CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS

Learner’s Book answers

1 There’s a lesson in that
1.1 Read a story by Aesop e Accept any thoughtful answer. The
question encourages learners to question
1 Learners’ own answers. the story and whether Ant behaves
acceptably.
2 Possible answers:
2 Possible answers:
a Ant prepares for winter; Grasshopper
does not. Ant is warm and well fed when a Learners’ own answers.
winter comes; Grasshopper is cold and
b possible verbs: snapped, toiling (continued
hungry.
on her industrious way)
b Ant and Grasshopper. Ant is hard-
c 
bustled, lugging, scurry, gathering, never
working and responsible by preparing for
stopping, busied by, continued on her
winter. Grasshopper is relaxed and keen
industrious way, toiling – all indicate that
to have fun in the good weather, with little
Ant was a hard worker and responsible/
thought for the future.
reliable, and did what she had to do even
c Grasshopper learnt that he should have if she would rather have been doing
prepared for winter rather than just something else
having fun.
d verb: to understand something by
d Learners’ own answers; Ant seems a better thinking hard about it
person yet does little to help Grasshopper
e past tense – many examples could be
when he is in need.
given, e.g. was bouncing, bustled, was
e Learners’ own answers. lugging, watched, found
f Learners’ own answers; learners should f present tense – many examples could be
identify that fables are short; characters are given, e.g. Take it easy, are working, is,
often animals with human characteristics; listen, I am storing
the main point is a moral lesson; we can
3 a might (possible), will (definite)
learn a lesson also.
b shouldn’t, oughtn’t, can’t, mustn’t
g–h Learners’ own answers.
c must, couldn’t, can, may, might or will,
1.2 Check your understanding can’t

1 a for working so hard when she could be

enjoying the day
1.3 Story features
1 Possible answers:
b When summer is over, food will be hard
to find; Ant is reminding Grasshopper to a Ideas: rat – untrustworthy, crafty;
prepare for this. bull – angry, strong, short-tempered;
hare – boastful, careless, fast; dolphin –
c the way she speaks (tone): As it happens
intelligent, caring; monkey – trickster,
… you know! snapped; what she does: if
taking nothing seriously; sheep – good
anything toiling just a little harder (just to
natured, dim; bee – busy, industrious;
show Grasshopper); shakes head and rolls
tortoise – slow, steady, clever.
eyes
d being cold and hungry in the winter and
seeing that the ants have provisions while
he has none

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 CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS

b she talks; she has feelings; she reacts to 1.4 What about my point
Grasshopper’s teasing; she’s busy; she
shows off by working harder and longer of view?
than before 1 a outside narrator – third person
c he talks; he consciously does no work; he’s b narrative (no I/we said, etc.)
just enjoying the day; he teases Ant; he
sings and dances; he realises he didn’t do c third/he; first/I; third/she; first/we;
the right thing third/they

d A is grasshoppers; B is ants. Grasshoppers 2 a her, her; ours; Your; theirs; my

rarely survive winter, which matches them
b its; our; mine; their; yours
not storing food. Ants can live for more
than one year, which means it is likely 3 Learners’ own answers.
they store food (and so must work hard).
e Learners’ own answers but must include 1.5 Proverbs tell a tale
examples from the text. 1 a Do things when you have the opportunity,
2 a (Discussion) Grasshopper did not prepare in case there isn’t another chance.
for winter, not considering that he might Not everything that looks expensive is
starve or die of cold. valuable. Beauty does not exist in itself,
we create it by appreciating something.
b Only Ant did something for herself.
That is how the lesson was learnt – b Learners’ own interpretations.
Grasshopper realised too late that he Make hay while the sun shines.
should have prepared; Ant did no more Make the most of things while you can.
than warn him – she did not help him. c Never put off until tomorrow what you
c Doing no work can be a problem. The can do today.
fable teaches us to look ahead and do 2 a for contractions and to show possession;
things at the right time. learners’ own examples
3 a Learners’ own answers; likely to include: b contractions
Ant looks ahead, plans for the future and
works hard; Grasshopper enjoys the good c possession; contraction; contraction;
things in life in the present. possession
b Learners’ own answers. d Learners’ own sentences – one for each
purpose.
c Ant: practical, hard-working, dull,
sensible, prudent, bossy, serious, worthy, 3 a–d Learners’ own cartoon strips.
unkind, down-to-earth. Grasshopper:
optimistic, happy-go-lucky, fun-loving, 1.6 A twist in the traditional tale
chirpy, irresponsible, cheerful, cheery,
feckless; thoughtless could be applied to 1 a Auntie Anthea – Ant; Gentle Geoffrey –
both. Learners may feel some are not Grasshopper; by the alphabetical link
applicable to either. Reasons should be b Similarities: a hardworking Auntie Anthea
given. and happy-go-lucky Gentle Geoffrey; the
d class role play differences being Auntie Anthea luring
Gentle Geoffrey to her home to eat him,
e Learners’ own paragraphs expressing a then changing her mind and enjoying
personal response. his music instead unlike the earlier story
where Ant was very irritated with the
Grasshopper and pointed out his faults.
c third-person narrator
d Learners’ own reading and answers.

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2 a–d Learners’ own answers. •  igurative meanings: Summer had

F
been a lot of fun; dreaming and not
1.7 It’s all about dialogue noticing the world around him; that
does not sound very enjoyable; ants are
1 a Learners’ own choice of examples of doing something new and good.
dialogue from the text; yes, it follows the
rules. e Literally it would mean the Grasshopper
had an actual song stuck in his throat;
b Learners’ own answers. Discussion point figuratively, it means he was unable to
focusing on the sentence continuing after sing any more because he was so cold
the speaker is identified. and miserable and he just couldn’t get the
words of the song to come out.
c Possible answers:
f Both literally and figuratively. He is

Gentle Geoffrey (enquired), “Why would
literally planning to sing in exchange
you help me?”
for being fed rather than being eaten;
“Why wouldn’t I want to invite you into my figuratively, it means entertaining
house?” (retorted) Auntie Anthea. someone or doing what they want in
return for some sort of payment – in this
“Do you really want to help me, or case, food and shelter rather than being
do you want me for another reason?” eaten.
(challenged) Gentle Geoffrey.
2a Learners’ own answers. Possible
Auntie Anthea (smirked), “Now, what on answers: Auntie Anthea sounds cosy,
earth could that be?” but she is threatening; Gentle Geoffrey
is indeed gentle.
2 a Learners’ own dialogue.
• Learners’ own answers for other
3 a–b Learners’ own dramatic readings. names.
b Learners’ own answers.
1.8 Figurative language is all
c •  ny three from: tasty treat, delicious
A
around difference, grazed on a grasshopper, bit
1 a
•  F
 igurative meanings: tell a secret; get of a bite.
something exactly right; keep quiet • Learners’ own answers.
about something; tease someone; in
the same situation; don’t rush into d Possible answers: cleaning collecting;
something, think first; happening very chirruping/cheerful; scrubbing/storing;
rarely; work out a meaning that hasn’t sing/supper softly/strength; whistling/wind
been said explicitly. warm/well-fed/winter; little/liven; diet/
daily; frosty/fields; hauled/home; licking/
• Literal meanings: let a cat escape out lips; cook clean/company.
of a bag; hit a nail on the top with a
hammer; take hold of your tongue;
have someone pull on your leg; several
1.9 Hold a discussion forum
people all in a boat together; keep hold 1 Learners’ discussions and preparations for
of several horses; it only happens when their group presentation.
there is a blue moon (second full moon
in a month); read what is in the gaps 2 Learners’ own presentations.
between lines of text.
• Uses in everyday speech: Learners’ 1.10 Test your knowledge
own answers.
1 a–b Learners’ own answers and summary
b–c Learners’ own answers. sentences.
d  iteral meanings: Summer had been an
•  L 2 Learners’ own answer notes and summary
explosive time; his head was actually in paragraphs.
the clouds; that does not sound cold or
chilly; ants will take a big step forward.

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1.11 and 1.12 Retell a fable

1 Learners’ own answers, planning diagram
and notes.
2 Learners’ own answers, fable retellings and
illustrations.

Check your progress

1  hree of: short, often animal or non-human
T
characters with human characteristics,
one character learns a lesson, we can also
learn a wider lesson from the story.
2 a should; b could; c must
3 Learners’ own answers.
4 Too many cooks When too many
spoil the broth. people try to lead,
it’s confusing and
gives bad results.
Birds of a feather People like to
flock together. spend time with
others who are
similar to them.
Don’t put all your Have a backup plan.
eggs in one basket. 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.)

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2 E
 xploring space
2.1 What is out there? • compound – In 1609, the Italian
scientist Galileo built the first
1 a a non-fiction, information/factual text in telescope and used his observations
chronological order to prove Copernicus’s theory
correct.
b Alphabetical order with any reasonable
synonyms: b • He invented the telescope, but it was
not powerful enough.
artificial: synthetic, manufactured • Early astronomers studied the skies for
astronaut: cosmonaut, space engineer they were fascinated by the stars.
• Scientists invent new rockets so
magnify: enlarge, increase astronauts can go further into space.
observe: watch, survey • You can become an astronaut or you
can become a scientist.
orbit: circle, rotate
• The satellite is old yet it is operating
c Learners’ own answers. well.
d Learners add words to their spelling logs. • I have never met an astronaut nor have
I spoken to one.
2 a Galileo
c Accept any FANBOYS connectives that
b 12 April 1961, Yuri Gagarin orbited Earth make sense in these sentences:
in 108 minutes •  satellite is a natural object and/but it
A
c 50+ years ago is also an artificial object.
• Galileo built a telescope so he could
d • h ad good eyesight is opinion – cannot
prove Copernicus’s theory correct.
be proved,
• We can fly to the moon but/yet we can’t
• without a telescope is fact – can be
live there.
proved
• Astronauts enjoy life on the ISS yet/but
e Greece, Poland, Denmark, Italy, England, they do not stay there for long periods.
America, Russia, India, China. Learners
• We can visit the museum or/and we can
name any three countries from the text.
visit the space centre.
f Learners add the text to the Reading logs
d Learners’ own sentences.
(Worksheet 5.2).

2.2 A simple start 2.3 Building language

1 a any examples (in 129 BCE; In 1543;
1 Learners’ own answers. Presentation of
after launch)
timelines will vary but key dates must be in
order with key words only, e.g. 129 BCE, b Learners’ own sentences.
Hipparchus – star catalogue. c •  he first star catalogue was completed
T
2 a •
s imple sentences because the text is in 129 BCE. (time)
factual and informative, not descriptive • Isaac Newton invented a telescope
or instructional more powerful than the rest. (quality)
• Example answers: • At last, the ISS was ready. (time)
• simple – In 1926, American Robert • The first astronauts landed on the
Goddard launched the first liquid- moon. (place)
fuelled rocket.
• With great effort, they succeeded.
(manner)
d Learners’ own sentences.

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 CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS

2 a Prefix meanings: bio = life; auto = by oneself;

astro = from space; cosmic = of the universe;
tele = far off/from afar; tri = three.
b • a utobiography = the study of someone’s life
• triennial = occurring every three years
• astrodome = a window in space
• teletext = a text from far away
• cosmology = the study of the universe
c Learners’ own words with prefixes.
d Learners’ own sentences.

2.4 Then and now

1 a a week
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 Private and/or public Modern Modern
sometimes public
Formal or informal Public Usually private
Formal (if public) or
informal (if personal)To communicate with Informal Informal
one or more person/s
To record information To communicate with To communicate with
and personal Facts and opinions a wide audience one person quickly
thoughts Persuasive
Includes facts and Includes facts
opinions
Personal opinion

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–d Learners’ own written work.

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2.7 Interviews  The crew knew the spacecraft was theirs

because they trained in it.
1 a The interviewee is an astronaut (Chris
Cassidy) in space on the ISS. The My friends are going to watch a film
interviewers are learners at school (Rui, about space. I’d love to go with them to
Carlos, Cindy, Sam). watch it.

b The questions are open. Accept any  The rocket powered up, then it blasted
examples from the audio. into space and it disappeared.

c The language is a mixture of formal and 3 a Samantha Cristoforetti, an ESA

informal/friendly styles. astronaut. Yes, she is still alive (at the time
this was written).
d The context is different to a normal
interview where two people face each b She was born in Milan, Italy, on 26 April
other (sometimes in front of an audience). 1977.
It is similar to a telephone interview c Any three facts. Opinions include the
because the interviewers are on Earth and things she enjoys and her words The sky is
the interviewee is a long way away – in not the limit.
space. The interview may be interrupted
due to poor signal. It is still important to d The writer chose mainly facts because
speak clearly and to be polite. the text type is non-fiction, factual and
informative.
e Learners’ own questions. Examples:
e Learners’ own definitions, e.g. assign – to
What do you enjoy about being an get a task, conduct – to do/lead a task,
astronaut? launch – to take off.
What type of training did you have to go f A fan wrote the biography – the writer’s
through? point of view is positive; the biography
What plans do you have for the future? highlights only the positive aspects of
Samantha’s life.
How did you become an astronaut?
g The purpose of the text is to give facts
2 a–d Learners’ own preparation and and details; the language is factual
presentations. and more detailed than a timeline; the
information is written chronologically in
2.8 Biographies paragraphs – not listed in order on a line.
Unlike a blog, the text is formal, is written
1 a true by someone else, in the third person and
aims to inform. A blog is written in the
true
first person and is mostly informal (for a
false social media platform).
true h Learners add the biography to their
Reading logs (Worksheet 5.2) and list
false other people they might be interested in.
false
2.9 Add details
2 a A group of Year 5 learners wrote this
biography. 1 a He landed the spacecraft the following
day. (phrase)
b she, their
 As they blasted into space, the astronauts
c 
She enjoys her work. Those good results
gave a big cheer. (clause)
are hers.
 Without any warning, the rocket
He loved the experience. The memories
exploded. (phrase)
are his forever.

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They orbited the Earth before they b The astronomer has noticed a new star.
re-entered the Earth’s atmosphere. (clause)
I have read a book about space.

After three months, the astronauts
returned safely to Earth. (phrase) He has been in space for six months.

The crowd cheered when the capsule  The satellite has launched into space.
landed. (clause) c I have written a biography about an
b After it entered the Earth’s atmosphere, astronaut.
the spacecraft landed safely.  We have studied all the planets in our
As the capsule opened, the crowd cheered. solar system.

The day they landed on the moon,  Tim Peake has visited the International
everyone watched. Space Station.

Although he felt sick, the astronaut It has taken three days to reach the moon.
completed the mission. d Learners’ own sentences.
When the fresh supplies arrived, the space
crew were overjoyed. 2.11 and 2.12 Write a biography
c Any of the following examples: where 1 Learners’ own research and written work.
she celebrated her 38th birthday; after
2 Learners’ own work.
she graduated; as she launched into space;
while on board the ISS; where she has 3 Learners’ own work.
almost a million followers.
2 a–c Learners’ own responses. Check your progress
1 a opinion
2.10 Tackle tenses
b fact
1 a Accept any examples from the text.
2 The astronauts trained. The astronauts/They
•  ersonal background and education –
P were ready for the mission.
past tense.
• Current work and interests – present 3 She was the best astronaut but/yet/she did not
tense. go on the first mission.
• Future plans – present and future 4 a Before noon
tense.
b in the sea
b past tense because it is about her life and
past achievements up to the present day 5 a when they landed

c Biographies are mainly in the past tense b As they took off

because the purpose is to record what 6 a The rocket flew to the moon.
happened in the past.
b We learnt all about space.
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.

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3 Reflections
3.1 Like and as 2 a Wildy spinning top – A tornado; Lonely
night traveller – The moon; Long,
1 a Learners read aloud with expression. cold fingers – Icicles; Good friend – A
mountain (or a large shady tree); Ancient
b It does not make a difference – it is watchtower – A large shady tree (or a
timeless. mountain). Learners’ own answers, e.g.
c They are beautiful, precious, colourful, The moon is a good friend because it is
desirable gems. always there / The moon is a lonely night
traveller because it is always on its own
d emerald, ruby, sapphire moving across the sky, visible at night.
e Learners’ own answers. b Learners’ own sentences.
f The brilliance of the diamond cannot be c Learners’ own written work.
compared to anything because it is the
most brilliant of all. Learners’ own ideas. d Learners add to their Reading logs
(Worksheet 5.2).
2 a It is a stone that comes from the ground.
b • I t is dull and ordinary. 3.3 Haiku
• It can be used to make fire.
1 a Learners’ own responses. They are similar
c It has the quality needed to make sparks because they all have three lines of 5-7-
and start a fire. 5 syllables and they are all about nature.
They are different because they have
d all of them different topics. Some are serious and
e Learners’ own answers. Example: some are light-hearted.
Although flint is the least attractive stone b Haiku poems are traditionally about
it is the most useful, effective stone. The nature. They have three lines of 5-7-5
message is that it is not appearance that syllables. They can be serious or light-
counts, but what you are made of and what hearted.
you are capable of.
c Learners add to their Reading logs
f–g Learners’ own answers. (Worksheet 5.2).

3.2 Imagine with metaphors 2 a Example: The word ‘surviving’ implies the
penguins are struggling to stay alive, while
1 a Learners’ own responses. the word ‘stately’ implies the penguins
are in charge/ in their element/as good
b 
shaggy/ragged  gnaw/chew  bound/
as royalty
run howl/bark/cry    hollo/shout
b yes
c The sea is compared to a hungry dog
because they both look giant and grey, c any reasonable synonyms
roll, gnaw bones, howl/make a constant
noise, shake water, lie on sandy shores ... d Learners’ own ideas.

d Any reasonable response with an 3.4 Create a haiku

explanation, e.g. The poet likes the sea
because it reminds him of a dog / does not 1 a–b Learners’ own notes.
like the sea because it is wild like a hungry
2 a–c Learners’ own work and first draft.
dog ...
3 Learners’ own written work.
e Learners read aloud with appropriate
expression.

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3.5 Personification in poems 2 a  o man is an island: Metaphor. No one is

N
ever alone because we are all a part of a
1 a Learners read the poem with mild, gentle family, a group of friends or a community
expression. and we all have a role to play.
b the wind b 
Time waits for no one: Personification.
Everyone must keep to the same time
c playful, teasing, a bit silly, cheeky,
because it is the same for everyone and it
naughty. . .
will never slow down for any reason.
d personification
c 
The time slipped through my fingers like
e • no stanzas sand through an hourglass: Simile.
• I is repeated There was not enough time to do
• no rhyming pattern something.
• There are commas at the end of every 3  hree lines of 5-7-5 syllables. The first part is
T
phrase/sentence. literal and the second part is figurative.
• It reflects a peaceful mood and gentle, Usually describes a moment in nature. The
playful, mischievous, flowing action of last line is usually a contrast or interesting
the wind. idea or thought.

f Learners update their Reading logs 4 Number of syllables:

(Worksheet 5.2).
poem (1) poetic (3) rhyme (1)
2 a •  he sun scowled harshly on the dry
T reason (2) react (2)
land.
simile (3) metaphor (3)
• Dark clouds grumbled as they gathered
personification (6) haiku (2)
together.
poetry (3)
• Autumn leaves surrendered to winter.
5  monosyllabic word has one syllable,
A
• Two trees danced happily in the wind.
e.g. bright. A polysyllabic word has more
• The furious wind rushed around in a than one syllable, e.g. brightening. Accept any
rage. correct examples.
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.

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4 T
 elling timeless tales
4.1 Make predictions about a 2 a Learners’ own answers, but these should
include that one is a novel and the other is
classic tale set out as a playscript
1 a anyone who might be interested in finding b Learners’ own answers. Possible answers:
out about or reading the book; anyone Extract 1 – the book: paragraphs, old-
who is interested in animals and what fashioned language, formal, narrative in
‘Law of the Jungle’ is the past tense, dialogue. Extract 2 – the
b mostly fact: it is setting out what the book play: stage directions in brackets and
contains, much loved could be considered italics, speakers set away from dialogue
an opinion but it is factual that it is been followed by a colon, no narrative, only
adapted into plays and films dialogue, more modern language and
grammar.
c fiction/adventure because it contains
animal characters and unrealistic events c Learners’ own preferences and ideas.
Encourage reasons.
d figurative language because it is describing
fire as a red flower creating a mind picture 4.3 Develop your language
of what fire looks like
skills
e Learners’ own answers.
1 a singular, plural, singular, plural, singular
2 a–c Learners’ own answers.
b am, was, were, is, were
4.2 Read some classic literature 2 a The extract contains statements, questions
and commands/exclamations. Learners’
1 • Good writing stands the test of time, own answers for the examples.
appeals to all sorts of people, can be read
by different generations. Classic books b Learners’ own answers.
inspire our own writing by increasing
c Two of: had taken Mowgli’s part; a man’s
our vocab and knowledge. The setting
cub no longer; lay out Shere Khan’s hide.
and characters usually tell us something
about the time it was written. It gives us d Mowgli, Akela, Bagheera, Father Wolf,
historical knowledge. It contains these Mother Wolf, Shere Khan, Council Rock
everyone can respond to (friendship/
loyalty/growing up e cries; howl

• The books tell us something about the f Learners’ own answers.

time when the book was written, through g in written dialogue; in spoken language
the actions of people, the way they speak
and the context.
4.4 Develop a viewpoint
• Because they contain themes everyone can
understand (friendship/loyalty/growing 1 a He did not know what was happening to
up). him (tears) and wondered if he might be
dying (from the tears and the feeling he
• Learners’ own answers. had inside).
• Because of the high quality of the b Learners’ own answers. Answers should
characters, plot, writing and the themes. include ideas that he had been brought
They can find extra meaning as adults up with the wolves and it felt like he was
that they may have missed when reading turning against his family or they were
previously. turning against him. It also emphasised
that he was different to the animals.

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c Learners’ own answers should include 4.6 Explore your knowledge of

ideas that Mowgli uses fire for the first
time against the wolves which would make classic tales
them his enemies. They may also suggest 1 a–d Learners’ own answers.
that Shere Khan would be looking for
him. 2 a •  e is neither a ghost nor a giant.
H
He is a god.
d He wanted to say goodbye, he cried on his • He is called Zeus, the bringer of light
mother and promised to return. and ruler of gods and goddesses. He
e He calls them mysterious men. has children (Apollo and Artemis) who
are also a god and goddess. He points
f Learners’ choose their own spokesperson. out Pegasus (a fantastical creature), a
winged horse and his chariot, and he is
2 a Learners read in groups.
on Mount Olympus.
b Formal, old-fashioned, polite, respectful • Learners’ own answers – but unlikely
– no contractions and words like thou, ye to believe.
and art. Seem less relaxed than friends
and how they would speak today. The b The reader of the book.
playscript is likely to be more accessible as 3 a A – legend and B – myth
the words are more modern.
b Myths: How Rabbit Brought Fire to the
c Learners’ own role play with a partner. People; Thor – God of Thunder; The
d Learners’ role plays written as a Beginning of Smoke; Why the Tortoise
playscript. has a Cracked Shell; Pangu and the
Creation of the World; The Story of the
White Snake.
4.5 Build a short screenplay
Legends: Hua Mulan – the Chinese
1 a–c Learners’ own answers. Girl Warrior; The Magic Paintbrush;
d Both have audiences, actors, sets, lighting, El Dorado; King Arthur and the Knights
costumes and props. Plays are live of the Round Table; The Lost City of
performances, films are not. Camera work Atlantis; A Mountain on a Finger; The
needs to be considered in films. Loch Ness Monster; The Pied Piper of
Hamlyn; Baba Yaga.
e Learners’ own answers (very similar to d).
c
2 a Speech: smooth bubbles with pointers; Myths Legends
thoughts: cloud bubbles with cloud Gods and goddesses Heroes and
pointers. villains
Explains a natural
b Learners’ own answers, e.g. punctuation, phenomenon May be based on
layout, colour, size, words, sound effects a historical event
Fantastical
and facial expressions creatures Fantastical
c Possible answers: anxious, embarrassed, creatures
Superhuman or
ashamed, confused and overwhelmed, unlikely powers Set long ago
facial expression and body language.
Timeless Superhuman or
3 a reading activity unlikely powers
A classic opening,
b Learners’ own answers, e.g. actual spoken e.g. Long, long ago A dangerous
words are the same as in the speech … quest or challenge
bubbles, and order of speeches. Unlikely or
c–e Learners’ own responses. exaggerated
events
A classic opening,
e.g. Long, long ago

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4.7 Explore the text 4.8 Direct and reported speech

1 a •  ou can tell by the use of I, my, we,
Y 1 a–b Learners’ own answers.
etc.; he tells us his own name, Zeus.
c • Zeus said, “I have many children.”
• first-person narrative
• Zeus explained, “Pegasus is my winged
• Accept any sensible answers that reflect horse.” (“Pegasus is my winged horse,”
Zeus’s personal tone, e.g. I am tired of explained Zeus.)
shouting. I’m in no hurry. Sit down! (an
exclamation mark shows his authority • “I am tired of shouting,” complained
and power), answering questions he Zeus. (Zeus complained, “I am tired of
has not been directly asked. shouting.”)
2 a • Zeus said that he was a god.
b Learners’ own answers: likely to be myths
and legends about his family of gods and • Zeus confirmed that he was not
goddesses. a ghost.
   • Zeus explained that Pegasus pulled
c Answers will vary but should include that his chariot.
an outside narrator is able to see everything
happening, whereas the first person is b Learners’ own dialogue.
limited by their physical location or what
they find out second-hand. The outside 4.9 Check your knowledge
narrator can also indicate what all the 1 a •  earners’ own answers.
L
characters are thinking rather than only Anthropomorphised / personified
having a storyteller’s perspective. characters, a natural phenomenon
d • oral activity being explained, set out of time,
• Personal pronouns I would change unlikely events, traditional opening
to he, my to his, me to him, we to they, but should include no heroes or
etc. The narrative may have to include dangerous quests.
direct speech (said Zeus, etc.) if it is • The story is a myth – it explains a
to retain the direct relationship with natural phenomenon and has other
the reader (use of you), otherwise the myth characteristics. Make sure
reader would have to be identified and learners include reasons.
the narrator would have to explain what
b Learners’ own answers, but likely to be
Zeus is saying in reported speech. Accept
fearful, scary, urgent or similar. The writer
sensible ideas.
created this effect through the dialogue
e Learners’ own answers. and the characters.
2 a Learners’ own answers. c The events are partly unlikely although
some of the actions are stereotypical of
b They are all proper nouns. the animal type. However, events are also
c •
 se of personal pronouns: I and we,
U likely in that fire does burn and bush fires
possessive adjective: my. Addressing are common.
audience/readers directly as if he is
speaking to them, i.e. direct speech, d It is similar in that it has animal and other
chatty tone, questions to readers, personified characters and it is short; it
exclamations, contractions, part is different in that there is no lesson to be
sentences learnt although there is a case to be made
for a lesson if they think of the expression
• Learners’ own answers. ‘Never play with fire’.
d Learners’ own answers and suggestions.
e Learners’ own answers.
e Learners’ own entries in their Reading
2 a Learners’ own answers. Examples should
logs; (Worksheet 5.2) look for clear
be both common and proper nouns.
explanations of their views.
b They are all proper nouns – i.e. names as
opposed to common nouns.

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c Learners’ own answers. Encourage Check your progress

alliteration.
1 Learners’ own answers.
d hate, peace, beauty, honesty,
disappointment, patience, democracy 2 a Zeus announced that he was the father of
e • Learners’ own answers. Artemis and Apollo.
• sensitive, fearful, sorrowful, trusting/ b Zeus proudly said to the crowd, “My
trustworthy, anxious, friendly, chaotic daughter is the goddess of the moon.”
(Dialogue could come first.)
f Learners’ own answers.
3
g Learners add to Reading logs Common Proper nouns Abstract
(Worksheet 5.2). nouns nouns
chariot Pegasus love
4.10 Work with words
mountain Olympus respect
1 a Learners’ own answers using the plurals
foxes, glasses, boxes, wishes and matches moon Greece power

b • heroes, echoes, tornadoes, volcanoes 4 Countable nouns: horse, jungle, pen, pepper
• curios, kangaroos, zoos, cockatoos (the vegetable); uncountable nouns: pepper
c • leaves, lives, knives, wives, halves, (the powder), dancing, happiness, work,
shelves, loaves, calves, wolves, selves football.
• Learners add the exceptions to their 5 bunch – bunches, box – boxes,
spelling log. wife – wives, flash – flashes, wolf – wolves,
• Learners’ own answers. tomato – tomatoes, batch – batches,
kangaroo – kangaroos.
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 • r umours or tales of a boy who
appeared one day in a village, with no
family, apparently having been brought
up by animals
• killing Shere Khan and bringing his
hide to Council Rock
2 Learners’ own answers.
3 Learners’ own answers.

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5 Tell me how
5.1 Gather facts 2 a Any three features: headings, sequence,
lists, impersonal style, commands, ordered
1 a Accept any facts. steps.
b Non-fiction. It provides facts about a real b • i mpersonal
subject – salt. • the style fits the purpose – it is
instructional not personal,
c Non-fiction sections: geography (where is
salt found), science (what salt is made of) • there are 12 numbered steps in order –
and (how salt is used), history (the role of the sequence is essential
salt in the past) • specialised vocabulary includes words
like non-edible, solution, evaporate
d Key words: salt – uses – history – trade –
mining – dry lakes. c Learners aim to repeat the instructions to
each other in sequence.
e Learners’ own questions.
d Learners add the instruction text to their
2 a Learners’ own answers. Reading logs (Worksheet 5.2).
b take it with a pinch of salt – don’t take
it too seriously; worth one’s salt – hard- 5.3 Be clear and direct
working and valuable; rub salt into a
1 a Do the task individually. Work in groups
wound – make someone feel worse; the
today. Listen carefully to the instructions.
salt of the Earth – a very dependable
Open the door and windows. Follow my
person; go back to the salt mines – return
example and do what I say.
to work
b Learners’ own commands.
c Learners’ own answers.
2 a • borax •  hot water
d Yes. Example: Worth one’s salt is based on
• crystals
the fact that salt was very valuable.
b • Dissolve the borax in hot water and
e Learners’ own answers. leave it to cool.
• Pour the solution into a jar then place
5.2 Read instructions it somewhere safe.
1 a A personal diary is used to record • Add the salt and sugar then wait for
personal events and feelings, a postcard them to dissolve.
is a personal communication to a friend, • Add water to each glass then move it/
a recipe is an impersonal instruction, them to a safe spot.
a text message is an informal, friendly • Once the crystals start to form, leave
communication. them to grow.
b A writer must choose a writing style to fit c Learners’ own sentences.
the purpose and audience of the text. A
writer chooses an impersonal style for an 5.4 Nouns count
information text to an unknown audience.
1 a in the bowl, over the bowl, behind the
c Learners’ own example sentences, bowl, under the bowl. Learners’ own
e.g. I feel sad today, You would love this, sentences.
She is having a party.
b Any examples: in, to, around, across,
d Newspapers, magazines and some inside, on top of.
online sites usually contain texts with
different styles like a news report or an
advertisement.

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c • Place a sponge in the dish. 5.7 Find out more

• Pour hot water into the jug.
1 a Learners’ own answers.
• Place the dish on a window ledge.
• Throw the leftover solution down the b Non-fiction. Non-fiction is information
drain. based on facts, but fiction is unreal,
imaginative stories.
d Learners’ own sentences, e.g. Look in the
cupboard. Go to the shop. She walked c Learners’ own answers.
into the room.
d Both. The information on the caves can be
2 a box, glass, pot, cloud in any order. The explanation on how the
crystals formed is sequenced.
b Learners’ own examples.
e Learners read aloud.
c Example answers: packet of rice, box
of equipment, sheet of rain, tray of ice, 2 a 2000, by miners who were draining the
cloud of dust, field of oats, bucket of water from the cave
water.
b It has the largest selenite crystals ever
d Learners’ own sentences. found.
c It is dangerous – too hot and slippery, and
5.5 and 5.6 Write instructions to preserve the crystals
and demonstrate
d Learners’ own answers.
1 Example answers:
e The names give clues to what each cave
a–d Place an empty glass inside a large bowl. is like (e.g. the Candles Cave has long,
Pour salty water into the bowl. Cover delicate crystals resembling candles; the
the bowl with cling wrap (plastic wrap). Cave of Swords has long, sharp, deadly
Place a pebble in the middle of the cling crystals).
wrap to create a slope. Place the bowl in
f Learners’ own answers.
a sunny spot. Wait for the salty water to
evaporate, condense and drip clear water g Learners enter the text in their Reading
into the glass. Observe salt crystals left in logs (Worksheet 5.2).
the bowl.
e Paint with salt (example): 1 Squeeze a 5.8 Make notes
glue design onto the paper or card. 2 1 a Topic sentences:
Sprinkle the glue with salt. 3 Remove
excess salt. 4 Dip the paintbrush into the The Giant Crystal Cave is an underground
liquid paint then dab the glue with the cave containing the largest selenite crystals
paint using different colours. 5 Watch as ever found.
the paint travels in different directions. 6
The cave was discovered in the year 2000
Let it dry for a few hours.
by miners.
f–h Learners’ own written work.
The Giant Crystal Cave is one of a cluster
2 Learners’ own demonstrations. of natural cavities of limestone rock . . .
It is deadly hot in the cave . . .

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 CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS

b Learners copy the table and compare the

caves using key words of their choice.

Name Discovered Location Description What’s inside?

Giant 2000 by Naica mine, Size of a football Huge
Crystal Cave miners Mexico 300 m field; extreme selenite crystals –
deep conditions over 11 m in length
(58 °C /136 °F) and 4 m in diameter,
weighing 50 000 kg

Cave of 1910 Naica, Mexico 70 m in diameter, Crystals up to 2 m in

Swords 120 m above with crystals up to 2 length
The Crystal m in length
Cave

Queen’s Eye 2000 Naica, Mexico The narrow opening Crystals

Cave 300 m deep of the cave is shaped
like an eye

Candles 2000 Naica, Mexico The crystals have Crystals

Cave 300 m deep long, delicate
structures
resembling candles

Ice Palace No date Naica, Mexico The cave is not Smaller crystals
given 150 m deep flooded with water

c Learners’ own summary talk. b •  ue to the perfect conditions in the

D
cave, the crystals grew. (cause and
2 a Comparing, listing, sequencing, showing a
effect)
cycle, showing a flow of events, grouping,
classifying • This cave is unique, unlike any other
cave known to us. (extra information
b the straight arrows or comparison)
c Learners’ own answers must show the • Not only is the cave enormous, it
process in order from start to finish. is beautiful. (extra information or
comparison)
Example answer: • You must exit the cave after half an
ground water heated up saturated with hour. (time and sequence)
minerals filled the cave constant c Learners’ own answers. Example:
temperature crystals formed in the
water. •  he crystals formed because the
T
conditions were perfect.
d Learners use their own words to write a • The cave is dangerous, therefore be
paragraph from their key words. careful.
• As a result, the crystals became
5.9 Recall connectives exposed.
1 a • t ime or sequence: Until recently; • Wear protective gear since the cave is
When; Firstly; Over time; For dangerous.
thousands of years; While
2 Learners’ own work.
• cause and effect: since; so; as a result
• extra information or comparison: and; a–h Example answer: How to put on the
furthermore; equally protective gear.

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In order to survive the extreme conditions 5.12 Write and present

inside the cave, visitors must dress
correctly. 1 Learners’ own answers.
First of all, put on the insulated vest to 2 Learners’ own work.
protect your skin from frostbite. Over
that, put on the ice vest filled with tubes Check your progress
of iced gel to keep your body cool. To
cover the ice and your body, put on the 1 Any of the following:
overall. It keeps the heat off the ice and
An information text An explanation
offers protection from the sharp crystals.
Finally, add the respirator backpack Describes what? Explains how?
and attach the facemask, which provides Gives general Gives specific
chilled air for breathing. information. information.
Sequence of sections Sequence is
5.10 Explain with multi-clause is not that important. important.
sentences
2 An explanation
1 a Accept any two examples from the text:
3 a Collect b Present
Since the extreme heat and humidity are
4 a they = the caves b it = the instruction
lethal, it is closed to the public.
5 a We visited the cave as soon as it was safe
They were pumping water out of a mine
to explore.
when they stumbled upon this natural cave
(As soon as it was safe to explore, we
300 m underground.
visited the cave.)
b • Giant crystals formed in the cave.
b Because it was hot in the cave, we could
• The cave was discovered in 2000.
not stay long.
• The crystals are dangerous. We could not stay long because it was hot
• You won’t survive for long inside the in the cave.
cave.
6  s soon as it was safe to explore. Because it
A
• The crystals will deteriorate.
was hot in the cave.
c Accept any reasonable combinations, e.g.:
•  ou won’t survive for long inside the
Y
cave so you should wear protective
gear.
• Giant crystals formed in the cave
because the conditions were just right.
• The cave was discovered in 2000 as
water was pumped out of the mine.
• The crystals are dangerous although
they are very beautiful.
d–f Learners’ own answers.

5.11 Plan first

1 Learners’ own answers and notes.
2 Learners’ own answers and planning.

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 CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS

6 A different type of story

6.1 
The Way Through the •  he second stanza: What you hear
T
when you go into the woods late on a
Woods summer’s evening.
1 a Learners’ own answers. c Learners’ own answers.
b •  earners’ own answers. However, it
L d •  ike an echo, especially with the long,
L
should give them goose bumps. soft oo sound to add to the sense of
• The mysterious mood is created partly mystery.
by the mysterious idea of a horse • Stanza 1: broods, stanza 2: solitudes
cantering along a road that is not there Stanza 1 rain / again, keeper / sees,
and being set late in the evening – a Stanza 2 cools / pools, beat / feet
misty light adds mystery. The sounds
e Learners’ own rhyming words.
– the rhythm, rhyme and repetition all
add to the air of mystery – especially 2 a a small type of plant
the long soft vowel sounds. Finally, the
ellipsis on the last but one line leaves b Someone in charge of other people,
the reader wondering. buildings, grounds or animals (fits the
poem); the football or hockey player who
c The mystery is that you can sometimes protects the goal; (cricket) the person who
hear late in the evening the sound of a stands behind the wicket to catch balls;
horse cantering along as if on a road, a part of a mechanism that catches or
although there is no road any more. Is the secures another part.
horse real or not?
c Possible answers: The keeper would know
2 a They shut the road through the woods. where to look for clues of the old road;
b It has vanished through weather erosion others would not easily spot the odd trace
and becoming overgrown. here and there.

c the keeper d Learners’ own answers.

d cool air; trout come up to the surface of e Possible answer: The old road through the
the pools; otters calling woods, eroded by the weather, has vanished
beneath the trees and undergrowth. Only the
e an otter whistling to his mate; the beat of old keeper can spot the traces of where it used
a horse’s feet cantering along; the sound to be. If you enter the woods on a summer late
of a skirt swishing evening, you will hear, but not see, the sounds
of a cantering horse and the swish of a skirt
f They can be heard but not seen, and there
(which can be a woman’s skirt or part of the
is no road for a horse to canter along.
saddle).
g–h Learners’ own answers.
f Learners’ own answers.
6.2 Develop your poetic 6.3 Bringing the rain
language
1 a Learners listen.
1 a Possible answers: two stanzas with 12 and
b • in Africa, on Kapiti Plain
13 lines. Stanzas of unequal length add
mystery with the extra final line creating • The rains had failed and so all the wild
an uneasy lack of balance; perhaps creatures had migrated. Ki-pat’s cows
superstitious associations of ‘unlucky 13’ were hungry and dry, with no food or
to add to the mystery. water. The land needed rain.
b •  he first stanza: Where the road
T
through the woods once was, before it
was closed and overgrown.

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 CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS

•  i-pat and his cows were there. He

K e Bringing the Rain Once the Wind
made a bow with a stick and leather to Kapiti Plain
thong. He then picked up a feather
dropped by an eagle and shot it at the Two stanzas Three stanzas
dark cloud, which made the rain and Uneven length Very uneven length
thunder come. stanzas stanzas
c Learners check their answers. Similar short line Very uneven line
length length and layout
2 a two stanzas; short lines; long sentences
Sentences Notional sentences
split over lines; some lines starting with a
but without
capital letter although not a new sentence,
punctuation
but not all
Punctuation No punctuation
b End rhymes every other line; strong
Some capital Some capital
rhythm; repetition of This is ... sentence;
letters at the letters at the
some repetition of words from one line to
beginning of lines beginning of lines
the next; some alliteration/half rhymes/
internal rhymes (e.g. so long and strong,
And strung with a string, a leather thong, Bringing the Rain Once the Wind
a bow for the arrow); interesting word to Kapiti Plain
choice (migrated, belated, shadowed ); Consistent end Occasional rhymes:
capital letters for LOUD emphasising rhyming pattern you, blue, too etc.
the sound of thunder; some figurative Some internal and No internal or
language (sea of grass, like the big stork half rhymes half rhymes
bird ); third-person narrative
Strong rhythm No clear rhythm
c • a sea of grass
Third-person Third-person
• a figurative description because the narrative narrative
grass is not a sea
No dialogue Dialogue (without
• metaphor punctuation)
d • Like the big stork bird Repetition of Repetition of
• Learners’ own answers. Ki-pat is section and words what started the
standing on one leg, like a stork. conversation
e Learners’ own answers – although they f Learners’ own answers.
should predict that it continues to describe
what happened when the rains fell.
6.4 Read with understanding
3 a Learners’ own reading.
1 a He shot an arrow into the big dark cloud,
b the wind and the sea piercing it to let out the rain.
c Learners’ own answers. b No. Nothing coming from Earth affects
rainfall from a cloud. It is all part of the
d personification 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

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 CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS

f Learners’ own answers. Should include d •  irl, children, sky and sun hold their
G
being able to tell it is a conversation in breath.
which words are spoken aloud. • Learners’ own answers (creates an
g Once the wind said to the sea, “I am sad.” anticipatory tension).
3 a Third person – no personal pronoun I or
And the sea said, “Why?”
we. The narrator is describing the scene
And the wind said, “Because I am not blue from the outside.
like the sky or like you.”
b If it was the first person, the reader

So the sea said, ‘What’s so sad about that? would then know how the person felt,
Lots of things are blue or red or other for example, the girl picking up the
colours too, but nothing, neither sea nor hedgehog. It would be unlikely to have the
sky, can blow as strong or sing so long as personification descriptions and it would
you.” have been more about the narrator than
the moment.
And the sea looked sad. So the wind said,
“Why?” c •  resent tense
p
• It makes the action immediate – more
h The mood is a little sad and wistful. It in the moment. It brings the reader
makes one feel sorry for the sea and the into the action as it is happening.
wind.
d to draw attention to the reactions of sun
i Partly by the conversation format and and sky and add to the drama
partly by the choice of words and
sentiment. The repetition of being/ e not a full sentence – creates a pause
looking sad and why also adds to this to draw attention to the feeling of the
effect. moment

2 a–c Learners’ own answers. f three finite (complete) verbs in each

sentence
6.5 Not lost but found g •
 he clauses (i.e. with a verb in each) are
T
being listed – accept verbs being listed
1 a–c Learners’ own answers. as well.
d •  ecause they notice the hedgehog
b • Listing of adjectives, e.g. bag-swinging,
• so it won’t get hurt shouting children or old, frayed cricket
• gingerly ball
• slowly and carefully, perhaps h • one finite verb – is
cautiously or anxiously • to separate silence and a moment to
• Learners’ own answers. remember – the moment to remember
is an additional description of the
e Possible answers: it seemed like a special silence (an adjectival phrase)
moment – saving the hedgehog felt
good, so everyone wanted to savour the i Learners update Reading logs
moment; or so as not to upset the girl and (Worksheet 5.2).
hedgehog.
6.6 Use a frame to write a poem
f Learners’ own answers, probably the
happy feeling that the hedgehog has 1 Learners’ own answers.
been saved
2 Learners’ own poems.
2 a An old, frayed cricket ball (simile)
3 Learners’ own answers.
b Learners’ own answers.
c The sky (deafened, winces) and the sun
(gapes in surprise).

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 CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS

Check your progress

1  ccept all sensible answers: Use of vowel
A
sounds (assonance), rhyme scheme,
word choice, figurative speech, content,
repetition and punctuation.
2  Full rhyme Half rhyme
soar – more bottle – skittle
through – chew scale – meal
wheel – steal spite – spurt

3 ABCBDEFE
4 Learners’ own answers.
5 Learners’ own answers.

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 CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS

7 Tell it another way

7.1 Fairy tales forever Similarities with Differences from
Cinderella Cinderella
1 a Learners’ own answers. Settareh is good- Stepsisters
natured and cares turn her into a
b furious, because his son compared his
for others songbird
love to salt, a common, cheap substance,
instead of gold or diamonds Has to flee the Prince transforms
party her back into a
c Learners’ own answers. person
d loss of appetite and so nutrition, as well Gets married and Set in Persia,
as poor health because of the lack of salt lives happily ever not an imaginary
after place
e from eating the tasty salty (and
Cinderella’s dress The jewelled
nourishing) broth
turning back into hairpins Mention
f Salt is more valuable than gold and rags at midnight. the trying on of
diamonds because it gives life, so his son the shoe in the
had loved him highly after all. Cinderella story.
g not real: events are impossible, e.g. the son c Princes and kings, set out of time
taking all the salt of the land with him (although in Persia), rags to riches
theme, enchanted object, transformation,
h Table salt is of low value; it is essential for goodness rewarded, living happily ever
health; it enhances flavour and stimulates after, a test, unpleasant step relations.
appetite.
2 a Learners’ own answers.
2 a–e Learners’ own answers.
b
• f or the prince to choose a bride
f A timeless setting; kings and princes; at the ball
a test; foolish–wise theme and • her gown would disappear
transformation; unlikely events.
• he has fallen in love with the owner of
the slipper
7.2 A well-known tale around • a happy ending
the world
c Similar to Activity 1 question b but a
1 a Cinderella – be aware that not all learners formal table giving more detail.
will be familiar with the story and so may
not recognise it. Similarities with Differences from
Cinderella Cinderella
b Learners should notice a selection of the A mean Settareh not
following: stepmother Cinderella
Similarities with Differences from Jealous No Ruz
Cinderella Cinderella stepsisters celebration not a
fancy ball
A mean Settareh not
stepmother Cinderella A celebration No fairy
Jealous No Ruz held by the king godmother – a
stepsisters celebration not a blue jug instead
fancy ball Meets a Loses an anklet
A celebration No fairy handsome prince not a slipper
held by the king godmother – a Settareh is good- Stepsisters
blue jug instead natured and cares turn her into a
Meets a Loses an anklet for others songbird
handsome prince not a slipper

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Similarities with Differences from •  he is transformed into a wealthy

S
Cinderella Cinderella woman.
Has to flee the Prince transforms • She shares her wealth in the community.
party her back into a 3 a–d Learners’ own answers.
person
Gets married and Set in Persia, 7.4 Phrases, clauses and tenses
lives happily ever not an imaginary
after place 1 a phrase; clause; phrase; phrase; clause;
clause, phrase
b •
 as, sent – when; went, were
w
7.3 Compare and contrast (transformed) – Before; sings, searches
1 a Learners’ own answers. – while; swept, gave – After;
found out, caught, ate – When.
b Possible answers: names, magical object/
person, a party of some kind, outfits, good c The main clauses are underlined. The
nature versus greedy or mean, wicked adverbial clauses are not underlined.
stepmothers and sisters, final reward or •  hinye was anxious when her mother
C
transformation, clothing that identifies the sent her into the woods.
Cinderella characters, rags to riches
• Before she went to the Spring Festival,
c Learners’ own responses. Learners add to Yeh-Shen’s clothes were transformed
their Reading logs (Worksheet 5.2). into an exotic outfit.
2 a •  hey mock her ragged clothes.
T • Settareh sings to the prince every night
• She helps the needy and buys a blue jug. while he searches for her.
• She has a kind heart and cares about • After she swept her floor, the old
others. woman gave Chinye a gourd.
• They wish on the blue jug to be rid of • When she found out about the magic
Settareh and use hairpins to turn her fish, Yeh-Shen’s stepmother caught and
into a bird. ate the fish.
• Settareh does not give up on her d when; when; when; when; when.
prince; she sings to him every evening 2 a mainly the past tense
even though he doesn’t know it’s her.
She is rewarded when he finally notices b •  resent tense; it suggests the characters
P
the pins and sets her free by taking do the same thing each time the story
them out; they marry and live happily is told.
ever after. • Learners’ own answers for tense
b • a magical fish changes.
• Learners’ own answers. • It takes away the timelessness and fixes
the story in the past or future.
• to go to the spring festival; her clothes
are transformed c are, is, are, are
• because the magical fish rewards her d tease, sing, protect, cry
friendship and good nature
c • She sends Chinye out to fetch water at e Possible answers: waiting/going;
night when it is dangerous because of fleeing; wearing; hoping
wild animals.
• because they recognise her good nature 7.5 and 7.6 Write a synopsis
and probably she has been kind to one 1 a–b Learners’ own answers.
of them in the past
2 Learners’ own answers.

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 CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS

7.7 Blackberry Blue f Possible answers: describing different

stages of action and descriptions –
1 a Possible answers: introduction, scene setting, introducing
• a king, queen and prince, a child the baby’s cry, the woodcutter’s
raised in a poor family and an unlikely wife’s actions and what she saw, the
event – a baby found in the middle of woodcutter’s wife trying to get at the
brambles blackberries, linking the woodcutter’s
wife in the brambles to the cry, dialogue,
• When she grows up, Blackberry Blue
text effects, figurative description of the
could meet and fall in love with Prince
baby, dialogue and action, focus on how
Just.
they loved the much longed-for child, how
b The table should contain the features Blackberry Blue grows up.
mentioned in 1 a, with examples from
the text. 7.8 Pronouns, homophones
c Possible answer: Blackberry Blue will and homonyms
meet the prince and fall in love, but will
have difficulties that need to be resolved 1 a It is unclear whether the slippers belong
before they can be together. There may to Suri or to her sister.
be some enchanted intervention to help b • I t is unclear whether he refers to
Blackberry Blue. Jerome or his brother.
2 a • a bandoned, baby’s, faint, hungry, • It is unclear whether Lily dropped her
plaintive, sad, thin bag or her book.
• Learners’ own answers. • It is unclear whether the bus or the gate
• The replacement adjectives may either was undamaged.
enhance or detract from the effect c In each case the relevant noun could
created by the writer of a melancholy, be repeated rather than replaced with a
wistful cry from among the brambles. pronoun, for example: Jerome won’t play
b • She scooped up her basket, ready to go chess with his brother because his brother
home, when she saw a huge rambling, always wins or Jerome won’t play chess
shambling, prickly, thorny wall of with his brother because he, Jerome,
brambles, positively glistening with the always wins.
fattest, juiciest blackberries she had 2 a • It is unclear whose birthday it is.
ever seen. • It is unclear if it is the teacher’s pen or
• Learners’ illustrations based on the the student’s pen.
description above • It is unclear whether Indira’s mother or
c Her skin was as black as midnight, her her friend’s mother came to tea.
lips like crushed damsons, her tightly b As in Activity 1, it is usually necessary
curled hair shone like threads of black to repeat the relevant referent noun, for
gold, her eyes glistened like blackberries example, The teacher gave the student her,
and learners’ own additional two similes. the teacher’s / the student’s, pen.
The figurative language helps the reader
develop a more vivid image of the baby. c • pronoun; adjective; adjective;
• pronoun; adjective, pronoun
d Learners’ own answers.
3 a their; there; they’re; their; they’re; there
e Learners’ own answers; should include
something along the lines of the b Learners’ own answers.
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.

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 CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS

7.9 More about Blackberry Blue Similarities Differences

1 a Learners’ reading. Both girls have to flee Blackberry Blue looks
the ball or their dress after the Prince both
b the Cinderella story will disappear. in the forest and in
the castle.
c–d Learners’ own answers.
A prince falls in love Blackberry Blue
2 Learners practise and present their with a mysterious girl. leaves a trail of petals
presentations. rather than dropping
a slipper.
7.10 Compare the tales Prince Just does not
1 a Learners’ answers should contain most of have to search for his
these and any others they think of. mysterious love as
he is able to declare
himself while at the
Similarities Differences
ball.
Blackberry Blue Blackberry Blue is
Both girls marry
is happy in her found in a blackberry
the prince and live
upbringing until bush and so is cared
happily ever after.
the woodcutter and for by foster parents.
his wife die when Both tales have
everything changes. unlikely events.
Both stories get a Cinderella has a fairy b–c Learners’ own answers, but make sure
magical helping hand. godmother whereas learners back up their ideas with reasons
Blackberry Blue has a in c.
mysterious bramble
2 a •  he original story’s key elements
T
bush mother.
• Small changes to the characters’
Both girls have Blackberry Blue goes
circumstances or a different setting or
dresses provided for to three balls rather
time
them to go to the than one.
ball. • The prince had a wicked stepmother
and stepbrother; Blackberry Blue was
Both stories have an The stepmother and
loved by her foster parents and was
evil stepmother. stepbrother are Prince
happy; Blackberry Blue is helped by
Just’s rather than the
the spirit of her mother in the bramble
Cinderella figure’s
bush rather than a fairy godmother.
relatives.
• Learners’ own answers for other
The step relations are Prince Just has changes.
mean to their step Prince Wolf being
siblings. mean rather than • The same story is told in many different
the Cinderella figure ways.
having stepsisters b–c Learners’ own answers.
taunting her.
Both girls have a Prince Just meets 7.11 and 7.12 Write your own
beautiful dress that Blackberry Blue version of a tale
makes everyone stare before the ball and
at them. has already fallen in 1 Learners’ own answers.
love with her by the
first ball. 2 Learners’ own readings.

Both girls have good, Prince Wolf may have

kind and generous transformed into
natures. an actual wolf and
attacked Prince Just.

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 CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS

Check your progress

1  ny three of the following or other sensible
A
suggestions: traditional beginnings and
endings; set out of time; kings, queens, princes
and princesses; themes and transformations
such as rags to riches or proud to humble; an
unexpected often enchanted helping hand;
a dilemma or test; the number three: three
wishes, three gifts, etc.; wicked stepmother and
step siblings; goodness or wisdom rewarded
2 a phrase; b clause; c phrase
3 a is; b are; c is
4 a adjective; b pronoun; c pronoun; adjective;
d adjective, pronoun
5 Any three of the following: to introduce a
new scene, a new action, a new character,
a new time, the dialogue when a new person
speaks, for effect

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 CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS

8 Share your views

8.1 Posters with purpose c The first one has only information,
the other uses a heading, bullets, a list,
1 a Any reasonable answers: They all invite underlined contact details, and bold print.
the reader to do something / respond / d • The information is the same.
take part / be involved.
• The layout changes in order to get the
b Any reasonable answers, e.g. reader’s attention.
advertisement (sell, advertise), invitation
e Example answer: If you want to get the
(invite, encourage), announcement
reader’s attention, emphasise a point or
(inform), review (analyse), poster
advertise something, the layout needs to
(publicise, inform), formal letter
be bold and eye-catching. A paragraph is
(complain, object), billboard (sell).
a useful way to give a lot of information,
c Any reasonable answers: Persuasive but to advertise something, the layout
texts aim to get the reader’s attention needs to be bold and clear and easy
using headlines/headings/titles/slogans. to read.
They want the reader to feel or think a
2 a The facts are exactly the same.
certain way in order to make them act
in a particular way by joining in, buying b Learners discuss in groups in order to
something, getting involved or helping. understand that facts can be used to
persuade.
d true
c The opinions are expressed in the words:
e group summary
spectacular rooms, perfectly suited, a
2 a All the features in the list can be identified stone’s throw away, totally comfortable.
on the poster. Accept any reasonable Learners rewrite the sentences using more
examples from the text. objective language and facts only.
b • a beach clean-up Example answers: the rooms have an
• at Camps Bay Beach every second ocean view, are close to the beach, are
Sunday at 10 a.m. for an hour comfortable, with everything you need.
• everyone is invited d The clues are in the language and layout
• Learners’ own questions. like the strong adjectives and verbs or the
text size.
c Learners’ own answers should display
their understanding of the link between e Learners role play being persuasive using
the purpose of the poster – to inform facts and expression.
and persuade, the target audience – the
general public, how the layout aims to get 8.3 Find your way around
the public’s attention and the clear, direct
language used to be seen and inform. 1 a headings, labels, numbers, lists, times,
bullets, colour, symbols
d Learners add the poster to their Reading
logs (Worksheet 5.2). b It is presented in a fun, eye-catching and
clear way.
8.2 Layout counts c • V&A Waterfront
1 a The second text shows more creativity and • every 20 minutes
should be read with more expression. • stop 1 or 2
• take a cable car up Table Mountain
b The purpose is similar: to inform the reader
about holiday accommodation and to • 1, 5, 8
promote the place. • 9.03 a.m. and 9.23 a.m.
• Beach Road (at the end of Camps Bay
Drive)

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 CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS

•  ny five: go on a cruise, play in the

A •  hat was the scariest film I’ve ever
T
play area, visit the waterfront and seen.
aquarium, go to the beach. • I was more surprised than you when I
d Learners’ own questions and answers. saw what film it was.
• This film was funnier than the other
e Learners add to their Reading logs one.
(Worksheet 5.2).
• Don’t you think that is the worst film
2 a You end up at Camp’s Bay beach where ever?
you can relax, walk around, swim …
c longer; worse; more often
b outside, at, onto, on, over, off
d Learners’ own answers.
c Learners’ own answers.
2 Learners’ own answers.
8.4 and 8.5 Create a poster 8.8 Present a review
1 Learners’ own written work.
1 Learners’ own work.
2 Learners’ own written work
2 Learners’ own presentations.
8.6 Film posters and reviews 8.9 Informal letters
1 a Film genre: Hugo – adventure/fantasy/
1 a Text type: An informal letter / an email to
drama,
a friend / a persuasive text
Metegol – animation/sport/comedy,
Mulan – musical/action/fantasy, b Purpose: To communicate with a friend,
Okja – adventure/drama/science fiction, inform them of an idea, persuade them
Pokémon – animation, fantasy, comedy, to help.
action
Audience: It is to a friend from a friend.
b Learners’ own answers with reasons.
Layout: It looks like an email.
c Information includes: a sub-title or short
blurb; awards; if it is based on a novel, the Language: Informal language that
actors, the director. includes contractions, abbreviations,
exclamations, informal/colloquial terms;
d The layout includes a large picture and persuasive, friendly style.
title with small details. The purpose is to
get the public’s attention and make them c 
It’ll be amazing! This is a persuasive
interested in finding out more. statement because it sounds like a fact, it
is inviting and positive.
e Learners add to their Reading logs
(Worksheet 5.2). d Example answer: The register/style/
language of communication changes
2 a Accept any facts. according to the purpose and audience.
When writing to your teacher or another
b Learners discuss and identify the features.
adult you will use more formal language
c Learners’ own notes. than when writing to a friend. Also, the
topic or subject will often be different.
d Learners enter these reviews in their
Reading logs (Worksheet 5.2). 2 Learners’ own responses.

8.7 Make film review notes 8.10 Formal letters

1 a most perfect, most beautiful 1 a Any five features: three paragraphs
(introduction, body, conclusion), an
b •  he first film was good but the second
T
address and a date, Dear and Yours
film was better.
sincerely

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 CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS

b Learners discuss and compare. Check your progress

c Any three reasons: They are different 1 The purpose of a persuasive text is to
because one is to the principal and the convince, invite, implore or enthuse
other is to a friend, one is to share an the reader/audience.
idea and the other is to ask permission,
one is an informal email and the other is 2 a greatest; b most excellent;   c best
a formal letter, one shows respect and the
3 position, poster, posting, post-it, post office
other shows friendship.
4 a should’ve; b won’t; c might’ve
2 a Example answers:
•  he writer is Leena Adams, she has a
T 5 Choose the correct words to complete these
‘Start Something’ project, the principal sentences:
(head teacher) is Mr Mitchell. a A preposition comes before a noun.
• I think it would be a great idea, We
believe it will be the most popular b Comparative adverbs compare verbs.
school club . . . everyone agrees that c Modal verbs describe the degree of
there is a need for this kind of club . certainty of the verb.
. . We think it is an excellent learning
opportunity. d A persuasive text contains facts and
• enthusiastic opinion.
• 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–b Learners’ own notes.
2 a–b Learners’ own written work.
3 a–b Learners’ own written work

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 CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS

9 Lights, camera, action . . .

9.1 Predict the story c  ccept any reasonable interpretation,
A
e.g., A close-up shot of Aladdin aims to
1 a I t means you enjoy different types of highlight the details of how he looks and
stories set in different places and times his facial expressions, and it aims to get the
and with real or imaginary characters and viewer’s attention and empathy.
creatures.
d  ncourage a personal interpretation that
E
b  ccept any reasonable answers like: Fairy
A shows an understanding of how viewpoint
stories begin Once upon a time, fables is expressed, e.g. The camera is used to
usually involve animals that behave like make the audience see and understand
humans, science fiction stories are set in things from the director’s point of view or
the future, in space or an imaginary place the viewpoint of the storyteller. A director
and folk tales are passed down orally and can make the audience feel sad, scared or
are about ordinary people who have an excited by changing the view of the camera.
extraordinary experience. In this scene from Aladdin, the narrator
wants the audience to know that Aladdin is
c  laddin is a classic folk tale. Folk tales
A a likeable urchin who is always in trouble
are passed down orally, usually about with the guards but is liked by the children
everyday people in everyday settings and their parents, and the narrator has
that have supernatural experiences. They something important to tell the audience.
involve good and evil characters with
good triumphing over evil and have a
clear beginning and end.
9.3 Playscripts
d  ccept any other examples of folk tales.
A 1 Sample answers:
Others in this series include Alibaba and a 
The characters are Scheherezade (the
the Forty Thieves, The Fisherman and the narrator), Aladdin and his mother.
Genie and Sinbad the Sailor.
b 
Difference: these are stage directions
2 Learners’ own responses. rather than camera shot angles;
similarities: the characters’ dialogue.
9.2 Film scripts
c 
Learners read the playscripts after
1 a  amera angle shots, camera zoom shots,
C choosing who will read each part.
close up shots, direction for actors etc.
2 a  earners discuss and make notes on a
L
b Characters: Aladdin, merchant, guard 1 table in the following way:
and 2, children, woman 1 and any film
script features. Features A playscript A film script
c  earners’ own ideas, e.g. unfamiliar scene,
L Layout Names down Names down
different events, different characters. the left side of the left side of
the page the page
d Learners read aloud. Dialogue Direct speech, Direct speech,
e 
Learners add to their Reading logs no speech no speech
(Worksheet 5.2). marks marks
Stage In brackets – In brackets –
2 a  earners add new film jargon to their
L
­directions for the actors for the actors
wordbooks.
and stage crew and camera
b  earners identify any shots or angles:
L Camera None Explains the
wide-angle shot, bird’s-eye view, ­instructions angles and
high-angle, low-angle, close-up shots, etc. shots needed

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 CAMBRIDGE PRIMARY ENGLISH 5 LEARNER’S BOOK ANSWERS

b Learners report back and share ideas. Check your progress

c  earners discuss how the setting and
L 1 A camera shot is the camera distance to the
character development is different or subject, e.g., a close-up shot or long shot. A
similar using the key words provided. camera angle is the angle or position at which
d Learners’ own paragraphs. the camera is pointed at the subject, e.g. a
high angle or eye-level angle.
e  earners add the playscript to their
L
Reading logs (Worksheet 5.2). 2  ccept any reasonable answers that show
A
their understanding, e.g. Acting on a stage is
9.4 Develop characters in front of a live audience and your location is
the same every day for the period of the show.
and setting Acting in a film is in front of a camera crew
and you often have to be in different locations
1 a Example answers:
for different scenes.
• Aladdin’s mother is worried,
impatient, concerned, frustrated and/ 3  ccept any reasonable answers. In a film
A
or suspicious. She seems like a script, there are usually more stage directions
hard-working, concerned parent. and they include instructions for the camera.
In a playscript, there are usually fewer stage
• Aladdin cares about his mother. He
directions and more dialogue.
thinks she will be disappointed that he
has forgotten to go to the market as 4  tage directions are notes to the actors,
S
she asked him to do. included in the dialogue in round brackets,
• Aladdin’s mother thinks he is a good to tell the actors where to stand and how
boy but that he is lazy. to express themselves. Production notes are
• They are sad about their situation notes to the producer and production crew,
and they wish they were not so poor. added at the end of a scene or script, to
Aladdin believes they will not always tell the production crew what to do, how to
be poor. prepare, what the scene should look like, etc.
• It takes place in a market street near 5 True, true, false, true
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  arrative text does not follow script
N
layout. Accept any reasonable differences.
b–d Learners’ own ideas and answers.
2 Learners’ own answers.

9.6 Write a script

1 a-d Learners’ own work.
2 a–c Learners’ own performances.

32 Cambridge Primary English 5 – Burt & Ridgard © Cambridge University Press 2021