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Cambridge Primary English With varied activities – including mind maps, matching and crosswords – these workbooks help your learners practise what they have learnt. Focus, Practice and Challenge exercises provide clear progression through each topic, helping learners see what they’ve achieved. Ideal for use in the classroom or for homework. Links to ‘Language focus’ boxes in the Learner’s Book provide more grammar practice.
CAMBRIDGE
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Primary English
• Activities take an active learning approach to help learners apply their knowledge to new contexts • Three-tiered exercises in every unit get progressively more challenging to help students see and track their own learning • Varied exercise types keep learners interested • Write-in for ease of use • Answers for all activities can be found in the accompanying teacher’s resource
Workbook 4
resources for the Cambridge Primary English curriculum framework (0058) from 2020
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CAMBRIDGE
Primary English
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Workbook 4
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Sally Burt & Debbie Ridgard
Original material Š Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 79 Anson Road, #06–04/06, Singapore 079906 Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence.
© Cambridge University Press 2021
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This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2015 Second edition 2021 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
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Contents
Contents 1
Story time
2
Exploring Earth
3
Mind pictures
54
4
Unlock your imagination
66
5
Making the news
6
Let’s perform
117
What would you do?
132
8
27
FT
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7
5
Food for thought
9 Poems to see and hear
90
158 184
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4 Living Things
How to use this book
How to use this book Workbook 4 provides questions for you to practise what you have learnt in class. There is a unit to match each unit in Learner’s Book 4. Within each unit, there are six or twelve sessions. Each session is divided into three parts:
1
Story Storytime time
1.1 What a story? 1.1 Whatmakes makesa astory story a story?
1 Story time
Focus
Focus 1
Skim read the book cover and blurb in Activity 4 in the Workbook and then fill in this
Skim read reading log.the book cover and blurb in Activity 4 in the Workbook and then fill in this reading log.
FT
1
2
2
Write the names the four characters mentioned on the book cover. Faiek and Jeha n didn’tof expe
The Pliny Adventures
The Pliny Adventures – B C Loveit
Focus: These questions help you to master the basics.
‘The only way Today’s date Author Publisher to learn histoTitle ry is to bring itToday’s to life. Choo date Title Author Publisher se what you want to learn about, open the book and let history teach you!’ announced Madame Histoire, the International School’s fourt h-form history teach Write er.the names of the four characters mentioned on the book cover.
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Practice: These questions help you to become more confident in using what you have learnt.
Challenge 4
Some books can be more than one genre. Circle the likely
ve it C Lo B ys ByM ter y
Explain in two to three sentences why you think The Pliny Adventures is fact or fiction. genres for the book below. The K . Use at least two examples from the book cover in 1.1, Activity 4 in your answer. ey M y yster y or st y 4 Some books can be more than one genre. Circle the likely y or st fantas detective adventure Challenge genres for the book below. story 5 Dohiyou would enjoy reading The Pliny Adventures? Why, or why not? storthink ical styou ory y story mde ystery stor ntasy story adventure e st tective stor real liffa ory y
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4
Scroll Publishing
ct Madame’s c a words to be literally true, so imagine their surpr a ise when they followed her c instructions b d in thetime school library and met Pliny 1 Story . b whisks d Pliny his new companions away Practice on a whirlwind adventure throu 3 3 Write two fictional sentences. gh Ancient Complete the sentence to explain who the main characters in this story are. Roman history, meeting Practice a host of historical characters along the way fromto Caes I think theare. main 3 aComplete the sentence explain story ars to who the main characters in this are slaves. But Madame’s instr uctions did not include the end of the lesso because n – how were they bIcharacters are the main think meant to get back to scho ol? The Key . characters because
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Challenge: These questions will make you think very hard.
story from
other cultu an historical an re story set in story ory y world mystery st imaginarre al life story story from another cu an lture story set in world imaginary
5
1.3 Read and present an extract
5
Language focus Narrative is when the narrator tells the story.
6
Language focus boxes…
Dialogue is the words characters say to each other, enclosed by speech marks.
1.4Marty Check your ‘Don’t make us join the library,’ begged. ‘It’s toounderstanding dangerous.’
You start a new line whenever a different person speaks.
1.4 Check your understanding
Homophones galore!
Focus
Homophones galore! Questions and statements
to help you think about 1 how you learn
4
1
2
1
Underline the words the characters actually say.
a ‘Please hang up your satchels neatly,’ reminded the sports teacher. Think carefully about which b Think The girlscarefully told their mum what had happened at school. ‘It was hilarious,’ they said. about which letters or groups of letters letters or groups of letters make the same sounds. make the same sounds. 8
4
2
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1
Story time
1.1 What makes a story a story? Focus 1 Skim read the book cover and blurb in Activity 4 in the Workbook and then fill in this reading log. Title
Author
Publisher
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Today’s date
2 Write the names of the four characters mentioned on the book cover. c
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a b
d
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Practice
3 Complete the sentence to explain who the main characters in this story are. are the main
I think
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characters because
.
4 Some books can be more than one genre. Circle the likely genres for the book below.
adventure
story
historical s tory story from a
detective s tory ry mystery sto
nother cult
ure
The Key Myster y
ry fantasy sto
real life sto
ry
an story set in world imaginary
5
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1 Story time
The Pliny Adventures
By B C Love it
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Scroll Publishing
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Faiek and Jehan didn’t exp ect Madame’s words to be literally true, so imagine their surprise when they follow ed her instructions in the school library and met Pliny. Pliny whisks his new comp anions away on a whirlwind adventur e through Ancient Roman history, meeting a host of historical characters along the way from Caesars to slaves. But Madame’s ins tructions did not include the end of the les son – how were they meant to get back to sch ool?
The Pliny Adventures – B C Loveit
‘The only way to learn his tory is to bring it to life. Choose what yo u want to learn about, open the book an d let history teach you!’ announced Madame Histoire, the International School’s fou rth-form history teacher.
Challenge
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5 Do you think you would enjoy reading The Pliny Adventures? Why, or why not?
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1.2 Extend your reading range
1.2 Extend your reading range Focus Fact n. True thing: something that you know is true, exists or has happened: There are six eggs in the box.
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Fiction n. The type of book or story that is written about imaginary characters and events, and not based on real people and facts: The cat put on his best clothes and drove to his friend’s party.
1 Decide whether the sentences are likely to be fact (FA) or fiction (FI). Write your choice in the box. Fact (FA)/Fiction (FI)
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a I saw six polar bears today in the school canteen.
b Neeta will be ten years old in June.
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c He put on the cloak and felt enormous power surge through him.
d The field was full of mud and rubbish. e Mrs de Lille has three children.
Maya looked and felt reassured that all three moons were still there.
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f
Practice
2 Write two factual sentences. a b
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1 Story time
3 Write two fictional sentences. a b
Challenge
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4 Explain in two to three sentences why you think The Pliny Adventures is fact or fiction. Use at least two examples from the book cover in 1.1, Activity 4 in your answer.
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1.3 Read and present an extract Language focus
Narrative is when the narrator tells the story. Dialogue is the words characters say to each other, enclosed by speech marks.
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‘Don’t make us join the library,’ Marty begged. ‘It’s too dangerous.’
You start a new line whenever a different person speaks.
Focus
1 Underline the words the characters actually say. a ‘Please hang up your satchels neatly,’ reminded the sports teacher. b The girls told their mum what had happened at school. ‘It was hilarious,’ they said.
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1.3 Read and present an extract
c ‘I’d like to help you,’ the teacher said, ‘but you must explain it to me.’ d ‘You must be quiet in the library,’ explained the librarian, ‘because people are trying to read.’ e ‘No!’ said Chummi firmly to the dog. ‘You are not allowed on the sofa. It’s for people not dogs.’
Practice
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2 Add speech marks in the correct places to indicate the dialogue in these sentences. a What have you got for lunch? asked Zed.
b I really enjoy sports day every year, I told my grandmother.
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c The principal announced, The school will be collecting plastic to make eco bricks this term. d Give that to me, she said. It is mine.
e It feels like ages until the holidays, moaned Lindiwe. I wish they were next week.
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Challenge
3 Rewrite the paragraph with the correct punctuation to show the dialogue and narrative. Remember to start a new line when a new person speaks
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Do we really have to go, Mum? asked Marty and Will in unison. Yes. It will be good for you, said Mum. I am not going to change my mind. In that case, grumbled Will, I had better wear protective clothing. I don’t want to be caught out by that spud gun. Nor me! laughed Marty. I’m super scared of Spud Murphy!
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1 Story time
1.4 Check your understanding Focus 1 Draw lines to join up the pairs of homophones.
allowed
bored
device
aloud
daze
Practice
advise
eight
days
ate
devise
practice
FT
practise
board
advice
2 Write the homophones in Activity 1 in the correct columns. Verbs
Adjectives
Adverbs
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A
Nouns
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Challenge
3 Complete the Homophones galore! crossword by finding a homophone for each clue.
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1.4 Check your understanding
Homophones galore! Think carefully about which letters or groups of letters make the same sounds.
1
2
5
6
7
8
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A
9
4
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3
10
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Clues
Across
Down
5
wear
1
paced
8
stare
2
guest
9
sure
3
course
10
hole
4
bury
6
hear
7
one
8
cereal 11
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1 Story time
1.5 Work with verbs and tenses Language focus Verbs tell you what someone or something does, is, or has. Verb tenses are different forms of the verb that show when something takes place: whether it has already happened, is happening now or will happen in the future.
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Theo walked to the classroom earlier. (past tense) Marijke walks to the classroom every morning. (present tense) They will walk to the classroom later. (future tense)
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• • •
PRESENT
FUTURE
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PAST
Focus
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Regular verbs add –ed to the verb to form the past tense (want ➔ wanted) but some verbs have an irregular past tense form. 1 Fill in the irregular past tense verbs in the sentences.
had
kept
said
saw told
shot
went
wore
worried
wrote
a Will (worry) that the librarian (have) a grudge against all children.
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1.5 Work with verbs and tenses
b Marty (tell) a spud gun under her desk.
Mum that Mrs Murphy (keep)
c Will and Marty (go)
to art classes because Mum (say)
it was educational.
d If Mrs Murphy (see)
children talking, she (shoot)
them with her spud gun.
e Mrs Murphy (wear)
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a mean expression as she (write)
a complaint about the noise.
Practice
2 Circle the correct words to complete the sentences in the past tense and cross out the verb forms that do not exist. Example:
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Mum always (put, puts, putted) cereal out for breakfast. a He (hit, hitted, hits) his head last night.
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b Marty’s foot (hurts, hurt, hurted) after he dropped the vase on it. c The window (shutted, shut, shuts) when the wind blew.
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d My mum (splits, split, splitted) the sweets fairly between us all. e My dad (lets, let, letted) us go to bed late last night. f Last week, Will (sets, setted, set) the table for dinner. g Marty had never (spreads, spread, spreaded) jam on his toast before. h The bubble (bursts, burst, bursted) and detergent splashed in my eye.
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1 Story time
Challenge 3 Complete the table by filling in the correct form of the verb. Simple past
Present
Future will wake
broke freeze will grow
FT
sang
4 Have is an important irregular verb. Complete the sentences with the correct forms of the verb have. Use reading books and your own knowledge to help you. Present tense
Past tense
We
a match tomorrow. I
a talent for singing. We
a talent for singing.
two brothers. a match yesterday.
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She
She
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two brothers.
I
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1.6 Explore beginnings
Focus
1 Read these statements about introductions to stories. Tick the boxes for the true statements. a The introduction should grab the reader’s attention. b The introduction comes at the end of the story. c The introduction usually introduces the main characters and the setting. d Introductions always start with Once upon a time… e Introductions are the most important part of the story.
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1.6 Explore beginnings
Practice 2 Marty and Will’s Mum is keen on educational projects in the school holidays and she is planning a new one. Marty and Will remember the last one.
Marty tried to save us. “Remember the last educational hobby? The art classes? I was sick for days.” “That was your own fault,” said Mum. “I only had a drink of water.”
FT
“You are not supposed to drink the water that people use to wash their brushes.”
Imagine you are going to write about Marty and Will’s art classes. Fill in the planning diagram using key words and phrases.
4 5
2
Main characters
The Art Classes
Setting
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6
A
1
Educational
Plot – ideas for what happens 8
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7
3
Challenge
3 Write a beginning to your story about Marty and Will at their art class. Remember to describe the setting (art class) and introduce Marty and Will as characters as this story is at the beginning of The Legend of Spud Murphy so no one will know them. Make it attention-grabbing!
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FT
1 Story time
Focus
A
1.7 Focus on character and setting
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1 Writers use paragraphs to organise their ideas in a story. Tick any reasons for starting a new paragraph. a introduces a different action b introduces a different time
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c introduces a different place
d introduces a different thought e introduces a different speaker
Practice
2 Organise the phrases describing character and setting into the correct columns. alone with Amah
as if stung
bursting it into darkness
in her throat
like sharp needles
like the tail of a disappearing mouse
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1.7 Focus on character and setting
rough stone hut
screaming and struggling
hearty laughs and stomping boots
shy as a little mouse
trapped in a bowl of ice
unable to gasp for air
up to the mountain Character
Challenge
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FT
Setting
3 The first chapter of a book often introduces the main characters and the setting. Re-read the first chapter of your independent reading book.
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a Write down the main idea of each paragraph and why the writer started a new paragraph. b What is the main idea of the first chapter?
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c Predict why a new chapter starts after this ‘episode’ or part of the story.
Paragraphs are groups of sentences. Chapters are groups of paragraphs that introduce a change in direction or a change of scene in the story. Each chapter is like one episode in a TV series.
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1 Story time
1.8 Creating mind pictures from detail Focus
Name:
A
Place where she lives:
FT
1 Fill in the fact file about Pinmei. You can use the key words and phrases you found in Section 1.8, Activity 1 in the Learner’s Book or you can find out about her in the extract in Section 1.9.
Who is in her family:
How long she has lived there:
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What she enjoys:
Practice
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2 The text doesn’t tell you every detail about a character. Sometimes you have to make inferences about a character. Draw a picture of what you think Pinmei looks like:
Write two sentences describing Pinmei’s personality. Pinmei is:
. . . .
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1.9 Find out more about the story
Challenge
FT
3 Write a paragraph explaining whether or not you would be friends with Pinmei. Give your reasons and use what you know about Pinmei from the text.
Focus
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1.9 Find out more about the story 1 Re-read the extract from When the Sea Turned to Silver, by Grace Lin.
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Chapter 1
When the sea turned to silver and the cold chilled the light of the sun, Pinmei knew the Black Tortoise of Winter had arrived with his usual calmness. When a shrieking wind pierced the sky, bursting it into darkness, she grew frightened. It was as if the Black Tortoise of Winter were being forced to the earth, screaming and struggling.
D
Even the snow, usually so gentle, flew at Pinmei’s mountain hut like sharp needles before falling onto the village below. The village was filled with houses crowded together, and when villagers climbed up the mountain, their hearty laughs and stomping boots shattered the quiet. At the sound of their footsteps, Pinmei would scurry away to be out of sight, along braid trailing her like the tail of a disappearing mouse. The villagers used to climb up to the mountain hut regularly, requesting that Amah embroider peonies or five-colored clouds onto silks for weddings and birthdays. Even in the winter, when the rough stone hut was all but buried, the villagers still came. However, while they came for Amah’s embroidery skills, they stayed for the old woman’s stories. Even Pinmei, watching from behind a door, was unable to resist her grandmother’s words.
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1 Story time
Chapter 2 Pinmei had not realized how long it had been winter until she was getting the rice for dinner. When she reached into the jar, her fingers touched the bottom of the container. Pinmei drew back her hand as if stung. It was too soon! She was only supposed to feel that smooth base when the tree tips were green and the swallows were awake and singing. The breath of the Black Tortoise of Winter was still shaking the bare tree branches, and the birds were still asleep as mussels deep in the sea. “Pinmei!” Amah called. “What are you doing? Where’s the rice?”
FT
Pinmei grabbed a bowl and filled it. She brought it to Amah, her grandmother shook her head. “We shouldn’t be using that bowl, Pinmei,” Amah said, and Pinmei realized she was holding the blue rice bowl with the rabbit painted on it. “Sorry,” Pinmei said.
“You know that bowl is only for special occasions,” Amah said. “My grandfather—”
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“Received it from the king of the City of Bright Moonlight,” Pinmei finished, an impish smile curving. “But he wasn’t the king yet when your grandfather got it, so I don’t think it counts as a royal gift.”
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“You only tease your poor grandmother when we are alone.” Amah pretended to sigh. “When I tell people how you taunt an old woman, they don’t believe me. ‘Little Pinmei?’ They say. ‘She’s just as shy as a little mouse.’”
D
Pinmei made a face as Amah grinned at her. It was true that now, alone with Amah, her words did not freeze in her throat. She didn’t know why, at the sight of anyone unfamiliar, she felt like a fish trapped in a bowl of ice, unable to even gasp for air. ...
“Do you wish I were different?” Pinmei asked. “Different?” Amah asked. “How?” Pinmei shrugged, embarrassed. “Maybe if I talked more or did things,” Pinmei said. “Like Yishan.” “I never wish for you to be anyone except yourself,” Amah said, looking into Pinmei’s eyes. “I know that when it is time for you to do something, you will do it.”
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1.8 Creating mind pictures from detail
Practice 2 Answer the questions about the story. a What showed that winter had arrived?
b How would you describe the villagers’ attitude to their life? Tick one box.
depressed
enthusiastic
robust
tearful
FT
c What did Pinmei think brought winter?
d Explain what Pinmei thought was happening.
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e Choose a comparison from the second paragraph in Chapter 2 that characterises the snow.
f Read these statements about the story.
Tick any boxes that you know are true from the story.
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• Pinmei lives with her grandmother.
• Amah does embroidery for the villagers. • Amah didn’t like Pinmei teasing her.
D
• The blue rice bowl with the rabbit on it was a royal gift. • Villagers enjoyed Amah’s stories.
Challenge
3 Write a paragraph about why winter was hard.
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1 Story time
a Winter was hard because
Yes
FT
b Do you think Pinmei is a brave person? Tick one box. No
c Explain your answer using words and phrases from the text in Activity 1.
Words and phrases to support this
R
A
Explanation
D
d Explain one way that the author’s choice of words helps to make the story more interesting. Give several examples from the text in Activity 1. Explanation
Words and phrases to support your explanation
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1.10 Practise using punctuation to read for meaning
e If the Black Tortoise brings winter, what do you think brings summer? Remember this is a fantasy story so use your imagination!
FT
1.10 Practise using punctuation to read for meaning
A
Focus
1 Explain the difference in meaning between the sentences. • I enjoy eating rotis, fudge cake, cookies and berries.
R
• I enjoy eating rotis, fudge, cake, cookies and berries.
Practice
D
2 Add punctuation to make sense of the sentences. Remember, commas are used to separate items in a list as well as to make meaning in a sentence or to mark a pause. a she collected feathers shells pebbles and seaweed on the beach
b mohammed decided to tie his shoelaces put on his cap grab his ball and go outside to play c shanaaz did her homework not that she wanted to d patience wondered whether she would get clothes movie tickets jewellery or a trip out for her birthday
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1 Story time
Challenge 3 Use punctuation to make sense of the story starter. Remember to put in speech marks to mark the dialogue. the sand dunes shimmered in the early morning sunlight slowly and tentatively a boy of about ten years unfurled his body rubbing grit and dust from his eyes he blinked as if unused to sunlight shading his eyes with his arm
FT
where are you he gasped frantically scanning the horizon suddenly he grinned clapping his delicate green hands together in delight and darted off in the direction of his gaze
4 Practise reading the story starter aloud using your punctuation to help you read for meaning. Do you need to make any changes?
R
Focus
A
1.11 Write a story starter competition entry
1 Tick any features that would not be part of an attention-grabbing story starter. a Unusual character
D
b Unexpected event or object
c Sense of mystery or suspense d Few adjectives, adverbs or powerful verbs e Descriptive choice of words f
Vivid mind pictures created from detail
g Formulaic beginning like ‘Once upon a time’ h Quirky descriptions i
Lively dialogue
j
Predictable events or reactions
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1.11 Write a story startercompetition entry
Practice 2 Stories need a good start. Even the first sentence can make a difference. Use one word from each column to make attention-grabbing sentences and add any other words you need. They can be unusual, but they must make sense! Make five sentences. Adjectives
Verbs
Adverbs
child
cheeky
burped
awkwardly
monster
frisky
collapsed
curiously
stallion
massive
escaped
gracefully
teacher
stately
shrieked
ingeniously
tree
stern
swayed
offensively
a
A
b c
R
d e
FT
Nouns
Challenge
D
3 Choose one of your story starter sentences and use it to write the first paragraph of a story. Try to keep it as interesting as your first sentence.
25 Original material Š Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
1 Story time
1.12 Write a story introduction Some nouns can be counted, like pebbles, and some cannot, like water. To make a countable noun plural, the suffix –s is usually added (pebble ➔ pebbles) but not always. Spelling rules can help you to spell plurals correctly when you are checking your spellings. Nouns ending in a consonant + –y
Nouns ending in a vowel + –y
bus ➔ buses
pony ➔ ponies
toy ➔ toys
dress ➔ dresses
fly ➔ flies
Monday ➔ Mondays
wish ➔ wishes
berry ➔ berries
turkey ➔ turkeys
Suggest your own rule:
Suggest your own rule:
Suggest your own rule:
A
FT
Nouns ending in –s, –sh, –ch
Think of more words to check your rule:
R
Think of more words to check your rule:
D
Does your rule work?
Do any words not follow your rule?
Think of more words to check your rule:
Does your rule work?
Does your rule work?
Do any words not follow your rule?
Do any words not follow your rule?
26 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.