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