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Cambridge Primary English With varied activities – including quizzes, drawing and word games – 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 activity types keep learners interested • Write-in for ease of use • Answers for all activities can be found in the accompanying teacher’s resource
Workbook 5
resources for the Cambridge Primary English curriculum framework (0058) from 2020
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CAMBRIDGE
Primary English
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Workbook 5
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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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Contents
Contents 1 There’s a lesson in that 1.1 Read a story by Aesop
8 11
1.3 Story features
12
1.4 What about my point of view?
15
1.5 Proverbs tell a tale
18
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1.2 Check your understanding
1.6 A twist in the traditional tale
19
1.7 It’s all about dialogue
20 22
1.9 Hold a discussion forum
24
1.10 Test your knowledge
26
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1.8 Figurative language is all around
1.11 and 1.12 Retell a fable
28
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2 Exploring space
30
2.2 A simple start
32
2.3 Building language
33
2.4 Then and now
35
2.5 and 2.6 Blogging
37
2.7 Interviews
39
2.8 Biographies
42
2.9 Add details
45
2.10 Tackle tenses
47
2.11 and 2.12 Write a biography
50
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2.1 What is out there?
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Contents
3 Reflections 3.1 Like and as 53 55
3.3 Haiku
58
3.4 Create a haiku
61
3.5 Personification in poems
63
3.6 Practise and perform
65
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3.2 Imagine with metaphors
4 Telling timeless tales
4.1 Make predictions about a classic tale
67
4.2 Read some classic literature
69
4.3 Develop your language skills
72
4.4 Develop a viewpoint
74 76
4.6 Explore your knowledge of classic tales
78
4.7 Explore the text
80
4.8 Direct and reported speech
82
4.9 Check your knowledge
85
4.10 Work with words
86
4.11 and 4.12 Write your own classic tale to tell
88
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4.5 Build a short screenplay
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5 Tell me how 5.1 Gather facts
90
5.2 Read instructions
92
5.3 Be clear and direct
95
5.4 Nouns count
97
5.5 and 5.6 Write instructions and demonstrate
99
5.7 Find out more
101
5.8 Make notes
103
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Contents
5.9 Recall connectives
105
5.10 Explain with multi-clause sentences
107
5.11 Plan first
109
5.12 Write and present
111
6 A different type of story 112
6.2 Develop your poetic language
114
6.3 Bringing the rain
116
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6.1 ‘The Way Through the Woods’
6.4 Read with understanding
117
6.5 Not lost but found
118
6.6 Use a frame to write a poem
120
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7 Tell it another way
122
7.2 A well-known tale around the world
123
7.3 Compare and contrast
125
7.4 Phrases, clauses and tenses 7.5 and 7.6 Write a synopsis
130
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7.1 Fairy tales forever
127
7.10 Compare the tales
139
7.11 and 7.12 Write your own version of the tale
141
7.7 Blackberry Blue 132 7.8 Pronouns, homophones and homonyms
134
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7.9 More about Blackberry Blue 136
8 Share your views 8.1 Posters with purpose
144
8.2 Layout counts
146
8.3 Find your way around
148
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Contents
8.4 and 8.5 Create a poster
150
8.6
Film posters and reviews
152
8.7
Make film review notes
153
8.8
Present a review
155
8.9
Informal letters
156
8.10 Formal letters
158
8.11 and 8.12 Write a formal letter
160
Lights, camera, action ...
9.1
Predict the story
9.2
Film scripts
9.3
Play scripts
9.4
Develop characters and setting
170
9.5
Plan a script
172
9.6
Write a script
163 165 168
176
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How to use this book
How to use1 this book There’s a lesson in that
1.1 Read a story by Aesop Focus
Breaking words syllables can help and pronounce correctly. 1 2A syllable is a wordinto or part of a word thatyou hasspell one beat (car – car|rythem – ca|ra|mel). Choose a syllable to complete these words. Sort these words according to how many syllables they have.1.1 Read a story by Aesop 2
fathom grasshfu ti por corn opl per ping fi them r pronounce ffled into syllables Breakingba words can help you spelldeand correctly. ri ous es mea thm fli up or ar rac irr en ch vi t ing an a syllable to complete these words. Choose ti porwed stop guffa us rac industriovi dow
Focus: These questions help you to master the basics.
glo stop One syllable cha
erally un ng pilib thar pro
ous con un Two syllables ter le dow pro
glo Practice
ous
melody der
suste stand nanc e fi dif
ing sion
teased ful
mea gather
nued wist stand dif Three syllables Four syllables gic im sion gather
con
cult
ri
cult
tant
nued wist
3cha Use your dictionary toter check of the words le the meaning of anygic im in Activities 1 and 2 that you did not know. Add them to your wordbook.
ly
ly tant
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Practice: These questions help you to become more confident in using what you have learnt.
1.1 Read a story by Aesop
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Workbook 5 provides questions for you to practise what you have learnt in class. There is a unit to match each unit in Learner’s Book 5. Within each unit there are six or twelve sessions. Each session is divided into three parts:
Practice Challenge
3
Use your dictionary to check the meaning of any of the words in 4Activities Write notes story that a fable. 1 andon2 athat you didyou not think know.isAdd them to your wordbook. Use the fable features to guide you. 1.2 Check your understanding
Challenge Fable features Remember, some letters, 4 Write notes on a story that you thinklanguage is a fable.is all around like 1.8 the Figurative suffix –ed, aren’t Use the fable features to guide you. • Fables are short stories. stressed at the end of words. Fable features • The characters usually have human characteristics. Language focus
Challenge: These questions will make you think very hard.
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1.2 Check your understanding
Practice 3
Write down what you think each expression means. Do some research if you 8 • • Fables areorshort The main point is ainternet. moral lesson one of the characters learns. do not know. You could ask a family member use stories. the
Modal verbs express possibility, ability, permission or obligation by changing other verbs•in a sentence. Common modal verbs are shown here. characters have human characteristics. • The We can learnusually from the story’s lesson as well.
a
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Language focus boxes: b Key language and grammar c rules explained.
• •
t muslearns. allthe characters shof The main point is a moral lesson may one will should might ought to can could would We can learn from the story’s lesson as well.
Modals are followed by the base verb they change.
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Example: I can dream; you ought to eat; she should smile. Modals can express degrees of possibility – how likely something is to happen:
e
Challenge
It could be hot tomorrow.
I may do my homework.
It might be hot tomorrow.
I should do my homework.
9
9
It will be hotrepeat tomorrow. I must do my homework. Alliteration is a figure of speech where you the consonant sound at the start of words for effect.
4
Circle seven words in the word Focussearch to alliterate with each of the words in boxes – that’s 211words to find altogether! Identify the modal verb and explain the difference in the meaning of these sentences.
Questions and statements to help you think about night how you learn
Grasshopper could listen to Ant’s advice.
race
sigh
Words to choose from
Start byby underlining the Start underlining the Grasshopper should listen to Ant’s advice. words in in thethe word words wordbank bank that alliterate withthese these that alliterate with words. Thendodoyour your Then words. word search. word search.
neat
like
Practice knee
rhyme
carry
2 Rewrite these sentences to make them negative by changing the modal verb wrought knock using a contraction.
lope
7
psalm plan This simper Original material © Cambridge University Press 2020. material is not final and is subject to further changes prior to publication. valiant cycle
plate
a Grasshopper must think about the coming winter.
drought
crawl
circle
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1 There’s a lesson in that Focus
FT
1.1 Read a story by Aesop 1 A syllable is a word or part of a word that has one beat (car – car|ry – ca|ra|mel). Sort these words according to how many syllables they have.
guffawed
enormous
liberally
fathom
melody
industrious
Two syllables
flies
sustenance
Three syllables
grasshopp
er
teased
Four syllables
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One syllable
chirrup
corn
A
ant
baffled
Remember, some letters, like the suffix –ed, aren’t stressed at the end of words. 8 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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1.1 Read a story by Aesop
2 Breaking words into syllables can help you spell and pronounce them correctly. Choose a syllable to complete these words. por
ti
rac
vi
stop
ping
thar
der
un dow
pro
ous con
cha
ter le
ing
ful mea
ri
stand dif sion
nued wist
Practice
gic
cult
gather
FT
glo
fi
im
ly tant
Challenge
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3 Use your dictionary to check the meaning of any of the words in Activities 1 and 2 that you did not know. Add them to your wordbook.
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4 Write notes on a story that you think is a fable. Use the fable features to guide you.
Fable features
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• Fables are short stories.
• The characters usually have human characteristics.
• The main point is a moral lesson one of the characters learns. • We can learn from the story’s lesson as well.
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1 There’s a lesson in that
Main characters:
Story title:
Setting:
A
FT
Plot summary:
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5 Use the notes to summarise your fable in a paragraph with a topic sentence.
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1.2 Check your understanding
1.2 Check your understanding Language focus Modal verbs express possibility, ability, permission or obligation by changing other verbs in a sentence. Common modal verbs are shown here.
may
should would
could
shall
can
must ought to
might
FT
will
Modals are followed by the base verb they change.
Example: I can dream; you ought to eat; she should smile.
Modals can express degrees of possibility – how likely something is to happen: It could be hot tomorrow.
I must do my homework.
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It will be hot tomorrow.
Focus
I should do my homework.
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It might be hot tomorrow.
I may do my homework.
1 Identify the modal verb and explain the difference in the meaning of these sentences. Grasshopper could listen to Ant’s advice.
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Grasshopper should listen to Ant’s advice.
Practice 2 Rewrite these sentences to make them negative by changing the modal verb using a contraction. a Grasshopper must think about the coming winter.
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1 There’s a lesson in that
b Ant will have enough food to last her.
c Ant would lend Grasshopper food if she had enough.
FT
d Grasshopper could collect food if he wanted to.
e Ant shall tell Grasshopper a good place to look for food.
Challenge
A
3 Choose a suitable modal verb to complete these sentences. a It’s so hot today, I just b I
help you if you try your hardest.
collect food but I prefer relaxing.
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c I know I
be bothered to do any work.
d Ant
sing as well as Grasshopper, I
also sing.
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e If I
be persuaded to help Grasshopper if she thinks he has changed.
1.3 Story features
Focus
1 Choose synonyms from the boxes and write them in the correct place in the thesaurus on the next page. 2 Think of an antonym (a word opposite in meaning) and add it at the end of each entry.
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1.3 Story features
blub beam
flee
hibernate
guffaw
scuttle stampede
slumber
simper
howl hoot
sneer
smirk
dar t
wail
kip
jog
snicker
snivel
doze
drowse rest
nap race
sprint
snigger
titter
snooze
sprint
sob
whimper weep
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A
Thesaurus
dash
chuckle
catnap
bound
grin giggle
chor tle
cackle
FT
bawl
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1 There’s a lesson in that
Practice 3 Give Ant and Grasshopper a new personality by finding an antonym for each adjective in their character profiles.
irresponsible
practical
Antonym:
Antonym: impractical
sensible Antonym:
Antonym:
FT
bossy
carefree
A
Antonym:
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optimistic
busy
Antonym:
Antonym:
cheerful Antonym: gloomy
D
serious
Antonym:
thoughtless Antonym:
Challenge
4 Write a sentence to describe each character’s new personality. Ant: Grasshopper:
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1.4 What about my point of view?
1.4 What about my point of view? Language focus Third-person narrative: an outsider tells the story but is not part of it.
First-person narrative: a character tells the story as well as being in it.
Imran went to school early so that he could hand in his newspapers for recycling.
FT
I go to school early so that I can hand in my newspapers for recycling.
Common pronouns: I, we, me, us, mine, ours
A
Common pronouns: he, she, it, they, him, her, them, his, hers, theirs
Focus
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1 Complete these sentences, describing the action in the picture. Third person
I...
Ant . . .
D
First person
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1 There’s a lesson in that
2 Complete these sentences using personal pronouns. Use each pronoun once. her I me my she she them them they us we
FT
Use the verbs to help you choose the right pronoun. Cross out each one when you have used it.
a When
get up
mum makes says
A
eat breakfast.
should all eat healthily before school because good food gives
brain power!
b Mrs Sisulu wakes
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family every morning and prepares a healthy
breakfast for
because it will give
.
thinks
need breakfast
brain food.
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Practice
3 Write a paragraph about something you did at the weekend. Write in first-person narrative.
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1.4 What about my point of view?
Challenge Language focus Possessive pronouns and possessive adjectives do different jobs. Possessive adjectives appear with the noun they modify. Possessive pronouns take the place of a noun. Example:
possessive adjective
That book is mine, not yours.
FT
That’s my book, not your book.
possessive pronoun
4 Put these pronouns in the correct columns in the table, crossing each one out as you go. he her hers his his I it its mine my our
A
ours she their theirs they we you your yours
D
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Some pronouns will be in more than one column because although they are written the same, they do different jobs.
Personal pronouns
Possessive pronouns
Possessive adjectives
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1 There’s a lesson in that
1.5 Proverbs tell a tale Focus 1 Draw a line to match each proverb to its meaning. Think carefully before you do or say something.
Look before you leap.
Making a little effort now will save a lot of effort later.
FT
Practice makes perfect.
It’s no good worrying about something that has already happened.
Great oaks from little acorns grow.
It is easy to forget something if you can’t see it.
It’s no use crying over spilt milk.
All great things start small.
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A stitch in time saves nine.
Doing something over and over again is how to learn to do something well.
Out of sight, out of mind.
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Practice
2 Fill in the missing word to complete these proverbs. in one basket.
a Don’t put all your
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b The early bird catches the
.
c The proof of the pudding is in the
d Birds of a
e You cannot have your
.
flock together. and eat it too.
Challenge 3 At home, ask members of your family about any proverbs they know or that are traditional in your country or region. Make a note of them and what they mean. Then write each one on a card with the meaning on the back. Play a game in class by challenging each other to explain what your proverbs mean.
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1.6 A twist in the traditional tale
1.6 A twist in the traditional tale Here is the middle of a story based on one of Aesop’s fables.
Focus 1 Read the story middle and decide on a lesson that the story will teach.
Practice
FT
2 Write a title for the story that explains the lesson.
3 Write the opening in one or two sentences to set the scene.
Challenge
4 Decide how the story ends and write the ending. 5 Illustrate your story.
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One day . . .
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Title explaining the lesson in the story:
A mother crab told her baby crab that he must learn to walk straight because when he walked sideways, he couldn’t see where he was going. But the baby crab told his mother that he copied everything she did. So . . .
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1 There’s a lesson in that
FT
1.7 It’s all about dialogue Language focus Punctuating dialogue
• Put speech marks before and after the spoken words.
A
• Capitalise the first word inside the speech marks.
• Use a comma after any words introducing the speech. • Start a new line when a new person speaks.
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• If the narrative indicating who spoke (e.g. she said) comes after the speech, put the comma, exclamation or question mark (never a full stop) before closing the speech marks with no capital letter for the word that follows.
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capital letter
punctuation inside the speech marks
no capital letter
'Walk straight not sideways,' said Mother Crab.
Baby Crab replied, 'I do what you do!'
new line for each speaker
punctuation inside the speech marks comma after words that introduce the speech
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1.7 It’s all about dialogue
Focus 1 Add the missing speech marks to these sentences. a You can’t see where you are going, laughed Mother Crab. b Baby Crab asked, Will you teach me to walk straight? c I am better than Starfish who can’t walk at all! protested Baby Crab. d Baby Crab poked Starfish and demanded, How do you move around?
FT
Practice
2 Rewrite this paragraph and set out the dialogue correctly.
D
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A
I don’t need to walk smiled Starfish. Why not asked Baby Crab. Starfish wriggled and giggled saying I don’t need to go anywhere so I wait for the waves to take me.
Challenge
3 Rewrite the middle of the crab fable in 1.6, using dialogue rather than narrative. Use the actual words that each character might have said in the dialogue.
A mother crab told her baby crab that he must learn to walk straight because when he walked sideways, he couldn’t see where he was going. But the baby crab told his mother that he copied everything she did. “You must . . .
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1 There’s a lesson in that
1.8 Figurative language is all around Focus 1 What do these expressions mean? Read the expressions and fill in the missing words.
chip
medicine
out
FT
leaf
a to turn over a new b a fish
mad
of water
off the old block
c a
d a taste of your own e as
as a hatter
b
c
D
R
a
A
2 Draw a picture for each expression to show what it means literally.
d
e
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1.8 Figurative language is all around
Practice 3 Write down what you think each expression means. Do some research if you do not know. You could ask a family member or use the internet. a b c
FT
d e
Challenge
A
Alliteration is a figure of speech where you repeat the consonant sound at the start of words for effect. 4 Circle seven words in the word search to alliterate with each of the words in boxes – that’s 21 words to find altogether!
Start by underlining the words in the word bank that alliterate with these words. Then do your word search.
R
night
race
sigh
D
Words to choose from neat like
knee lope
rhyme carry
wrought knock
psalm plan
simper valiant
cycle plate
drought
writhe wriggle
sizzle chime marry
humour grain
none juggle nail
knight flit
haddock knave
shadow
see murmur
rummage waited
rugged
rail crease
whistle brain somersault
crawl
circle
23
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We are working with Cambridge Assessment International Education towards endorsement of this title.
1 There’s a lesson in that
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s
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FT
t
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a
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n
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l
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c
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v
1.9 Hold a discussion forum
R
Focus
1 When you take part in a discussion, it is useful to make notes beforehand to help you decide what you think and what you want to say.
D
Recycling rubbish
Questions he thinks of
Notes he makes
• • • •
Good idea / bad idea: • Takes too much effort • Lots can be made from recycled waste • Recycling station at shopping mall • Compost heap for garden/window box • Takes energy to recycle waste
What about food waste? Is it a good or bad idea? Where will it go? Why?
24 Original material © 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.
1.9 Hold a discussion forum
Do you agree with Marcus? Give at least two reasons. I agree/disagree with Malusi because: a
Practice
FT
b
2 Make your own notes in the table on one of these topics for a discussion forum. • No mobile phones at school.
• Sport should be compulsory for everyone.
Topic title:
My notes
A
Questions to ask myself
D
R
Good idea / bad idea:
25 Original material © 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 There’s a lesson in that
Challenge
FT
3 Write a paragraph based on your notes to read out as your opening comments in a discussion forum. Include your thoughts on a good idea and a bad idea.
1.10 Test your knowledge
A
Language focus
Paragraphs are like mini stories. They have an introduction, a middle and an end. • Introduction: a topic sentence that introduces the topic of the paragraph.
R
• Middle: two-to-three sentences explaining the detail. • Conclusion: a final sentence giving an opinion or a reflection on the topic.
Focus
D
1 Read the story and decide if it is a fable, using evidence from the text.
Tick ü the correct box.
YES
NO
One day a dog found a fat, juicy bone. It was the biggest he’d ever seen. On his way to bury it, he was trotting over a bridge when he saw his reflection in the stream. Seeing another dog with a bigger bone in its mouth, he snarled and growled at it. The reflection snarled and growled back. Then the greedy dog snapped his jaws to steal the other bone but alas, as he opened his mouth, his own bone fell with a splash and sank.
26 Original material © 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.
1.10 Test your knowledge
Practice 2 Look at the text in Activity 1 and follow these instructions. a Underline the topic sentence in blue. b Underline the supporting sentences in red. c Underline the concluding sentence in black. d Circle any evidence you have used from the text to support your answer.
FT
Challenge
3 Complete the paragraph frame to explain your view using evidence from the story.
stories that
The dog and his bone is / is not a fable. Fables are
R
characteristics. In this story, the main character is He
characters with
A
and they often have
D
The lesson the
. .
learns is
.
We can also learn because the story teaches us .
27 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 There’s a lesson in that
1.11 and 1.12 Retell a fable
FT
When you edit your writing, always check your spelling carefully with a dictionary or an on-screen spell-check tool.
Focus
1 First try to correct the spellings yourself in this paragraph. Then check your new spellings using a dictionary.
A
One day, threa sheeps were grayzing in the feeld. Won was corled Cosy, won wos named Sheer and the last was Yummy. “Wot do you wont to be when you gro up?” Cosy aksed Sheer. “A wooly jumper!” larfed Sheer, bounceing up and down. “Me two!” shoutted Cosy.
R
And then they both starred at Yummy.
Practice
D
2 Write a more powerful verb to replace the underlined words. Example: Yummy said in a panic, “But I don’t want to be yummy to eat!” shrieked a ‘I’m sure we’ll come up with a plan,’ said Cosy quietly. b Sheer lazily said, ‘I just can’t think about it now.’ c ‘But what will happen to me?’ said Yummy sadly.
28 Original material © 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.
1.11 and 1.12 Retell a fable
Challenge 3 Find the narrative verbs in the passage and rewrite each one in the past tense.
FT
Don’t forget! Dialogue verbs don’t always need to be in the past tense because they are the actual words said at the time.
searched
One day, a fox (search) very hungry. While he (sit)
everywhere for some food. He (be)
beneath a tree to rest, he (notice)
a crow on one of the branches. The crow (hold)
He (stand)
A
The fox (think)
a piece of cheese in its beak.
for a moment and (hit)
up and (say)
on a plan.
politely to the crow, ‘Good morning,
R
madam. You look very fetching this morning sitting on that branch. I was wondering whether you could sing as beautifully as you look, but surely that is impossible!’ tricked by the fox’s cunning words and immediately
D
The foolish crow (be) (open)
the cheese (fall)
her beak to sing and as she (give) and (plop)
mouth. Alas, now the crow (regret)
out a rasping caw, straight into the fox’s open
believing the fox’s flattery.
29 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
