
1–3 Learners make their own notes, summarise
and present. Accept individual ideas and
wording.
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CAMBRIDGE PRIMARY ENGLISH 4 WORKBOOK ANSWERS
3 Mind pictures
3.1
Let loose your imagination
1–2 Learners’ own answers
3
cycle – 2; phone – 3; scatter – 3; shuffle – 3;
steep – 4; fleet – 4; knotty – 3; gnarled – 4.
4
Learners’ own words
3.4
What is colour?
1
a
As light as a feather.
b
As tough as nails.
c
As busy as a bee.
d
As good as gold.
e
As fresh as a daisy.
f
As dry as dust.
3.2
Meet a modern poet who
uses kennings
2–3 Learners’ own answers. Look for creativity.
1
a
scis + sors
4
b
bal + loon
c
din + ner
d
clut + ter
Each pair of lines is a rhyming couplet
(it rhymes).
e
dig + ger
Most lines have ten syllables.
a
conductor – conduct
b
visitor – visit
c
instructor – instruct
d
transported – transport
e
invention – invent
a
string of pearls
b
batch of bread
c
flock of birds
d
fleet of cars
3
e
pack of wolves
f
flight of stairs
3.6
g
colony of seals
h
litter of kittens.
2
3
4
contrasting images
b
Each line contains two similes.
c
3.5
Learners’ own answers
3.3
a
Learners’ own couplet
Focus on poetic technique
1
light – mite, !rm – worm, leap – creep,
group – swoop, load – rode, reign – vain,
high – fly, smart – heart
2
a
close – doze, green – seen, leapt – adept,
yearn – turn
b
AABB CCDD
Learners’ own poems
Write a colour poem
1
Examples: crimson, ruby, burgundy, cerise,
tomato
2
Learners’ own answers
3
Learners’ own answers
Plan and write a kenning
poem
1–3 Learners’ own poem with kennings
7
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CAMBRIDGE PRIMARY ENGLISH 4 WORKBOOK ANSWERS
4 Unlock your imagination
4.1
Read a blurb
1
a
‘Please may I have snack?’ asked Aishah.
b
Busisiwe said to her sister, ‘I don’t want
you to read my diary.’
1
Learners’ own answers
c
‘Please help me with this,’ said Mum.
‘I can’t manage on my own.’
2
Learners’ own answers
3
a
sherbet (Middle East – Turkey or Persia)
d
‘I’ll see you later,’ called Dumisani.
‘I’m going to visit Tadashi.’
b
kindergarten (Germany)
c
mosquito (Spain)
a
‘I don’t want to do my homework,’
complained Ibrahim.
d
karate (Japan)
b
e
typhoon (China)
Liesel said, ‘Why don’t you come over to
do homework together?’
4
c
‘We both want to go to the cinema this
weekend,’ explained Giselle.
4.5
d
‘Open your books,’ said the teacher.
‘We are going to read Chapter one.’
1–3 Learners’ own dialogue.
2
3
4.4
‘I can’t believe it,’ gasped Harry. ‘A talking
parrot who is part of the family!’
‘Of course I’m part of the family,’ said
Madison, offended.
‘I didn’t mean to offend you,’ said Harry
apologetically.
‘No offence taken then,’ Mad said more
cheerfully. ‘Let’s get to know each other,
shall we?’
4.2
Harry’s Mad
1
Present a dramatic reading
4.6
Check your understanding
1
Possible answers: a foreigner – someone
from another country b hoarse – the
sound of the voice when someone has a
sore throat c coincidence – an unexpected
event where two things happen at the same
time d shoved – pushed
2
a shoved b hoarse c foreigner d coincidence
3
Learners’ own sentences
1
Understand the plot
2
Possible answer: a 1, b 5, c 3, d 1, e 2, f 2, g 5
3
Learners’ own story beginnings introducing
the characters and setting.
Work with adverbs
a
busily capably cheerily credibly
crossly feebly helpfully humbly icily
kindly quickly roughly smoothly
cosily
b awkward cheerful hopeful horrible
inevitable light lazy silent smooth
sorrowful
Ingredients: Characters, Setting, Plot
Method: a Introduction b Build-up
c Complication/climax d Resolution
e Ending
8
Learners’ own words
4.7
1–3 Learners’ own blurbs, with all the required
features.
4.3
Read more about Harry
and Mad
2
Adverb of
manner
Adverb of
place
Adverb of
time
(How?)
(Where?)
(When?)
confidently
somewhere
at night
gracefully
here
later
noisily
underneath
now
secretively
upstairs
today
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CAMBRIDGE PRIMARY ENGLISH 4 WORKBOOK ANSWERS
3
4.10 Focus on language
a almost
b really or very
c
1 a am
too
d so
e hardly
4.8
1
2
3
4
5
6
9
Learn more about
apostrophes
d are
2 a believe b speak
c tries d want
3 a We
c You d They
b He
4.11 Make notes on a story
1–4 Learners’ own retelling of the fable according
to the frame. An example is included below:
The Ant and the Dove. The Dove sees the Ant
fall into the river while trying to drink. To
save the Ant from drowning, the Dove plucks
a leaf from the tree and throws it down to the
Ant in the river who climbs on and makes it
safely to the other side. Meanwhile, a hunter
prepares to shoot the Dove, who is sitting in
the tree. The Ant bites the hunter on the ankle,
which makes him drop his weapon and shriek
out loud. This alerts the Dove and allows her
to fly safely away.
4.12 Write and present a
storyboard
Learners should tell the story of the Ant and
the Dove (summary below) with dialogue and
interesting vocabulary.
One day, Ant wanted to drink from the river.
As he was drinking he fell in and could not swim.
Dove noticed him being swept away so plucked
a leaf from the tree and brought it to Ant to save
him from drowning. Later, a hunter started to take
aim to shoot Dove with a bow and arrow. Ant saw
this and bit the hunter on the ankle. The hunter
dropped his bow in surprise alerting Dove who
flew away to safety.
The story of Doctor Dolittle
1
All should be ticked except wi blink their eyes.
2
a
Noticing the small movements and
gestures of animals.
b
They were afraid to make a noise in case
the savage creatures heard them.
c
Because they could fly away from danger.
3
c is
4 was, were, was, was, was, were, were, were
it’s – it is; you’re – you are; let’s – let us; can’t
– cannot; I’ll – I will; shouldn’t – should not;
won’t – will not; isn’t – is not; don’t – do not;
she’ll – she will; I’m – I am; shan’t – shall not
a Mad’s
b family’s
c parrot’s
d window’s
a might’ve
b would’ve
c should’ve
d must’ve
e could’ve
Learners’ own answers
a might’ve
b would’ve
c must’ve
d should’ve could’ve
a book’s
b game’s
c Kimon’s
d friends’
e chairs’
f girls’
g houses’
h doors’
4.9
b are
Learners’ own answers, which should not be
copied from the text.
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CAMBRIDGE PRIMARY ENGLISH 4 WORKBOOK ANSWERS
5 Making the news
5.1
Build your vocabulary
1
•
archaeologist n. one who studies
archaeology
•
artefact n. an object that is made by a
person, such as a tool or a decoration,
especially one that is of historical interest
•
hieroglyphics n. a system of writing that
uses pictures instead of words, especially
as used in ancient Egypt
•
mummy n. a dead body that is prevented
from decaying by being treated with
special substances before being wrapped
in cloth
Word
plural
What
Another
happens word with
the same
plural
form
Add –s
Learners’
own words
mummy mummies Change
y to i
and add
–es
Learners’
own words
papyrus papyruses Add –es
Learners’
own words
a papyrus
b tomb
c sphynx
d archaeologist e scarab
f artefact
pyramid pyramids
papyrus n. a tall plant like a grass that
grows in or near water, especially in North
Africa, or paper made from this plant,
especially by ancient Egyptians
3
•
pharaoh n. (the title of) a king of ancient
Egypt
4
•
pyramid n. a group of ancient pyramidshaped structures built in Egypt as tombs
(= places to bury people) for the pharaohs
(= kings of ancient Egypt)
5.2
News features
1
a
CLOSED
b
CLOSED
scarab: a small object or jewel (= precious
stone) in the shape of a beetle (= an insect
with a hard shell-like back), from ancient
Egypt
c
CLOSED
d
OPEN
e
OPEN
f
OPEN
g
CLOSED
•
•
•
10
2
g scroll
scroll n. a long roll of paper or similar
material with usually of!cial writing on it
h hieroglyphics
Learners’ own paragraph
•
sphinx n. an ancient imaginary creature
with a lion’s body and a woman’s head
2
a
d
Fact
Both
•
tomb n. a large stone structure or
underground room where someone,
especially an important person, is buried
3
a
Who? a professor What? made an
exciting discovery Where? at the
university When? on Saturday
b
Who? scientists What? gathered for a
conference Where? Rome When? at the
weekend
c
Who? students What? uncovered a time
capsule Where? at school When? during
their history class yesterday
d
Who? a treasure hunter What?
discovered a mysterious artefact Where?
in an abandoned tomb When? recently
e
Who? people interested in archaeology
What? gathered for a talk Where? at the
museum When? yesterday afternoon
b
e
Both
Both
c
Fact
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CAMBRIDGE PRIMARY ENGLISH 4 WORKBOOK ANSWERS
4
f
Who? an unknown intruder What? a
precious artefact was removed Where?
from the museum When? on Monday
2
g
Who? a team of archaeologists What?
discovered a mummy Where? Egypt
When? last week
3
noun
adventurer
success
action
destruction
Learners make up their own questions.
5.3
Making headlines
1
Learners choose their own headlines.
2
Example answers: ‘Missing treasure!’,
‘Startling discovery’, ‘Lost and found’,
‘Buried for later’
3
Learners make up their own headlines.
adjective
adventurous
successful
active
destructive
verb
adventure
succeed
act
destroy
adverb
adventurously
successfully
actively
destructively
4
Learners write their own sentences using the
words in context.
5
palaeography; genealogy; anthropology;
cartography; astronom
5.6
Browsing brochures
1
a
A brochure is a thin book with pictures
and information usually promoting
something.
b
Any three of: pamphlet, booklet, leaflet,
handout, flyer.
a
Tourist attractions in Egypt
5.4
Ordering information
1
a
Last weekend, we took a bus trip.
Beginning
b
Next week, I’ll go to the library. Beginning
c
At lunchtime, we had a meeting. Beginning
b
people planning a holiday
d
Please be home before dark. End
c
some facts and some opinions
e
I’ll help you with your homework this
afternoon. End
d
any two facts
a
After the show, I can help you with your
homework.
e
any two features – it differs from a
newspaper because the information does
not change daily.
b
In the holidays, let’s go to the history
museum.
c
At noon, you can buy a snack.
d
After breakfast, remember to pack
your books.
e
Every day, you should brush your teeth.
a
In no time at all, we arrived at the museum.
b
In no time at all, we boarded the bus.
c
Without any warning, the bus arrived
early.
First of all, the salt trader lays his big
pieces of salt on the ground.
d
For the rest of the day, everyone wandered
around the museum.
Then, the Tuareg trader drums on his
deba and sits under the mango tree.
e
This morning, I decided to catch the bus.
After a while, he puts some gold beside
it and he walks away.
2
3
4
1
2
3
Digging for meaning
Brazilian dance; Malaysian beaches;
Taiwanese motorcar; Turkish airline; Polish
music; Sudanese food
Learners’ own research.
5.7
Explanations
1
It is an explanation because it makes
something easy to understand and it is
ordered.
2
a
‘This time’
b
Possible sequence:
Learners’ own answers
5.5
11
Learners use their dictionaries to list any related
words like pick – picket – picky – pickpocket –
unpick
Eventually, the gold trader puts some
more gold beside the salt.
3
Example: The salt trader was a Tuareg from
the desert north of Timbuktu. The salt trader
laid his big pieces of salt on the ground. The
Tuareg trader drummed on his deba and sat
under the mango tree.
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CAMBRIDGE PRIMARY ENGLISH 4 WORKBOOK ANSWERS
5.8
1
2
Diary doodles
Example answer: A diary is personal, written
in the past tense and uses informal language.
Example answer: Similarities: both give an
account; both use the past tense; both present
facts and opinions; both use inverted commas.
Differences: a diary is personal, but a
newspaper is public; a diary is written by
the person, but a newspaper is written by
a reporter; a diary style is informal but a
newspaper style is formal.
3
4
12
Yesterday, I was helping my mum wash the
dishes. She was wearing her precious diamond
ring that my father had made for her. (My
grandfather actually mined the diamond
himself at the famous Kimberley Hole in
South Africa!) As she let the dishwater out of
the sink, the ring slipped off her !nger and
washed down the pipe. She was distraught!
“Oh no!” I thought. I jumped off the chair
I was using to reach the sink and ran outside
to where the water flowed into the outside
drain. There was no sign of the ring. Lifting
the drain grid, I put my hand into the dirty
water and felt around the edge of the drain.
To my mum’s amazement the ring had caught
on the drain’s rim and I was able to reach
down to it and give it back to her. The really
good news is that she says I can have it when
I’m older!
h
I didn’t stay away too long because I knew
everyone would worry about me. (!rst
person)
i
You will be glad to know that everything
worked out. (second person)
j
Their bags were still in the bus with the
driver and he was waiting for them.
(third person)
2
Learners write their own sentences.
3
Learners write their own diary entry.
5.10 Direct speech
1
Learners write their own direct speech.
2
Learners’ own sentences
3
a
She asked me, ‘Should we go look for
treasure?’
b
He yelled, ‘Watch out!’
c
He suggested, ‘Let’s go and see what’s
in the old house.’
d
‘This is an amazing discovery!’ the
scientist was heard saying.
e
‘Will you help me?’ she asked politely.
f
‘This looks odd,’ I thought to myself.
5.11 and 5.12
Report the news
1–3 Learners plan and write their own
news report.
Learners’ own diary extract
5.9
Point of view
1
a
My group decided to go exploring and
I was keen to join them. (!rst person)
b
They packed their bags and caught a bus
to the old ruins. (third person)
c
We came to an old temple and to our
surprise it was locked. (!rst person)
d
Why do you think it was there? Do you
think it was abandoned? (second person)
e
I decided to leave the group and explore
by myself. (!rst person)
f
Would you have done the same? (second
person)
g
They were worried when they realised
someone was missing from their group.
(third person)
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CAMBRIDGE PRIMARY ENGLISH 4 WORKBOOK ANSWERS
6.3
6 Let’s perform
6.1
1
1
What nonsense!
Adjective
Learners practise reading aloud. They then
rewrite this line to show how they would read
it with expression.
Superlative
wise
wiser
wisest
plain
plainer
plainest
hot
hotter
hottest
lazy
lazier
laziest
small
smaller
smallest
In spite of all their friends could say
large
larger
largest
In spite of all their friends could say
Adjective
Comparative
Superlative
big
bigger
biggest
Learners’ own answers. For example: work
together, speak clearly, use expression,
everyone must have a turn to speak, keep eye
contact on the audience.
scary
scarier
scariest
smelly
smellier
smelliest
fast
faster
fastest
fancy
fancier
fanciest
3
Learners’ own notes added to the poem.
4
Learners make up their own nonsense verse.
6.4
Create characters
6.2
From story to play
1
Accept any reasonable, appropriate answers
that relate to the pictures.
1
a
They pulled and they pulled but they
couldn’t pull it up.
2
Any reasonable answers, for example:
b
Learners add their own characters.
c
A farm
d
Learners predict the ending.
2
a
angry: cross – grumpy – irate – mad
b
sad: unhappy – miserable – depressed –
tearful
c
happy: delighted – overjoyed – ecstatic
Learners’ own answers
d
tired: exhausted – slow – sleepy – weary
Characters should include the old farmer’s
wife, the old farmer, the young farm hand
and any other characters.
e
silly: crazy – playful – mad – frivolous
Accept any props that relate to the story like
turnip seeds, something to show a garden
or !eld, farm clothes, farm implements,
something to represent the turnip...
3
13
Comparative
In spite of all their friends could say
In spite of all their friends could say
2
More powerful language
a
The Emperor enters the stage and casts
his eyes over the audience.
b
All the characters disappear into the
wings as the royal party arrives.
c
He mutters something under his breath
and rolls his eyes.
d
A messenger enters from the back of the
theatre and runs down the aisle.
e
He kneels before the Emperor, out of
breath, and gives him the news.
3
Learners’ own written work
6.5
1
Write an ending
Example answers:
The farmer’s wife: What a beautiful, big
turnip! I think I’ll take it home and cook it for
dinner.
The farmer: Oh my! That is certainly the
biggest turnip I have ever seen. Let me
help you.
The farm boy: What a huge turnip! I will try
to help you pull it out, but we might need
more help.
2
Example answers:
a
Charlie: (grinning cheerfully) I’d love to
join you.
b
Nakat: (whispering into her ear) Shhhh!
Be quiet!
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CAMBRIDGE PRIMARY ENGLISH 4 WORKBOOK ANSWERS
Perform a play
Georgia: (looking nervous) I don’t know
what you mean.
d
Cindy: (looking guilty) It was me.
1
Any order is acceptable
e
Amil: (staring wide-eyed ) You?
2
Stage positions when facing the audience:
3
Learners’ own written work
back row: UR, URC, UC, ULC, UL
2
Accept any reasonable answer
a largest or biggest
b smaller, lazier, scarier
c fancier
d faster, fastest
a beautiful 3; energetic 4;
disorganised 4; successful 3; untidy
b Learners’ own answers
middle row: R, RC, C, LC, L
3
14
6.6
c
front row: DR, DRC, DC, DLC, DL
3
3
Learners’ own work. For example: be prepared
and practise until you are ready, use simple
props that don’t get in the way, always face
the audience, speak clearly so everyone can
hear, use expressions and actions to !t your
character work.
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CAMBRIDGE PRIMARY ENGLISH 4 WORKBOOK ANSWERS
7 What would you do?
Food for thought
1
a
From the horse’s mouth – !nding out
from someone who knows
b
a square meal – healthy, !lling food
c
spill the beans – give away a secret or a
surprise
d
2
3
4
Example answers:
a
I got A grades in all my exams.
b
I am going to do very well in my test.
c
You cannot miss classes if you want to do
well at school.
a
ough
off the hook – not in trouble or held
responsible for something.
b
dough – although; tough – rough; nought
– fought
e
let the cat out of the bag – tell a secret
c
f
over the moon – very happy about
something
a
You are barking up the wrong tree –
You have got completely the wrong idea.
fetch; hutch; wretched; butcher; stitch;
stretch; latch; sketch; Dutch; butterscotch;
pitch; satchel; watch; ditch; kitchen;
batch; hitch; ketchup; match; blotchy;
catch; switch; crutch; hatchet; scratch
b
I’ve got a bone to pick with you – I want
to complain to you about something.
a
butterscotch
b
Dutch
c
She cried her eyes out – She was really
upset and cried a lot.
c
blotchy
d
hatchet
d
You’ve hit the nail on the head – You have
got exactly the right idea.
e
wretched
f
latch
e
Lend me a hand with this – Help me with
this.
g
ketchup
f
I tried to break the ice – I tried to
overcome the shyness/awkwardness.
a
Lend me a hand with this.
b
she cried her eyes out.
c
I tried to break the ice.
d
I’ve got a bone to pick with you.
6
7
8
Across: 2 enchant, 4 arch, 5 pinch, 6 peach,
8 bachelor, 9 bleach
Down: 1 bench, 3 achieve, 4 approach,
7 touch, 8 beach
7.2
Possible answers:
a
straight As – an A grade in every subject.
In a list, the marks would make straight
line of As.
b
to ace the test – do really well in the test.
An ace is the highest card in a deck of
cards so it suggests a high mark.
c
15
5
7.1
cut class – miss a class on purpose. If you
cut something, you remove it, so cutting
the class means not going to it.
Making difficult decisions
1
c should be ticked.
2
a, c and e can be ticked.
3
Should include the following: Tree-ear
speaks politely (Honurable Sir!) and he bows
to the man.
7.3
Summarise your
understanding
1
The order is b–a–d–c–e.
2
Possible answers or similar:
a
swapped the words around
b
made Tree-ear’s mouth water/!ll with
saliva at the thought of food
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CAMBRIDGE PRIMARY ENGLISH 4 WORKBOOK ANSWERS
3
c
not give good news straight away
d
the rice started to fall out faster and faster
e
The falling rice was showing where the
man had been walking.
Learners’ own summaries. Make sure there is
not too much detail.
What would you do?
1–3 Learners’ scenarios and responses.
7.7
1
Adverbs and adverbial
phrases
Identify the adverbial phrase
7.4
Focus on the language
a
1
a
The villagers’ usual greeting was to ask if
they had each eaten well.
The boy broke the window with a soccer
ball.
b
Irèna left her school bag under her desk.
b
The boys’ fathers will teach them to be
potters.
c
Ikbal helped me with my maths
homework.
c
All seven potters’ wares were on display.
d
In the afternoon, we always play sport.
d
The children’s shouts could be heard in
the market.
e
Please put the paints in the cupboard.
e
Both challengers’ pots were placed in
front of the judge.
2
Learners’ own sentences.
3
The boy’s actions showed that he was
honourable. He knew that Crane-man’s
teachings were good. Jiggehs were used by
many people to transport farmers’ crops. They
hoped their rice would reach the market’s
strict standards while also hoping that their
crops would fetch a better price than their
many competitors’ crops.
7.5
Work with sentences
1
a – when b – then c – after d – because e – so
2
a
Although you are taller than me, I am a
faster runner.
b
If you help with the house chores, I will
give you extra pocket money.
c
Since I started listening in class, my marks
have improved.
d
When I went to visit my grandmother, she
had baked me a cake.
3
Possible answer:
Soo!ya woke before her alarm because
she was excited as it was her birthday. She
couldn’t wait to open her presents, so she got
dressed and cleaned her teeth. Her family
would all be waiting downstairs because they
always had special birthday breakfasts. She
raced into the kitchen, but no one was there
since no one was up.
16
7.6
2
a–e Learners’ phrases and paragraph using
phrases from the box.
3
Learners’ own answers
7.8
Working with words
1 a several b any c enough d plenty of
e a couple of
2 a so much b so many c several d any e some
3 I think young people eat too much fast food
these days. A little fast food is not harmful but
generally everyone eats a lot of it because the
portions are so large. There are so many healthy
alternatives to choose from. For example, a
couple of pieces of fruit would be much healthier.
7.9
Michael Morpurgo’s novel
Cool!
1–3 Learners’ own character pro!les and research
notes.
7.10 Read about Robbie’s
classmates
1
a enjoying b is c smiling d is e working
f are g listening
2
a enjoyed, were b was c smiled, was
d ringing e worked, were f hoped, were
g listened, were
3
Possible answer: The verb to be must be
changed into the past tense, but the participle
(the –ing part of the verb) stays the same.
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CAMBRIDGE PRIMARY ENGLISH 4 WORKBOOK ANSWERS
7.11 Experiment with a
playscript
1
The rule must include the name appearing on
the left followed by a colon with the words
actually spoken on the right. No speech marks
are used. No narrative is included.
2
Learners’ own answers – must be laid out
correctly and include Mum: on each line of
her dialogue.
3
Possible answers: begging, nagging, pestering,
pleading
4
Learners’ additions to the playscript.
7.12 Perform your playscript
1–3 Learners’ own playscripts and performances.
17
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CAMBRIDGE PRIMARY ENGLISH 4 WORKBOOK ANSWERS
8 Food for thought
8.1
1
5
Recipes to read
8.3
Pictures in the correct order:
11 12 1 2
10
3
9
4
8
7 6 5
6
1
Learners read aloud.
2
a
Text 1 is advertising crisps. Text 2 is
advertising corn cakes.
b
They contain both facts and opinions.
c
To promote a product
d
Text 2
e
Learners’ own choices
f
Learners’ own answers
3
3
2
4
2
3
1
4 Stir the soup for 2 minutes.
5 Wait about 5–10 minutes for the soup
to cool down.
3 Fill the mug with boiling water from the
kettle.
1 Snip open a packet of your favourite instant
soup.
6 Enjoy your delicious cup of hot, instant
soup.
2 Empty the contents of the packet into a
large mug.
Learners’ own answers. Accept any reasonable
answer.
Learners’ own persuasive sentences.
8.4
Be descriptive
1
a
I ate a delicious, fresh, moist piece of
cake.
b
She was keen to cook a new, tasty, exotic
dish for dessert.
c
The happy, excited children were keen for
the party to begin.
d
She wished the sunny, warm weather
would return.
e
Everyone enjoyed the hot, spicy curry.
f
The thick, smooth, creamy soup bubbled
on the stove.
2
Learners’ own answers
Learners’ own answers
8.2
Demonstrate a dish
3
1
a
Stir the soup for 2 minutes.
b
Empty the contents into a large mug.
8.5
c
Remove the pot from the stove.
d
Pour cold water into the jug.
e
Add seasoning to the stew.
f
Set the temperature of the oven.
2
3
Food for sale
1
Enter and win!
Accept any reasonable answers. For example:
a
You stand a chance to win a holiday if
you leave us your details.
b
Anyone can enter the competition so don’t
miss this great opportunity.
Any reasonable answer, in this order:
c
bake leave slice use mix add spoon
return insert halve attach cut place
balance eat
There are many prizes up for grabs but
you must enter the competition.
d
Complete your entry form now because
entries close on Friday.
Learners’ own answers
e
Everyone is a winner when it’s our annual
market day.
2–3 Learners’ own answers
18
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CAMBRIDGE PRIMARY ENGLISH 4 WORKBOOK ANSWERS
8.6 and 8.7 Create an
advertisement
8.10 Make a point
1–3 Learners write their own sentences using the
words provided.
1–3 Learners’ own answers
8.8
1
Learners read with expression
2
Accept any reasonable answers and sentences:
easy-to read cookery book; step-by-step
instructions; high-speed electric blender;
ten-year-old chef; free-range eggs
3
Learners complete a survey.
8.9
1
19
8.11 and 8.12
audience
Promote a book
Persuade an
1
Accept any reasonable tips like: research
your topic, include facts and opinions, be
persuasive, speak clearly and use eye contact...
2
Learners’ own points
3
Learners’ own speech
Word power
Any reasonable answers:
a
She really liked the food;
b
The view from the hill was breathtakingly
beautiful;
c
His behaviour was very rude;
d
I am absolutely sure about entering the
competition;
e
This cookery book is hugely helpful
2
Learners’ own answers
3
Learners’ own answers
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CAMBRIDGE PRIMARY ENGLISH 4 WORKBOOK ANSWERS
9 Poems to see and hear
9.1
Poetic images
1–3 Learners’ own answers
9.2
Appreciate poetic technique
match
pear
bread
hood
call
love
now
post
ant
1
thatch
wear
dread
good
ball
dove
how
most
pant
2
watch
clear
bead
brood
shall
move
low
lost
want
3
Learners’ own words that rhyme appropriately.
9.3
1
Prepare and perform
a poem
9.4
Moon poem
1
a
happy, delighted, ecstatic
b
unhappy, miserable, melancholic
c
plain, ugly, hideous
d
displeased, angry, enraged
e
edible, appetising, scrumptious
f
smiling, grinning, beaming
g
frowning, scowling, glowering
h
nervous, scared, terri!ed
3
20
Appreciate the poem
1
Stanzas: one stanza. Lines: eight lines.
Rhyming pattern: sets of rhyming couplets,
AABBCCDD. Repetition: Before.
Alliteration: moon/misty; scales/sky;
dawning/day.
2
Possible answers: use of the pronoun ‘she’;
wearing a veil; not resting; feeling tired;
looking pale; scaling the sky – climbing with a
lot of effort.
3
Learners’ own answers based on their choice of
image.
eagle – swoops; frog – leaps; tortoise – plods;
hare – bounds; snake – slithers; horse –
gallops; elephant – tramps; fox – slinks
2–3 Learners’ own verbs and similes
2
9.5
9.6
Write a sun poem
1–3 Learners’ own star poem following the frame
Possible answers:
a
sad
b
happy/joyful
c
pretty/beautiful
d
pleased
e
inedible/disgusting
f
frowning/scowling
g
smiling/beaming
h
con!dent/fearless
Learners’ own paragraphs
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