Year - 5

English : Worksheet - 3
Cambridge University Press
978-1-107-68321-1 – Cambridge Primary English Stage 5
Sally Burt and Debbie Ridgard
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1 There’s a lesson in that

Sometimes we can learn from stories as well Vocabulary to learn and use:
as enjoy them. In this unit, you’ll read fables – fable, moral, proverb,
stories that were written to teach us a lesson. stereotype, idiom/idiomatic
You’ll practise writing in different styles and tell expression, figurative
a fable of your own. expression, human
characteristics

1 Read a story by Aesop Did you know?

The storyteller Aesop is said to
A The Ant and the Grasshopper is have lived in Greece in the 6th
century BCE. No-one is sure
one of Aesop’s most famous fables.
where he came from but the
1 Skim the story silently to get the main idea.
name ‘Aesop’ comes from the
2 Read the story aloud in your group, one
Greek word ‘Aethiop’ meaning
paragraph each. Ethiopia.
a Do you understand all the words in
your paragraph?
b Use expression as you read, so you Tip
make the meaning clear. When you don’t know what a
word means, try these ideas:
• Break the word into
syllables and look for a
common root word, prefix
or suffix.
• Re-read the word in context
for extra clues.
• Use a dictionary.

6 Unit 1 There’s a lesson in that

© in this web service Cambridge University Press www.cambridge.org

 The Ant and the Grasshopper

One fine summer’s day, deep in a meadow, a

grasshopper was bouncing about, chirruping and
singing without a care in the world. An ant bustled
by, weighed down by the enormous ear of corn
she was lugging to her nest. Time and time again,
the grasshopper watched the ant scurry back and
forth gathering food – insects, flies, grains of wheat
– anything she could find, never once stopping to
admire the glorious day or relax in the rays.
The grasshopper found this difficult to fathom
and teased her as she busied by, saying, “Take it easy
there, Ant! I don’t understand why you’re working
so hard. The day is long! Food is plentiful. Come and
rest awhile, and listen to my latest melody.”
“As it happens, Grasshopper, I am storing up
food for winter and you should be doing the same.
Summer won’t last forever, you know,” snapped
the ant as she continued on her industrious way, if
anything toiling just a little harder. The grasshopper
guffawed at the idea of working on such a day and
hopped happily off into the sunset, singing and
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jigging all the way.
And summer didn’t last. It never does. Winter
came, bringing barren fare and frosty fields.
Grasshopper’s song stuck in his throat as he
shivered without shelter or sustenance, gazing
wistfully at the ants as they munched liberally
from their stores of food, shaking their heads at
him and offering him nothing.
“How foolish I have been!” he wailed, for only
then did Grasshopper understand that he should
have made provision for winter as Ant had said.
Sally Burt Who would you rather
be friends with – Ant or
guffaw v. to laugh loudly, especially to mock something Grasshopper?

Session 1 Read a story by Aesop 7

 B Discuss the story in a group.
1 Can you summarise the main idea of the story in one sentence?
2 Who are the main characters? How are they different from each
other in what they say and do?
3 One character learned something important. What was it?
4 Which character do you think behaved the best? Use examples
to explain your view.

C Fables are found in many cultures and folklore storytelling traditions.

1 What have you learned about fables from the story?
Write a Fable fact file in your notebook.

Fable fact file:

• Fables are …
• The characters are usually …
• The main point …
• We can …

Use these key words to help you:

short moral human characteristics lesson story

2 Discuss other stories you think might be fables.

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How did I do?
• Did I understand the key features of a fable?
• Did I recognise whether a story is a fable from my notes?

D Complete your reading log for The Ant and the Grasshopper.
Do you think a story is a good way of teaching this lesson?
Explain your opinion.

8 Unit 1 There’s
There’s a lesson
a lesson
in thatin that
 2 Check your understanding

A Discuss the questions with a talk partner and then write your
answers neatly in your notebook. Use examples from the text.
1 Why did Grasshopper tease Ant?
2 Why did Ant say “summer won’t last forever”?
3 Give an example of Ant’s actions to show she approves or
disapproves of Grasshopper.
4 What made Grasshopper finally understand that he should have
acted differently?
5 How do you think Ant felt when she saw Grasshopper at the end?

B Verbs can tell you about characters through how they act and move.
1 What different kinds of walking do these words describe?
Role play them with a partner.

stroll amble meander stride saunter promenade hike pace

2 Choose a verb from the story that shows Ant’s mood when Grasshopper
teases her.
3 Write down verbs from the story to describe how Ant moves.
What do they show about her personality?
ersity Press 4 Fathom has more than one meaning in the
www.cambridge.org
dictionary. Use the context to
decide which meaning is correct in the story.
5 What tense is the narrative part of the story? Give three examples.
6 What tense is the dialogue mainly in? Give three examples.

fathom
C Punctuation is necessary in any story.
– n. a unit of
1 Where are exclamation marks used and why? measurement (equal to
2 Find an example of punctuation that shows where six feet) for water depth
there is dialogue in the story. – v. to measure the
3 Explain the reason for the apostrophe in each example: depth of water with a
a One fine summer’s day … Possession sounding line
b Summer won’t last forever …Contraction – v. to understand
something by thinking
c And summer didn’t last …Contraction
about it hard
d The grasshopper’s song stuck in his throat …Possession

Session 2 Check
There’s
youraunderstanding
lesson in that 9
 3 Story features Did you know?
Anthropomorphism means
A Animal characters in fables often giving human characteristics
to animals in stories or
have particular human characteristics that
pictures. Anthropos means
we associate with each animal. These are
‘man’ or ‘human’ in Ancient
known as stereotypes.
Greek and morph means shape
1 Discuss with a talk partner the or form. Can you see how this
characteristics often associated with word came about?
these animals in stories.

elephant fox snake lion

hyena donkey wolf rabbit

2 How does Ant act like a person? Make a list.

3 How does Grasshopper act like a person? Make a list.
4 Write two short paragraphs describing the personalities of Ant and
Grasshopper, using examples from the text of how they speak and act.
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5 Read these fact files about real ants and grasshoppers.
a Which is which? I love having fun
b Do the facts support Ant’s and swimming and flapping
about but I always remember
Grasshopper’s personalities?
that I need to find my
A B own food!

• Live almost anywhere except • Live almost anywhere

extremely cold places • Live in colonies
• Live by themselves • Will eat most things
• Mostly eat grasses, leaves especially insects, meat, fats
and cereal crops (herbivore) and sugary foods (omnivore)
• Don’t usually survive the • Can live a few months to a
winter few years

10 Unit 1 There’s a lesson in that

 B Stories usually contain an issue or a complication. In fables, the issue
is the lesson learned by one of the characters.
1 Discuss the issue in this story.
2 What did either of the main characters do to resolve the problem?
3 How does the story teach us the lesson?

C Ant and Grasshopper approach life differently.

1 Make notes about how each character approaches life.

2 Summarise your ideas to your talk partner and discuss whether you agree.
3 Sort these adjectives into two lists to describe Ant and Grasshopper.

practical thoughtless hard-working optimistic dull happy-go-lucky

fun-loving chirpy sensible prudent irresponsible cheerful
bossy cheery serious worthy unkind down-to-earth feckless

4 Role play a conversation in which Grasshopper asks Ant for help at the
end of the story.
a What will Grasshopper say?
b How will Ant react?
c What could Grasshopper offer Ant in exchange for food?
5 Write a short paragraph explaining what you would say and do if
Grasshopper asked you for help. Give reasons.
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4 What about my point-of-view?

A The narrator of a story can either be a character (first person) or

someone looking in from outside (third person).
1 Who tells the story of The Ant and the Grasshopper?
2 What evidence tells you this – the narrative or the dialogue? Why?
3 Which words show whether these sentences are in first or third person?
a Grasshopper said he hoped winter would not come.
b I am worried that Grasshopper will have no food.
c She works so hard and never has time for play.
d We share all the food we collected to see us through winter.
e The ants know they need to store food to survive.

Session 4 What about my point-of-view? 11

 Language focus
Third person narrative: an outsider First person narrative: a character
tells the story but is not part of it. tells the story as well as being in it.

Imran went to school I go to school early

early so that he could so that I can hand in
hand in his newspapers my newspapers for
for recycling. recycling.

Common pronouns: he, she, it, they, Common pronouns: I, we, me, us,
him, her, them, his, hers, theirs. mine, ours.

Tip
Pronouns stand in for people or objects to avoid repetition.
Example: The duck said that the duck gave the duck’s mum a
present. The duck said that she gave her mum a present.

B Use possessive pronouns and adjectives.

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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:
That’s my egg, not your egg. → That egg is mine, not yours.
possessive adjective possessive pronoun

12 Unit 1 There’s a lesson in that

 Personal Possessive Possessive
pronoun adjectives pronouns
I my mine
you your yours
he his his
she her hers
it its -
we our ours
they their theirs

1 Choose the correct word for these sentences.

a The ant carried (her/hers) load on (her/hers) back.
b The ants said, “This corn is (our/ours).”
c Please share (your/yours) food with me.
d People should not steal what is not (their/theirs).
e Why don’t you come and warm up at (my/mine) house?
2 Replace the personal pronoun (I, you, he/she/it, we, they) with
the correct possessive adjective or pronoun.
a Winter made (it) presence felt.
b We are collecting food for (we) stores.
c All the food I have collected should be (I).
d They gave me (they) word.
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e All that I have is (you).

C Not everyone sees things the same way. How might

the story change if Ant or Grasshopper was telling it?

One fine summer’s day, One fine summer’s day,

deep in a meadow, I noticed a deep in a meadow, I was
grasshopper bouncing about, bouncing about, chirruping
chirruping and singing without and singing without a care
a care in the world ... in the world ...

Session 4 What about my point-of-view? 13

 1 Decide with a talk partner who will tell the story from Ant’s and
Grasshopper’s points-of-view.
2 Re-read the story and decide what to change to make your character
the narrator. You can also change some story details.
• What does Ant really think about Grasshopper?
• What does Grasshopper really think about Ant?
3 Make notes of your changes.
4 Tell each other the story from your character’s point-of-view.

5 Proverbs tell a tale

A proverb is a memorable
A Stories can help us to learn tricky saying that gives advice or
a life lesson – for example:
lessons about life; we remember the story, Never judge a duck by
so we remember the lesson. his feathers!
1 In a small group, read the proverbs below
and explain to each other what they mean.
• Never put off until tomorrow what you can do today.
• A friend in need is a friend indeed.
• Do as you would be done by.
2 Make hay while the sun shines is a figurative expression. Use the pictures
on page 15 to help you discuss what it means literally and then work out
the lesson that it teaches.
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Tip
A dictionary gives you the literal meaning of a word. Figurative descriptions
use images to express meaning. We infer the meaning from the images.

3 Which of the proverbs in question 1

I’m no dab hand at farming
has the same meaning as but I know it’s easier catching
Make hay while the sun shines? fish in good weather ... never
put off until tomorrow ...

infer v. to work out using prior knowledge

14 Unit 1 There’s a lesson in that

 Oh no! I hope it’s My hay is ruined.
This day is too
only a shower! Now I’ll have no hay
nice to work hard
this winter.
cutting hay.

B Design a cartoon strip to illustrate a proverb.

1 Choose one of the proverbs and tell each other an idea for a
scenario that could teach the lesson in the proverb.
2 Plan a cartoon strip of your scenario. Sketch the Any volunteers?
scene and write dialogue in the speech bubbles. Who’d like to share
their cartoon?
3 Add any necessary narrative text. Keep it brief.
4 Complete the cartoon strip and share it with the class.

6 A twist in the traditional tale

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A Explore a modern version of the fable.
1 Look at the story on the next page. This version of the fable is titled
Auntie Anthea and Gentle Geoffrey. Which is the Ant and which is
the Grasshopper? How could you tell?
2 Predict how this modern retelling (from the title and the pictures)
might be similar to or different from the traditional version.

B The story can be read in groups of three.

1 Skim the story to identify the narrator: is it Geoffrey, Anthea or a
third person narrator?
2 Read the story together. List similarities and differences between
this and the previous version.

Session 6 A twist in the traditional tale 15